Curriculum Content

Definition Of Curriculum

• All the learning which isplanned and guided by theschool, whether it is carried onin groups or individually, insideor outside the school.

Elements of Curriculum

Aims and objectives

Content

Evaluation

Teaching Strategies

Definition of Content• Content is defined as “Information to be learned in school, another term for knowledge (a collection of facts, concepts, generalization, principles, theories)”

Definition of Content

• Content comes in any form

(audio, text and video) and

it informs, entertains,

enlightens or teaches people

who consume it.

Subject-centered view of curriculum

The fund of humanknowledge represents therepository of accumulateddiscoveries and inventionsof man down thecenturies, due to man’sexploration of the world.

Learner-centered view of curriculum

• Relates knowledge to the individual’s personal and social world and how he or she defines reality.

• Jerome Bruner: “Knowledge is a model we construct to give meaning

and structure to

Jerome Bruner

Purposes of Content

Purposes of Content

To help organize materials

To help a sequential relationship of

material

To present material basic to a

general understanding of a course.

Purposes of Content

To furnish a source of valuable

information.

To present application

The content is:

United with the goals and

objectives of the basic education

curriculum.

Responds to the needs of the

learner.

Includes cognitive skill and affective

elements.

The content is:

Fully and deeply covers the

essential to avoid the “mile-wide-

and-inch-deep” impression.

That is of use to the learners.

That is practical and achievable.

The content is:

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.

The content is:

Subject matter content integrates thecognitive, skill, and affectivecomponents.

The cognitive content includes facts,concept, principles, hypothesis,theories and laws.

The skill component dwells on thinkingskill and manipulative skills.

Criteria for Content Selection

Criteria for content selection

Self-sufficiency – According toScheffler (1970) the prime guidingprinciple for the content selectionis helping the learners to attainmaximum self sufficiency inlearning but in the most economicalmanner.

Criteria for content selection

Economy means less teaching effort

and educational resources, less

learner’s effort but more results and

effective learning outcomes.

Criteria for content selectionSignificance

– It is significant if

When content or subject matter willcontribute to basic ideas, concepts,principles, and geberalization toachieve the over all aim of thecurriculum.

It will develop learning abilities, skills, processes and attitude

Criteria for content selection

Significance

–It is significant if

It will develop the cognitive, effective and psychomotor skills of the learners

The cultural aspects will be considered

Criteria for content selection

Relevance to life: learning experience must be related to the learner’s real life situations in and out of school;

Variety: learning experiences must cater to the needs of different types of learners by providing different types of experiences;

Criteria for content selection

Suitability: learning experiences must

be suitable to the learners present

state of learning and characteristics:

Criteria for content selection

Validity – it relates to theauthenticity of the content selected. this refers to the relevance of the

stated learning experience to thestated goals of the curriculum;

Means two things, is the contentrelated to the objectives, and is thecontent true or authentic;

Criteria for content selection

Interest- the content should suitthe personality and intellectualcapabilities of the students.

Is the content interesting tothe learner? Or can the contentbe made interesting to learners?

Criteria for content selection• Utility – it is concerned with the

usefulness of the content.

Here the question is whether thecontent selected is useful i.e. willlead to the acquisition of skills andknowledge that are considereduseful by society?

Criteria for content selection• Utility

is the content selected such that learners can learn and understand given their present level.

• Learnability- this criteria emphasizes on the optimal placement and appropriate organization and sequencing of the content

Criteria for content selection

Feasibility – it compels the planners to

analyze and examine the content in the

light of the time and resources available

to the students, costs involved, socio-

political climate etc.

Other considerations that may be used in the selection of the learning

contentAs a guide, subject matter or content can be selected for use if these are:

a. Frequently and commonly used in daily life.

b. suited to the maturity levels and abilities of students.

As a guide, subject matter or content can be selected for use if these are:

c. Valuable in meeting the needs and the

competencies of a future career;

d. related with other subject areas; and

e. important in the transfer of learning

Organization of the content

• It demands a through understanding of the teaching leaning process.

• Important aspects for this:-

a) sequencing

b) continuity

c) integration

Organization of the content• a) Sequencing- it means putting the

content and materials into some sort of order of succession.

• b) Continuity- content should provide continuity n learning and prevent loss through forgetting. The students should be provided with experiences step by step.

.

Organization of the content• c) Integration- learning is more

effective when facts and principles

from one field can be related to

another, esp when applying knowledge.

Selecting and Organizing Content

• Planning curriculum similar to guided tour

• Various options of how to reach destination (broad program goals)

• Planning itinerary in advance aids in avoidance of confusion—saves time

Selecting and Organizing Content

• Broadest level involves selecting,

structuring subject matter to be taught to

reach broad program goals

• Learning becomes development of a series

of connections among concepts that hold

real meaning and relevance for learner

Reported By:

Julieta D. Cabiles