Principles of teaching.structure of subject matter content.2015

Selection and Organization of Content
The Structure of Subject Matter
Content
Christopher H. Punzalan
2015
BTTE 5
Principles of Teaching 1

Subject Matter
matter presented for
consideration in discussion,
thought, or study
the substance of a discussi
on, book, writing, etc., as
distinguished from its form
or style.

Subject Matter Content
Elements
Cognitive
Skills
Affective

The Structure of Subject
Matter Content
Cognitive
 Facts
 Concepts
 Principles
 Hypotheses
 Theories
 Laws
Skill
 Thinking skills
 Manipulative skills
Affective
 Realm of values and attitudes

COGNITIVE
Facts
Concepts
Principles
Hypotheses
Theories
Laws

Facts
Fact is an idea or action that can be
verified.
Basic unit of cognitive subject matter
content
Example:
names and dates of important
activities
population of the Philippines

Concepts
Concept is a categorization of
events, places, people, ideas.
Example:
Furniture -> chairs, tables, tables,
beds, and desks.
Swim -> breast stroke, crawl,
butterfly

Principles
the 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.

Hypotheses
educated 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.

Theories
refer 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

Laws
firmly established, thoroughly tested
principle or theory
Example:
Thorndike’s law of effect
Law on the conservation of matter and
energy
Law of supply and demand
Law of gravity

SKILLS
Manipulative skills
Thinking Skills
Divergent thinking
Convergent thinking
Problem solving
Metaphoric thinking
Critical thinking
Creative thinking

Manipulative Skills
for courses / subjects that are
dominantly skill –oriented
Computer
Home Economics and Technology
Physical Education
Music
The learning of these manipulative
skills begin with simple manipulation
and ends up in expert and precise
manipulation.

Thinking Skills
the skills beyond recall and comprehension
They 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 Skills
 Divergent thinking
 Convergent thinking
 Problem solving
 Metaphoric thinking
 Critical thinking
 Creative thinking

Divergent Thinking
Includes 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 norm
 Elaborative thinking
 embellishes on previous ideas or plans (Torres, 1994)
 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
Made 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 instructions
 heuristic 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 guess
Common sense
 Availability heuristic
 Working backward
 Familiarity 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 problems
Have students solve problems in small groups

Metaphoric Thinking
Also 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 Thinking
Involves evaluating information or arguments in
terms of their accuracy and worth. (Beyer, 1985)
It takes a variety of forms
Verbal reasoning
Argumentative analysis
Hypothesis testing
Decision making

Creative Thinking
Involves producing something that is both original and
worthwhile
For Creative thinking we must develop:
 Awareness
 Curiosity
 Imagination
 Fluency
 Flexibility
 Originality
 Elaboration
 Perseverance

AFFECTIVE
Three-level approach to teaching
Values
Cognitive
Skill

Values and Attitudes
Values can be taught
They are both taught and caught.
Values have :
Cognitive dimension
Affective dimension
Behavioral 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 behavior
Teaching cognitive component of values in the
classroom

Reference
Ormrod, 2000
Jeanne Ellis Ormrod, Ph.D.
Professor of Psychological Sciences
McKee Hall
jormrod@comcast.net
Areas of Specialization:
Learning and cognition
Study strategies
Pedagogy

Principles of teaching.structure of subject matter content.2015

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