1. PANGASINAN STATE UNIVERSITY- SAN CARLOS CITY CAMPUS
SAN CARLOS CITY PANGASINAN
AA Lecture
in
Principles of Teaching 1
Unit III: Chapter 2
Selection and Organization of
Content
Presented by: REA R. TIANGSON

2. Something to ponder:
There are dull teachers, dull textbooks, dull films, but
no dull subjects.

3. Motive questions:
What knowledge is truly esssential?
What is worth teaching and learning?
What guiding principles must be
observed in the selection and
organization of content?

4. Guiding Principles in the Selection and Organization of
Content
 1. Observe the following qualities in the
selection and organization of the content
Signi
fican
ce
Validit
y
Balan
ce
Self-
sufficie
ncy
Feas
ibilityUtility
Intere
st

5. 2. At the base of the structure of cognitive
subject matter content is facts.
Take Note:
We can’t do away with facts but be
sure to go beyond facts by constructing
an increasingly richer and more
sophisticated knowledge base and
working out a process of conceptual
understanding.

6. Few ways cited by Ormrod (2000) to help
students
 Providing opportunities for experimentation
 Presenting the ideas of others
 Emphasizing conceptual understanding
(conceptual teaching: less is more)
Working out a process of conceptual
understanding means teaching and learning
beyond facts. This can be done by the use of
the thematic or the integrated approach.

7. Specific Strategies that can help
Develop Coceptual Understanding
 Organize units around a few core ideas and
themes
 Explore each topic in depth
 Explain how ideas relate to students’ own
experiences and to things they have previously
learned
 Show students
 Ask students to teach to others what they have
learned
 Promoting dialogue
 Using authentic activities

8. 3. Subject matter content is an integration of
cognitive, skill, and affective elements
Subject matter content is an
integration of facts, concepts,
hypotheses, theories, and laws,
thinking skills, manipulative skills,
values and attitudes

9. The Structure of Subject Matter Content

10. SUBJECT MATTER INCLUDES:
Cognitive-
facts, concepts, principles, hypotheses, theories, and laws
Skills- Thinking and manipulative skills
Affective component- realm of values and attitudes

11. Cognitive
 Fact- an idea or action that can be verified
 Concept- a categorization of
events, places, people. Ideas, tables, beds, and
desks
 Principle- relationships between and among
facts and concepts
 Hypotheses-educated guesses about
relationships
 Theories- set of facts, concepts and principles
that describe possible underlying unobservable
mechanisms that regulate human

12. Personal Theories – learners’ general belief
systems
 Laws- firmly established, thoroughly tested
principle or theory
Examples:
Thorndike’s law of effect; law on the
conservation of matter and energy; law of supply
and demand.

13. Skills
 Thinking skills- skills beyond recall and
comprehension
- skills concerned with the application of
what was learned, synthesis, evaluation
and critical and creative thinking.
- Divergent Thinking is FFOE:
Fluent, flexible, original and elaborative
thinking

14. Divergent
Thinking
Original =
thinking that
differs from
what’s gone
before
Fluent
=generation
of lots of
ideas
Flexible =
variety of
thoughts in
the kind of
ideas
generated
Elaborative
=
embellishes
on previous
ideas or
plans

15.  Convergent thinking- narrowing down from
many possible thoughts to end up on a single
best thought or answer to a problem
 Problem-solving- is made easier when the
problem is well-defined
 “ The proper definition of a problem is already
half the solution.”

16. What are some
techniques to
better define a
problem?

17. Ormrod (2000) suggests:
 Break large problems into well-
defined ones
 Distinguish information
needed
 Identify techniques to find
needed information

18. How can problems be
solved?
Question:

19. Problems can be solved by
using algorithms or a heuristic
strategy.
Answer:

20. What is algorithm and
heuristics?
 Follows
specific, step-by-
step instructions
 General strategyfor
problem-solving, for
a solution
 Informal, intuitive,
speculative
strategies that
sometimes lead to
an effective solution
Algorithm Heuristics

21. Metaphoric thinking/ Analogic
Thinking
 Uses analogic thinking, a figure of speech
where a word is used in a manner
different from its ordinary designation to
suggest or imply parallelism or similarity
 Example: Teaching is lighting a candle.

22. Critical Thinking- evaluating information or
arguments in terms of their accuracy and
worth
Verbal reasoning
Argument Analysis
Hypothesis testing
Decision making

23. Creative thinking-producing something that is
both original and wortwhile
“ACIFFOEP”
 Awareness-notice attributes of things
 Curiosity-inclination to wonder
 Imagination-ability to speculate things
 Fluency- produce large quantity of ideas
 Flexibility- look at things from several
perspectives
 Originality-produce new one
 Elaboration-add on to an idea
 Perseverance-keep trying to find answer

24. Manipulative Skills
 Manipulative skills begin with naïve
manipulation and ends up in expert and
precise manipulation.
 Examples: Focusing the microscope
 Mounting specimens on the slide
 Operating simple machines and other
gadgets
 Mixing chemicals

25. What are other
manipulative skills
that you can think
of?

26. Interactive attitudes and values
Values are the apex of the triangle in the
three-level approach to teaching.
This is because it is in teaching of
values that the teaching of
facts, skills, concepts become
connected to the life of the
students, thus acquiring meaning.

27. Shall we teach
values?

28.  Yes! Values are taught and
caught! I think, because of the
belief that values cannot be
taught, many teachers relegate
in the background. Values can
be taught, because like any
subject matter,they too have a
cognitive dimension,in addition
to the affective and behavioral
dimension. (Aquino, 1990)

29.  How do we teach
cognitive dimension,
affective dimension and
behavioral dimension?

30. Here is how:
Cognitive Dimension: When we teach the
value of honesty we ask the following questions:
 What is meant by honesty ?
 Why do I have to be honest?
Affective Dimension
You have to feel something towards
honesty.
You have to be moved towards honesty as
preferable to dishonesty.
Behavioral Dimension
You lead an honest life.

31. How can we teach values?
 By deutero-learning – Your student learns by being
exposed to the situation, by acquainting himself
with a setting, by following models, pursuing
inspirations and copying behavior.
 Your critical role as
models in and outside
the classroom cannot
be overemphasized.

32.  By positively reinforcing behavior
 By teaching the cognitive component of
values in the classroom

33. Unit III Chapter 3
Selection
and Use of
Teaching
Strategies

34. Something to ponder:
“Different folks, different strokes.”

35. Focus Questions:
 What principles
should guide us in
the selection and
use of teaching
strategies?
 What are the
implications of
these principles to
the teaching-
learning process?

36. Guiding Principles in the Selection
and Use of Teaching Strategies
 1.Learning is an active process.
This means that we have to actively engage
the learners in the learning activities if we want them
to learn what we intend to teach.
2. The more senses that are involved in learning,
the more and the better the learning.
Humans are intensely visual animals. The
eyes contain nearly 70 % of the body’s recceptore
and send millions of signals along the optic nerves
to the visual processing centers of the brain... We
take in more information visually than through any of
the other senses” (Wolfe, 2001)

37. The Contribution of Senses to
Learning
75% 13% 3%6% 3%
Sig
ht
Hea
ring Touc
h
Taste
Smel
l

38.  3. A non-threatening atmosphere
enhances learning.
A non-threatening and conducive
classroom is not only a function of the
physical condition of the classroom but
more a function of the psychological
climate that prevails in the classroom.

39. The Classroom Atmosphere
 Proper lighting
 Ventilation
 Order
 Tidiness
 Painting of the room
 Offshoot of our
personality as a
teacher
 Rapport between us
and our
students/pupils
 Relationship between
and among us
teachers and among
our students
Physical Condition
Psychological
Climate

40. How do we create a
positive,supportive and
healthy classroom
atmosphere/
environment?

41. The Answer:
1. Cultivate a culture of respect in our
schools
2. Believe in our student’s capacity
(TRUST)
3. Create a sense of belongingness
(COMFORT)
4. Give allowance for mistakes

42. Pine and Horne (1994) state:
The learning process requires the
challenge of new and different
experiences, the trying of the unknown,
and therefore, necessarily must involve
the making of mistakes. In order for
people to learn, they need the
opportunity to explore new ideas wthout
being penalized or punished for
mistakes which are integral to the
activity of learning.

43. Harvey Silver (2000)says:
 Building
comfort into
learning is
essential if we
expect
students to
respond
positively and

44. Our own experience validates that we remember
for a longer time events that elicit emotion in us.-
Wolfe,2001
 4. Emotion has the
power to increase
retention and
learning.
We tend to
remember and learn
more those that strike
our hearts!

45. For meaning, connect your teaching to your
students’ everyday life.
5. Learning is
meaningful when it is
connected to students’
everyday life.
Abstract concepts are
made understable when we
give sufficient examples
relating to the students’
experiences.

46. 6. Good Teaching goes beyond recall and
information
Good thinking
concerns itself with higher-
order-thinking skills to
develop creative and
crirical thinking.
Ideally, our teaching
should reach the levels of
application, analysis,
sysnthesis, and evaluation
to hone students’ thinking
skills.

47. 7. An integrated teaching approach is far more
effective than teaching isolated bits of information.
Corpuz and
Salandanan (2003) claim
that an instructional
approach is integrated
when it considers the
multiple intelligencces (MI)
and varied learning styles.

48. Collecting Classroom Examples
Intelligence Examples of Classroom Activities
Mastery
Exercise-practice
Direct instruction
Drill and repetition
Demonstrations
Competitions
Interpersonal
Experience-
personalize
Team games, group investigation,
Learning circles
Role-playing, peer tutoring
Understanding
Explain-prove
Inquiry,debate, problem-solving,
independent study, essays, logic
problems
Concept formation
Self-expressive Divergent thinking. Open-ended

49. An integrated approach incorporates successful,
research-based and brain-based instructional
strategies.
An
integrated
approach
incorporates
research
findings
about the
brain
 Some research findings about the
brain ( Wolfe, 2001):
1. Without rehearsal or constant
attention, information remains in
working memory for only about 15-
20 seconds.
2. Learning is a process of building
neural works. The three levels of
learning are concrete, symbolic
and abstract (CSA).

50. 3. Our brains have difficulty comprehending very
large numbers because we have nothing in our
experience to hook them to.
4. The eyes contain 70 % of the body’s sensory
receptors and send millions of signals every
second along the optic nerves to the visual
processing of the brain.
5. There is little doubt that when information is
embeded in music or rhyme, its recall is easier
than when it is in prose.

51. Brain-based Srategies
1. Involving students in real-life or
authentic problem-solving
2.Using projects to increase
meaning and motivation
3. Simulations and Role-plays

52. 4. Classroom strategies using visual
processing
5. Songs, jingles, and raps
6. Mnemonic Strategies assist students
in recalling important information

53. 7. Writing strategies-Make students write their
own word problems and make them ask their
classmates to solve them
8. Active review- Students are given the
chance to interview
9. Hands-on-activities- “What we have to learn
to do, we learn by doing.

54. 8. There is no such thing as best teaching
method. The best method is the one that works,
the one that yields results.
There is
no
single
best
method.
1.
Instructional
objective
2. The nature
of the subject
matter
3. The
learners
4.The
teacher
5. School
policies
Factors to consider when
choosing a strategy

55. Different Approaches and
Methods

56. I. Direct/ Expositive Instruction
Approah
a.Direct Instruction- teacher-directed and
teacher dominated. It is meant for teaching of
skills.
b. Deductive Method/approach is teacher-dominated. It
begins with the abstract rule, generalization, principle and
ends with specific examples.
c. Inductive Method is less teacher-directed than the
deductive method. It begins with specific details, concrete
data and examples and ends with an abstract generalization.

57. II. Guided/ Exploratory
Approach
a. Inquiry Approach
b.Problem-solving Method
c. Project Method
d. Metacognitive approach
e. The Constructivist Approach

58.  It is also called discovery or problem-
solving method. The teacher guides the
students as they explore and discover.
 It is modeled after the investigative
processes of the scientist.
 It puts premium in obtaining direct
experiences.
a. Inquiry Approah

59.  It is a teaching strategy that employs the
scientific method in searching for
information
 The five basic steps of scientific are:
1.Sensing and defining a problem
2. Formulating hypothesis
3. Testing the likely hypothesis
4.Analysis, interpretation and evaluation
of evidence
5.Formulating conclusions
b.Problem-solving Method

60.  It is a hands-on and minds-on method.
 It rquires students to present in
concrete form a learned concept or
principle.
 The project may be a task or a product.
 It emphasizes “learning by doing
c. Project Method

61.  Constructivist view learning as an active
process that results from self-constructed
meanings. A meaningful connection is
established between prior knowledge and
the present learning activity.
 It is anchored on the belief that every
individual constructs and reconstructs
meanings depending on past experiences.
e. The Constructivist Approach