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Unit III Chapter II Selection and Organization of Content

This document discusses principles for selecting and organizing content for teaching. It addresses: - Guiding principles for selecting valid, significant, balanced content that interests and is useful for learners. Content should align with curriculum goals and address cognitive, skill and affective elements. - The structure of subject matter, which is built upon facts but must go beyond to conceptual understanding through integrated approaches like experimentation and presenting others' ideas. - The integration of cognitive skills, thinking skills, manipulative skills, and affective elements like values and attitudes to give meaning and connection to students' lives. Values can be both taught and caught through connecting content to students' lives and deutoro-learning.

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811 views24 pages

Unit III Chapter II Selection and Organization of Content

This document discusses principles for selecting and organizing content for teaching. It addresses: - Guiding principles for selecting valid, significant, balanced content that interests and is useful for learners. Content should align with curriculum goals and address cognitive, skill and affective elements. - The structure of subject matter, which is built upon facts but must go beyond to conceptual understanding through integrated approaches like experimentation and presenting others' ideas. - The integration of cognitive skills, thinking skills, manipulative skills, and affective elements like values and attitudes to give meaning and connection to students' lives. Values can be both taught and caught through connecting content to students' lives and deutoro-learning.

Uploaded by

Oking Enofna
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Selection and Organization

of Content

Focus Questions for this Chapter:


What

guiding principles must be observed in the


selection 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 employed for teaching


conceptual understanding, thinking skills in the
different levels, and values?

Philippine Elementary Learning


Competencies (PELCs)
Philippines Secondary Learning
Competencies (PSLCs)

Guiding Principles in the Selection


and Organization of Content

1. One guiding principle related to subject


matter content is to observe the following
qualities in the selection of and organization
of content:

Validity

Significance

Balance

Selfsufficiency

Interest

Utility

Feasibility

Let us teach the content that:

is aligned with the goals and objectives of


the BASIC EDUCATION CURRICULUM

responds to the needs of the learner

includes cognitive skill and affective


elements.

Let us teach the content that:

fully and deeply covers the essentials to


avoid the mile-wide-and-inch-deep
impression.

that is of use to the learners

that is viable and feasible

2. At the base of the structure of


cognitive subject matter content is
facts
Facts are basic in the structure of cognitive subject
matter. But content must go beyond facts.

A.)

Providing opportunities for


experimentation

B.)

Presenting the ideas of others

C.)

Emphasizing conceptual understanding

Working out a process of conceptual


understanding means teaching and
learning beyond facts. This can be
done by the use of integrated
approach.

3. Subject matter content is an


integration of cognitive skill, and
affective elements.

The cognitive content includes facts,


concepts, principles, hypotheses,
theories and laws

The skill component dwells on


thinking skills and manipulative
skills.

Thinking Skills

Divergent thinking

Divergent thinking
Convergent thinking
Problem solving
Methaphonic thinking
Critical thinking
Creative thinking

Fluent thinking
Flexible thinking
Original thinking
Elaborative thinking

Attitudes and Values


Teaching of values that the teaching facts, skills and
concepts become connected to the life of the
students, thus acquiring meaning. Without the valuelevel of teaching, we contribute to the development of
persons who have big heads but tiny hearts. We
contribute to the formation of the intellectual giants
but emotional dwarfs.

Shall we teach values?

Values can be taught. They


are both taught and caught.

Values have a cognitive dimension.


The affective component is
concerned with values and
attitudes. When we teach values,
we connect facts, skills and
concepts to the life of the students.

How can we teach


values?

By deutoro-learning

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