Selection and Organization of Content

Qualities in the Selection and Organization of content

Validity: teaching the content we ought to teach according to national standards

Significance: should respond to the needs and interests of the learners, hence meaningful and
significant
Self-sufficiency: fully covers essentials
Interest: considers the interest of the learners
Qualities in the Selection and Organization of content

Balance: includes not only facts but also concepts of cognitive, affective, and psychomotor; not
too easy nor too difficult; not only broad but also has in-depth (macro and micro); balance
between form and substance
Utility: has use to the learners; functional
Feasibility: content can be covered within available time

Implications

Aligned with the goals and objectives of the Basic Education Curriculum (BEC)
Responds to the needs of the learner
Includes cognitive and affective domains
Fully and deeply covers the essentials
Avoid the mile-wide and inch-deep impression
Guiding Principles in the Selection and Organization of Content

1. Observe the qualities in the selection and organization of content.

2. Go beyond facts: provide opportunities for experimentation;
learning through and with others;
emphasize conceptual understanding
3. Integrate cognitive, affective, skill

Structure of Subject Matter Content

Cognitive: concerned with facts, concepts, principles, hypotheses, theories, and laws

Skill: refers to thinking skills as well as manipulative skills

Affective: values and attitudes

Cognitive

Fact: an idea or action that can be verified

 Concept: categorization of events, places, people, ideas
Principle: relationships between and among facts and concepts
Theories: set of facts, concepts and principles that describe possible underlying unobservable
mechanisms
Laws: firmly established, thoroughly tested principle or theory
Skills
Thinking Skills: skills beyond recall and comprehension

Sequencing and Organizing Instruction

What is sequencing?

The art of developing a logical plan for instructional activities that will help students effectively
master a body of knowledge or discipline in an organized way.

Presenting knowledge in a series of carefully interrelated steps which help students develop
information to the bigger pictureto make learning more meaningful.

What are the purposes of sequencing?

1. To isolate either a piece of knowledge (fact, concept, generalization, or principle) to help

students learn and understand its unique characteristics or a thinking process to help students
master it under varying conditions.

*helps make learning more manageable

2. To relate the knowledge or process being taught to a larger organized body of knowledge.

*makes learning more meaningful

What are the general principles in sequencing?

1. Always begin with a simple step

*structure lessons so that learners can understand easily identified characteristics of the
content

*provide numerous examples and analogies

2. Use concrete examples

3. Add complexity to the lesson: Sequence the learning experience so that it becomes more and more
complex as you progress.

4. Introduce abstractions:
Content Forms

Facts isolated occurrences that can be observed but have no predictive value.

Concepts A class of stimuli having common characteristics. Developed through the processes of
observation and inference (categorizing)

Generalizations Statements of relationships between two or more concepts, usually qualified to

fit specific conditions. Developed through the processes of observation and inference.

Facts

Most fundamental piece of information

Type of content that is singular in occurrence

Occurs or exists in the present time

Has no predictive value

Acquired solely through the process of observation

Concepts

Expression usually consisting of one or two words, of stimuli having common characteristics

Category words used to group objects as ideas

Result of categorization of a number of observations

Components of concept

1. Name : part of speech

2. Definition: statement about the concepts characteristics

3. Characteristics: qualities that must be present for the concept to apply

4. Examples: members of a class of things that show a concepts essential characteristics

5. Place in the hierarchy

Generalization

Inferential statement that expresses a relationship between two or more concepts

Applies to more than one even and has predictive and explanatory value
Differences between facts and generalizations

1. Generalizations are inferences that condense a large amount of data while facts are statements
that are singular in occurrence

2. Facts are statements of events that occurred in the past or exist in the present, whereas
generalizations are statements about general trends or patterns

3. 3. Generalizations have predictive value, whereas fact which have singular occurrence do not
have predictive value

Modes of Presentation

Deductive reasoning: moves from general to specific

Inductive reasoning: proceeds from specific to general

Models of Lesson Organization

Task Analysis Model

Concept Analysis Model

Advance Organizer Model

Task Analysis Model (Gagne)

Subdivides a lessons content, concepts, or processes into smaller, sequential steps,

beginning with the least complex and progressing to the most complex

Terminal objectives: what the students should achieve after a series of planned
instructional encounters

Intermediate objectives:

Procedures for task analysis

Major purpose: to discover the interrelationships among subskills and to use this information to plan for
effective instruction

1. Select an instructional objective that is at the appropriate level of difficulty.

*identify the general area where students knowledge ends

2. Identify the enabling skills students need to attain the objective

*thinking processes that must be mastered and the information must be understood before objectives
are achieved
3. Subdivide independent and dependent enabling skills and learning sequences

Dependent sequence: accomplishment of one skill is essential before attainment of the next
skill

4. Arrange the independent and dependent sequences in order.

5. Sequence specific tasks for students

Tasks

1. Identify the instructional objectives

2. Plan the appropriate educational activities or experiences

3. Obtain the materials

4. Read the materials yourself

5. Plan the strategies to be employed

6. Evaluate the students

7. Critique the lesson

Concept Analysis Model

Deductive: start the lesson by describing the concept and follow with an analysis of
characteristics and a series of illustrations

Inductive: provide examples related to the concept and allow students to discover the concept
themselves

Concept hierarchy

Provides the teacher with a sequencing technique

In terms of

1. superordinate

2. coordinate

3. subordinate
Concept Analysis

A thorough examination of the different aspects of a concept

Includes:

1. Concept name 5. superordinate c.

2. Definition 6. subordinate c.

3. Characteristics 7. coordinate c.

4. exemplars

Advance Organizer Model (Ausubel)

Statement of elements that the learner will be required to master in the lesson

Provide students with a structure so that they understand each part of the hierarchy of
knowledge in the lesson as well as the relationships among the parts

Phases

Advance Organizer:Enables the learner to relate the lesson materials to previous knowledge

Progressive Differentiation: process of isolating each fact, concept, or generalization within a

hierarchy of knowledge so it can be learned independently

Integrative Reconciliation: process of teaching students how main concepts and underlying facts
are related or similar