Curriculum content.ppt
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Transcript of Curriculum content.ppt
Definition Of Curriculum
• All the learning which isplanned and guided by theschool, whether it is carried onin groups or individually, insideor outside the school.
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
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.
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
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