![How can we help our students
acquire effective problem solving
strategies? [Ormrod (2000)]
- Provide worked out examples of
algorithms being applied
- Help students understand why
particular algorithms are relevant
and infective in certain situations
- Locate trouble spots when
algorithm yields incorrect answer](https://image.slidesharecdn.com/reportinteaching-150717004642-lva1-app6891/85/Report-in-teaching-20-320.jpg)
Report in teaching
- 1. Selection and Organization of Content “There are dull teachers, dull textbooks, dull films but no dull subjects”
- 2. Introduction Intended Content: - Philippine Elementary Learning Competencies (PELCs) - Philippine Secondary Learning Competencies (PSLCs)
- 3. Guiding Principles in Selection and Organization of Content 1. Observe the following qualities: a. Validity - According to national standards - Realization of the goals and objectives - Authenticity
- 4. Guiding Principles in Selection and Organization of Content b. Significance - Responds to the needs and interest - Meaningful and significant c. Balance - Not only facts but also concepts
- 5. Guiding Principles in Selection and Organization of Content d. Self-sufficiency - Covers the essentials - not mile-wide-and-inch-deep - Essentials – Sufficiently covered and treated in depth.
- 6. Guiding Principles in Selection and Organization of Content e. Interest - Meaningful to the student f. Utility - Can be used - Not for the purpose of memorization
- 7. Guiding Principles in Selection and Organization of Content g. Feasibility - Essential content can be covered in the amount of time available
- 8. Guiding Principles in Selection and Organization of Content 2. Ensure to go beyond facts Ways to Provide Richer Knowledge: 1. Providing opportunities for experimentation 2. Presenting the ideas of others 3. Emphasizing conceptual understanding
- 9. Guiding Principles in Selection and Organization of Content Strategies for the development of Conceptual Understanding - Organize units around a few core ideas and themes - Explore each topic in depths - Explain how ideas relate to students’ Own experiences
- 10. Guiding Principles in Selection and Organization of Content - Show students - Ask students to teach to others what they have learned - Promote dialogue - Use authentic activities
- 11. a. Facts b. Concepts c. Principles d. Hypothesis e. Theories and Laws f. Thinking Skills g. Manipulative Skills h. Values and Attitudes 3. Subject matter content is an integration Of cognitive, skill and affective elements Subject matter content is an integration of:
- 12. The Structure of a Subject Matter Content - includes: a. Cognitive b. Skill c. Affective components (Attitudes and values)
- 13. 1. Cognitive a. Fact - An idea or action that can be verified b. Concept - Categorization of events, places, people and ideas c. Principles - Relationships between and among facts and concepts
- 14. d. Hypothesis - Educated guess e. Theories - Facts, concepts and principles - Describe underlying unobservable mechanisms -Personal Theories
- 15. f. Laws - Firmly established, thoroughly tested principle and theory
- 16. 2. Skills a. Manipulative Skills - Begin with naïve manipulation - Ends up in expert and precise manipulation
- 17. b. Thinking Skills – skills beyond recall and comprehension - Divergent thinking - Fluent - Flexible - Original - Elaborative thinking
- 18. - Convergent thinking - Narrowing down from many possible thoughts - Problem solving - Break large problems - Distinguish information - Identify techniques
- 19. - Algorithm Strategy -specific -step by step instruction - Heuristic Strategy -general problem solving strategy
- 20. How can we help our students acquire effective problem solving strategies? [Ormrod (2000)] - Provide worked out examples of algorithms being applied - Help students understand why particular algorithms are relevant and infective in certain situations - Locate trouble spots when algorithm yields incorrect answer
- 21. Metaphoric thinking – uses analogic thinking Critical thinking – involves information or arguments in terms of accuracy and worth
- 22. Forms of Critical thinking a. Verbal Reasoning b. Argument analysis c. Hypothesis testing d. Decision making
- 23. Creative Thinking - Producing something that is both original and worthwhile Creative Thinking Behaviors a. Awareness – ability to notice attributes b. Curiosity – ability to wonder about things
- 24. c. Fluency – ability to speculate d. Flexibility – ability to look at things from various perspectives e. Originality – ability to produce new ideas f. Elaboration – ability to keep trying to find an answer
- 25. 3. Attitudes and Values - Be connected to the life of the students - Lack of value-level of teaching results to Persons with big heads but tiny hearts
- 26. Should we teach values? - YES! - Cognitive dimension - Affective dimension - Behavioral dimension
- 27. How can we teach values? - By deutero-learning - Being exposed to the situation
- 28. Your critical role as models in and outside the classroom cannot be overemphasized: - By positively reinforcing good behavior - By teaching the cognitive component of values in the classroom