Selecting and Organizing Info

LEARN today,
GROW
tomorrow.
OBJECTIVE
Distinguish between and
among techniques in selecting
and organizing information.
LET’S DO A
RECAP
1
What is the benefit of
learning the techniques in
ORGANIZING
INFORMATION for your
READING?
2
There is a systematic _____
to information from the text
read when one learns about
the techniques of organizing
information.
3
What a READER can get
one’s he/she learns the
techniques in selecting
information?
3
What is the use of the ideas
and information that
someone got from a text
read once he/she writes
his/her own composition?
5
Why make the
brainstorming
environment “free from
criticisms”?
6
Who should be
involved in the
brainstorming
activity?
7
Why set a
time limit in
brainstorming?
8
How to collect ideas
from the group
members during
brainstorming?
GROUP
ACTIVITY
1
What can be done to
ensure the proper
disposal of wastes at
school?
2
Create an outline for
the main idea and
supporting details of
the text.
3
Create a graphic
organizer for the main
idea and supporting
details of the text.
GROUP
PRESENTATION
TECHNIQUES IN
SELECTING AND
ORGANIZING
INFORMATION
TECHNIQUES IN SELECTING AND
ORGANIZING INFORMATION
1. BAR RAIN IS TOUR MING
2. TWO PIC OATH LINE
3. CENT TENSE OATH LINE
4. GRAPH PIC OR GONE ICE ERR
TECHNIQUES IN SELECTING AND
ORGANIZING INFORMATION
1. BRAINSTORMING
2. TOPIC OUTLINE
3. SENTENCE OUTLINE
4. GRAPHIC ORGANIZER
1
BRAINSTORMING
WHAT IS BRAINSTORMING?
- Brainstorming is a tool used by teams
to bring out the ideas of each individual
and present them in an orderly fashion
to the rest of the team.
- A tool used by teams for creative
exploration of options in an environment
free of criticism.
RULES IN BRAINSTORMING
-Active participation of everyone.
-No criticism.
-Build each other’s ideas.
-Display ideas as presented.
-Set a time limit .
-Clarify and combine.
HOW TO DO BRAINSTORMING?
-Set a time limit.
-State the topic.
-Collect ideas.
> structured > unstructured
-Record and display ideas.
-Clarify the meaning.
-Eliminate duplications.
1
What can be done to
ensure the proper
disposal of wastes at
school?
LIST OF IDEAS
-Use metal detectors on all trash leaving the
command.
-Pass monetary gains back to the individual.
-Hold mandatory training for all hands. Place
more recycling bins throughout the campus.
- Station a watch next to the trash cans. Have
remote cameras monitoring the trash cans.
-Throw an annual picnic using the money
from recycling.
LIST OF IDEAS
-Have a contest between base commands.
-Place recycling bins next to wastebaskets.
-Remove wastebaskets from all office areas.
-Inspect wastebaskets at the end of each
day.
-Make it an honor offense not to recycle.
-Educate personnel on why we need to
recycle.
-Make recycling violators perform
community service.
LIST OF IDEAS
-Post signs throughout the command
encouraging recycling.
-Use computers to make the command
paperless.
-Have instant cash rewards for people who
recycle.
VIDEO VIEWING
REFERENCES
Brassard, M. (1988). The Memory Jogger, A Pocket Guide
of Tools for Continuous Improvement, p. 69.
Methuen, MA: GOAL/QPC.
Department of the Navy (November 1992). Fundamentals

of Total Quality Leadership (Instructor Guide), pp. 6-
20 - 6-24. San Diego, CA: Navy Personnel Research
and Development Center.
Scholtes, P.R., et al (1988). The Team Handbook, pp. 2-37

-2-39. Madison, WI: Joiner Associates.
2
OUTLINING
2
OUTLINING
TOPIC SENTENCE
A. TOPIC OUTLINE
• A topic outline lists words or phrases.
• A topic outline arranges ideas hierarchically (showing
which are main and which are sub-points),
*For writing
• it identifies all the little mini-topics that your paper
will comprise, and shows how they relate.
• This makes the writer see the structure of the writer’s
plan and make it the structure of the
composition/write-up.
• Has the function of recording the main ideas and
indicating their relative importance.
B. SENTENCE OUTLINE
• A sentence outline does all of WHAT ARE SAID in the
TOPIC SENTENCE
• THE DIFFERENCE: sentence outline shows exactly
what you will say about each mini-topic (for writing).
• THE DIFFERENCE: sentence outline shows exactly
what was said in the source (for reading).
• It expresses the specific and complete idea that
section of the paper will cover as part of proving the
overall thesis.
HOW TO DO A TOPIC AND SENTENCE OUTLINE?
•Write out your thesis at the top of the page.
•Make a list of points you must prove to prove

your thesis.What would someone have to agree
with, in order to agree with the thesis?
These will be the main sections of your paper.
Like the thesis, these should be complete,
declarative sentences—something you can
either prove or disprove.
HOW TO DO A TOPIC AND SENTENCE OUTLINE?
•On a new page, write your first main point. This is

the thesis for that section of the paper.
•Make a list of the points you have to prove to prove

that point. Just as with the main points, these should
be complete, declarative sentences—statements you
can prove or disprove.
These are your sub-points for that section.
•Repeat the process for each of your main points.

REQUIREMENTS OF GOOD OUTLINE FORM
1. (ILLOG CA) (TRAIN BUS NO IDS)

• Here, subpoints listed are under larger
headings should really be subordinate in
meaning and should not be of equal
importance or greater importance.
• Any sub-point should have a relation with
the major point under which it is listed.
LOGICAL SUBORDINATION
1. (ILLOG CA) (TRAIN BUS NO IDS)

• Here, subpoints listed under larger
headings should really be subordinate in
meaning and should not be of equal
importance or greater importance.
• Any sub-point should have a relation with
the major point under which it is listed.
LOGICAL SUBORDINATION
I. Spain modified and improved the Filipino way of
life.
A. The Catholic religion did away with many pagan
practices.
1. The sacrifice of human beings
to pagan gods stopped.
2. Slavery ended.
B. Filipinos learned the Spanish language and the
Roman alphabet.
C. Filipinos acquire Christian surnames.
D. Spanish food enriched the Filipino diet.
II. The Americans also changed the Filipino customs
and culture in many ways.
I. Spain modified and improved the Filipino way of life.
practices.
Roman alphabet.
C. The Filipinos stopped the sacrifice of human beings to
pagan gods and ended slavery.
II. Both the Spaniards and the Americans increased the
means of enjoyment.
A. They introduced new games, sports, fiestas and other
holidays.
B. Filipinos acquired Christian surnames.
C. Spanish and American food enriched the Filipino diet.
life.
practices.
Roman alphabet.
D. Japanese and Spanish influenced Filipino in
different aspects of their life..
2. (ALL PEARL) (COTTON RUINS CR)

• All members of divisions of equal rank
should have the same grammatical
structures.
• Parallelism calls for similar balance,
rhythm, and direction of thought.
PARALLEL CONSTRUCTION
life.
practices.
2. Slavery ended.
B. Learned the Spanish language and the
Roman alphabet.
D. Spanish food and the Filipino diet.
II. During American period.
life.
practices.
2. Slavery ended.
Roman alphabet.
3. (POP ERR) (VIDIO SIN)

• All members of a division, whether major
or minor, should be of the same category
or type. (Pair time with time, place with
place, cause with cause, etc.)
PROPER DIVISION
I. Filipino literature during Spanish period.

A. From 1565 to 1872
B. Poetry and Prose
C. Dramatic Literature

A. From 1565 to 1872
B. From 1872 to 1898

A. Poetry
B. Prose
4. (OPPERR) (NOT DINE IN)

• The major points are in left indention and
the subpoints shall be moved/indented to
the right.
PROPER INDENTION
life.
practices.
2. Slavery ended.
Roman alphabet.
life.
practices.
2. Slavery ended.
Roman alphabet.
3. (PULP TIME) (VOI SINDI)

• All members of a division, whether major
or minor, should be of the same category
or type. (Pair time with time, place with
place, cause with cause, etc.)
MULTIPLE DIVISION
life.
practices.
2. Slavery ended.
Roman alphabet.
SAMPLE OUTLINE
WITH A TEXT
(The Wonder Machine)
3
GRAPHIC
ORGANIZERS
WHAT ARE GRAPHIC ORGANIZERS?
are visual and graphic displays that depict
the relationships between facts, terms, and
or ideas within a learning task.
also sometimes referred to as knowledge

maps, concept maps, story maps, cognitive
organizers, advance organizers, or concept
diagrams.
TYPES OF GRAPHIC ORGANIZERS
3.1 HIERARCHICAL
• Network Tree
3.2 MAIN IDEA/CONCEPT/THEME
• Spider Map
• Main Idea Reading Comprehension
Graphic Organizer
3.3 CAUSE-EFFECT
• Problem-Solution Map
• Problem-Solution Outline
• Sequential Episodic Map
3.4 COMPARE AND CONTRAST
• Compare-Contrast Matrix
• Venn Diagram
3.5 CYCLE MAP
3.6 SERIES OF EVENTS
• Sequencing Timeline
• Series of Events Chain
3.7 STORY GRAPHIC ORGANIZERS
• Story Summary
• Story Elements
• 5Ws + H Chart
3.1 HIERARCHICAL
• Network Tree
• Spider Map
Graphic Organizer
3.3 CAUSE-EFFECT
1. HIERARCHICAL
• Network Tree
3.1 HIERARCHICAL
• Network Tree
• Spider Map
Graphic Organizer
3.3 CAUSE-EFFECT
2. MAIN IDEA/CONCEPT/THEME
• Spider Map
3.1 HIERARCHICAL
• Network Tree
• Spider Map
Graphic Organizer
3.3 CAUSE-EFFECT
2. MAIN IDEA/CONCEPT/THEME
• Main Idea Reading Comprehension Graphic Organizer
3.1 HIERARCHICAL
• Network Tree
• Spider Map
Graphic Organizer
3.3 CAUSE-EFFECT
3. CAUSE-EFFECT
3.1 HIERARCHICAL
• Network Tree
• Spider Map
Graphic Organizer
3.3 CAUSE-EFFECT
3.3 CAUSE-EFFECT
3.1 HIERARCHICAL
• Network Tree
• Spider Map
Graphic Organizer
3.3 CAUSE-EFFECT
3. CAUSE-EFFECT
MAIN IDEA
CAUSE EFFECT
INFLUENCE INFLUENCE
• Venn Diagram
3.5 CYCLE MAP
• Story Summary
• Story Elements
• 5Ws + H Chart
4. COMPARE AND CONTRAST
• Compare and Contrast Matrix
• Venn Diagram
3.5 CYCLE MAP
• Story Summary
• Story Elements
• 5Ws + H Chart
4. COMPARE AND CONTRAST
• Venn Diagram
• Venn Diagram
3.5 CYCLE MAP
• Story Summary
• Story Elements
• 5Ws + H Chart
5. CYCLE MAP
• Venn Diagram
3.5 CYCLE MAP
• Story Summary
• Story Elements
• 5Ws + H Chart
6. SERIES OF EVENTS
TIME TIME
EVENT EVENT
EVENT EVENT EVENT

TIME TIME TIME
• Venn Diagram
3.5 CYCLE MAP
• Story Summary
• Story Elements
• 5Ws + H Chart
6. SERIES OF EVENTS
• Venn Diagram
3.5 CYCLE MAP
• Story Summary
• Story Elements
• 5Ws + H Chart
• Venn Diagram
3.5 CYCLE MAP
• Story Summary
• Story Elements
• 5Ws + H Chart
7. STORY GRAPHIC ORGANIZERS
• Story Summary
• Venn Diagram
3.5 CYCLE MAP
• Story Summary
• Story Elements
• 5Ws + H Chart
• Story Elements
• Venn Diagram
3.5 CYCLE MAP
• Story Summary
• Story Elements
• 5Ws + H Chart
7. STORY GRAPHIC ORGANIZERS
• 5Ws + H

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LEARN today,

Department of the Navy (November 1992). Fundamentals

Scholtes, P.R., et al (1988). The Team Handbook, pp. 2-37

•Write out your thesis at the top of the page.

•Make a list of points you must prove to prove

•On a new page, write your first main point. This is

•Make a list of the points you have to prove to prove

•Repeat the process for each of your main points.

1. (ILLOG CA) (TRAIN BUS NO IDS)

1. (ILLOG CA) (TRAIN BUS NO IDS)

2. (ALL PEARL) (COTTON RUINS CR)

3. (POP ERR) (VIDIO SIN)

I. Filipino literature during Spanish period.

I. Filipino literature during Spanish period.

I. Filipino literature during Spanish period.

4. (OPPERR) (NOT DINE IN)

3. (PULP TIME) (VOI SINDI)

also sometimes referred to as knowledge

EVENT EVENT EVENT

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