Selection and Organization of Content

Selection and Organization of ContentThere are dull teachers, dull textbooks, dull films but no dull subjectsIntroductionIntended Content:

Philippine Elementary Learning Competencies (PELCs)Philippine Secondary Learning Competencies (PSLCs)

Guiding Principles in Selection and Organization of ContentObserve the following qualities:ValidityAccording to national standardsRealization of the goals and objectivesAuthenticityGuiding Principles in Selection and Organization of Contentb. SignificanceResponds to the needs and interestMeaningful and significant

c. Balance Not only facts but also concepts

Guiding Principles in Selection and Organization of Contentd. Self-sufficiencyCovers the essentialsnot mile-wide-and-inch-deepEssentials Sufficiently covered and treated in depth.Guiding Principles in Selection and Organization of Contente. InterestMeaningful to the student

f. UtilityCan be usedNot for the purpose of memorizationGuiding Principles in Selection and Organization of Contentg. FeasibilityEssential 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:Providing opportunities for experimentationPresenting the ideas of othersEmphasizing conceptual understanding

Guiding Principles in Selection and Organization of ContentStrategies for the development of Conceptual UnderstandingOrganize units around a few core ideas and themesExplore each topic in depthsExplain how ideas relate to students Own experiencesGuiding Principles in Selection and Organization of ContentShow studentsAsk students to teach to others what they have learnedPromote dialogueUse authentic activities

FactsConceptsPrinciplesHypothesisTheories and LawsThinking SkillsManipulative SkillsValues and Attitudes3. Subject matter content is an integration Of cognitive, skill and affective elementsSubject matter content is an integration of:

The Structure of a Subject Matter Contentincludes:Cognitive SkillAffective components (Attitudes and values)

1. Cognitivea. FactAn idea or action that can be verifiedb. ConceptCategorization of events, places, people and ideasc. PrinciplesRelationships between and among facts and conceptsd. HypothesisEducated guess

e. Theories- Facts, concepts and principlesDescribe underlying unobservable mechanisms-Personal Theoriesf. LawsFirmly established, thoroughlytested principle and theory

2. Skills

Manipulative SkillsBegin with nave manipulationEnds up in expert and precise manipulationb. 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 techniquesAlgorithm 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 appliedHelp students understand why particular algorithms are relevant and infective in certain situationsLocate trouble spots when algorithm yields incorrect answerMetaphoric thinking uses analogic thinking Critical thinking involves information or arguments in terms of accuracy and worthForms of Critical thinkingVerbal Reasoning Argument analysisHypothesis testingDecision makingCreative ThinkingProducing something that is bothoriginal and worthwhileCreative Thinking BehaviorsAwareness ability to notice attributesCuriosity ability to wonder about thingsc. 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 ValuesBe connected to the life of the studentsLack of value-level of teaching results toPersons with big heads but tiny hearts

Should we teach values?YES!Cognitive dimensionAffective dimensionBehavioral dimensionHow can we teach values?By deutero-learningBeing exposed to the situation

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