1. CTP EDUC 4: UNIT 3

2. OBJECTIVES:
•IDENTIFY THE PRINCIPLES IN SELECTING AND ORGANIZING
CONTENT
•IDENTIFY THE QUALITIES TO BE OBSERVED IN THE
SELECTION AND ORGANIZATION OF CONTENT

4. “There are dull teachers, dull textbooks,
dull films, but no dull subjects.”
-Anonymous

5. What knowledge is truly
essential and enduring?
What is worth teaching
and learning?

6. •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?

7. GUIDING PRINCIPLES IN
SELECTION AND
ORGANIZATION OF
CONTENT

8. 1. One guiding principle related to subject
matter content is to observe the following
qualities in the selection and organization
of content:
VSSBIUF

9. 1. VALIDITY

10. 1. VALIDITY
 Teaching the content that we ought to teach
according to national standards explicit in the
basic education curriculum; it also means teaching
the content in order to realize the goals and
objectives of the course as laid down in the basic
education curriculum.

13. 2. SIGNIFICANCE

14. 2. SIGNIFICANCE
 What we teach should respond to the needs and
interests of the learners, hence meaningful
and significant. Adapted from fink, L.D. (2003). Creating
significant learning experiences, Jossey-bass.

15. 3. SELF-SUFFICIENCY

16. 3. SELF-SUFFICIENCY
 Content fully covers the essentials. Learning
content is not "mile-wide-and-inch-deep." The
essentials are sufficiently covered and are treated
in depth. This is a case of "less is more."

17. 4. BALANCE

18. 4. BALANCE
 Content includes not only facts but also concepts and
values. The use of the three-level approach ensures a
balance of cognitive, psychomotor, and affective lesson
content. A balanced content is something that is not
too easy to bore the above average student, neither not
too difficult to turn off the average. It is something
that challenges the student. To observe the principle
of balance, no topic must be extensively discussed at
the expense of other topics.

19. 5. INTEREST

20. 5. INTEREST
 Teacher considers the interest of the
learners, their developmental stages and
cultural and ethnic background.

21. 6. UTILITY

22. 6. UTILITY
 Will this content be of use to the learners? It is
not meant only to be memorized for test and grade
purposes. What is learned has a function even after
examinations are over.

23. 7. FEASIBILITY

24. 7. FEASIBILITY
 The content is feasible in the sense that the
essential content can be covered in the amount of
time available for instruction. A guaranteed and a
viable curriculum is the first in the school-
related factors that has the greatest impact on
student achievement. (Marzano, 2003)

25. •IT IS OBSERVED THAT THERE IS SO MUCH
CONTENT TO COVER WITHIN THE SCHOOL
YEAR, SO MUCH SO THAT TEACHERS TEND TO
RUSH TOWARDS THE END OF THE SCHOOL
YEAR, DO SUPERFICIAL TEACHING AND
CONTRIBUTE TO NON-MASTERY OF CONTENT.

26. What are the qualities to be observed in
selecting and organizing appropriate
content?
VSSBIUF

27. 2. At the base of the structure of cognitive
subject matter content is facts. We cant do
away with facts but be sure to go beyond facts
by constructing an increasingly richer and
more sophisticated knowledge base and by
working out a process of conceptual
understanding.

28. HERE ARE A FEW WAYS CITED BY COGNITIVE
PSYCHOLOGISTS (ORMROD, 2000) BY WHICH
YOU CAN HELP YOUR STUDENTS:
o PROVIDING OPPORTUNITIES FOR EXPERIMENTATION
o PRESENTING THE IDEAS OF OTHERS
o EMPHASIZING CONCEPTUAL UNDERSTANDING
o ORGANIZE UNITS AROUND A FEW CORE IDEAS AND
THEMES

29. HERE ARE SOME SPECIFIC STRATEGIES THAT CAN HELP
YOU DEVELOP CONCEPTUAL UNDERSTANDING IN
YOUR STUDENTS: (ORMROD, 2000)
• EXPLORE EACH TOPIC IN DEPTH
• EXPLAIN HOW NEW IDEAS RELATE TO STUDENTS OWN EXPERIENCES AND
TO THINGS THEY HAVE PREVIOUSLY LEARNED.
• SHOW STUDENTS THAT CONCEPTUAL UNDERSTANDING OF SUBJECT
MATTER IS FAR MORE IMPORTANT THAN KNOWLEDGE OF ISOLATED FACTS
• ASK STUDENTS TO TEACH TO OTHERS WHAT THEY HAVE LEARNED – A TASK
THAT ENCOURAGES THEM TO FOCUS ON MAIN IDEAS AND PULL THEM
TOGETHER IN A WAY THAT MAKES SENSE
• PROMOTING DIALOGUE
• USING AUTHENTIC ACTIVITIES

30. • 3. Subject matter content is an
integration of cognitive, skill, and
affective elements.
• COGNITIVE - facts, concepts, principles, hypothesis, theories, and laws
• SKILL - thinking skills as well as manipulative skills
• AFFECTIVE - values and attitudes

31. Certificate in Teaching Program – Educ 4
SY 2013-2014, 2nd
semester
COGNITIVE SKILLS AFFECTIVE
 Fact
 Concept
 Principle
 Hypotheses
 Theories
 Laws
 Thinking Skills
 Divergent
 Convergent
 Problem solving
○ Algorithm
○ Heuristic
 Metaphoric
 Critical
○ Verbal reasoning
○ Argument analysis
○ Hypothesis testing
○ Decision making
 Creative
○ Awareness
○ Curiosity
○ Imagination
○ Fluency
○ Flexibility
○ Originality
○ Elaboration
○ perseverance
 Manipulative Skills
 Attitudes and values are the
apex of the triangle
 It is the teaching of values
that teaching of facts, skills
and concepts become
connected to the life of
students, thus acquiring
meaning
AFFECTIVE
SKILLSCOGNITIVE

32. REFERENCES
RETRIEVED JANUARY 3, 2014:
•HTTP://WWW.SLIDESHARE.NET/RUTHAA/SELECTION-AND-ORGANIZATION-
OF-CONTENT
•HTTPS://WWW.GOOGLE.COM.PH/?GWS_RD=CR&EI=MC7GUOTAB6EFIAFT
VYDWDA#Q=SELECTION+AND+ORGANIZATION+OF+CONTENT

33. The next session will start in
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