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Subject Matter

This document outlines the structure of subject matter content, which includes cognitive, skills, and affective components. Cognitive content includes facts, concepts, principles, hypotheses, theories, and laws. Skills content includes manipulative skills and thinking skills like divergent, convergent, critical, creative, and problem solving. Affective content refers to teaching values and attitudes. Effective teaching of subject matter requires consideration of all three components.

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Shaune
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45 views26 pages

Subject Matter

This document outlines the structure of subject matter content, which includes cognitive, skills, and affective components. Cognitive content includes facts, concepts, principles, hypotheses, theories, and laws. Skills content includes manipulative skills and thinking skills like divergent, convergent, critical, creative, and problem solving. Affective content refers to teaching values and attitudes. Effective teaching of subject matter requires consideration of all three components.

Uploaded by

Shaune
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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STUCTURE OF SUBJECT

MATTER CONTENT
Think about this:

What am I thinking?
How will I teach?
What I am teaching?
How will I know if the students
understands?
Subject matter
• Matter presented for consideration in discussing or
study
• The substance of a discussion, book writing, etc. as
distinguished from it form or style.

Subject Matter Content


1. Cognitive (Knowledge)
2. Skills (Psychomotor)
3. Affective (Values/Attitudes)
The Structure of Subject Matter Content
COGNITIVE SKILLS AFFECTIVE
• Facts • Thinking skills • Realm of values/attitudes

• Concepts • Manipulative skills

• Principles

• Hypothesis

• Theories

• Laws
1. Facts

Is an idea or action that can be verified

Basic unit of cognitive subject matter content .

Examples: names and dates of important activities

population of the Philippines


2. Concept

• Is the categorization of event, places, people, and ideas.

Examples: furniture- chairs, tables, beds, and desks

swim- breast stroke, crawl, butterfly


3. Principles

• The relationship between and among facts and concepts

• Arrive at when similar research studies yield similar results

time after time.

Examples: number of children in the family is related to the

average scores on national standardized achievement tests for


4. Hypothesis

• Educated guesses about relationships (principles)

Example: For lower division undergraduate students,

study habit is a better predictor of success in a college

course then is measure of intelligence or reading


5. Theories

• Refer to the set of facts, concepts and principles describes

possible underlying unobservable mechanisms that regulate

human learning, development, and behavior.

• Explains why these principles are true


6. Laws

• Firmly established thoroughly tested principle or theory

Examples: Thorndike’s Law of Effect

Law on the Conservation of matter and energy

Law of Supply and Demand

Law of Gravity
SKILLS

1. Manipulative Skills

2. Thinking Skills :

● Divergent Thinking ● Critical Thinking

● Convergent Thinking ● Creative Thinking

● Problem Solving

● Metaphonic Thinking
1.Manipulative Skills

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


2. Thinking Skills

 the skills beyond comprehension and recall

they are skills concerned with the application of what we learned

(in problem solving or in real life)

evaluation

critical thinking and

synthesis
Divergent Thinking

Includes the following and its characteristics:

 Fluent Thinking

• generation of ideas

• Thought flow is rapid

• Thinking 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

• Through production is away from the obvious and is different from

the norm

Elaborative thinking

• Embelishes or previous ideas or plans

• 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 if the problem is well-defined

The proper definition of a problem is already half the solution

Can be solved using: algorithm –following specific, step-by-step

instruction Heuristic Strategy –general problem solving strategy

Experienced based techniques


Effective Problem Solving

• Provide worked out examples of algorithm applied

• Helps students understand why particular algorithm are relevant

and effective
Metaphonic Thinking

Also called “analogic thinking”

Uses analogic thinking

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 state”.
Critical Thinking

involves evaluating information or arguments in terms of their


accuracy and worth.

it takes a variety of form

• Verbal Reasoning

• Argument Analysis

• Hypothesis Thinking

• Decision Making
Creative Thinking
Involves producing something that is both original and worthwhile
For creative thinking we must develop:
• Awareness
• Curiosity
• Imagination
• Flexibility
• Originality
• Elaboration
7. 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 or connect facts, skills concepts to the life of the students.
How can we teach values?

Dentero learning –your students learn by:

 Being exposed to the situation

 Acquainting himself with a setting

 Following models

 Pursuing inspirations

 Copying behaviors
 Your critical role as model in and outside the classroom cannot be overemphasized

 Positive reinforcing good behaviors

 Teaching cognitive component of values in two classroom.

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