Unit III Chapter II Selection and Organization of Content

8/16/2019 Unit III Chapter II Selection and Organization of Content

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Selection and Organization

of Content


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Focus Questions for this Chapter:

What guiding principles must be observed in theselection of content?

What is the structure of the subject matter that

we teach?

How can students be helped in the construction of

a more enriched knowledge-base?

What strategies can be emploed for teaching

conceptual understanding! thinking skills in the

different levels! and values?


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"hilippine #lementar $earningCompetencies %"#$Cs&

"hilippines Secondar $earning

Competencies %"S$Cs&


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Guiding Principles in the Selection

and Organization of Content


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'( One guiding principle related to subject

matter content is to observe the following

)ualities in the selection of and organization

of content*


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+alidit Significance

Self-

sufficienc

,alance

nterest .tilit

/easibilit


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Let us teach the content that:• is aligned with the goals and objectives of

the ,0SC #1.C02O3 C.44C.$.5

• responds to the needs of the learner

• includes cognitive skill and affective

elements(


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Let us teach the content that:• full and deepl covers the essentials to

avoid the 6mile-wide-and-inch-deep7

impression(

• that is of use to the learners

• that is viable and feasible


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8( 0t the base of the structure of

cognitive subject matter content is

facts/acts are basic in the structure of cognitive subject

matter( ,ut content must go beond facts(


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0(& "roviding opportunities for

e9perimentation

,(& "resenting the ideas of others

C(& #mphasizing conceptual understanding


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Working out a process of conceptualunderstanding means teaching and

learning beond facts( 2his can be

done b the use of integrated

approach.


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:( Subject matter content is an

integration of cognitive skill! and

affective elements(


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2he cognitive content includes facts,concepts, principles, hypotheses,

theories and laws


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2he skill component dwells on

thinking skills and manipulative

skills(


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Thinking Skills Divergent thinking

1ivergent thinking /luent thinkingConvergent thinking /le9ible thinking

"roblem solving Original thinking

5ethaphonic thinking #laborative thinking

Critical thinkingCreative thinking


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0ttitudes and +alues

2eaching of values that the teaching facts! skills and

concepts become connected to the life of the

students! thus ac)uiring meaning( Without the value-level of teaching! we contribute to the development of

persons who have big heads but tin hearts( We

contribute to the formation of the 6intellectual giants7

but emotional dwarfs(


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Shall we teach values?


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+alues can be taught( 2he

are both taught and caught(


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+alues have a cognitive dimension(

2he affective component isconcerned with values and

attitudes( When we teach values!

we connect facts! skills andconcepts to the life of the students(


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How can we teach

values?


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, deutoro-learning

Unit III Chapter II Selection and Organization of Content

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