Selection and Organization of Content

Selection
and
Organization of
Content

"There are dull teachers,
dull textbooks, dull films,
but no dull subjects."
- Anonymous

Focus Questions:

• What guiding principles must be observed in
the selection and organization of content?
• What is the structure of the subject matter that
we teach?
• How can students be helped in the construction
of a more enriched knowledge-base?
• What strategies can be employed for teaching
conceptual understanding, thinking skills in the
different levels, and values?

Introduction

What knowledge is truly essential and enduring?
What is worth teaching and learning? Our leaders in
the basic education level came up with the Philippine
Elementary Learning Competencies (PELCs) and
Philippine Secondary Learning Competencies
(PSLCs) in 2001. The "intended" content of what we
teach is laid down in such document. This means that
we are not entirely free in the selection of our content.
They are a "given." But how they are organized and
presented in the classroom, ultimately depends on
you. Here are some principles to guide you.

Guiding Principles in the Selection and Organization of Content

1. One guiding principle related to subject
matter content is to observe the following
qualities in the selection and organization of
content:
Validity – Teaching the content that we ought to
teach according to national standards explicit in
the Basic Education Curriculum; it also means
teaching the content in order to realize the goals
and objectives of the course as laid down in the
basic education curriculum. (see figure)

Significance – What we teach should respond to the
needs and interests of the learners, hence meaningful
and significant.

Adapted from Fink, L.D. (2003). Creating
Significant Learning Experiences, Jossey-Bass.


Balance – Content includes not only facts but also
concepts and values. The use of the three-level approach
ensures a balance of cognitive, psychomotor, and
affective lesson content.
A balanced content is something that is not too easy
to bore the above average student, neither not too
difficult to turn off the average. It is something that
challenges the student. To observe the principle of
balance, no topic must be extensively discussed at the
expense of other topics.


Self-sufficiency – Content fully covers the essentials.
Learning content is not "mile-wide-and-inch-deep."
The essentials are sufficiently covered and are treated
in depth. This is a case of "less is more."
Interest – Teacher considers the interest of the learners,
their developmental stages and cultural and ethnic
background.


Utility – Will this content be of use to the learners?
It is not meant only to be memorized for test and
grade purposes. What is learned has a function
even after examinations are over.
Feasibility – The content is feasible in the sense that
the essential content can be covered in the amount
of time available for instruction. A guaranteed and
a viable curriculum is the first in the school-
related factors that has the greatest impact on
student achievement. (Marzano, 2003)


It is observed that there is so much content to cover
within the school year, so much so that teachers tend to
rush towards the end of the school year, do superficial
teaching and contribute to non-mastery of content.
This is probably one reason why the least mastered
competencies in national examinations given to pupils
and students are those competencies which are found
at the end of the Philippine Elementary/Secondary
Learning Competencies (PELC/PSLC).


2. At the base of the structure of cognitive subject
matter content is facts. We can't do away with
facts but be sure to go beyond facts by
constructing an increasingly richer and more
sophisticated knowledge base and by working
out a process of conceptual understanding.
Here are a few ways cited by cognitive
psychologists (Ormrod, 2000) by which you can
help your students:


• Providing opportunities for experimentation – our
so-called experiments in the science classes are
more of this sort - following a cook book recipe
where students are made to follow step-by-step
procedure to end up confirming a law that has
already been experimented on and discovered by
great scientists ahead of us instead of the students
coming up with their own procedure and end
discovering something new.


After teaching your students how to cook a
recipe following the procedures laid down in a
cookbook, allow them to experiment with mix
of ingredients.


• Presenting the ideas of others – While it is beneficial
for you to encourage your students to discover
principles for themselves, it will not jeopardize your
students if you present the ideas of others who
worked hard over the years to explain phenomena.


• Emphasizing conceptual understanding – Many a
time, our teaching is devoted only to memorization
of isolated facts for purposes of examinations and
grade. When we teach facts only, the tendency is
we are able to cover more for your students to
commit to memory and for you to cover in a test
but our teaching ends up skin-deep or superficial,
thus meaningless. If we emphasize conceptual
understanding, the emphasis goes beyond facts. We
integrate and correlate facts, concepts, and values in
a meaningful manner.


The many facts become integrated into a less number
of concepts, yet more meaningful and consequently
easier to recall. When we stress on conceptual
teaching, we are occupied with less, but we are able
to teach more substantially. It is a case of "less is
more!" This is precisely the emphasis of the Basic
Education Curriculum.


Example: What Do
Mommies Do?
-responsibility
-love of family
-cooking
-nutrition
-health
-measurement
-recreation and play


Here are some specific strategies that can help
you develop conceptual understanding in your
students: (Ormrod, 2000)
 Organize units around a few core ideas and themes.

Maslow’s
Hierarchy of
Needs


 Explore each topic in depth – for example, by
considering many examples, examining cause-effect
relationships, and discovering how specific details
relate to more general principles.


 Explain how new ideas relate to students' own
experiences and to things they have previously
learned.

Computers in Health Care


 Show students – through the things we say, the
assignments we give, and the criteria we use to
evaluate learning – that conceptual understanding of
subject matter is far more important than knowledge of
isolated facts.


 Ask students to teach to others what they have learned
– a task that encourages them to focus on main ideas
and pull them together in a way that makes sense.


 Promoting dialogue – when we encourage our students
to talk about what they learn, they are given the
opportunity to reflect, elaborate on, clarify further and
master what they have learned.


 Using authentic activities – incorporate your
lessons into "real world" activities. Instead of
simply asking students to work on some items on
subtraction, simulate a "sari-sari" store and apply
subtraction skills.


3. Subject matter content is an integration of
cognitive, skill, and affective elements.
While our subject matter content comes in three
domains, these three domains should not be treated
as though there was a clear dividing line among
them. When our point of emphasis is the cognitive
aspect, it does not mean that we exclude skills. In
the first place, our teaching of facts, concepts,
principles, theories and laws necessitate the skill of
seeing the relationships among these in order to see
meaning.


Likewise, when our subject matter is focused on the
thinking and manipulative skills, our lesson
content also has cognitive content. More so with
the teaching of values, for values have definitely a
cognitive basis. If the values taught are imbibed
by the students, these are expressed in their daily
behavior (skill). The cognitive lesson may be
used as a vehicle in the teaching of skills and
values.


In short, subject matter content is an integration of
facts, concepts, principles, hypothesis, theories, and
laws, thinking skills, manipulative skills, values and
attitudes.


The Structure of Subject Matter Content

Our subject matter content includes cognitive,
skill, and affective components. The cognitive
component is concerned with facts, concepts,
principles, hypothesis, theories, and laws. The skill
component refers to thinking skills as well as
manipulative skills while the affective component is
the realm of values and attitudes.


Cognitive (Ormrod, 2000)
• Fact – an idea or action that can be verified
Example: Names and dates of important activities,
population of the Philippines.


Facts are the basic unit of cognitive subject
matter content. From facts, we go higher to
concepts, principles, hypotheses, theories and
laws. It is, therefore, necessary that the facts
that we begin with are updated and accurate.
• Concept – a categorization of events, places,
people, ideas
Example: The concept furniture includes
objects as chairs, tables, beds, and desks. (see
next slide)

Example: The concept swim encompasses different
actions like breast stroke, crawl, and butterfly that
involve propelling oneself through water.


• Principle – relationship(s) between and among facts
and concepts. These are arrived at when similar
research studies yield similar results time after time.
Example: The number of children in the family is
related to the average scores on nationally
standardized achievement tests for those children.

Findings:

Since, as we shall see, there are marked negative effects on IQ of increasing
sibling size, it is possible that IQ, as well as the dilution of material
resources among many children, affects the drop-out rates among those from
large families.

Thus, we find that large families have been a continuing drag on the
society's effort to provide openness in graded schooling, and an increasing
drag on our ability to provide equal opportunity at the college level.

http://www.escholarship.org/editions/view?
docId=ft6489p0rr&chunk.id=d0e1227&toc.depth=1&toc.id=d0e1227&brand=eschol


• Hypothesis – 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.

Hard work and determination are more
important than test scores.

OR

http://newsroom.ucr.edu/cgi-bin/display.cgi?id=1329


• Theories – set of facts, concepts and principles that
describe possible underlying unobservable
mechanisms that regulate human learning,
development, and behavior. They explain why
these principles are true.
Examples: Piaget's theory on cognitive
development (see slide), Kohlberg's theory on
moral development.

Piaget Kohlberg

Piaget's Theory on Cognitive Development

Piaget’s Cognitive Development applied in learning

Example: Piaget's Theory on
Cognitive Development

Use of visual aids
in learning.


Learners seem to acquire general belief system –
personal theories – about how the world operates. By
the time they go to school, children have their own
personal theories about things and happenings in the
world. These personal beliefs may not necessarily be
accurate beliefs. Even the author of this book thought
that every time she swallowed a santol seed, the seed
would germinate in her stomach and its branches and
leaves would grow out of her ears, nose and mouth.
Therefore, much is demanded of you as a teacher in
order to promote effective construction of knowledge
and eliminate misconceptions.


• Laws – firmly established, thoroughly tested principle
or theory.
Examples: Thorndike's law of effect, law on the
conservation of matter and energy, the law of supply
and demand.

Law of Effect: Responses followed by a
satisfying state of affairs (trial and error)
were gradually stamped in (developed) as
habits; responses followed by an annoying
state of affairs were gradually stamped out
as habits (eliminated from the animal's
behavioral repertoire).

Thorndike

Law on the Conservation of Matter and Energy

http://www.icr.org/law-conservation/

One of most basic laws of science is the Law of the Conservation of Energy.
Energy cannot be created or destroyed; it can only be changed from one form to
another.
Energy is not currently being created. The universe could not have created itself
using natural processes because nature did not exist before the universe came into
existence. Something beyond nature must have created all the energy and matter
that is observed today. Present measures of energy are immeasurably enormous,
indicating a power source so great that "infinite" is the best word we have to
describe it.
The logical conclusion is that our supernatural Creator with infinite power
created the universe. There is no energy source capable to originate what we
observe today.

Skills
• Thinking Skills – These refer to the skills beyond the
recall and comprehension. They are skills concerned
with the application of what was learned, (in problem-
solving or in real life) synthesis, evaluation and
critical and creative thinking.


Divergent thinking – this includes fluent thinking,
original thinking, flexible thinking, and elaborative
thinking:


fluent thinking – is characterized by the generation
of lots of ideas. Thought flow is rapid. It is
thinking of the most possible ideas.


flexible thinking – is characterized by a variety of
thoughts in the kinds of ideas generated. Different
ideas from those usually presented flow from
flexible thinkers.

Unscrambling the letters


original thinking – is thinking that 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) It 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 – it is made easier when the
problem is well-defined. "The proper definition of a
problem is already half the solution." It is doubly
difficult when the problem is ill-defined. When it is
ill-defined, then the first thing to teach our students
is to better define the problem. Here are some
techniques (Ormrod, 2000):
- Break large problems into well-defined ones
- Distinguish information needed
- Identify techniques to find needed information


Problems can be solved by using an algorithm or
a heuristic strategy. Solving a problem by the use of
an algorithm means following specific, step-by-step
instructions. An example is when you assemble the
dismantled parts of a new toy by following the "how
to assemble" instructions. Fortunately or
unfortunately, not all problems are solved by the use
of algorithms. When there is no algorithm for
solving a problem, we use heuristics, general
problem-solving strategy, for a solution. These are
informal, intuitive, speculative strategies that
sometimes lead to an effective solution and
sometimes do not.


How can we help our students acquire effective
problem-solving strategies? Ormrod (2000) cites a
number situations in which they can be used.
- 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.

Example of Heuristics -- levels of influence, contexts,
concepts, constituents and dimensions


For teaching heuristics:
- Give students practice in defining ill-defined problems.
- Teach heuristics that students can use where no
algorithms apply.
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 – for example by breaking them into
smaller and simpler problem, giving hints about
possible strategies, or providing partial solutions.


Have students solve problems in small groups,
sharing ideas about problem-solving strategies,
modelling various approaches for one another, and
discussing the merits of each approach. Problem solving
involves both divergent and convergent thinking.
Divergent thinking enables you to generate a diverse
assortment of possible solutions to a problem. From the
diverse possible solutions, you arrive at the best possible
answer.


 Metaphoric thinking – This type of 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."
This may also be called analogic thinking.

An analogy is simply a comparison between
two objects or concepts.
Example: A plane flies like a bird.

 Critical thinking - It involves evaluating information
or arguments in terms of their accuracy and worth.
(Beyer, 1985) It takes a variety of forms – verbal
reasoning, argument analysis, hypothesis testing,
and decision making.

Verbal reasoning – an example is evaluating the
persuasive techniques found in oral or written language.
You employ this when you evaluate the reliability and
the truth of advertisements that bombard you everyday.

Synonyms
Distil means the same as
A. strengthen B. weaken C. purify D. blend
Answer: C. purify
Antonyms
Cheerful is the opposite of
A. cool B. pessimistic C. happy D. blithe
Answer: B. pessimistic

Missing word tests
The columnist knew that the events that ________ yesterday ________
decisive.
A. occur&was B. unfolded&was C. unfolded&were D. occurred&was
E. none of the above


Argument analysis – You are engaged in this critical
thinking process when you discriminate between reasons
that do and do not support a particular conclusion.
Example: The ground is wet so it must have rained last
night.
When you analyse the given argument and determine
whether or not the reason, "it must have rained last night"
logically support or does not logically support the
argument.


Hypothesis testing – It is evaluating the value of data
and research results in terms of the methods used to
obtain them and their potential relevance to
particular conclusions. A question you will ask
when you are engaged in critical thinking as you are
engaged in hypothesis testing is: Did I make use of
an appropriate method to measure a particular
outcome?


Decision making – we are engaged in critical
thinking when we weigh the pros and cons of
each proposed alternative approach.


 Creative thinking - This type of thinking involves
"producing something that is both original and
worthwhile. (Sternberg, 2003) It is original thinking,
one type of divergent thinking. It is the process of
bringing something new into birth. It is seeing new
relationships and the use of imagination and
inventiveness.


What creative thinking behaviors should be
developed?
Awareness – The ability to notice the attributes of
things in the environment so as to build a knowledge
base that is the beginning of all other forms of
creative thinking.

A portrayal of Awareness


Curiosity – The ability and inclination to wonder about
things and mentally explore the new, novel, unique
ideas.


Imagination – The ability
to speculate about things
that are not necessarily
based on reality.


Fluency – The ability to produce a large quantity of
ideas.


Flexibility – The ability to look at things from several
different perspectives or view points.

The Internet today


Originality – The ability to produce new, novel, unique
ideas.


Elaboration – the ability to add on to an idea; to give
details; build groups of related ideas or expand on ideas.
(see example on next slide)


Perseverance - The ability to keep trying to find an
answer; to see a task through completion.


• Manipulative Skills – There are courses that are
dominantly skill-oriented like Computer, Home
Economics and Technology, Physical Education,
Music and the like. In the biological and physical
sciences manipulative skills such as focusing the
microscope, mounting specimens on the slide,
operating simple machines and other scientific
gadgets, mixing chemicals are also taught.


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


Interactive attitudes and values
In the three-level approach to teaching, values are
at the apex of the triangle. It is because it is in the
teaching of values that the teaching of facts, skills
and concepts become connected to the life of the
students, thus acquiring meaning. Without the value-
level of teaching, we contribute to the development
of persons who have big heads but tiny hearts. We
contribute to the formation of "intellectual giants"
but emotional dwarfs.


Shall we teach values?
Can values be taught? Many say "NO," rather values
are caught. The author, however, would dare say
"YES!" Values are taught and caught! Due to the
belief that values cannot be taught, many teachers
relegate values in the background. Values can be
taught, because like any subject matter, they too have
a cognitive dimension, in addition to the affective and
behavioral dimension. (Aquino, 1990)


The cognitive dimension – When we teach the value
of honesty we ask the following questions: What is
meant by honesty? Why do I have to be honest? The
affective dimension – You have to feel something
towards honesty. You have to be moved towards
honesty as preferable to dishonesty. The behavioral
dimension – You lead an honest life.


How can we teach values?
 By deutero-learning – Your student learns by being
exposed to the situation, by acquainting himself
with a setting, by following models, pursuing
inspirations and copying behavior. 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.

The Department of Education Culture and Sports
(DECS) provides and promotes values education at all
three levels of the educational system for the
development of the human person committed to the
building "of a just and humane society" and an
independent and democratic nation.

Reference: http://valueseducation.net/

THE VALUES EDUCATION PROGRAM

Values Education as a part of the school curriculum is
the process by which values are formed in the learner
under the guidance of the teacher and as he interacts
with this environment. But it involves not just any kind
of teaching-learning process.
First of all, the subject matter itself, values, has direct
and immediate relevance to the personal life of the
learner.
Second, the process is not just cognitive but involves
all the faculties of the learner. The teacher must appeal
not only to the mind but the hearts as well, in fact, the
total human person.

Reference: http://valueseducation.net/


Third, one learns values the way children learn many
things from their parents. Children identify with
parents, and this identification becomes the vehicle
for the transmission of learning, be it language or the
values of thrift and hard work. Hence, the teacher’s
personal values play an important role in values
learning.

Maximiliano Rebollo, O.P.
Moral Education in the School (2000):
The term moral education signifies the development of man
in his operational aspect, tendencies, affections, conduct.
Some refer to moral education as the education of the
will.
Moral education aims to develop in man a firm conviction
of the worthiness of moral behavior, a sense of moral
responsibility. It aims to bring man’s act to perfection by
the acquisition of the art of living known as virtue.
The objective of moral education is to make the will
embrace the good proposed by right reason. Moral
education adjusts human conduct to the fundamental
principle of morality – the good is to be done, while evil
is to be avoided.

Amparo S. Lardizabal and Ma. Cecilia F. Gonzales (1999)
Learning values through:

Role-Models Songs
Prayers Bible Stories
Proverbs Parables
Fables Animal Stories
Poems Nature Stories
Fairy Tales Biographies
Legends Anecdotes
Myths Psalms


Role model:
A standard to be imitated such as parents Poem:
or teachers. A piece of literary work containing
beautiful thoughts expressed in
They learn courtesy, cleanliness, good beautiful language.
grooming, concern for the welfare
of others, and civic-mindedness. Work
(Flordeliza Regala Paredes)
Prayer: Work while there’s time,
A spiritual communication with God. Work while there’s strength
Work while you’re young
Thanksgiving Prayer And you’ll never be poor.

Proverb: Play will make you enjoy
A wise saying. Work will help you mature,
Work, play, and enjoy,
The early bird catches the worm. Life’s best ways of taking wrinkles away.

Fable: Fairy Tale:
A short story, usually about animals, that A story about fairies, giants, and magic
teaches a moral lesson. deeds that are not true. It is an
unbelievable tale that is allegorical
The Lion and the Mouse or symbolical.
The Sleeping Beauty


Legend: Song:
A story handed down from A song is a piece of music, usually
generation to generation, of a sung. It is poetry or verse set
wonderful event, popularly believed to musical notes. It is a
as having a historical basis, although melodious lyric or ballad.
not verifiable. Legends may deal
with the origin of a place, plant, Planting Rice
name, saint, or phenomenon.
Why the Cashew Nut Is Outside the Bible Story:
Fruit A narration of connected events. It is
a series of happenings that
have a plot. It is shorter than a
Myth: novel. It may be true or false,
A traditional or fictitious story and may be in prose or poetry.
usually about superhuman beings or Bible stories have values
the creation of the world. It is an worth emulating.
invented or imaginary story that has
no basis in fact. Daniel in the Lion’s Den
The Origin of Night and Day


Parable: Nature Story:
A short story that teaches a lesson. It Stories about the things in the
is usually a simple narrative and does environment, such as trees,
not have as many events as the usual plants, rivers, mountains, seas,
story. Usually allegorical which lakes, insects, birds, and other
means that people, things, and events living things that are not
have other meanings. Jesus usually classified as animals. Nature
taught in parable. covers the physical universe.
Some nature stories contain
The Good Samaritan values.
The Fir Tree and the Bramble
Animal Story: (Aesop’s Fables)
Stories in which animals are
personified. They act and talk like Biography:
people. Children love animals A written account of a person’s life.
stories especially if they own pets. It is a life history.
The Two Frogs Albert Einstein (Theory of
Relativity)


Anecdote: 4 Yea, though I walk through the valley
A short account of a particular incident. It of the shadow of death, I will fear no evil,
is an interesting narrative, which may be for Thou art with me; Thy rod and Thy
funny or serious. An anecdote is a useful staff, they comfort me.
tool that emphasizes an important point. 5 Thou preparest a table before me in the
presence of mine enemies; Thou hast
anointed my head with oil; my cup
Psalm: runneth over.
A sacred song or poem. It is a hymn sung 6 Surely goodness and mercy shall follow
with the accompaniment of a harp. It is a me all the days of my life; and I shall
song of religious worship. The Old dwell in the house of The Lord (HaShem)
Testament contains many psalms. for ever.
(The American-Israeli Cooperative
Psalm 23 – The Lord Is My Shepherd Enterprise)
1 A Psalm of David. The Lord (HaShem)
is my shepherd; I shall not want.
2 He maketh me to lie down in green
pastures; He leadeth me beside the still
waters.
3 He restoreth my soul; He guideth me in
straight paths for His name's sake.

Your value formation in essence is a
training of the intellect and will. This
includes training the intellect in its
power to form ideas, judge and The Teaching Profession
reason out and training the will to be Purita P. Bilbao, Ed.D.
strong to desire and act on that which Brenda B. Corpuz, Ph.D.
is good. A life of virtue strengthens Avelina T. Llagas, Ed.D.
the will to desire and act on what is Gloria G. Salandanan, Ph.D.
virtuous but a life of vice weakens 2006 Lorimar Publishing Co., Inc.
the will to cling and act on that Quezon City, Philippines
which is good.
In Max Scheler’s hierarchy of values
teaches us that the lowest values are
those that have something to do with
pleasure while the highest are those
that pertain to the God (for those
who believe in God). You live life
well if you do not distort the
hierarchy of values, i.e. you properly
subordinate values in accordance to
Scheler’s hierarchy.


Let us teach the content that:
• Is aligned with the goals and objectives of the
basic education curriculum.
• Responds to the needs of the learner.
• Includes cognitive skill and affective elements.
• Fully and deeply covers the essentials to avoid the
"mile-wide-and-inch-deep" impression.
• That is of use to the learners.
• That is viable and feasible.


 Facts are basic in the structure of cognitive subject
matter. But content must go beyond facts.
 Working out a process of conceptual understanding
means teaching and learning beyond facts. This can be
done by the use of the thematic or the integrated
approach.
 Subject matter content integrates the cognitive, skill,
and affective components.
 The cognitive content includes facts, concepts,
principles, hypotheses, theories and laws.
 The skill component dwells on thinking skills and
manipulative skills.


 The thinking skills include:
•
Divergent thinking
•
Convergent thinking
•
Problem solving
•
Metaphoric thinking
•
Critical thinking
•
Creative thinking


 Divergent thinking  Critical thinking comes
includes: in varied forms:
• Fluent thinking • Verbal reasoning
• Flexible thinking • Argument analysis
• Original thinking • Hypothesis testing
• Elaborative thinking • Decision making

 Problem solving involves
either an algorithmic or a
heuristic strategy.


 For creative thinking
we must develop:
• Awareness
• Curiosity
• Imagination
• Fluency
• Flexibility
• Originality
• Elaboration
• Perseverance


The affective component is concerned with values
and attitudes. When we teach values, we
connect facts, skills, and concepts to the life of
students.
Values can be taught. They are both taught and
caught.

Aesop’s Fables

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Some of the tables, photos, and graphs were obtained from
other Internet sources.

Principles of Teaching 1
By
Brenda B. Corpuz, Ph.D.
Gloria G. Salandanan, Ph.D.
2007 Lorimar Publishing Inc.
QC, Philippines

Prepared by: RAA
TCP1 Dec 2008
Thank you

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