Selection and Organization of Content Qualities in the Selection and Organization of content  Validity: teaching the content we ought

to teach according to national standards  Significance: should respond to the needs and interests of the learners, hence meaningful and significant  Self-sufficiency: fully covers essentials  Interest: considers the interest of the learners Qualities in the Selection and Organization of content  Balance: includes not only facts but also concepts of cognitive, affective, and psychomotor; not too easy nor too difficult; not only broad but also has in-depth (macro and micro); balance between form and substance  Utility: has use to the learners; functional  Feasibility: content can be covered within available time

Implications  Aligned with the goals and objectives of the Basic Education Curriculum (BEC)  Responds to the needs of the learner  Includes cognitive and affective domains  Fully and deeply covers the essentials Avoid the mile-wide and inch-deep impression Guiding Principles in the Selection and Organization of Content 1. Observe the qualities in the selection and organization of content. 2. Go beyond facts: provide opportunities for experimentation; learning through and with others; emphasize conceptual understanding 3. Integrate cognitive, affective, skill

Structure of Subject Matter Content  Cognitive: concerned with facts, concepts, principles, hypotheses, theories, and laws  Skill: refers to thinking skills as well as manipulative skills  Affective: values and attitudes

Cognitive
 Fact: an idea or action that can be verified

 Concept: categorization of events, places, people, ideas  Principle: relationships between and among facts and concepts  Theories: set of facts, concepts and principles that describe possible underlying unobservable mechanisms  Laws: firmly established, thoroughly tested principle or theory

Skills
 Thinking Skills: skills beyond recall and comprehension

Sequencing and Organizing Instruction What is sequencing?  The art of developing a logical plan for instructional activities that will help students effectively master a body of knowledge or discipline in an organized way.  Presenting knowledge in a series of carefully interrelated steps which help students develop information to the bigger picture to make learning more meaningful. What are the purposes of sequencing? 1. To isolate either a piece of knowledge (fact, concept, generalization, or principle) to help students learn and understand its unique characteristics or a thinking process to help students master it under varying conditions. *helps make learning more manageable 2. To relate the knowledge or process being taught to a larger organized body of knowledge. *makes learning more meaningful What are the general principles in sequencing? 1. Always begin with a simple step *structure lessons so that learners can understand easily identified characteristics of the content *provide numerous examples and analogies 2. Use concrete examples 3. Add complexity to the lesson: Sequence the learning experience so that it becomes more and more complex as you progress. 4. Introduce abstractions:

Content Forms  Facts isolated occurrences that can be observed but have no predictive value.  Concepts A class of stimuli having common characteristics. Developed through the processes of observation and inference (categorizing)  Generalizations Statements of relationships between two or more concepts, usually qualified to fit specific conditions. Developed through the processes of observation and inference. Facts  Most fundamental piece of information  Type of content that is singular in occurrence  Occurs or exists in the present time  Has no predictive value  Acquired solely through the process of observation Concepts  Expression usually consisting of one or two words, of stimuli having common characteristics  Category words used to group objects as ideas  Result of categorization of a number of observations Components of concept 1. Name : part of speech 2. Definition: statement about the concept s characteristics 3. Characteristics: qualities that must be present for the concept to apply 4. Examples: members of a class of things that show a concept s essential characteristics 5. Place in the hierarchy Generalization  Inferential statement that expresses a relationship between two or more concepts  Applies to more than one even and has predictive and explanatory value

Differences between facts and generalizations 1. Generalizations are inferences that condense a large amount of data while facts are statements that are singular in occurrence 2. Facts are statements of events that occurred in the past or exist in the present, whereas generalizations are statements about general trends or patterns 3. 3. Generalizations have predictive value, whereas fact which have singular occurrence do not have predictive value Modes of Presentation  Deductive reasoning: moves from general to specific  Inductive reasoning: proceeds from specific to general Models of Lesson Organization  Task Analysis Model  Concept Analysis Model  Advance Organizer Model Task Analysis Model (Gagne) Subdivides a lesson s content, concepts, or processes into smaller, sequential steps, beginning with the least complex and progressing to the most complex Terminal objectives: what the students should achieve after a series of planned instructional encounters Intermediate objectives:

Procedures for task analysis Major purpose: to discover the interrelationships among subskills and to use this information to plan for effective instruction 1. Select an instructional objective that is at the appropriate level of difficulty. *identify the general area where students knowledge ends 2. Identify the enabling skills students need to attain the objective *thinking processes that must be mastered and the information must be understood before objectives are achieved

3. Subdivide independent and dependent enabling skills and learning sequences  Dependent sequence: accomplishment of one skill is essential before attainment of the next skill 4. Arrange the independent and dependent sequences in order. 5. Sequence specific tasks for students Tasks 1. Identify the instructional objectives 2. Plan the appropriate educational activities or experiences 3. Obtain the materials 4. Read the materials yourself 5. Plan the strategies to be employed 6. Evaluate the students 7. Critique the lesson Concept Analysis Model  Deductive: start the lesson by describing the concept and follow with an analysis of characteristics and a series of illustrations  Inductive: provide examples related to the concept and allow students to discover the concept themselves Concept hierarchy  Provides the teacher with a sequencing technique  In terms of 1. superordinate 2. coordinate 3. subordinate

Concept Analysis  A thorough examination of the different aspects of a concept  Includes: 1. Concept name 5. superordinate c. 2. Definition 6. subordinate c.

3. Characteristics 7. coordinate c. 4. exemplars Advance Organizer Model (Ausubel)  Statement of elements that the learner will be required to master in the lesson  Provide students with a structure so that they understand each part of the hierarchy of knowledge in the lesson as well as the relationships among the parts Phases  Advance Organizer:Enables the learner to relate the lesson materials to previous knowledge  Progressive Differentiation: process of isolating each fact, concept, or generalization within a hierarchy of knowledge so it can be learned independently  Integrative Reconciliation: process of teaching students how main concepts and underlying facts are related or similar