Management of

Instruction
Contents Selection and
Organization
Guiding Principles for Content Selection

Content Selection
Contentmust be aligned with the goals of education
and the institution's vision and mission.
Content must afford a body of knowledge that will help
the social needs.
Promotehigher expectations for student performance
and a more demanding curriculum.
Validity
Content must be applicable to different situations,
current trends and issues, time and place.
Content must be teach according to the national
standards explicit in the curriculum.
Will not show manifestations of bias.
Significance
Content
must be reflective of the current needs of the
community and the society in general
Content will ensure a knowledge about the basics of our
society and information that need to recognize &
understand.
Contentwill lead to an educational efficiency by
technically competent workers
Balance
Content must not be confined to a particular class,
status, level, place & person. It must not show bias.
It must not present one interpretation of an issue, a
situation, or a group of people.
Contents includes not only facts but also concepts and
values.
Self sufficiency
Content preparation should afford an opportunity for
self-learning.
Language used provides better understanding.
Description, discussion, and illustrations are complete,
interesting, and informative.
Content provides opportunity for visual learning
(functional & relevant)
Interest
content should be able to develop interest in the
learner. Real facts and life situations are made more
meaningful.

Utility
content should provide necessary information for
knowledge and skills acquisition which could be utilized
as the needs arise.
Learnability
language used must be simple, precise and easily
understood. Graphics must provide for clearer
explanation/discussion of topics.

Feasibility
Capable of being used to meet objectives; and capable
of meeting success
Structure of Subject Matter Content

The subject matter structure points to the relationships

among the components of a subject matter. Integration
of content, skills and other affective elements.
 Inthe preparation of the learning objectives,
teachers tend to emphasize three domains:
cognitive, affective and skills. (according to
priorities)
Domains may interchange depending upon the
learning objectives and the subject matter
content to be taught.
Elements of Content

Cognitive Element Skill Element (refers to):

(concerned with): Thinking skills
Facts Divergent skills
Concepts Convergent thinking
Generalizations Problem solving
Principles Metaphoric thinking
Hypotheses Critical thinking
Procedures Creative thinking
Theories & Laws Manipulative skills
Cognitive Domain Elements

Fact
Is an idea or action that can be verified. A fact is the
basic unit of cognitive subject matter content.

Concept
Is a categorization of events, places, ideas.

Generalization
Is a general statement of idea.
Principle
Is a rule, tenet, guide, an essential element of quality;
basic source or cause.

Hypotheses
Are educated guesses about relationship/s.
Theory
Is a set of facts, concepts and principles that regulate
learning, development and behavior.

Laws
Are firmly established, thoroughly tested principle, or
theory.
Skills Domain Elements

Thinking Skills
Refer to the skills beyond recall and comprehension.
Application of what was learned: synthesis, evaluation
and critical/creative thinking
Divergent skills
Refers to the ability to come up with multiple solutions
to one problem
 Convergent skills
These skills are about narrowing down from many
possible ideas or opinions and ending up with the single
best thought or solution to a problem.
Problem solving
Is a mental process that involves discovering, analyzing
and solving problems.
Purpose: to overcome obstacles and find a solution that
resolves an issue
The steps in Problem Solving
1. Identify the problem
2. Defining the problem
3. Forming a strategy
4. Organizing information
5. Allocating resources
6. Monitoring progress
7. Evaluating the results
Techniques in Problem Solving
(Ormrod 2000):
Break large problems into well-defined ones.
Distinguish information needed.
Identify techniques to find needed information.
Use of Algorithm
Use of Algorithm in problem solving means following
specific, step-by-step instructions.

Heuristics
Problem solving strategy is the informal, intuitive,
speculative strategies that sometimes lead to an
effective & sometimes do not.
Tips in Problem Solving (Ormrod, 2000)

For teaching Algorithms

Provide worked-out examples with algorithms being
applied.
Helpstudents understand why particular algorithms are
relevant and effective in certain situations.
When a students application of algorithms yields an
incorrect answer, look closely at the specific steps the
students have taken until the trouble spit is located.
For teaching Heuristics
Give students practice in defining ill-defined problems
Teach heuristics that students can use where no algorithms
apply.

For teaching both

Teach problem-solving strategies within the context of
specific areas.
Provide scaffolding for difficult problems.
 Metaphoric Thinking
Type of thinking uses analogical thinking, a figure of speech
where a word is used in a manner different from its ordinary
designation to imply similarity.
Critical Thinking
Is the process of independently analyzing, synthesizing, and
evaluating information as a guide to behavior and beliefs.
This process gives reasoned consideration to evidence,
contexts, conceptualizations, methods & criteria.
 Critical thinking skills include the ability to interpret,
validate, and rationalize, all of which involve applying
the principles of LOGIC.

Variety of forms of Critical

Thinking
Verbal reasoning evaluating the reliability and the
truth of advertisements and opinions/reactions through
oral or written language.
Argument analysis discriminating between reasons
that DO and DO NOT support a particular conclusion.
 Hypothesis testing
evaluating the value of data and research results in
terms of the methods used to obtain them and their
potential relevance to particular conclusions.
Decision making
Pros and cons are weighed.
 Creative thinking
a thinking involves producing something that is both
original and worthwhile (Sternberg, 2003).
One type of divergent thinking. Used of ones
imagination & inventiveness.
Creative thinking behaviors which
must be developed:
Awareness the ability to notice the attributes of things
in the environment. ( beginning of all forms of creative
thinking)
Curiosity
wondering about things and mentally explore
the new & unique ideas.
Imagination to speculate things that are not
essentially based on reality.
 Flexibility

to observe things from different perspective

Originality

to create fresh and unique ideas

Elaboration

ability to add to an idea; provide details; and to expand groups of

related ideas or intensify ideas.
Perseverance

to keep trying to find an answer; to see a task through completion.

Creative thinking skills used different approaches
compared to critical thinking. They involve a much more
relaxed, open, playful approach. Require some risk-taking.
Approaches involves:
Looking for many possible answers
Allow to make wild & crazy suggestions (sensible)
Treatingideas as they contain the seeds of something
potentially useful
Learning from what has not worked, as well as what did.
Creative Thinking includes
A state of mind. Creative thinking skills are as much
about attitude and self-confidence as about talent.
Creativityand emotions. Strong emotional self-
management is often needed to allow conditions of
creative thinking to emerge.
Creativethinking techniques. No limit to ways of
thinking creatively. (e.g. brainstorming, asking what
ifs)
 Combine analytical and creative thinking skills. Many
breakthroughs in science and innovation have resulted
from:
Focusing on a subject in a logical, analytical way.
Daydreaming or distracting the mind but holding the
same problem
Keen an idea book. Inspiration can strike any time and
ideas can also slip away very easily. Keep a small
notebook on hand so can you can jot down ideas
rightaway.
Manipulative Skills
These are motor skills involving an object.
When children first learn these skills, it is important to
remember that their initial goal is not perfection or
complete accuracy. They need to practice and master
the action.
Skill-oriented, such as on Computer, Home Economics
and Technology, Physical Education, Music
End
Prepared by:
Joseef Christian F. Tindog, TECP
1