Lesson 3 Elementary Social studies

1. Group 2
Elementary Social
Studies Curriculum
Lesson 3

2. KEY STAGE 1 STANDARD

3. These themes recur in several grade levels in which the
degree of examination is dependent on the content and
skill focus.
The Elementary Social Studies Curriculum in the
Philippine Basic Education is divided into two key stages:
KEY STAGE 1 (AP 1 to 3)
KEY STAGE 2 (AP 4 to 6)
Each key stage has a corresponding standard addressing
vital competencies needed to be achieved.

4. KEY STAGE 1
STANDARD
Grade level standard for kinder (Pamantayang sa Bawat Baitang)

5. Grade Level Standard for Grade 1 (Pamantayan sa Bawat Baitang)
KEY STAGE 1 STANDARD
Learning content Includes:
• Understanding Myself
• The Story of Myself
• Valuing Oneself
• Knowing the Member of My Family
• The Story of My Life
• Responsibilities in My Family
• Valuing My Family
• Knowing My School
• Valuing My School
• Me and My Home
• Me and School
• Valuing the Environment

6. KEY STAGE 1 STANDARD
Grade Level Standard for Grade 2 (Pamantayan sa Bawat
Baitang)
Learning content Includes;
• Knowing My Community
• The Story of My Community
• The Culture of My Community
• The Livelihood in My Community
• Leadership and Services in My
Community
• My Responsibilities in My Community

7. KEY STAGE 1 STANDARD
Grade Level Standard for Grade 3 (Pamantayang sa Bawat Baitang)
Learning Content Includes:
• The Location of My Province
• Geographical Basis and
Instruments
• The Stories of My Region
• Valuing the Heroes, Historical Places,
and Symbols of My Region
• The Rich Culture of My Province
• Valuing the Cultural Identity of MY
Region
• The Economics of the Provinces in MY
Region

8. KEY STAGE 2 STANDARD

9. KEY STAGE 2 STANDARD
• Knowing the Philippines
• The Philippine Location
• The Philippine Geographical
Features
• The Philippine Natural Resources
and Its Industires
• Philippine Cultural Indentities
• The Philippine National Government
• The Government and Its Social Services
• Rights and Responsibilities of Filipino
Citizens
The grade level standard could be achieved using this content.
Grade Level Standard (Pamantayan sa bawat Baitang)

10. KEY STAGE 2 STANDARD
Grade Level Standard (Pamantayan sa Bawat Baitang)

11. • Emergence of Philippine Civilization
• Ancient Philippine Culture and Society
• Spanish Colonization
• Policies and Impacts of Spanish
Colonization
• The Transformation of Philippine
Society
• TheDevelopment of Filipino
Nationalism
Its Content examines the following.

12. KEY STAGE 2 STANDARD
Grade Level Standard (Pamantayan sa Bawat Baitang)

13. • Propaganda and Independence Movement
• The Emergence and struggles of the Philippine
Republic
• The Filipino-American War
• American Colonization
• American Policies and their Impact
• The Commonwealth Period
• The Japanese Occupation
• The Philippine Independence
• The Philippine After World War II
• The Third Republic
• The Declaration of Martial Law
• EDSA People Power
• The Fifth Republic
The following content -focus ensure development of
the said standard:

15. Lesson 4
Constructivist
Theory in Teaching
Social Studies

16. OBJECTIVES
• Analyze Constructivism as educational philosophy
• Examine the implication of constructivism in Social
Studies Curriculum

17. INTRODUCTION
Generation Z or post-millennial comprise a significant
number of Filipino learners. The said generation was
born and grew up with technology thus, they are called
digital natives. This context poses a challenge to
educators around the world more specifically on their
effectiveness and efficiency in engaging learners to
acquire the necessary knowledge, skills and attitude of
Social Studies Curriculum.

18. INTRODUCTION
This bring us to the discussion of constructivism as an
essential educational philosophy and its role in the
effective delivery of any decipline or learning area in
this case, the Social Studies program.

19. THINK
Constructivism has become the parlance of educators,
teachers, education policy makers. And curriculum
specialist for the last three decades. Much has been
said about this educational philosophy, including the
impact of its implemention on the lives of both teachers
and the learners .

20. THINK
It presented multiple challenges in developing learning
standards . Constructivism is a theory of learning that
has roots in both philophy and psychology. The
essential core of constructivism is that learners actively
construct their own knowledge and meaning for their
experiences Fonsot, 1996;Steffe and Gale, 1995

21. The Basic Tenets of Constructivism
• Knowledge is not passively accumulated, but rather, is the
result of active cognizing by the individual
• Cognition is an adaptive process that functions to make and
individual behavior more viable given particular equipment.
• Cognition organizes and makes sense of one experience, and
its not a process an accurate representation of reality; and
• Knowing has roots in both biological/neurological construction,
and social cultural and language base interaction Dewey,
1916/1980; Garrison, 1997, 1998, Gergen, 1995, Maturana and
Varela 1992

22. The Basic Tenets of Constructivism
In the modern period more specifically in the field of
psychology, the idea of cognitive constructivism was
first fashioned into a comprehensive theory by James
Mark Baldwin 1861-1934 and Jean Piaget 1896-1980.
They were able to map the procedures and operations
on the constructions of stable expiremental world
having access only sensation and to the operation of
the mind.

23. TYPES OF CONSTRUCTIVISM
It is essential to point out that constructivism is not
unitary theoretical position; The assumption behind this
continuum vary along a several dimension and have
resulted in the definition and support multiple types of
constructivism

24. COGNITIVE CONSTRUCTIVISM
This typically associated with information processing
and relief heavily on the component process of
cognition. It emphasizes that in order to acquire
knowledge, an individual has an active role in cognizing
any stimuli that formed part of his/her experiences.
Adaptive process is essensial in this kind of knowable
reality exist. This differiates cognitive constructivism
from radical and social constructivism.

25. RADICAL CONSTRUCTIVISM
Radical constructivism on the other hand believes that
the acquisition of knowledge is an adaptive process
that could attributed from the active cognition of an
individual translating expiremently based mind.

26. SOCIAL CONSTRUCTIVISM
Social Constructivism as a school of thought lies
between the transmission of the knowable reality of
cognitive constructivist and the construction of a
personal reality of the radical constructivist, Social
constructivism uplholds the social nature of knowledge
and that knowledge and that knowledge is the result of
social interaction and language usage. .

27. CONSTRUCTIVIST PEDAGOGY
Due to the breadth of constructivism theoretical
underpinings, pedagogies vary among practitioners.
Among these differences, however, there were
identified eight factors that essential in constructivist
pedagogy.

28. CONSTRUCTIVIST PEDAGOGY
1. Authentic and real-word environments are
necessary for learning to take place
It provides actual learning context. It provides the
activity upon which the mind operators. Also,
knowledge construction is enhanced when the
experience is authentic.

29. CONSTRUCTIVIST PEDAGOGY
2. Social Negotiation and mediation should be
taken into account in any form of learning.
Is vital element of learning provides socially relevant
skills and knowledge .

30. CONSTRUCTIVIST PEDAGOGY
3. Content and skills are made significant to the
learners.
Knowledge could enhanced ones adaptation and
functioning thus, it is necessary to the individuals
current condition and even goals.

31. CONSTRUCTIVIST PEDAGOGY
4. Learners prior knowledge is fundamental in the
acquisition of content and skills.
All learning begins within an individual schema or prior
knowledge.

32. CONSTRUCTIVIST PEDAGOGY
5. Formative assessment should be done to inform
future learning experiences.
Acquisition and understanding is an active and ongoing
process that is heavily impacted by the student prior
knowledge and experiences.

33. CONSTRUCTIVIST PEDAGOGY
6. Constructivism encourages learners to become
self regulated, self mediated and self aware
This cognitive exercise requires individual to
manipulate and organize experiences, regulate own
cognitive function, integrate new meaning from existing
one and from awareness of current knowledge
structures.

34. CONSTRUCTIVIST PEDAGOGY
7. Teachers should act as guides and facilitators of
learning.
The teachers role plays a major part in student
learning. In the cognitive constructivist perspective.

35. CONSTRUCTIVIST PEDAGOGY
8. Teacher must employ multiple perspective and
representation of content.
If learners are provided multiple perspective or lenses
in examining a particular phenomenon or event he/she
can have a raw materials necessary to create and
developed varied representation.

36. LINKING CONSTRUCTIVISM TO THE
SOCIAL STUDIES CURRICULUM
The nature of social studies as a learning program
complements the ideas of constructivism as a learning
philosophy . The ethic freedom, identities, and civic
competences works well with the constructivism is
expousing. Combining both ensures are development
of a holistic 21st century Filipino learner.

37. Challenge
Answer the following question. Substantiate your point
by providing relevant facts/data.
1. Enumerate and explain the basics tenets of
constructivism as an educational philosophy.

38. Thank
You