1. Selection and
Organization of
Content
“There are dull teachers,
dull textbooks, dull films but
no dull subjects”

2. Introduction
Intended Content:
- Philippine Elementary Learning
Competencies (PELCs)
- Philippine Secondary Learning
Competencies (PSLCs)

3. Guiding Principles in Selection
and Organization of Content
1. Observe the following qualities:
a. Validity
- According to national standards
- Realization of the goals and objectives
- Authenticity

4. Guiding Principles in Selection
and Organization of Content
b. Significance
- Responds to the needs and interest
- Meaningful and significant
c. Balance
- Not only facts but also concepts

5. Guiding Principles in Selection
and Organization of Content
d. Self-sufficiency
- Covers the essentials
- not mile-wide-and-inch-deep
- Essentials – Sufficiently covered and
treated in depth.

6. Guiding Principles in Selection
and Organization of Content
e. Interest
- Meaningful to the student
f. Utility
- Can be used
- Not for the purpose of memorization

7. Guiding Principles in Selection
and Organization of Content
g. Feasibility
- Essential content can be covered
in the amount of time available

8. Guiding Principles in Selection
and Organization of Content
2. Ensure to go beyond facts
Ways to Provide Richer Knowledge:
1. Providing opportunities for
experimentation
2. Presenting the ideas of others
3. Emphasizing conceptual understanding

9. Guiding Principles in Selection
and Organization of Content
Strategies for the development of
Conceptual Understanding
- Organize units around a few core
ideas and themes
- Explore each topic in depths
- Explain how ideas relate to students’
Own experiences

10. Guiding Principles in Selection
and Organization of Content
- Show students
- Ask students to teach to others
what they have learned
- Promote dialogue
- Use authentic activities

11. a. Facts
b. Concepts
c. Principles
d. Hypothesis
e. Theories and Laws
f. Thinking Skills
g. Manipulative Skills
h. Values and
Attitudes
3. Subject matter content is an integration
Of cognitive, skill and affective elements
Subject matter content is an integration of:

12. The Structure of a Subject Matter
Content
- includes:
a. Cognitive
b. Skill
c. Affective components
(Attitudes and values)

13. 1. Cognitive
a. Fact
- An idea or action that can be
verified
b. Concept
- Categorization of events, places,
people and ideas
c. Principles
- Relationships between and among
facts and concepts

14. d. Hypothesis
- Educated guess
e. Theories
- Facts, concepts and principles
- Describe underlying
unobservable mechanisms
-Personal Theories

15. f. Laws
- Firmly established,
thoroughly
tested principle and theory

16. 2. Skills
a. Manipulative Skills
- Begin with naïve
manipulation
- Ends up in expert and
precise manipulation

17. b. Thinking Skills – skills beyond
recall and comprehension
- Divergent thinking
- Fluent
- Flexible
- Original
- Elaborative thinking

18. - Convergent thinking
- Narrowing down from many
possible thoughts
- Problem solving
- Break large problems
- Distinguish information
- Identify techniques

19. - Algorithm Strategy
-specific
-step by step instruction
- Heuristic Strategy
-general problem solving
strategy

20. How can we help our students
acquire effective problem solving
strategies? [Ormrod (2000)]
- Provide worked out examples of
algorithms being applied
- Help students understand why
particular algorithms are relevant
and infective in certain situations
- Locate trouble spots when
algorithm yields incorrect answer

21. Metaphoric thinking – uses
analogic thinking
Critical thinking – involves
information or arguments in
terms of accuracy and worth

22. Forms of Critical thinking
a. Verbal Reasoning
b. Argument analysis
c. Hypothesis testing
d. Decision making

23. Creative Thinking
- Producing something that is both
original and worthwhile
Creative Thinking Behaviors
a. Awareness – ability to notice attributes
b. Curiosity – ability to wonder about things

24. c. Fluency – ability to speculate
d. Flexibility – ability to look at things from
various perspectives
e. Originality – ability to produce new ideas
f. Elaboration – ability to keep trying to find
an answer

25. 3. Attitudes and Values
- Be connected to the life of the students
- Lack of value-level of teaching results to
Persons with big heads but tiny hearts

26. Should we teach values?
- YES!
- Cognitive dimension
- Affective dimension
- Behavioral dimension

27. How can we teach values?
- By deutero-learning
- Being exposed to the situation

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