The Social Studies Teachers and Improvisation of Instructional Materials (a Case Study of Some Selected Junior Secondary School in Kirfi Local Government Area of Bauchi State).

Teachers teach based on what resources are provided or what they can purchase or locate to assist in learning. Some contents have textbooks or consumables that are aligned with the state standards. This is not always the case. Some school have no textbook due to funding or students have to share the limited resources. With the continued changed in education, additional resources are sometimes needed to supplement instruction.

Within the planning of lessons the teacher needs to identify the necessary resources to be used, they will also need to adapt and develop the learning activities to suit the requirements of different groups and for

Social Studies is a very complex subject for educators to teach and for the students to be interested in learning, this is because it includes so many different disciplines. Not to mention, society is rapidly changing socially and technologically which affects what social studies content is being taught to our students( Passe,J 2002). In past years students were forced to learn at a relatively low cognitive levels, it lack the full meaning social studies that could be transferred into real life situations. It is because of this

The background and significance of this study are properly presented in the introduction. The research question is presented at the end of the

Acknowledges that many factors contribute to the teaching process and require study within a greater social cultural, and historical context

First, the teacher draws on existing student knowledge by showing three types of materials they are probably familiar with:

All learners are presently enrolled in honors level reading or English courses in addition to the focus social studies courses. Students must also be familiar with concepts such as main idea, summarizing, outlining, cause and effect, historical time flow, and generalizations.

This section will provide the rationale of the methods employed and highlight how the study will be performed. The study will examine the population with the sample size identified, data collection method and its analysis will be offered.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

Social studies covers many different topics that each contain an enormous amount of information. Educators are responsible for determining what topics to cover, how much information is to be taught on each topic, and how to go about teaching the information. There are several different approaches that a teacher can take. Teachers can teach out of a textbook, prepare the material themselves, or go outside of the classroom and purchase a commercial package to teach from. Some schools also use the integrated approach to teaching. Every approach to teaching has advantages

The purpose of this study is to determine if the effect of putting disciplinary literacy instruction at the forefront of instruction in a social studies class on instructional outcomes. Student content knowledge is the instructional outcome that will be measured. The choice of measuring student content knowledge was necessitated by a need at HSO created by the shift to the Common Core State Standards. While the Standards have a stated requirement of students receiving instruction in disciplinary literacy, teachers are hesitant to devote time to disciplinary literacy instruction because they do not want to sacrifice the time they are spending on teaching social studies content. Therefore, this study will use disciplinary

Graphic organizers are also great tools for building vocabulary to help students focus on unfamiliar words through a road map, or outline of the reading. Also, students can use organizing tools like Venn diagrams to compare and contrast information and other tools to practice literacy skills helpful for comprehension. With the use of concrete items or visuals, students can better connect prior information to new concepts. For example, when teaching a unit on a topic about travel, the teacher can present a story to the class and then provide them with real objects related to travel as a way to support, provide meaning, establish interest, and link background to influence learning. In regards to vocabulary, concrete items and visuals are also helpful in the pilgrimage to support ELL’s in social studies. Due to the multiple meanings words can carry with them, concentrated vocabulary instruction focused on visuals and continued practice is important for students to build word knowledge. For example, when presenting a lesson filled with new vocabulary, ELL’s can benefit from the use of pictures, drawings, or objects to explain word meanings in a more appropriate tangible manner. After words are learn, teachers can increase content retention by providing the class with many ongoing opportunities to practice their vocabulary. Lastly, social interactions are

It is argued that there are 4 elements critical to the effectiveness of the instructional process: 1. the learner, 2. the teacher, 3. the home, and 4. the academic programs and the physical facilities at the school. These are interdependent and interactive and must function in unison for effective teaching to take place. The teacher's primary responsibility is to help

It is important to mention at this stage that a research study presented by a researcher may not give complete information about the selected topic. There can be certain limitations of methodology and the new researchers may criticise it for being incomplete. As research is a circular process in which ideas can be added and extracted by researchers anytime, the application of the presented ideas by one researcher are tested and verified.

Learning is best for students whenever their teacher applies emotion, gives them the requisite support and challenges them. It is through such process that students gain in-depth learning and thus discover their values, abilities, passions as well as responsibilities in learning situations that provide adventure. In most school lessons, students undertake tasks that require them to use their creativity, self-discipline and craftsmanship. It is thus the work of the teacher to assist the students discover their hidden abilities and overcome their fears in applying their knowledge to classroom and job problems through in-depth teaching practice.