Selection and Organization of Content

The Structure of Subject Matter Content

Christopher H. Punzalan2015

BTTE 5Principles of Teaching 1

Think about this…

Subject Matter matter presented for consideration in discussion, thought, or study

the substance of a discussion, book, writing, etc., as distinguished from its form or style.

Subject Matter Content Elements

CognitiveSkillsAffective

The Structure of Subject Matter Content

CognitiveFactsConceptsPrinciplesHypothesesTheoriesLaws

SkillThinking skillsManipulative skills

AffectiveRealm of values and attitudes

COGNITIVEFactsConceptsPrinciplesHypothesesTheoriesLaws

FactsFact is an idea or action that can be

verified.Basic unit of cognitive subject matter

content

Example:names and dates of important

activitiespopulation of the Philippines

ConceptsConcept is a categorization of

events, places, people, ideas.

Example:Furniture -> chairs, tables,

tables, beds, and desks.Swim -> breast stroke, crawl,

butterfly

Principlesthe relationship(s) between and

among facts and concepts.arrived at when similar research

studies yield similar results time after time

Example:Number of children in the family is related to the average scores on nationally standardized achievement tests for those children.

Hypotheseseducated guesses about

relationships (principles)

Example:For lower division

undergraduate students, study habits is a better predictor of success in a college course than is a measure of intelligence or reading comprehension.

Theoriesrefer to a set of facts, concepts and principles that

describe possible underlying unobservable mechanisms that regulate human learning, development, and behavior.

explains why these principles are true.

Example:Piaget’s theory on cognitive development

Lawsfirmly established, thoroughly tested

principle or theory

Example:Thorndike’s law of effectLaw on the conservation of matter and

energyLaw of supply and demandLaw of gravity

SKILLSManipulative skillsThinking Skills

Divergent thinkingConvergent thinkingProblem solvingMetaphoric thinkingCritical thinkingCreative thinking

Manipulative Skillsfor courses / subjects that are

dominantly skill –orientedComputerHome Economics and TechnologyPhysical EducationMusic

The learning of these manipulative skills begin with simple manipulation and ends up in expert and precise manipulation.

Thinking Skillsthe skills beyond recall and comprehensionThey are skills concerned with the

application of what was learned, (in problem-solving or in real life) evaluation, critical and creative thinking and synthesis.

Thinking SkillsDivergent thinkingConvergent thinkingProblem solvingMetaphoric thinkingCritical thinkingCreative thinking

Divergent ThinkingIncludes the following and its characteristics

Fluent thinking generation of lots of ideas thought flow is rapid thinking of the of the most possible ideas

Flexible thinking variety of thoughts in the kinds of ideas generated different ideas from those usually presented

Original thinking differs from what’s gone before thought production is away from the obvious and is

different from the normElaborative thinking

embellishes on previous ideas or plans (Torres, 1994) Uses prior knowledge to expand and add upon things

and ideas

Convergent ThinkingIt is narrowing down from many possible thoughts to

end up on a single best thought or an answer to a problem.

Problem SolvingMade easier when the problem is well-defined.

“The proper definition of a problem is already half the solution”

Can be solved by using :algorithm – following specific, step by step instructionsheuristic strategy – general problem solving strategy, for a

solution - experience based techniques

Effective Problem Solving Strategies

Provide worked-out examples of algorithms being applied

Help students understand why particular algorithms are relevant and effective in certain situations

When a student’s application of algorithm yields an incorrect answer, look closely at the specific steps the student has taken until the trouble spot is located.

For teaching heuristics:Give students practice in defining ill-defined

problems

Teach heuristics that students can use where no algorithms apply

Examples of real-life heuristic that people use as a way to solve a problem or to learn something:

Educated guessCommon senseAvailability heuristicWorking backwardFamiliarity heuristic

For teaching both algorithm and heuristics:Teach problem-solving strategies within the

context of specific subject areas (not as a topic separate from academic content)

Provide scaffolding for difficult problemsHave students solve problems in small groups

Metaphoric ThinkingAlso called “Analogic 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

Example:Teaching is lighting a candle. The learner’s mind is a “blank slate”.

Critical ThinkingInvolves evaluating information or arguments

in terms of their accuracy and worth. (Beyer, 1985)

It takes a variety of formsVerbal reasoningArgumentative analysisHypothesis testingDecision making

Creative ThinkingInvolves producing something that is both original

and worthwhileFor Creative thinking we must develop:

AwarenessCuriosity ImaginationFluencyFlexibilityOriginalityElaborationPerseverance

AFFECTIVE

Three-level approach to teaching

Values

Cognitive

Skill

Values and Attitudes

Values can be taughtThey are both taught and caught.Values have :

Cognitive dimensionAffective dimensionBehavioral dimension

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?

Deutero-learning : Your student learns by being exposed to the situation, acquainting himself with a setting following models pursuing inspirations copying behavior

“YOUR CRITICAL ROLE AS MODELS IN AND OUTSIDE THE CLASSROOM CANNOT BE OVEREMPHASIZED”

Positive reinforcing good behaviorTeaching cognitive component of values in the classroom

Lesson Plan Sample

ReferenceOrmrod, 2000

Jeanne Ellis Ormrod, Ph.D.

Professor of Psychological SciencesMcKee Halljormrod@comcast.netAreas of Specialization:

Learning and cognitionStudy strategiesPedagogy

Thank you!PUNZALAN

2015