1. Report LEO SEVA DOMONDON BACHELOR OF SECONDARY EDUCATION SOCIAL STUDIES MAJOR Methodologies for Small Group

2. Subtopics: 1. Cooperative Learning Approach. 2. Role Playing 3. Socio Drama 4. Peer Tutoring 3. Children enjoy learning in groups. Question: Why? 1. They interact with one another, share common observations and in the end influence each other. 2. They gain or acquire updated knowledge experiences and developing higher-order skills and values. 3. They learn to find answers to problems through their shared learning styles. 4. COOPERATIVE LEARNING APPROACH Cooperative learning methodology works well with groups or teams wherein members help one another to achieve a desired outcomes. It promotes the development of skills in democratic procedures as they solve problems in a collaborative manner. A smooth interpersonal interaction occurs. This approach makes use of group dynamics and group investigations in learning and solving problems together. 5. Instructional Characteristics: It consist of two important components: a. Cooperative Incentives Structure. b. Cooperative Task Structure. 1. Cooperative Incentives Structure is one wherein two or more individuals are interdependent for a reward they share if they are successful as a group. 2. Cooperative Task Structure is a situation in which two or more individuals are allowed, encouraged or required to work together on some task. 6. 2. Reward Systems are group-oriented rather than individually-oriented. Interdependent relationship is strengthened and reinforced when group cooperation is rewarded 3. The interactions within the group is influenced by the members themselves. 4. Teams are made up of members with mixed abilities-high, average and low achievers. They exhibit less competitive behavior. 5. Teams may be composed of males and females. 7. 6. Group work promotes maximal generation and exchange of ideas, thus influencing one another. 7. It promotes tolerance and respect for other peoples points of view. 8. Cooperation learning groups exhibit less competitive behavior. 9. Group work develops friendliness, willingness to assist and the worthwhile value of caring and sharing 8. Student Teams Achievement Division (STAD) 1. The teacher gives new information to student week. 2. The class is divided into four or five-member teams. 3. 3. Each member try to learn the materials and then help each other master the materials through tutoring, testing one another or carrying on group discussions. 4. Individually, students take weekly quizzes on the academic materials. The team with the highest scores and the member with the high improvement scores are organized. 9. Think Pair Share Thinking Phase The teacher poses a question about the lesson. Students spend time thinking of the answer alone. Pairing Phase Each student pairs with another and discusses the answer together. This interaction leads to sharing of ideas. Sharing Phase The teacher asks the pair to share their answers with the whole class. 10. Buzz groups - Groups of 3 to 6 discuss all their ideas about a topic. Then a recorder summarized the ideas arrived at to the class. 11. Jigsaw 1. The students are assigned to 5 to 6 member study teams. 2. Then a topic presented to them and each is responsible for a portion. 3. Members from different teams with the same topic meet together to study and help each other to returns to their home team and discusses with the members what they have learned. 4. After discussions each member takes a quiz. Team scores are obtained and the high scoring team and each members are recognized. 12. Group Investigations 1. Groups of 5 to 6 members are formed. 2. They are involved in planning the topics they like to investigate together with the procedure they have to follow. 3. They pursue in-depth study of sub- topics and conduct an analysis of the information obtained. 4. Then the conclusion is reported to 13. Limitations: 1. Sometimes it leads to confusion especially when members dont understand clearly their involvement in each task to be performed. 2. The low achievers may end up on-lookers due to lack of skill. 3. Some may not agree to group rewards leading to low motivation. 14. Suggestions/Recommendations: 1. Heterogeneous grouping has been found out to affect the performance of the members. High achievers can tutor the other members. High achievers can tutor the other members, thus raising the achievement level of the group. 2. Make sure that the students can work well in group situations. This would need an observation of their social skills and willingness to cooperate. 3. Provide sufficient working tools so as not to be hampered by time that might be spent waiting. 4. Provide adequate space for ease and speed of movement. 15. Suggested Topics: Each member of a team is assigned a particular task. 1. Parts of a typical flower and functions of each. 2. Air pollution, causes and effects. 3. Steps to be followed in doing simple investigation. 4. Landscaping the school grounds. 5. How the brain function. 16. B. Role- Playing 1. Consists of an enactment of a learning situation through which they depict real life responses and behavior. 2. Through this teaching strategy students are able to express their intimate feelings, problems and approved solutions. 3. It makes use events, known personalities and current activities presented in a dramatic way. 4. The participants consists of major and minor players, observers and analysts. 5. The observers focus their attention on the emotional responses generated among the 17. 6. The analysts discuss the appropriateness of words used, effectiveness of the actins and the soundness of the conclusions arrived. 7. As a teaching strategy it is action-filled and fun- guaranteed. 18. Instructional Characteristics: 1. Role playing capitalized on the experiences gained and what was learned. 2. Authenticity responses are solicited since real life events are presented. 3. Personal feelings are elicited from the role players during the presentation which may not be revealed by ordinary means. 4. The participants gain valuable insight into why and how people behave in similar situations out of the responses depicted. 19. 5. As they perform a particular role, their internalized values, attitudes and study habits could be observed and studied. 6. The role players self confidence is developed. 7. The enactment of real life problem situations elicit genuine, typical behavior that can serve as the best answer to real issue. 20. Limitations: 1. If the role is not clear, it may result to an exaggerated version. 2. For the young, role playing may not work well due to lack of experience with everyday happenings. 3. Some may shy away from the activity and miss the information being portrayed. 21. Suggestions/Recommendations 1. Select participants guided by the capability of the role players. 2. Delineate the line of the action, restarting the roles for further clarification and concentrating on the real event or problem situation. 3. Prepare the observers on what to look for, especially focusing on the feeling that will be generated by the performers. 4. Discuss and evaluate the presentation as to the action of each role player, the authenticity of the learning event, and the major responses elicited. This could be done by the observer together with the assigned analyst. 22. 5. Prepare the listeners to insure a smooth, clear and uninterrupted presentation. SUGGESTED TOPICS: 1. Drama about an outstanding professional. 2. A mayor and councilors trying to solve some problems in the town like garbage, traffic and drug users. 3. Campaign against pornography and violence on TV. 4. Developing values among young. 5. Outreach projects to be conducted in the community. 23. SOCIODRAMA 1. is an excellent device to make students gain emphatic awareness of situation involving conflict. 2. is a dramatic play in which several individuals act out assigned roles for the purpose of studying and remedying problems in group or collective relationships. 3. may be applied to collective trauma and current events, social problems and disintegration, prejudice, interpersonal tension and justice and rehabilitation. (http://en.wikipedia.org/wiki/Sociodrama) 24. 4. It is refers to a group problem solving of real-life situations Through spontaneous enactment followed by guided discussion. Instructional Characteristic: A Sociodrama is essentially a role playing methodology. It has features similar to simulation games. 1. The sociodrama is an enactment of how students gain knowledge in real life. They learn to do things by doing them. They get actively engaged in the process. 2. Early in life, children love to enact spontaneously a situation about human 25. 3. The students identify with the persons they are portraying and therefore feel he same way. The process of socialization involves being able to take on the roles of others. 4. It promotes among students the feeling of independence and self-determination. They are provided the opportunity to plan for themselves and if they commit mistakes, try to correct them. 5. The problem to be enacted is one that is about now and therefore relevant to the players, not one that was planned long ago. 6. It encourages and develops critical thinking. 26. Suggestions/Recommendation 1. Include students of varying levels of knowledge, skills, interest and values in the enactment. 2. Flexibility and imagination will work wonders since they can plan the arrangement of things in a specified area to be able to depict a certain situation. Every role player in the sociodrama must be imaginative . 3. Interaction among the role layers in important. 4. Emphasize the important of feelings and attitudes that one has to portray in playing the role of another person. 5. The teacher ceases to be the judge. 27. Sample Situation for Sociodrama: 1. The Senate discussing the merits and demerits of evat. 2. A teacher punishing a late-comer. 3. A bright contestant losing in a math quiz. 4. Presentation of a gold medal to a winner. 5. Reenactment of Rizals execution. 28. D. PEER TUTORING 1. To tutor means to coach, teach or instruct another or do so among themselves. 2. The tutor is more knowledgeable, skilled and has the ability to influence others. 3. The group must be closed in age, skills and learning styles. 29. Types of Tutoring: 1. Instructional peer tutoring - Older, brighter students coach the younger ones. - this could be done on a one-to-one or one-to-group arrangement. 30. 2. Monitorial Tutoring 1. The class is divided into groups of 4 and 5 members. 2. Monitors are assigned to lead each group. 3. The teacher has more time to attend to the rest while the tutor monitor and help the rest. 31. 3. Pair Tutoring 1. Children of the same age. 2. One better skilled than the other, interact and help one another to pursue the learning activity. They ca read and discuss together. 32. 4. Structural peer tutoring 1. The assistance of trained tutor is required in following instructions or definite procedures that are provided in models and guides. 33. Instructional characteristic: The tutees received individualized instruction, as through their own teacher. Immediately, errors are correct and rewards for good performance is awarded. Careful selection of tutors afford better interactions that facilitate learning since they are older, skilled and knowledgeable. Interest, tastes and non-verval clues are easily ascertained by tutors. Then monitoring is more enjoyable and fulfillment. Values of cooperation, respect one another and reciprocal attitudes are inculcated. 34. Since tutors are a little older and better equipped, the tutees feel more secure in their presence be it in a social or academic settings. 35. Limitations: 1. If left to themselves over tutoring might create a negative situation. Instead 2. Unclear roles can lead to questions on credibility of tutors. 3. Favoritism in choice of tutors must be avoided. 36. Suggestions and recommendations 1. Care in choosing the tutor is the key to a successful peer tutoring. 2. The teacher should be around to observe how tutoring is progressing. 3. Assign students who passes leaderships qualities in addition to being knowledgeable and older. 4. The developing of positive values such as sharing attitudes, cooperation and respect to one another. 5. After a tutoring activity, an evaluation of both parties performance should be undertaken in order to guide future tutoring events.