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Humanism and Social Studies

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Michael Cabrera

on 17 January 2014

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Transcript of Humanism and Social Studies

Humanism and Social Studies
Basic Principles of Humanistic Education
Social Studies and K to 12 Curriculum
Pedagogical Methodologies, Styles and Strategies
Knowledge
Skills (Thinking, Academic and Research, and Social)
Values and Attitudes
What do we really teach when we teach Social Studies?
Values to be integrated (Sec. Hidalgo, 2003)
Love of country; Nationalism
Heroism and appreciation of heroes; Patriotism
Appreciation of cultural heritage
Democracy
- Freedom and Responsibility
- Civic Consciousness and active participation
- Community leadership
National unity, solidarity and cohesion
National Identity
Good Christians and Responsible (Honest) Citizens - Don Bosco
Issues to be considered in teaching Social Studies
(Delors Report, 1996)
Tension between the global and the local
Tension between the universal and the individual
Tension between tradition and modernity
Tension between the extraordinary expansion of knowledge and the individual capacity to absorb them
Some Effective Strategies for Social Studies
Teaching Social Studies
Strategies
A. Concept Learning

- Concept folders
- Venn Diagram
- Concept Mapping
B. Applying and Relating Concepts

- Problem Solving Technique or Scientific Method
- Case Studies
C. Developing Thinking Skills
E. Strategies for Teaching/Developing Values

- “I learned…” statements
- Taking a stand
Technology Integration
Pedagogical Content Knowledge
Integration is when classroom teachers use technology to introduce, reinforce, extend, enrich, assess, and remediate student mastery of learning competencies (Hamilton, 2007).

Learning becomes...
- more fun
- engaging
- interactive
- promotes inquiry-based learning
- provides ways to explore and discover
- strengthens problem-solving skills
- encourages collaborative activities
- addresses more than one (1) learning style
- brings in real-life experiences
- improves student's performance/achievement

How do integrate technology?

Revisiting the Curriculum – identifying learning competencies that need technology integration
Identifying Instructional Resources – (websites, equipment, etc.)
Planning the Lesson - integration will take place
Executing the Learning Plan

Highlights of Key Findings and Principles of Pedagogical Content Knowledge

Definitions

Pedagogical content knowledge is a special combination of content and pedagogy that is uniquely constructed by teachers and thus is the "special" form of an educator’s professional knowing and understanding.
Pedagogical content knowledge also is known as craft knowledge. It comprises integrated knowledge representing teachers’ accumulated wisdom with respect to their teaching practice: pedagogy, students, subject matter, and the curriculum.
Pedagogical content knowledge must be addressed within the context of a diverse pedagogy.
- See more at: http://www.idra.org/IDRA_Newsletter/August_2009_Actionable_Knowledge/Pedagogical_Content_Knowledge/#sthash.iLlhfe6A.dpuf
How PCK is Developed

Pedagogical content knowledge is deeply rooted in a teacher’s everyday work. However, it is not opposite to theoretical knowledge. It encompasses both theory learned during teacher preparation as well as experiences gained from ongoing schooling activities.
The development of pedagogical content knowledge is influenced by factors related to the teacher’s personal background and by the context in which he or she works.
Pedagogical content knowledge is deeply rooted in the experiences and assets of students, their families and communities.
- See more at: http://www.idra.org/IDRA_Newsletter/August_2009_Actionable_Knowledge/Pedagogical_Content_Knowledge/#sthash.iLlhfe6A.dpuf
Impact of PCK

When teaching subject matter, teachers’ actions will be determined to a large extent by the depth of their pedagogical content knowledge, making this an essential component of their ongoing learning.
Pedagogical content knowledge research links knowledge on teaching with knowledge about learning, a powerful knowledge base on which to build teaching expertise.
- See more at: http://www.idra.org/IDRA_Newsletter/August_2009_Actionable_Knowledge/Pedagogical_Content_Knowledge/#sthash.iLlhfe6A.dpuf
Sample Knowledge-Building and Convergent Knowledge Expression Activity Types
Sample Divergent Knowledge Expression Activity Types
Community (Pamayanan o Komunidad)
Regions (Country) and Civic Efficacy
History (Kasaysayan)
Cultural / National Identity (Pambansang Pagkakakilanlan)
Self (Sarili)
Family (Mag-Anak o Pamilya)
Students learn best in a non-threatening environment
Feelings, as well as knowledge, are important in the learning process
The only form of meaningful evaluation is self-evaluation
Schools should produce students who want and know how to learn
Students' learning should be self-directed
Basic Principles (in a nutshell)
Story of Teddy Stallard
Full transcript