Selection and

Organization
of Content
There are dull teachers,
dull textbooks, dull films
but no dull subjects

Introduction
Intended Content:

Philippine Elementary Learning

Competencies (PELCs)
Philippine Secondary Learning
Competencies (PSLCs)

Guiding Principles in Selection

and Organization of Content
1.
a.

Observe the following qualities:

Validity
According to national standards
Realization of the goals and objectives
Authenticity

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

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.

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

Guiding Principles in Selection

and Organization of Content
g. Feasibility
Essential content can be covered
in the amount of time available

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

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

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

3. Subject matter content is an integration

Of cognitive, skill and affective elements
Subject matter content is an integration of:

d.

Facts
Concepts
Principles
Hypothesis

e.

Theories and Laws

f.

Thinking Skills
Manipulative Skills
Values and Attitudes

a.
b.
c.

g.
h.

The Structure of a Subject

Matter Content
includes:
a. Cognitive
b. Skill
c. Affective components
(Attitudes and values)

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

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

f. Laws
Firmly established,
thoroughly
tested principle and theory

2. Skills
Manipulative Skills
Begin with nave
manipulation
Ends up in expert and
precise manipulation

a.

b. Thinking Skills skills

beyond recall and
comprehension
- Divergent thinking
- Fluent
- Flexible
- Original
- Elaborative thinking

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

Algorithm Strategy
-specific
-step by step instruction

Heuristic Strategy
-general problem solving
strategy

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

Metaphoric thinking uses

analogic thinking
Critical thinking involves
information or arguments in
terms of accuracy and worth

Forms of Critical thinking

a. Verbal Reasoning
b. Argument analysis
c. Hypothesis testing
d. Decision making

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

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

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

Should we teach values?

YES!
Cognitive dimension
Affective dimension
Behavioral dimension

How can we teach values?

By deutero-learning
Being exposed to the situation

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