INTRODUCTION

Our leader in the basic education level made the Philippine

Elementary Learning Competencies (PELCs) and the Philippine
Secondary Learning Competencies (PSLCs) in 2001 which has the
content already that is truly essential and enduring to the learners. In
the standards and competencies the K to 12 Curriculum is already
given. So we are not free in selecting the content that we want to teach
but on how deliver it well, will depend on you.
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- This means teaching the content
that we ought to teach according to national
standards in the K to 12 Basic Education
Curriculum; it also means teaching the content
to order to realize the goals and objectives of
the course as laid down in the basic education
curriculum.
b. SIGNIFICANCE- What we teach should respond
to the needs and interests of the learners, hence
meaningful and significant.
c. 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
challenges the student. To observe the principle of
balance, no topic must be extensively discussed at
the expense of other topics.
d. 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”.
e. INTEREST- Teacher considers the interest of the
learners, their development stages and cultural
and ethnic background.
f. UTILITY- Will this content be of use to 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.
g. 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, 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 competencies 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). This was a finding during the
implementation of the Third Elementary Education Project.
2. At the base of structure of cognitive subject
matter content 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 student:
a. 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 discovered by
great scientist ahead of us instead of the students coming up
with their own procedure and end discovering something
new. After teaching your students how to cook a recipe
following procedures laid down in a cookbook, allow them
to experiment with mix of ingredients.

b. PRESENTING THE IDEAS OF OTHERS- While it is

beneficial for you to encourage the students to discover
principles for themselves, it will not jeopardize the students
if you present the ideas of others who worked hard over the
years to explain phenomena.
c. EMPHASIZING CONCEPTUAL UNDERSTANDING-
Many a time, our teaching is devoted only to memorization
of isolated facts for purposes of examinations and grade.
When we teach facts only, the tendency is we are able to
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 in a
meaningful manner. The many facts become integrated into
a less number of concepts, yet more meaningful and
consequently easier to recall. When we stress on conceptual
teaching, we are occupied with less, but we are able to teach
more substantially. It is a case of “less is more”! This is
precisely the emphasis of the K to 12 Basic Education
Curriculum.
Here are some specific strategies that can help you
develop conceptual understanding in your students:
(ORMROD, 2000)
 Organize units around a few core ideas and themes.
 Explore each topic in depths. For example, by
considering many examples, examining cause- effect
relationships, and discovering how specific details
relate to more general principles.
 Explain how new ideas relate to students’ own
experiences and to things they have previously
learned.
 Show student-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.
 Promote 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.
 Use authentic activities. Incorporate your lesson
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.
CONCLUSION

Therefore, in Selection and Organization of Content you must

teach valid lessons or the content of what is being given by our
leaders in the basic education level. If you are teaching don’t cover
very wide content, it must be feasible so that your students can
understand well of what you are teaching .The content must be
balance in the three level approach, the cognitive which involve
mind and thinking, psychomotor which involve skills and the
affective involves attitudes and values. This three level approach
must be incorporated into one balance. The content also must be
utilized so that even after school they can still used it and also it
should be interesting, self-sufficiency and significance. It should
be interesting so that you can catch attention from your students,
self-sufficiency meaning you are being independent and your
content must support all what you have discuss and also it must
be significance in which your students can take value and also has
the meaning to them.
 “Facts are basic in the structure of cognitive subject
matter. But the content must go beyond the fact”.
Therefore explanation in books is not enough, you
must go beyond the fact. You add more information or
you explore the meaning. And also through providing
them opportunities for experimentation, presenting the
ideas of others and emphasizing conceptual
understanding you are helping your students
exploring their skills and you let your students
conceptualize.

References:
 Brenda B. Corpuz, Ph.D. & Gloria G. Salandanan Ph.D. :
Principles of Teaching 1, (Third Edition)
 www.studymode.com>Home>Education>Teaching &
www.jstor.org/stable/3497001

Prepared by:
Joycee H. Gamgam BEED-II-A
 “SELECTION AND ORGANIZATION OF
CONTENT”

in EDUC 104

Submitted to:
Dr. Wilfreda Arones

Submitted by:
Kimberly Are BEED II-A
INTRODUCTION

The intended content of what we teach is laid

down in such document. In the k-12 curriculum, standards
and competencies are also spelled out. This means that we
are not entirely free in the selection of our content. They are
given but how they are organized and presented in the
classroom ultimately depends on you.
CONTENT/ BODY
3. Subject Matter Content is an integration of
cognitive, skill, and affective elements.
Subject matter content comes in three
domains these three domains should not be
treated as thought there was clear dividing line
among them. In the first place, our teaching of
facts, concepts, principles theories and laws
necessitate the skill of seeing the relationships
among these in order to see meaning in short.
In short, subject matter content is an
integration of facts, concepts, principle,
hypothesis, theories, and laws, thinking skills,
manipulative skills, values and attitudes.
The Structure of Subject Matter Content

Our subject matter content includes cognitive, skill and affective

components. The cognitive component is concerned with facts,
concepts, principle, hypothesis, 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.
(1) Cognitive (Ormrod, 2000)
Fact is an idea or action that can be verified.
Concept is a categorization of events, place, people, and ideas.
Principle is the relationships between and among facts and concepts.
Hypotheses are educated guesses about the relationships or
principles.
Theories refer to a set of facts, concepts and principles that describe
possible underlying and observable mechanism that regulate
human learning, development, and behavior.
Laws are firmly establish, thoroughly tested principle or theory.
(2) Skills

Manipulative Skills – there are course that are

dominantly skill0oriented like Computer,
Home Economics and Technology, Physical
Education, Music and the like. In the biological
and physical sciences manipulative skills such
as focusing the microscope, mounting
specimens on the slide, operating simple
machine other scientific gadgets, mixing
chemicals are also thought.
The learning of these manipulative
skills begins with naïve manipulation and ends
up in expert and precise manipulation.
b) 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 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. Here are some techniques to better
define the problem (ormrod 2000)
-break large problems into well-defined ones
-distinguish information needed
-identify techniques to find needed information

Problem solving involves either an algorithm or a heuristics strategy:

Algorithm- means the following specific, step-by-step instruction.

Heuristics- general problem solving strategy, for a solution. These are
informal, intuitive, speculative strategies that sometimes lead to
an effective solution and sometimes do not.
Our student acquires effective problem-solving strategies;;
Ormrod (2000) cites a number situations in which they can
be used.

-Provide work-out examples of algorithm being applied.

-Help students understand why particular algorithms are
relevant and affective in certain situation.
-when a student application of algorithms yields an incorrect
answer, look closely at the specific steps the student has
taken until the trouble spot is located.

For teaching heuristics:

-give student practice in defining ill-defined problems.
-teach heuristics that student can use where no algorithms
apply.
CONCLUSION

Students teacher undergo the three

domains which are the cognitive which is
knowledge help student/teacher to learned
more about their lesson, skills which are the
techniques on how to solve the problem,
attitude and values which is the attitude of the
student/teacher. These three domains is
important to us because these three domains
can use in our daily life.
 Thank You
and
God Bless!!!