ARALING PANLIPUNAN AS FRAGMENTS: AN EXPLAINER

Teaching is indeed the noblest profession. Having been endowed with the capacity to influence, nurture, and shape the young minds is a privilege that only a few are chosen to enjoy. There can never be a more fulfilling purpose than maximizing one’s potential, and only teachers are granted the special privilege to undertake this selfless yet prestigious purpose. 

However, it must be underscored that nobility comes with great responsibility. The preceding statements might have appeared too euphemistic, as they highlight the mere ‘upsides’ of teaching. Most of the time, teachers are required to exert extra effort to cater to students’ varying needs as well as perform at par with the dynamic educational standards. Hence, it must be presumed that teaching, despite its nobility, demands that teachers go the extra mile and be obliged to offer instructions that enable students to not only reach their full potential but also contribute to the overall welfare of their community, country, and eventually the world. 

One of the major challenges faced by educators is the conundrum deeply entrenched in a flawed system. This is further exacerbated by the eroding peace, stability, and power pluralism, which are among the primary concerns of social studies, both at the international and national levels. The once-revered and accepted notion of power, authority, and decrees having been endowed to the people, for the people, and of the people has been slowly declining. What is happening in society is a reflection of how Social Studies should be taught, either to respond to it or serve as a catalyst to the system through discourse and other peaceful means. 

However, it must be noted that change is not instantaneous, meaning that the world's pressing problems can never be resolved within the snap of a finger– the same as revolutions do not occur within a day, but succeed through a compendium of gradual and collective efforts made by general actors who longed for a systemic change. Just like a big puzzle, to generate the holistic image, one has to start by connecting its fragments. This is also true with the case of Social Studies instruction. I argue that change and a promising response to the world’s problems will only be attained through upholding the subject’s core goal, which is civic consciousness, one careful, meticulous, and aligned instruction at a time. 

DISCLAIMER

This explainer is a compendium of all the learning that I have acquired over the past three years at the university. The succeeding section explains concepts heavily based on the depth of my understanding regarding the topic. Rest assured that every terminology is demystified and explained in layman's terms to emphasize the substance and clarity among undergraduate readers. 

Moreover, the reason why I have entitled this explainer as “Araling Panlipunan as Fragments” is that I want to discuss how Araling Panlipunan instruction should be planned and assessed in the most detailed way possible. Each section contains a brief discussion that aims to extract the very gist of how lesson plans and assessments in Araling Panlipunan should be carried out. Hence, from the title itself, it could be deduced that my approach is inductive– discussions first underscore the specifics for the readers to realize the whole. 

First-person pronouns such as ‘I’ and ‘my’ are used to emphasize my positionality and my stand as an author. It is also among my ways to connect with the readers in a manner that sounds welcoming, rather than intimidating. 

This brief explainer, as I will be reiterating, is a product of my constant attentiveness to every discussion regarding professional education (e.g., Principles and Methods of Teaching, Teaching Approaches in Social Studies, and Assessment and Evaluation in Social Studies). Therefore, chances are, I might have missed an important pointer (s) or have wrongly expounded a particular concept. If a reader happens to encounter any inconsistencies on matters related to any of it, feel free to contact me (rcritualo@bpsu.edu.ph). Again, rest assured that the concepts entailed here are discussed to the best of my ability. 

Special thanks to Prof. John Albert Dela Rosa for initiating such high-caliber instruction on this matter. His expertise was contagious enough to inspire me to encapsulate major points in one explainer. 

SECTIONS

This explainer is divided into two sections: (1) the points to be considered in making a Social Studies Lesson Plan, and (1) how assessments are done in Social Studies. Each section contains concepts and subconcepts that are expounded concisely. Examples are also provided to concretize abstract ideas and make them accessible to Social Studies teacher-education students. 

I. LESSON PLANNING

Lesson planning is essential in the teaching and learning process. Some TEIs (Teacher Education Institutions) even regarded lesson planning, aside from assessment, which is basically among the parts of a lesson plan, as the sine qua non of instruction. The reason behind it, being treated as absolutely necessary, is the belief that a person can never polish a task without structured preparation. The same case is shared with a structural engineer who is commissioned to erect an infrastructure. As a professional, the engineer needs to prepare a blueprint or a plan before carrying it out in actuality. Through this, the engineer will ensure the safety and quality of the infrastructure as well as satisfaction on the satisfaction of his client. 

This is also true with instruction. Teachers, especially the novice ones, are required to devise a Lesson Plan, serving as a guide throughout the instruction. Teaching and learning, in this case, is not arbitrary but a careful, meticulous, and structured process. Teaching without a plan is like navigating the vast ocean without radar, and being lost is most probable. To encapsulate, lesson planning is essential because it gives direction or a blueprint on how to maximize the benefits teaching-learning process for both the teacher and the students. 

I may need to emphasize that lesson planning ONLY serves as a guide, and it is up to the teacher how it can be employed in the actual instruction. Moreover, I also assert that each subject has its own approach to lesson planning. Meaning that the lesson plans in Social Studies vary from those in Math, English, or Science education. Below are the principles that should be considered in developing a Social Studies Lesson Plan: 

PRINCIPLES OF LESSON PLANNING IN SOCIAL STUDIES:

Araling Panlipunan as Fragments, as discussed in the preceding section, means that I will be discussing it in parts. In this section, I shall discuss Lesson Planning for each part individually. I shall start with the (a) Lesson Objectives, (b) Motivation, (c) Lesson Proper, (d) Generalization, (e) Application, and (f) Valuing. 

A. Lesson Objectives 

'Objectives’, this refers to the KSAs (Knowledge, Skills, and Attitudes) expected to be attained by the students at the end of instruction. The lesson objectives dictate the following: (a) the approaches, (b) learning experiences, and (c) assessments that should be utilized throughout the teaching and learning process. Therefore, it is presumed that if teachers, particularly in Social Studies, fail to establish clear Learning Objectives, then the instruction is expected to be mediocre and that the subject’s primary objective will not be attained. With that, below are the principles to be considered in crafting Lesson Plans in Social Studies: 

1. Lesson Objectives should be SMART

Firstly, Specific. It doesn’t mean that activities are specified. Specificity means that the verbs used are clear, precisely outlining the learning expectations (e.g., Naiisa-isa ang mga…not Naiisa-isa at naipapaliwanag). Secondly, Measurable. The principle provides that there must be an existing tool to measure the extent to which the objectives are attained (e.g., to measure cognitive outcomes, the teacher shall prepare multiple-choice questions anchored on a specific cognitive level). Thirdly, Attainable. It only means that activities should be practical or ‘doable’. Moreover, it prescribes that learning activities should be developmentally appropriate to the learners. (e.g., teach the facts regarding world wars before letting the students evaluate their effects on each region’s economic and political aspects). Next is Relevant. It prescribes that objectives should reflect the real-life experiences of the students. Relevance means considering the ‘applicability of objectives in students’ daily lives and experiences. Lastly, objectives should be time-bound. It means that the learning objectives should be practical. The objectives must be carried out within the available time and resources (e.g., the teacher should deliver quality instruction within a span of 45 minutes as prescribed by the enhanced K-10 curriculum, formerly MATATAG). 

2.  Objectives should reflect the goal of Social Studies

NCSS, or the National Council for Social Studies, stipulated that the main purpose of Social Studies is to inculcate civic consciousness among students. Therefore, regardless of the topics or competencies, learning objectives must reflect the field’s goal. It should be ‘beyond the conventional.’ 

3.  Learning purpose varies from learning objectives. 

The Learning Purpose refers to the expected knowledge, skills, and attitudes that should be developed or attained by the students even after the end of instruction. On the other hand, the Learning Objectives refer to the anticipated KSAs to be attained during the instruction. Albeit the distinction, they are complementary; thus, establishing a clear learning purpose leads to objectives that are significantly aligned with Social Studies’ aspiration. Developing a meaningful learning purpose initially requires answering these questions: 

1. Why do I need to teach this lesson?

2. Why do my students need to learn this lesson?

3. Why is this lesson relevant to my students? 

4.  Objectives should be in Three Domains

The three domains should be clearly outlined because those are non-negotiable. Misconceptions about social studies involve the subject as tedious, fact-based, and didactic in nature because teachers mostly focus on rote memorization, suggesting that the subject itself solely emphasizes cognitive learning. However, provided that social studies, as a discipline, is heavily tied to values, it could be deduced that in every lesson, affective learning must prosper. The same goes for psychomotor, in every lesson, the child should move so that they will never be confined to their chairs. Considering the three domains promotes ‘holistic learning’ as it nourishes the cognitive, affective, and psychomotor capacities of every student. 

5. Consider the Triangle of Effective Learning

Crafting learning objectives should be done simultaneously with learning activities and assessments. The alignment between these three elements should be strictly observed. (a) Learning Objectives serve to be the guide that dictates (a) what learning activities should be employed and (b) what assessment should be used to gauge if the given objectives are attained. In the triangle, the instructional elements (objectives, activities, and assessments) are not in a hierarchy. Instead, they must be treated as coequal, complementary, and interconnected. 

6. Objectives should be Transparent

It only means that students should be informed about the instructional goals. In practice, the teacher may have to let the students read learning objectives aloud; therefore, those objectives shall be the students’ personal learning goals. 

7. If possible, make the objectives Universal

Being universal, in the context of lesson objectives, is about allowing the learners to demonstrate their learning in ways that they truly prefer. It significantly differs from Differentiated because it targets specific learning preferences, while this approach to teaching promotes plurality, as it encourages multiple means of expression (student-based), representation (as to how the teacher presents content), and engagement (depends on the teacher and students). 

B. Motivation 

Motivation in the context of instruction has two main purposes: (1) to capture students’ attention and (2) to introduce the lesson. However, in practice, most teachers forget to consider the latter, and it seems that the function of motivation is solely for capturing students’ attention. Yes, the students might be enjoying; however, enjoyment does not always equate to learning. Below are the pointers to be considered in devising motivation:

1. Motivation should engage

Motivation has two main goals: (1) to capture the attention of the students (conditioning) and (2) to introduce the lesson. The motivation part does not need to be extravagant to be engaging; it only needs to pique the attention, eventually the interest of the students, and introduce the lesson. One of the effective examples is the use of priming. It is a strategy mostly employed in psychology, where a scenario, for instance, a story, is associated with students’ experience, thereby stimulating ‘relevance’ among them. It is also done by giving the students a hypothetical scenario that mostly appeals to their emotions. 

E.g., the Gaza and Israel Conflict

- Sino sa inyo ang naglalaro sa bahay?

- Masaya ba kayo kapag naglalaro?

- Paano kung habang naglalaro kayo ay may ibinagsak na bomba at nakita ninyong nasawi ang inyong mahal sa buhay?

- ganyan din ang nangyari sa Gaza, (magpapakita ng picture) na tatalakayin natin ngayong araw. 

2. Motivation should be Thematic

Motivational activities should not be forced, just to fit in. The ideal activity should be thematically aligned with the lesson. For instance, if your lesson is about marriage, you may opt to incorporate flowers (as symbolism) into your motivational activity. In other words, if your lesson is about migration, your motivation should have something to do with migration.

C. Lesson Proper

As I discussed earlier, if the principle of the Triangle of Effective learning is at play, instructional elements are in no hierarchy, and that should always be the status quo. However, when it comes to theory and practice, the lesson proper must contain the lesson’s most significant parts. The lesson proper serves as the body of the instruction; therefore, it should be as meaty as possible. Below are the points to be considered when drafting a lesson proper:

1. The Lesson Proper should be aligned with the Lesson Objectives

If the learning objective is “nasusuri”, then the student should be analyzing throughout the lesson. This goes the same when the objective says “naiisa-isa,” then the student should be enumerating throughout the lesson. However, an important reminder should be considered: the initial objective should lead to the attainment of other objectives (affective and psychomotor), which will be discussed in the succeeding sections.  Refer below for the example:

Objective: Nasusuri ang mga dahilan ng Migrasyon

Possible Activity: “News Analysis”, the teacher may provide news from various sources and have the students analyze it by giving processing questions. 

2. Ensure that the lesson proper is Scientific and Valid

The content, being scientific and valid, ensures that students will be absorbing high-quality information. Such information is deeply rooted in a systematic body of knowledge, increasing its applicability in real-life situations. Content will appear to be scientific if it is guided by research. For instance, the teacher should integrate research-based and scientifically accepted information into the content. Additionally, the content shall be considered valid if it is up-to-date.

Example:

For instance, you were assigned to handle students in grade 10. Under the curriculum, level 10 students should learn about the Contemporary Issues. Say that your topic is all about gender discrimination, your lesson proper can be scientific and valid if you are to incorporate the following facts:

“Ang Pilipinas ay ika-labing anim sa isang daan at apatnapu’t anim na bansang may pinaka malaking agwat sa kasarian ayon sa World Economic Forum Global Gender Gap Index Report noong 2023. Nangangahulugan ito na datapwat ang mga kababaihansa ating bansa ay may mga matataas na posisyon at tinatamasa ang kanilang karapatan, marami pa ring kaso ng pang-aabuso at diskriminasyon ang kanilang kinahaharap sa ating bansa.” 

3. It should promote Active Learning. 

Active learning prescribes that students should be hands-on and minds-on throughout the teaching and learning process. It is the principle that says students are responsible for their learning. Hence, it will require them to explore the lesson themselves. The teacher only acts as a facilitator of learning; therefore, their role is limited to providing gradual support to the students

4. Ensure an In-depth Learning

In order to dig deeper into the lesson, the teacher should reinforce the students’ responses (pagpapalalim). Although the teacher’s role is that of a facilitator, it must be noted that he/she must extract the very essence of the lesson by adding additional information or simplifying what has been initially stated. This also creates a leeway for students to clarify concerns, if there are any. 

5. Transitionality is a MUST

Transitionality means that Lesson Proper should introduce activities that target other domains. It has been a tradition that the lesson proper only targets one specific domain– the cognitive. However, Dela Rosa prescribed that teaching social science must deviate from this obsolete approach. Teaching social studies must underscore transitionality (formula: 1 = 2, 1 + 2 = 3), which means that the cognitive domain should lead to affective, and both domains should lead to the third, the psychomotor.

6. Do not Rely on Didactic Pedagogy 

Impressions on Social Studies have a common denominator– the subject is boring (e.g., puro pakopya lang sa pisara o sa manila paper at sobrang nakadepende sa libro). In some cases, the reason why teachers carry out those ‘boring’ approaches is for the students to retain facts. However, the approach was considered futile as retaining facts immensely varies from rote learning. Indeed, it cannot be denied that social studies is a fact-based subject; however, the same is also value-based, as the NCSS prescribes that the value of ‘civic consciousness’ is to be ingrained in the hearts and minds of students. 

Civic consciousness, the core goal of Social Studies, can only prosper if the teacher does not monopolize the learning process. While the teacher assumes the authority, it does not necessarily mean that he/she is the only one to control knowledge production. The teacher must create an equitable opportunity for the learners to construct understanding by themselves. Hence, didactic pedagogy should be discouraged. 

7. Content and Questioning must be Developmental

The classroom mirrors diversity. Some students are innately endowed with high intellectual caliber, while some may need a slower pace of the lesson to understand and retain certain concepts. This means that the teacher shall keep up with students’ needs by promoting a ‘developmental approach’. 

The developmental approach prescribes that students learn best when they are developmentally ready. To carry this out, the teacher may need to employ a gradual transition. In other words, it requires teachers to present the content with increasing difficulty (from easy to challenging). The principle is not confined to the presentation of the content, but could also be employed in asking thought-provoking questions. 

Example: (Mga Suliraning Pangkapaligiran)

Kung magpepresenta ng larawan ang guro (picture analysis), ang mga tanong ay dapat developmental. 

- ano ang napapansin ninyo sa larawan?

- maari bang ibahagi ang inyong obserbasyon?

- nakaranas na ba kayo ng ganito? Kailan? Saan? Ano ang epekto?

D. Generalization 

Generalization is a part of the lesson plan where all the concepts previously discussed are summed up. Below are the points to be considered when crafting an activity for this part:

1. Emphasize Reflection rather than mere summation 

In a conventional instruction, most teachers, especially the novice ones, are avid promoters of ‘summation’ as the sole essence of generalization. However, in a social studies classroom, considering that the goal is not only to memorize facts but to make meaning out of them, it is therefore encouraged to have students derive insights from the facts initially absorbed to promote meaningful learning. 

For instance, you are discussing ‘Mga salik na naka-aapekto sa demand’. A bad practice for generalization is to just ‘enumerate’ all the factors affecting demand. The better option would be: 

“Klas, maari ninyo bang ibahagi ang inyong natutunan gamit ang isang salita/larawan/simbolo?”

Here, the students will try to simplify what they have learned. If they do simplify it, it means that they have truly grasped the lesson. Remember that one of the primary indications of mastery is simplicity. 

2. Generalization comes first before Application

Note: The format of lesson planning might vary depending on the school institutions. However, the major justification is:

“One does not have the capacity to apply something that is yet to be generalized. Therefore, the lessons themselves should be synthesized first before applying them to whatever activity the teacher has prepared.” 

3. The principle of “Moving Away” and “Moving Beyond”

While I have stated that generalization must go beyond the recall of important facts, it should also be noted that to go beyond, the students must first have a clear grasp of the important concepts initially tackled. To clarify the point, you may ponder this question:

“Can a ladder without rungs and base sections serve its true purpose?” 

A ladder without rungs (steps) and base sections (support keeps the rungs intact) can never fulfill its purpose. It could even be detrimental to the user. This is also true with the purpose of generalization. The rungs represent each of the concepts that students have to retain, while the base sections are what make those concepts compact (something that locks in the concepts). A ladder with firm rungs and strong base sections allows the user to confidently take extra steps. Same goes for generalization; with all the concepts retained and kept, the students could use them as a foundation to go further or beyond. 

Moving beyond means deepening the concepts being discussed and making significance out of it by connecting it to students’ real-life experiences. Therefore, moving beyond place its emphasis on “reflection” and insights genesis. However, teachers must always be cautious. Moving beyond requires prudent monitoring and guidance from the teachers. This is because students, particularly at a high-school level, are innately inquisitive. The teachers’ role in this sense is to provide a clear path, so that students will not be lost even if they move farther and beyond. 

On the other hand, moving away does not holistically take into consideration the concepts being discussed; instead offers an arena for students to demonstrate what they have through a synthesis. Moving away does not mean neglecting the concepts being discussed, but a challenge given to students to make meaning out of the concepts that they have absorbed. In other words, generalization in this manner is synthetic.

E. Application 

This part of the lesson answers the question “How can I, as a teacher, create a learning experience (s) where my students can make use of the concepts that they have learned?”. To make it simple, the application demands that the student, from the word itself, apply what they have learned in a particular learning activity. Discussed below are the pointers to be considered when devising an application activity: 

1. Ideally, the Psychomotor should be in the Application 

As discussed above, in all lessons, students must move. This is aligned with the principle of ‘holistic learning’, where scholastic and non-scholastic aspects should be considered. Therefore, the question that teachers must respond to is “How can I incorporate psychomotor activity, regardless of my lesson?”. This concern is heavily on the teacher’s part. 

In a social studies classroom, ideally, the psychomotor domain must be reflected in the application part, where it requires the students to actively make use of what they have learned.

2. Application ≠ Synthesis

In most cases, especially the novice pre-service teachers, they tend to interchange application with generalization. That is why it is equally important to be mindful of the activity, rather than solely relying on alignment. The activity might precisely measure the objective (Nakabubuo ng concept map), but it doesn’t satisfy the main purpose of ‘application’. 

To reiterate, the Application requires students to apply what they have learned to an activity (preferably those of real-world situations). The application loses significance when it is caged into activities with no depth, such as the most popular ones– the concept map, poster, slogans, etc. The application should go beyond these usual activities. 

3. Alignment does not guarantee Attainment

What is the meaning of attainment as far as Social Studies is concerned? Simply the adherence to the subject’s core purpose– the civic consciousness. This section only expounds on the idea stipulated in particular sections of this explainer to eliminate ambiguity. Indeed, in every instruction, regardless of the subject, may it be Science, Math, Filipino, or Social Studies, curriculum alignment is a MUST. However, solely relying on curriculum alignment is a bad practice. Aside from alignment, activities should always be directed to the attainment of the subject’s core goals and purpose, REGARDLESS of the lesson. That is why it is up to the teachers to strategize effectively to devise an instruction aligned with the very essence of Social Studies. 

Below is an example: 

Topic: Mga katangian ng matalinong mamimili

1. Psychomotor Objective (bad practice in application):

Nakagagawa ng isang islogan patungkol sa matalinog mamimili.

2. Psychomotor Objective (good practice):

Naipamamalas ang katangian ng isang matalinong mamimili sa pang araw-araw na buhay.

The first objective does not have a “depth”. It only requires a student to produce an output that is merely derived through encapsulating all the katangian ng mamimili through a slogan. Additionally, while it might be aligned with the objective, it does not contribute to the attainment of civic consciousness. 

On the other hand, the second objective allows the students to showcase the characteristics of a smart consumer in a variety of ways, as the activity is not specified, unlike the first learning objective. Additionally, the second objective is more authentic and relevant as it piques the students’ real-life experiences. At this point, through the possession a good consumer characteristics, the student prudently participates in a small-scale economy. Thus, it is one of the ways to understand civics and the economy. 

4. Equitable ways are better than One-way

In the previous section (see principles of learning objectives), I have discussed that ‘specific’ in the context of LO does not pertain to the activity itself. 

Example:

Nakabubuo ng mungkahing polisiya sa paglutas ng isyu ng OFWs gamit ang malikhaing hashtag

The example might yield relevance to the students as hashtags are widely popular, especially among Gen Zs and Gen Alphas. However, relevance is only one among the numerous factors that should be considered in the creation of LO or in the instruction itself. In the example, the activity has already been specified in the learning objectives (malikhaing hashtag). This practice is a grave violation of the MIs (multiple intelligences) and UDL (universal learning design) principles. It breaches the MI because the activity itself only caters to one intelligence among the nine, as stipulated by Howard Gardner. It also goes beyond the principle of UDL as it fails to provide multiple means of expression. 

Technically, there is nothing wrong with the objective above. However, by specifying the activity itself, the teacher tends to shrink multiple channels through which the students can showcase what they have learned. Through this practice, creativity is discouraged. Say, what if a student does not know how to make a slogan? Does this mean that he/she will get a low score? Or worse, fail in the activity? For countless times, educators preach for equitable learning, yet still promote this obsolete and restrictive practice. Some might say that ‘creativity’ emanates from how the students devise a witty slogan. Well, that itself is a misconception. Creativity is not and should never be reduced to mere aesthetics and euphemism. Hence, going back to the first point, no matter how relevant the objective is, if it does not provide an equitable way for students to demonstrate their learning, then it will still be futile.  

The best remedy for this is to not EXPLICITLY stipulate the activity to the learning objective. Just have it implemented according to the actual instructions.

F. Valuing 

This part piques the affective aspect of the learner. It enables the teacher to provide opportunities in which the students could either express their interest, response, or appreciation towards the lesson previously tackled. In crafting an Araling Panlipunan lesson plan, below are the pointers to be considered in crafting a ‘valuing’ activity: 

1. Teachers should not solely rely on the content

Social Studies is inherently a fact-based subject. Just like other fields, it involves numerous concepts, terminologies, dates, names, and even contributions that students may need to retain. Therefore, teachers may not be spared from having their students memorize important concepts.  In some cases, subjects being ‘fact-based’ may mirror outdated approaches such as teacher-centered and rote learning/memorization. The 21st-century educational landscape gears towards the development of essential skills necessary for navigating real-world challenges; thus, teachers are mandated to promote learning objectives that pique students’ critical thinking. 

Putting it into practice, developing critical thinking requires students to make use of their higher-order thinking skills. To support and improve students’ HOTs, teachers may need to strategize effective content delivery. This provides that teachers should master the content so that students may grasp it too. However, effective content delivery does not solely determine successful instruction in Social Studies. If so, teachers may unintentionally violate the principle of “holistic learning” as mastery of the content only nurtures the cognitive aspect. It is therefore suggested that in Social Studies, stimulating students’ affective aspect is a key to effective and meaningful content mastery. Brain science has an explanation for this:

Neuroscience stipulates that the brain has three major parts, namely: Executive state  (Prefrontal Lobe), Emotional State (Limbic system), and the Survival state (Brain Stem). Below are the brief descriptions, their functions, and their implications for learning:

• Executive State or the Prefrontal Lobe

- functions as the receptacle of all information absorbed by the brain. (e.g., Do you notice that some students knock the upper part of their forehead (kokote) whenever they forget what to answer in the exams? That is one of the examples of stimulating the prefrontal lobe, hoping to have the information retrieved.)

- This part asks the question: “What can I learn from this?”

- While the state has a tremendous role to fulfill when it comes to storing information, it is claimed as the last to be fully developed. 

• Emotional State or the Limbic System

- This part of the brain is responsible for emotions. (e.g., Have you heard Dionela’s hit song Sining? He mentioned that “you turn my limbics into a bouquet”. In the context of brain science, provided the limbic system’s function, turning it into a bouquet only means pacifying one’s mind, specifically, his/her emotions.) 

- It asks the question: “Am I loved?”

- This part develops first before the prefrontal lobe. This is why students, especially in the primary and secondary levels, tend to be ‘emotional’. 

• Survival State or the Brain Stem

- This maneuvers the brain’s survival capacity. In the sense that it manages stress. 

- Take note that the brain needs stress to survive; however, this stress should be manageable and minimal to have it appear as a challenge. (e.g., This is one of the reasons behind the principle of increasing difficulty. Students who have already obtained proficiency in specific task(s) may need to be given a more challenging one.)

The reason I have discussed the brain’s major parts is to prove that providing information alone is not enough, as it only stimulates the brain’s executive state. In some cases, especially in high school, students may struggle to absorb such concepts, particularly the more intricate ones. One possible reason is that their prefrontal lobe has not reached its peak development, as provided that it is the last one to be fully developed. Therefore, the remedy for this is to appeal to their emotions. It is reasonable to think that students may need to be interested in the lesson as an initial signal for eventual mastery; thus, teachers must encourage students to appreciate the lesson first before they get to be proficient in it. 

When students appreciate the lesson, they may opt to make use of it in real life. For instance, the teacher needs to strategize how students may be interested in the concept of democracy in order for them to master its underlying principles. When the students have already grasped the concept, their appreciation leads them to uphold and have it inculcated in their values. Therefore, it can be deduced that in Social Studies, affective and cognitive aspects should always be intertwined. The affective aspect leads to effective cognitive stimulation, in the same way as the latter enables greater appreciation. Both affective and cognitive domains sustain each other. 

2. Affective activities do not need to be Sophisticated

The main goal of the affective part is to inculcate an appreciation of the lesson. Therefore, the main goal is to pique students’ emotions, integrate meaningful principles into their personal values, and have them characterize it. If it can be achieved through question and answer, then that will do. Affective activities do not need to be overly complicated. 

II. ASSESSMENT 

Assessment is a continuous process used to help students attain curriculum goals. It is deemed to be the most important part in the teaching-learning process as it monitors, guarantees, and certifies the KSAs expected to be attained by students after instruction. Without assessment, the teacher will never be able to determine if learning occurred. 

This section expounds on the pointers that should be considered when employing assessment in social studies. 

1. Assessment is not a one-size-fits-all process

In most assessment-related classes, a picture illustrating a teacher, a tree, and various animals (e.g., monkey, fish, elephant, bird, etc) is usually presented at the motivation part. The picture exemplifies a typical assessment procedure in the classroom, where students (represented by different animals), presumably with unique skills and learning preferences, will be required to carry on a universal task (to climb a tree). Afterwards, an expected question would be: “What does the picture tell us about the assessment?” If not all, most students will come up with a similar response, claiming that the picture showcases numerous learning preferences and that assessments should be aligned with all of them. For instance, it makes a strong point because could a fish climb a tree? And how could it compete with a monkey that has been genetically engineered by nature to climb trees and swing using its branches? 

The typical analogy coincides with ‘assessment’ in relation to student diversity, claiming that if there are a million ways to learn, there must also be a million ways to assess. In most education classes, the essence of assessment revolves around that very principle. However, the illustration itself could also be interpreted the other way around, aside from it being an assessment in the context of student differences. 

Take time to ponder the same illustration. Think of the animals as different subjects, may it be Values, English, Social Studies, Science, or Filipino. If the students, based on the initial analogy, embody the very concept of diversity,  that is also true concerning the subjects. Each has a unique objective; therefore, they cannot be assessed universally. At the same time, their teaching approaches must vary. 

So, what makes social studies apart?.......

As stipulated in the previous sections, the core goal of Social Studies, according to the NCSS, is to promote civic consciousness. An idea, so abstract that it cannot be grasped by the students or sometimes even the teachers themselves. Therefore, assessments and instructions should be aligned with the principles of social studies to attain their objectives. In the social studies classroom, the objectives, teaching approaches, and assessments should never be compartmentalized. I call them the primary three in social studies, each of them being complementary, which gets the teacher and students 

The challenge, as I will be reiterating in this section, is how a teacher strategizes his/her instruction towards the attainment of civic consciousness. The goal is the culmination of alignment of the instructional and assessment strategies employed by the social studies teacher. 

2. All domains should be assessed 

Learning objectives should be in the form of cognitive, affective, and psychomotor; these domains are non-negotiable. The principle of non-negotiability surmounts mere inclusion, meaning that all learning objectives should be assessed. The common pitfall for beginning teachers is that they, if not all the time, sometimes forget to formally assess the affective and psychomotor domains. While in some cases, novice teachers do prepare a short multiple-choice assessment covering all the domains, a better option is available. Multiple choice exams might be the most versatile assessment tool, but as I always stressed, teachers have to always be mindful of the ‘alignment’ and ‘measurability’ (the assessment tool must suit the competencies being assessed). Hence, other tools, especially in assessing affective and psychomotor domains, must be explored. Here are the available assessment tools for each domain (consider their applicability and alignment with your instructional objectives).

Learning objectives should be in the form of cognitive, affective, and psychomotor; these domains are non-negotiable. The principle of non-negotiability surmounts mere inclusion, meaning that all learning objectives should be assessed. The common pitfall for beginning teachers is that they, if not all the time, sometimes forget to formally assess the affective and psychomotor domains. While in some cases, novice teachers do prepare a short multiple-choice assessment covering all the domains, a better option is available. Multiple choice exams might be the most versatile assessment tool, but as I always stressed, teachers have to always be mindful of the ‘alignment’ and ‘measurability’ (the assessment tool must suit the competencies being assessed). Hence, other tools, especially in assessing affective and psychomotor domains, must be explored. Here are the available assessment tools for each domain (consider their applicability and alignment with your instructional objectives): 

COGNITIVE

1. Selected - Response/Fixed Response

- Multiple Choice                                       - True or False

- Matching Type                                         - Identification 

- Enumeration                                             - Fill-in-the-blanks

2. Alternative Response 

- Essay (Restricted/Unrestricted)

AFFECTIVE

• Likert-Scale                                             - Thurstone Scale

• Semantic Differential Scale                     - Checklists 

• Completion-Type Assessment(s)

PSYCHOMOTOR

• Rubric 

• Analytic                                                 - Holistic 

• Atomic                                                   - General

• Checklists

• Likert Scales

3. Consider the Principles of Assessment 

• Assessment should be Fair

The classroom is a perfect emulation of diversity. Students have various learning preferences– most are audio-visual, some are tactile, and possibly a few are kinesthetic. Teachers, especially the novice ones, should always uphold the notion of ‘equity’. It provides that students, regardless of their conditions, learning styles, and preferences, should have an equitable and fair opportunity to showcase what they have learned. 

• Flexibility in Assessment is a MUST

This principle might be deemed interchangeable with ‘fairness’, but it is distinct from flexibility. The former provides that every student, regardless of their learning nature, should be endowed with an equitable chance to showcase their competencies. The latter avers that assessment should cater to multiple intelligences or learning preferences. In other words, an assessment tool used by the teacher should not give a tremendous advantage nor favor only a few learners. For instance, the teacher, having been obliged to uphold this principle, should craft a tool that can gauge learning outcomes in different forms, may it be scholastic or non-scholastic. Flexibility means that an assessment can measure competencies in various types and forms, across time and space. 

•  Assessment must be Reliable

Reliability in assessment means a tool yields the same results across multiple trials or administrations. For example, a multiple-choice exam administered by the teacher in section A consistently produced results in succeeding sections B, C, and D. Reliability ensures that a tool is trustworthy and empirical (provided that it is data-driven). 

- But it must be kept in mind that the test of reliability is not constricted to ‘objective-type’ tools. There are cases where essays should undergo the same process. However, in this case, at least two raters, preferably experts, should produce feedback or ratings that corroborate with each other. This process is referred to as ‘Inter-rater Reliability’.

• Practicality over Sophistication

Let me make things clear, I am not claiming that assessments should never be sophisticated at all. It is within the teacher’s discretion to craft an assessment that may appear captivating to the students; there is absolutely nothing wrong with that. However, in an actual instruction, assessment is not entirely a matter of aesthetics or captivation, but its essence lies within effectiveness and efficiency. Araling Panlipunan or Social Studies,  at least in Filipino classrooms, is taught within 1hr period. Hence, assessments should be feasible. Teachers must ascertain that assessments should and must be carried out within available time and resources. 

• 5. Assessment should be Authentic

Learners learn best when the lessons are relatable. Therefore, for the students to elicit a solid mastery, appreciation, and proficiency of the lesson, assessments should mirror a real-life situation.

• Washback 

- In some cases, during the instruction, the students might have elicited an established mastery of the lesson as they are active in oral recitations and other activities alike. However, when it comes to the assessment proper, the results tend to be contrary to their previous performances. When you encounter this, maybe you might recheck how your assessment appears to the students. Washback is anchored on the emotional bearing of the assessment– do students feel confident or good while taking the assessment, or do they feel stressed and scared? As I stated in the preceding section, emotions have a huge influence on learning; therefore, it is important for teachers to be mindful of the impact that assessments might have on their students.

4. Always inculcate the principle of Assessment Literacy

This might be one of the common pitfalls of assessment in Social Studies. I have constantly reiterated that ‘alignment’ is only one of the factors that should be considered in assessing the competencies in social studies. While there might be plenty of assessment means, the choice to craft or choose a tool that truly gauges the very essence of social studies falls within the grasp of the teacher. That is ‘Assessment Literacy’. An assessment tool being sophisticated, aligned, and common does not automatically make it fit in both social studies assessment and instruction. Otherwise, you will be violating the very principle of the subject itself. 

To simplify the idea, I will be relating it to the words of one of the forefathers of democracy, Thomas Jefferson. He uttered that the price of democracy is constant vigilance. This is also true with assessment in social studies. The reward of good assessment is constant, meticulous, and rigorous monitoring of both the assessment tool itself, its purpose, and its outcomes.

III. HOW WILL I BECOME AN EFFECTIVE ARALING PANLIPUNAN TEACHER?

A legal term caught my interest when I was in high school. The term says: “Nemo dat quod nemo non habet”. These words are in Latin; in English, they translate to “I cannot give what I do not have”. The maxim mirrors the situation in teaching social studies. Think about it, no matter how masterful you are in content, proficient in manipulating both traditional and digital material, or even adept in employing various assessment strategies, you still cannot consider yourself an effective Social Studies educator. As the maxim provides, you cannot provide what you lack; therefore, you cannot teach what you do not know. Being oblivious of the subject’s nature and purpose keeps you away from being an effective Araling Panlipunan teacher. 

However, methinks that the idea is quite paradoxical. If being oblivious keeps one away from excelling, I suggest that being oblivious, in a positive manner, still allows one to learn. My reason is backed by ancient Greek philosophy, where Socrates stated, “I know that I know nothing”. Within this context, Obliviousness is operationalized as “intellectual humility”. If a person is aware of his intellectual gap, then he might create a space where new knowledge can be stored. That is also true in Social Studies. To be an effective Araling Panlipunan teacher, we must create a space where we can store knowledge, primarily about the subject’s very nature and purposes, and admit to ourselves that we still have “a lot” to learn. The gateway to teaching Social Studies effectively is to be consistently anchored on its core purpose (s).