OBJECTIVES

● Discuss the innovations in and approach to content, the salient features of SEDP, and the Basic Education
Curriculum

ROLES OF TEACHER IN CONCEPTUAL APPROACH

a. Never tell the students the principles or rules that the students are supposed to state at the end of the lesson.
b. Should help the students gather sufficient data to form the expected generalization.
c. Should be able to master the cognitive hierarchy of his discipline.
d. Should categorize all knowledge pertinent to his area: -from facts to concepts-from concepts to generalizations -
from generalizations to principles

STRUCTURE OF THE CONTENT

1. Facts = Simple statements of truth

Examples: Ice melts, water freezes, wax, the liquid solidifies, water vapor, condenses,
mothballs sublimate back

In the structure of content, "facts" refer to objective and verifiable pieces of information. These are statements that
can be proven to be true or false based on evidence or reality. Facts are not influenced by personal opinions,
interpretations, or biases. When creating content, incorporating facts adds credibility and reliability to your
information. It helps to establish a solid foundation for your arguments or points. Facts can include statistical data,
historical events, scientific findings, and other pieces of information that are widely accepted as accurate. It's
essential to distinguish facts from opinions, as opinions are subjective and based on personal beliefs or perspectives.
While facts provide a concrete basis for your content, opinions allow for subjective expression and interpretation. A
well-rounded piece of content often combines factual information with thoughtful analysis and opinions, providing a
comprehensive and engaging presentation.

2. Concepts = Synthesis or constellation of related facts

Examples Ice, water, wax, water vapor, and mothballs are all matter back

In the structure of content, "concepts" refer to abstract ideas, theories, or general notions that represent a category or
class of related phenomena. Unlike facts, which are specific and verifiable pieces of information, concepts are
broader and often involve understanding relationships, principles, or overarching themes. When creating content,
integrating concepts is essential for providing a deeper understanding of a subject. Concepts help organize and
categorize information, allowing individuals to grasp the underlying principles or connections within a particular topic.

3. Generalization = General statement relating two or more concepts

Examples By relating matter with physical change, the general statement may likely be.
“All matter undergoes a physical change.”

In content structure, "generalization" means making broad conclusions based on specific examples or evidence. It's
like taking individual cases and figuring out a general pattern or trend. When using generalizations in content, it
typically follows a logical order.

EMPHASIZING CONCEPTUAL UNDERSTANDING

Many a time, our teaching is devoted only to memorization of isolated facts for purposes of examinations and grades.
When we teach facts only, the tendency is we can cover more for your students to commit to memory and for you to
cover in a test, but our teaching ends up skin-deep or superficial, thus meaningless. If we emphasize conceptual
understanding, the emphasis goes beyond facts. We integrate and correlate facts, concepts, and values
meaningfully. The many facts become integrated into a smaller number of concepts, yet more meaningful and
consequently easier to recall. When we stress conceptual teaching, we are occupied with less but can teach more
substantially. It is a case of “less is more”! This is precisely the emphasis of the Basic Education Curriculum.
APPROACH TO CONTENT

a. Selection of Multidisciplinary and inter-disciplinary

A multidisciplinary approach is the employment of different or multiple disciplines to solve a specific problem. Each
discipline may employ its discipline-specific approach to solving the problem. The result provides multiple answers
from different disciplines in addressing or resolving the same problem or question. Using the silo analogy — different
silos would individually approach the problem and provide solutions from each silo.

An interdisciplinary approach employs different or multiple disciplines in a team approach to solve a specific problem.
The disciplines come together to develop novel strategies appropriate for specific problems. Using the silo analogy,
the individual silos build bridges connecting the silos in jointly approach the problem.