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Selection and Organization of Content

This document discusses guiding principles for selecting and organizing content for curriculum. It emphasizes selecting content that is curriculum-oriented, valid, significant, balanced, and covers essentials. The content should consider learners' interests, cultural backgrounds, and be useful. It also stresses integrating cognitive, psychomotor, and affective elements of learning. Specifically, it discusses selecting facts, concepts, and principles and developing skills, thinking abilities like critical thinking, and positive attitudes and values. The overall message is to choose meaningful content and organize it in a way that facilitates well-rounded learning.

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Robert S. Deligero
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195 views44 pages

Selection and Organization of Content

This document discusses guiding principles for selecting and organizing content for curriculum. It emphasizes selecting content that is curriculum-oriented, valid, significant, balanced, and covers essentials. The content should consider learners' interests, cultural backgrounds, and be useful. It also stresses integrating cognitive, psychomotor, and affective elements of learning. Specifically, it discusses selecting facts, concepts, and principles and developing skills, thinking abilities like critical thinking, and positive attitudes and values. The overall message is to choose meaningful content and organize it in a way that facilitates well-rounded learning.

Uploaded by

Robert S. Deligero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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SELECTION

AND
ORGANIZATI
ON OF
CONTENT
R OBER T S. DELIGER O, BM
Overview
•Guiding Principles in the Selection and
Organization of Content
a) Qualities in the selection and organization
of Content
b) Facts
c) Integration of Cognitive, Psychomotor
(Skill), Affective Elements
Guiding Principles
in the Selection
and Organization
of Content
Guiding Principles

Observe the
following
qualities in
the Selection
CURRICULUM NATIONAL
ORIENTED STANDARD

VALIDITY
TEACHING THE
CONTENT WE
OUGHT TO
TEACH
EXUDES

SIGNIFICANC
RESPONDING TO
THE NEED MEANING TO
THE LEARNERS

E
RESPONDING
TO THE
INTEREST OF
THE LEARNERS
NOT JUST FACTS TOUCHES THE
BUT ALSO THREE
CONCEPTS AND DIMENSIONS OF
VALUES LEARNING

BALANCE
NOT TOO
BORING NOR
TOO DIFFICULT
NOT TOO MUCH
TRIVIAL

Self-Sufficiency
CONTENT
FULLY COVERS
THE
ESSENTIALS
CONSIDERS THE UNDERSTAND
INTEREST OF THEIR
THE LEARNERS CULTURAL
BACKGROUND

INTEREST
THE
USEFULNESS OF
THE CONTENT TO
THE LEARNER

UTILITYMORE THAN
THE
KNOWLEDGE,
MORE OF THE
FUNCTION
FEASIBILITY
THE CONTENT IS
COVERED IN THE
AMOUNT OF TIME GIVEN
FOR INSTRUCTION
Guiding Principles
Teaching goes • a truth known by actual experience
or observation; something known to
beyond
be true –dic.com
FACTS!

FACTS • a piece of information

!!!!
presented as having objective
• a thing that is indisputably reality -Merriam Dic
the case
Cognitive Strategies by Ormrod, 2000)

•Providing Opportunities for


experimentation
•Presenting the ideas of others
•Emphasizing conceptual
understanding (integrative)
Guiding Principles

Integrate
Cognitive,
Skill
[Psychomotor],
Cognitive
Components in
Learning
IDEA OR ACTION
THAT CAN BE
VERIFIED

Facts BASIC UNIT OF


COGNITIVE
SUBJECT
MATTER
EXAMPLE:
CATEGORIZATIO
FURNITURE
N OF EVENTS,
CATEGORY.
PLACES,CHAIRS,
TABLES,
PEOPLE,BEDS,
IDEASETC.

Concept
RELATIONSHIP
BETWEEN AND
AMONG FACTS
AND CONCEPTS

Principle
EX. THE NUMBER OF
CHILDREN IN THE
FAMILY IS RELATED TO
THE AVERAGE SCORES
ON NAT FOR THOSE
CHILDREN
EDUCATED
GUESS ABOUT
RELATIONSHIPS

Hypothesis HYPO + THESIS


Theories
SET OF FACTS, CONCEPTS, PRINCIPLES THAT
DESCRIBE POSSIBLE UNDERLYING
UNOBSERVABLE MECHANISMS THAT REGULATE
HUMAN LEARNING, DEV’T AND BEHAVIOR
FIRMLY
ESTABLISHED,
THOROUGHLY
TESTED

Laws
PRINCIPLE OR
THEORY

THORNDIKE’S
LAWS ON
LEARNING
Skill
Components in
Learning
MANIPULATION
OF A CERTAIN

Manipulative
INSTRUMENT

Skills I.E. COMPUTER,


MUSIC, OTHER
TECHNOLOGIES
SKILLS BEYOND
RECALL AND
COMPREHENSION

Thinking
Skills
APPLICATION OF WHAT
IS LEARNED,
EVALUATION AND
CRITICAL AND
CREATIVE THINKING
AND SYNTHESIS
Thinking Skills
a)Divergent Thinking
b)Convergent thinking
c)Problem Solving
d)Metaphoric Thinking
e)Critical Thinking
f)Creative Thinking
Divergent Thinking includes
Fluent thinking - generation
of lots of ideas (P. Henyo)
Flexible thinking – variety
of thoughts in the kinds of
ideas generated (different
ideas from the given one)
Original thinking – thinking
that differs from what is
Convergent Thinking
Narrowing down from
many possible thoughts
to end up on a single
best thought or an
answer to a problem
Problem Solving
“The proper definition
of the a problem is
already half the
solution.”
An ill-defined problem
is a poorly constructed
problem.
Problem Solving
Techniques in defining
the problem:
Break large problems
into well-defined ones
Distinguish
information needed
Problem Solving can either be:
Algorithmic – following
specific, step-by-step
instruction (e.g.
Assembling a dismantled
parts of a toy)
Heuristic – informal,
intuitive, speculative
Problem Solving
Techniques in algorithmic
strategy:
Provide worked-out
examples of algorithms
being applied
Help students understand
why particular algorithms
are relevant and
effective in certain
Problem Solving
Techniques in heuristic
strategy:
Give students practice
in defining ill-defined
problems.
Teach heuristics that
students can use where
Metaphoric Thinking
-Uses analogic
thinking, the figure of
speech where a word is
used in a manner
different from its
ordinary definition to
suggest parallelism or
Critical Thinking
-Involves evaluating
information or
arguments in terms of
their accuracy and
worth.
Critical Thinking
It takes variety of
forms:
Verbal reasoning – used
in evaluating
reliability and truth
of ads, etc.
Argument analysis –
discriminating reasons
Critical Thinking
It takes variety of
forms:
Hypothesis Testing–
evaluating the value of
data and research
results in terms of the
methods used to obtain
them and their
Creative Thinking
“producing something
that is both original
and worthwhile”
-It is original
thinking, one type of
divergent thinking
-Process of bringing
Creative Thinking
Behaviors that should
be developed:
Awareness– ability to
notice the attributes
of things in the
environment.
Curiosity – ability and
Creative Thinking
Behaviors that should
be developed:
Imagination– ability to
speculate about things
that are not
necessarily based on
reality.
Creative Thinking
Behaviors that should
be developed:
Flexibility– ability to
look at things from
several different
perspectives or
viewpoints.
Creative Thinking
Behaviors that should
be developed:
Elaboration– ability to
add on to an idea; give
details.
Perseverance – ability
to keep trying to find
Attitudes and
Values
Components in
Learning
IN THE THREE-LEVEL
APPROACH TO TEACHING,
VALUES ARE AT THE APEX OF
THE TRIANGLE

I.Q. vs. E.Q.


Attitudes and Values
Encompasses the following
1)Cognitive Dimension
2)Affective Dimension
3)Behavioral Dimension

Values can be taught


using Deutero-learning –
exposing students to a

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