SELECTION AND

ORGANIZATION
OF CONTENT

“There are dull teachers, dull textbooks, dull

films, but no dull subjects.”
Guiding Principles in the
Selection and Organization of
Content

1. One guiding principle related to subject matter

content is to observe the following qualities in
the selection and organization of content:

a. Validity e. Interest
b. Significance f. Utility
c. Balance g. Feasibility
d. Self-sufficiency
2. At the base of the structure of cognitive
subject matter content is facts. We can’t do
away with facts by constructing an increasingly
richer and more sophisticated knowledge base
and by working out a process of conceptual
understanding.

a. Providing opportunities for experiment

b. Presenting the ideas of others
c. Emphasizing conceptual understanding
3. Subject matter content is an integration of
cognitive, skill, and affective elements.

a. The structure of subject matter content

1. Cognitive (Ormrod, 2000)

• Fact is an idea or action that can be
verified.
• Concept is a categorization of events,
places, people, ideas.
• Principle is the relationship(s) between and
among facts and concepts.
• Hypotheses are educated guesses about
relationships (principles).
 • Theories refer to a set of facts,
concepts and principles that describe
possible underlying unobservable
mechanisms that regulate human
learning, development, and behavior.
• Laws are firmly established, thoroughly
tested principle or theory.

2. Skills
• Manipulative skills
• Thinking skills
-Divergent thinking (fluent, flexible,
original and elaborative thinking)
-Convergent thinking
-Problem solving
For teaching both algorithm and heuristics-
Teach problem-solving strategies within the
context of specific subject areas.

• 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.

• Critical thinking- it involves evaluating

information or arguments in terms of their
accuracy and worth.
-Verbal reasoning
-Argument analysis
-Hypothesis testing
-Decision making
 • Creative thinking- this type of thinking
involves “producing something that is both
original and worthwhile.

What creative thinking behaviors should be

developed?

a. Awareness
b. Curiosity
c. Imagination
d. Fluency
e. Flexibility
f. Originality
g. Elaboration
h. Perseverance
 3. Attitudes and Values
-Values can be taught. They are both taught
and caught.

The affective component is concerned with values

and attitudes. When we teach values, we
connect facts, skills and concepts to the life of
students.
 How can we teach values?

Your critical role as models in and outside the

classroom cannot be overemphasized.

By positively reinforcing good behavior

By teaching the cognitive component of values
in the classroom.
THANK YOU FOR
LISTENING!

GOD BLESS YOU ALL! 