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Our leaders in the basic education level came up with the Philippine Elementary Learning
Competencies (PELCs) and Philippine Secondary Learning Competencies (PSLCs) in 2001. The
“intended” content of what we teach is laid down in such document. This means that we are not
entirely free in the selection of our content. They are a “given” But how they are organized and
presented in the classroom, ultimately depends on you. Below are some principles to guide you.
1. One guiding principle related to subject matter content is to observe the following qualities in
the selection and organization of content:
Validity – This means 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.
Significance – What we teach should respond to the needs and interests of the learners, hence
meaningful and significant.
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. (For a
more-detailed discussion of the three-level approach, refer to Principles and Strategies of
Teaching (2003) written by B. Corpuz and G. Salandanan.)
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.
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”.
Interest – Teacher considers the interest of the learners, their developmental stages and cultural
and ethnic background.
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.
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) —
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. This is probably one reason why the least mastered competen-cies in
national examinations given to pupils and students are those competencies which are found at
the end of the Philippine Elementary/Secondary Learning Competencies (PELC/PSLC).
2. At the base of the structure of cognitive subject matter con-tent is facts. 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 by working out a process of conceptual understanding.
Here are a few ways cited by cognitive psychologists (Ormrod, 2000) by which you can help your
students:
Providing opportunities for experimentation – Our so-called experiments in the science classes
are more of this sort- following a cook book recipe where students are made to follow step-by-
step procedure to end up confirming a law that has already been experimented on and
OLVIDA, JELISA MAE N.
Here are some specific strategies that can help you develop conceptual understanding in your
students: (Ormrod, 2000)
Show students through the things we say, the assignments we give, and the criteria we use to
evaluate learning – 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 — When we encourage our students to talk about what they learn, they are
given the opportunity to reflect, elaborate on, clarify further and master what they have learned.
Using authentic activities — Incorporate your lessons into “real world” activities. Instead of
simply asking students to work on some items on subtraction, simulate a “sari-sari” store and
apply subtraction skills.
RESOURCES :
https://www.elcomblus.com/guiding-principles-in-the-selection-and-organization-of-content/