SMART Objectives &

Determining Appropriate Content

Objectives must be SMART

• S – Specific

• M- Measurable

• A- Attainable

• R- Result Oriented

• T- Time Bound

Levels of Cognitive Domain

Eval.

Synthesis

Analysis

Application

Comprehension

Knowledge Figure 1

Levels of Psychomotor Domain

Precision

Manipulation

Imitation

Figure 2

Levels of Affective Domain

Characterization of Values Set

Organization

Valuing

Responding

Receiving Figure 3

Selection andOrganization

ofContent

Guiding Principles in the Selection and Organization of Content:

1. Observe the following Qualities

Validity

Significance

Self-sufficiency

Interest

Utility

Feasibility

2. Process of Conceptual Understanding

Providing opportunities for experimentation

Presenting the ideas of others

Emphasizing conceptual understanding

• Strategies that can help you develop conceptual understanding in your students:

Organize units around a few core ideas and themes.

Explore each topic in depth.

Explain how new ideas relate to student’s own experiences and to things they have previously learned.

Show students – through the things we say, the assignments we give and the criteria we use to evaluate learning.

Ask students to teach to others what they have learned.

Promote dialogue

Use authentic activities

3. Subject matter content is an integration of cognitive, skill and affective elements.

Is an integration of facts, concepts, principles, hypothesis, theories and laws, thinking skills, manipulative skills, values and attitudes.

The Structure of Subject Matter Content

Cognitive

Fact – an idea or action that can be verified.

Concept – a categorization of events, places, people, ideas.

Principle – relationships between and among facts and concepts.

Hypothesis – educated guesses.

Theories – set of facts, concepts and principles that describe possible underlying observable mechanism that regulate human learning, development and behavior.

Personal Theories – about the world operates.

Laws – firmly established thoroughly tested principles or theories.

Skills

Manipulative Skills

Thinking Skills

• Divergent thinking

Fluent thinking

Flexible thinking

Original thinking

Elaborative thinking

• Convergent Thinking

• Problem Solving

Break large problems into well-defined ones.

Distinguish information needed.

Identify techniques to find needed information.

• Alogarithm or Heuristic Strategy

it means following specific, step-by-step instructions.

• Metamorphic Thinking

Critical thinking

Verbal Reasoning

Argument Analysis

Hypothesis Testing

Decision Making

Creative thinking

• What creative thinking behaviors should be developed?

Awareness

Curiosity

Imagination

Fluency

Flexibility

Originality

Elaboration

Perseverance

Attitudes and Values

Shall we teach values?

How can we teach values?

by deutero-learning

by positively reinforcing good behavior

by teaching the cognitive competent of values in the classroom

Selection and Use of Teaching

Strategies

GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING

STRATEGIES

1. Learning is an active process

Nobody can learn for us in the same way that nobody can eat for us, nor live for us nor die for us.

We have to actively engage the learners in learning activities if we want them to learn what we intend to teach.

“What I hear, I forget

What I see, I remember

What I do, I understand”

2. The more senses that are involved in learning, the more and the better the learning.

What is seen and heard are learned more than what are just seen and heard.

Sight

Hearing

Touch

Taste Smell

75% 6%13% 3% 3%

The Contribution of Senses to the Learning

We learn more with what we see than what we simply hear.

Figure 4

3. Emotion has the power to increase retention and learning.

Involve the emotion in learning. We tend to remember and learn more those that strike our hearts.

4. Learning is meaningful when it is connected to students’ everyday life.

Abstract concepts are made understandable when we give sufficient examples relating to the student’s experiences.

5. Good teaching goes beyond recall of information

Good thinking concerns itself with higher-order-thinking skills to develop creative and critical thinking.

6. An integrated teaching approach is far more effective than teaching isolated bits of information

7. An integrated approach incorporates successful, research based and brain-based instructional strategies

RESEARCH FINDINGS ABOUT THE BRAIN (Wolfe, 2001)

1) Without rehearsal or constant attention, information remains in working memory for only about 15 to 20 minutes.

2) Learning is a process of a building neural networks.

3) Our brains have difficulty comprehending very large numbers

4) The eyes contain nearly 70% of the body’s sensory receptors and send millions of signals every second along the optic nerves to the visual processing of the brain.

5) There is little doubt that when information is embedded in music or rhyme, its recall is easier than when it is in prose.

Brain-based Strategies

1. Involving students in Real-life or Authentic Problem Solving.

2. Using projects to increase meaning and motivation.

3. Simulations and role plays as meaning makers.

4. Classrooms strategies using visual processing

5. Songs, jingles, rap.

6. Mnemonics strategies

7. Writing strategies

Figure 5Categories Figure 6

Figure 7For Analogy

oxygen

people as plants

Carbon dioxide

Figure 8Hierarchical topical organizer

Figure 9

TOPIC

FACT

FACT FACT

FACT

FACT

WEB

Topic Concept Theme

Figure 10

EPISODE EffectCause

Person PersonPerson

PlaceDuration

Time

Figure 11Episode Pattern Organizer

Concept

Characteristic

Example

Characteristic

Example

Example

Example

Characteristic

Example

Example

Example

FIGURE 12 Concept Pattern Organizer

FIGURE 13Time-Sequence Pattern in Arbitration

Each side shares

important facts.

A third party (attorney) works

out the settlement terms.

Part One Behavior

Part two behavior

A dispute arises

between two parties

A settlement is reached.

FIGURE 14Process/Cause-Effect Pattern for

Negotiation

THANK YOU

FOR LISTENING

Group 4

Leader:• Regalado, Diana S.

Members:• Chan, Michelle P.• Manalo, Anne Gellie M.• Talagtag, Ma. Teresa R.