De Vera, Kyle C.

1/7/21
BSA-3A 18-00044
ACTIVITY SHEET
Principles in Selection and Organization of Content

Discuss briefly the following:

1. What guiding principles must be observed in the selection and

organization of content?

The guiding principle related to subject matter content is to observe the

following qualities in the selection and organization of content:

 Validity – teaching the content that must be taught must be

according to national standards.
 Significance – the teachings must answer what are the needs and
interests of the learners, in short, it must be 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.
 Self – sufficiency – Content must be sufficient enough to cover the
essentials and must be treated in depth.
 Interest – The interests of the learners must be taken into
consideration when creating the content.
 Utility - The teachings must be of use even after the examination.
 Feasibility – The content of the teachings must be doable in the
sense the it is essential and the time is sufficient to cover it.

2. What is the structure of the subject matter that we teach?

Subject matter content is an integration of cognitive, skills and affective

elements. The cognitive component concerned with facts, concepts, principles,
hypotheses, theories, and laws. The skill component refers to thinking skills as well
as manipulative skills while the affective component is the realm of values and
attitudes.
De Vera, Kyle C. 1/7/21
BSA-3A 18-00044
ANSWER THE FOLLOWING QUESTIONS:

1. Enumerate and discuss the three Guiding Principles in Selection and

Organization of Content.
o Cognitive
 Concepts - beliefs about what is worth learning and how people
should acquire that learning.
 Principles - the relationship between and among facts and concepts. A
categorization of events, places, ideas
 Hypotheses - educated guesses about relationships (principles)
 Theories - set of facts, concepts and principles that describe possible
underlying unobservable mechanism that regulate human learning
development
 Laws - firmly established, thoroughly tested principle or theory

o Skills
 Manipulative Skills – There are course that are dominantly skill
oriented. The learning of these manipulative skills begins with naïve
manipulation and ends up in expert and precise manipulation.
 Thinking skills - these refer to the skills concerned with the
application of what was learned, (in problem solving or in real life)
evaluation and critical and creative thinking and synthesis.
 Divergent thinking- a thought process or method use to
generate creative ideas about the topic in a short period of
time. It includes fluent thinking, flexible thinking, original
thinking and elaborative thinking.
 Fluent Thinking- is characterized by the generation of lots of
ideas. Thought flow is rapid. It is thinking of the most
possible ideas
 Flexible thinking- is characterized by the variety of thoughts
in the kinds of ideas generated. Different ideas from those
usually presented flow from flexible thinkers.
 Original thinking- thinking that differs from what gone before.
Thought production is away from the obvious and is different
from the norm.
 Elaborative thinking- embellishes on previous ideas or
plants. It uses prior knowledge to expand and add upon
things and ideas.
 Convergent thinking- it is narrowing down from many
possible thoughts to end up on a single best thought or an
answer to a problem.
 Problem solving- is made easier when the problem is well-
defined. “The proper definition of a problem is already half
De Vera, Kyle C. 1/7/21
BSA-3A 18-00044
the solution.” It is doubly difficult when the problem is ill-
defined. When it is ill-defined, then the first thing to teach our
student is to better define the problem.
o Affective

In the three-level approach to teaching, values are at the apex of

the triangle. It is because it is in the teaching of values that the teaching of
facts, skills and concepts become connected to the life of the students,
thus acquiring meaning. Without the value-level of teaching, we contribute
to the development of persons who have big heads but tiny hearts. We
contribute to the formation of “intellectual giants” but emotional dwarfs.

2. Give at least three specific strategies that can help you develop
conceptual understanding in your students.
 Organize units around a few core ideas and themes. In order
for the teacher to know what opinions each student can make
regarding a particular topic, setting few core ideas and themes will
make the student agitated to answer and fill-in the remaining gap in
the discussion.
 Explore each topic in depth. For the discussion to be more open
to the student and teacher relationship, providing examples of
cause and effect relationship and discovering how specific details
relate to more general principles can help show certain point of
views of students.
 Promote dialogue. Encourage students to talk about what they
learn, they are given the opportunity to reflect, elaborate on, clarify
further and master what they have learned.

3. Discuss at least three thinking skills.

Divergent Thinking. Includes fluent thinking, flexible thinking, original thinking

and elaborative thinking. Fluent thinking is characterized by the generation of lots of
ideas. Thought flow is rapid. It is thinking of the most possible ideas. Flexible thinking is
characterized by a variety of thoughts in the kinds of ideas generated. Different ideas
from those usually presented flow from flexible thinkers. Original thinking is thinking that
differs from what’s gone before. Thought production is away from the obvious and is
different from the norm. Elaborative thinking embellishes on previous ideas or plans. It
uses prior knowledge to expand and add upon things and ideas.
De Vera, Kyle C. 1/7/21
BSA-3A 18-00044
Metaphoric thinking. This type of 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 a parallelism or similarity.

Creative thinking. This type of thinking involves “producing something that is

both original and worthwhile. It is original thinking, one type of divergent thinking. It is
the process of bringing something new into birth. It is seeing new relationships and the
use of imagination and inventiveness. It develops thinking behaviors namely:
Awareness; Curiosity; Imagination; Fluency; Flexibility; Originality; Elaboration; and
Perseverance.