Selection and Organization of Content Dalimbang

8/12/2019 Selection and Organization of Content Dalimbang

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a.)Validity- teaching the content that we ought to teachaccording to national standards explicit in the K to 12 BasicEducation Curriculum; teaching the content in order torealize the goals and objectives of the course.


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b.)Significance- what we teach should respond to the

needs and interests of the learners, hence meaningfuland significant.

c.)Balance content includes not only facts butalso concepts and values. The use of the three-levelapproach ensures a balance of cognitive,psychomotor, and affectivelesson content.


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d.) Self-sufficiency content fully covers the

essentials. Learning content is not mile-wide-and-inch-deep.The essentials are sufficiently covered andare treated in depth. This is the case of less is more.

e.)Interest teacher considers the interest of thelearners, their developmental stages and culturaland ethnic background.


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f.) Utility will this content be use to the learners? It

is not meant only to be memorized for the test andgrade purposes. What is learned has a function evenafter the examinations are over.

g.) FeasibilityThe content is feasible in thesense that the essential content can be covered inthe amount of time available for instruction.


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Here are a few ways cited by cognitive psychologists

(Ormrod, 2000) by which you can help your students:

a.)Providing opportunities for experimentation

b.)Presenting the ideas of othersc.) Emphasizing conceptual understanding


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Here are some specific strategies that can help you develop

conceptual understanding in your students:

Organized units around a few core ideas and themes.

Explore each topic in depths.

Explain how new ideas relate to students own experiencesand to things they have previously learned.

Show students- through the things we say, theassignments we give, and the criteria we use to evaluatelearning.

Ask students to teach to others what they have learned.Promote dialogue.

Use authentic activities.


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The structure of Subject matter content

1. Cognitive

a.) Fact- is an idea or action that can be verified, arethe basic unit of cognitive subject matter content.b.) Concept is a categorization of events, places,people, and ideas.c.) Principle is the relationship (s) between and

among facts and concepts.d.)Hypotheses are educated guesses aboutrelationships (principles).e.) Theories refer to a set of facts, concepts andprinciples that describe possible underlying

unobservable mechanisms that regulate humanlearning, development, and behaviour.f.) Laws are firmly established, thoroughly testedprinciple or theory.


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2.Skills

a.) Manipulative skills - it begins with navemanipulations and ends up in expert and precisemanipulation.

b.)Thinking Skillsthese refers to the skills beyond recalland comprehension. They are skills concerned with theapplication of what was learned (in problem-solving or inreal life)evaluation and critical and creative thinking andsynthesis.


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Divergent Thinking

Fluent ThinkingFlexible ThinkingOriginal ThinkingElaborative Thinking

Convergent Thinking- it is narrowing down from many possiblethoughts to end up on a single best thought or an answer to aproblem.

Problem solving- is made easier when the problem is well-defined.

Problems can be solved by using the following:

-Algorithm- solving a problem by following specific, step-by-step instructions.

-Heuristics- a general problem solving strategy, for a solution,these are informal, intuitive, speculative strategies thatsometimes lead to an effective solution.


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Metaphoric Thinking it uses analogic thinking, a figure of speechwhere are word is used in a manner different from ordinary designation

to suggest or imply a parallelism or similarity.

Critical Thinking it involves evaluating information or arguments interms of their accuracy and worth.

Verbal reasoning- an example is evaluating the persuasivetechniques found in oral or written language.

Argument Analysis you are engaged in critical thinkingprocess when you discriminate between reasons that do and donot support a particular conclusion.Hypothesis testing It is evaluating the value of data andresearch results in terms of the methods used to obtain them

and their potential relevance to a particular conclusions.Decision Making we are engaged in critical thinking when

we weigh the pros and cons of each proposed alternativeapproach.


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Creative Thinking- it involves producing something that is bothoriginal and worthwhile It is the process of bringing something new

into birth. It is seeing new relationships and the use of imagination andinventiveness.Awareness The ability to notice the attributes of things in the

environment so as to build a knowledge base that is the beginning of allother forms of creative thinking.

Curiosity The ability and inclination to wonder about things

and mentally explore the new, novel, unique ideas.Imagination The ability to speculate about things that are

not necessary based on reality.Fluency The ability to produce a large quantity of ideas.Flexibility- The ability to look at things from several different

perspectives of viewpointsOriginality The ability to produce new, novel, unique ideas.Elaboration- The ability to add on to an idea; to give details;

build groups of related ideas or expand on ideas.Perseverance- The ability to keep trying to find an answer; to

see a task through completion.


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3.Attitudes and ValuesIn the three-level approach to teaching, values are at the apex of the

triangle. It is because it is in the teaching of values that the teaching offacts, skills, and concepts become connected to the life of the students,thus acquiring meaning.

Cognitive Dimension- when we teach the value of honestyAffective Dimension- you have to feel something towards

honesty

Behavioural Dimension- you practice honesty and so lead anhonest life


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& GOD BLESS!!!!

THANK YOU.

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Selection and Organization of Content Dalimbang