Selection and Organization of Content“There are dull teachers, dull textbooks, dull films but no dull subjects”

IntroductionIntended Content:

- Philippine Elementary Learning Competencies (PELCs)

- Philippine Secondary Learning Competencies (PSLCs)

Guiding Principles in Selection and Organization of Content1. Observe the following qualities:a. Validity- According to national standards- Realization of the goals and objectives- Authenticity

Guiding Principles in Selection and Organization of Contentb. Significance- Responds to the needs and interest- Meaningful and significant

c. Balance - Not only facts but also concepts

Guiding Principles in Selection and Organization of Contentd. Self-sufficiency- Covers the essentials- not mile-wide-and-inch-deep- Essentials – Sufficiently covered and treated in depth.

Guiding Principles in Selection and Organization of Contente. Interest- Meaningful to the student

f. Utility- Can be used- Not for the purpose of memorization

Guiding Principles in Selection and Organization of Contentg. Feasibility- Essential content can be covered in the amount of time available

Guiding Principles in Selection and Organization of Content2. Ensure to go beyond facts

Ways to Provide Richer Knowledge:1. Providing opportunities for

experimentation2. Presenting the ideas of others3. Emphasizing conceptual understanding

Guiding Principles in Selection and Organization of ContentStrategies for the development of Conceptual Understanding- Organize units around a few core ideas and themes- Explore each topic in depths- Explain how ideas relate to students’ Own experiences

Guiding Principles in Selection and Organization of Content- Show students- Ask students to teach to others what they have learned- Promote dialogue- Use authentic activities

a. Factsb. Conceptsc. Principlesd. Hypothesise. Theories and

Laws

f. Thinking Skillsg. Manipulative

Skillsh. Values and

Attitudes

3. Subject matter content is an integration Of cognitive, skill and affective elementsSubject matter content is an integration of:

The Structure of a Subject Matter Content- includes:a. Cognitive b. Skillc. Affective components

(Attitudes and values)

1. Cognitivea. Fact- An idea or action that can be

verifiedb. Concept- Categorization of events, places,

people and ideasc. Principles- Relationships between and among

facts and concepts

d. Hypothesis- Educated guess

e. Theories- Facts, concepts and principles- Describe underlying

unobservable mechanisms-Personal Theories

f. Laws- Firmly established, thoroughly

tested principle and theory

2. Skills

a. Manipulative Skills- Begin with naïve manipulation

- Ends up in expert and precise manipulation

b. Thinking Skills – skills beyond recall and comprehension

- Divergent thinking - Fluent- Flexible- Original- Elaborative thinking

- Convergent thinking - Narrowing down from many

possible thoughts

- Problem solving- Break large problems- Distinguish information- Identify techniques

- Algorithm Strategy-specific-step by step instruction

- Heuristic Strategy-general problem solving strategy

How can we help our students acquire effective problem solving strategies? [Ormrod (2000)]- Provide worked out examples of

algorithms being applied- Help students understand why

particular algorithms are relevant and infective in certain situations

- Locate trouble spots when algorithm yields incorrect answer

Metaphoric thinking – uses analogic thinking Critical thinking – involves information or arguments in terms of accuracy and worth

Forms of Critical thinkinga. Verbal Reasoning b. Argument analysisc. Hypothesis testingd. Decision making

Creative Thinking- Producing something that is bothoriginal and worthwhileCreative Thinking Behaviorsa. Awareness – ability to notice attributesb. Curiosity – ability to wonder about

things

c. Fluency – ability to speculated. Flexibility – ability to look at things from various perspectivese. Originality – ability to produce new ideasf. Elaboration – ability to keep trying to find an answer

3. Attitudes and Values- Be connected to the life of the students- Lack of value-level of teaching results to

Persons with big heads but tiny hearts

Should we teach values?- YES!- Cognitive dimension- Affective dimension- Behavioral dimension

How can we teach values?- By deutero-learning- Being exposed to the situation

Your critical role as models in and outside the classroom cannot be overemphasized:- By positively reinforcing good behavior- By teaching the cognitive component of

values in the classroom