Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Navotas City
Navotas National Science High School
Classroom Work Application
Name: Johnel S. Palafox
Grade Level: 8
Subject: Araling Panlipunan
Date: February 8, 2023
Background of the Problem:
In Araling Panlipunan subject, students can develop their
understanding of the world. They learn about other people and their values
in different times, places, and conditions. They also develop the perspective
of their environment and the process of its advancement. As they mature,
their experiences expand using wider contexts for learning, while
maintaining a focal point on the historical, social, geographical, political,
and economic changes that have shaped the country. Teachers, on the other
hand, employ varying methods, strategies, techniques, and approaches in
their effort to impart the best of what each lesson requires. However, time
challenges the ability of the teacher to explore traditional strategies to the
ones which could cope with changes. From teacher-centered instruction,
teaching in the classroom has now become learner-centered. It is no longer
how the teacher teaches but it is how the learner learns that must be
considered; hence, is more important in the process.
As stated in DepEd Order No. 36 s. 2016, this policy aims to give all
learners equal opportunity to excel in relation to the standard set by the
curriculum and focus on their own performance rather than competing with
one another. It recognizes that all students have their unique strengths that
need to be identified, strengthened, and publicly acknowledged.
John Dewey, with his works focusing on learning by doing, is
regarded by some researchers as the founder of project-based learning.
Dewey’s theories on learning advocated a life-long learning approach where
learning happens when students interact during real-life tasks. However,
other researchers argue that the American philosopher Kilpatrick, Dewey’s
successor, is the actual founder of project-based learning. Kilpatrick defines
PBL as a set of meaningful activities in a social environment that focus on
specific content or on a theme. As such, PBL focuses on learning by doing,
experimenting, problem-solving, teamwork, social skills, understanding,
collaboration and partnership, and taking responsibility. The previous
argument confirms that both Dewey and Kilpatrick played a major role in
revolutionizing education. However, this does not deny the role of Vygotsky,
the pioneer of social constructivist theory, in advancing project-based
learning in schools. Social constructivist theory suggests that when taking
part in educational projects, learners are given the opportunity to interact
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Youth-Centered
with their peers, exchange ideas, and ask questions, which helps them to
develop their skills and gain new knowledge.
Applied Best Practice/Research Based Strategy:
Project Based Learning is a vital teaching method that enables the
satisfaction of different factors of social constructivist theory, especially
collaborative learning and teacher’s scaffolding. In addition, they encourage
outdoor activities. Three factors have been described in the literature as
contributing to students’ learning, especially their autonomy and freedom to
learn, to plan their learning, and to explore the content. Thus, these three
factors point at project-based learning as part of sustainable education, as
they lead to the development of students’ life skills.
Project Title: “Use of Project Based learning method to enhance
historical skills and improved problem solving for learners of Araling
Panlipunan 8
Project Goals:
1. To develop learners’ problem-solving skills which is one of the
focuses in the 21st-century skills enable the learners to become
problem hesitant free that is necessary for solving real-word
problems.
2. To increase the mean percentage score of grade 8 learners for the
third quarter assessment.
Project Objectives:
1. Encourage students to apply skills and knowledge they’ve
developed in your classes through outputs.
2. Provide problem-solving tasks that are relevant and meaningful to
the context of the student’s life, environment, and survival.
3. Build a culture of understanding history and applying
transformation among learners.
4. To increase the mean percentage score of grade 8 learners to 85%
for the third quarter assessment.
ACTIVITIES
PreImplementation
Activities
TASK
Research
TIMELINE/SCHEDULE
OUTPUT
Week 1
MELCs Mapping
Distribution of
Materials
Implementation
of WAP
Inter-disciplinary
Performance Task
Lesson
Implementation
Using Explicit
Instruction
-Stimulate Interest
-Discuss the
Rubrics
Week 2 – Week 8 Lesson Plan
with Remarks
Answered
guide
questions
Application of
-Perform the task
Learning
Notes
PostImplementation
Activities
Data Analysis
3rd
Quarter
Assessment
Post – conference
3rd Quarter
MPS
Evaluation of
students regarding
the strategy
Classroom
observation
notes
Reflection
Showcasing of
Learner’s
output
Outcomes
1. Eighty-five out of eighty-five (85%) or one hundred percent (100%)
were able to produce and create a tangible product (project-based)
that is creative, colorful, and original
2. Eighty-five out of eighty (85%) of the product shows students the
opportunity that develops knowledge, problem-solving and historical
skills through engaging projects set around challenges and problems
they may face in the real world.
Evaluation and Assessment Plan
The program will be monitored and evaluated using the school-developed
M&E tool attached.
Materials and Resources
Materials
Cost
Bond paper
250
Fund Source
MOOE
Project Partners and Stakeholders
Teacher – The project proponent itself is the one who will plan the activities
to be done in Project Based Learning for WAP implementation.
Grade 8 Students – The subject of this WAP.
School Head – Is the one who will validate the instruction and monitor the
WAP implementation through classroom observation.