Curriculum content.ppt

1. Curriculum Content

2. Definition Of Curriculum All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.

3. Elements of Curriculum Aims and objectives Content Evaluation Teaching Strategies

4. 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)”

5. Definition of Content Content comes in any form (audio, text and video) and it informs, entertains, enlightens or teaches people who consume it.

6. Subject-centered view of curriculum The fund of human knowledge represents the repository of accumulated discoveries and inventions of man down the centuries, due to man’s exploration of the world.

7. 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

8. Jerome Bruner

9. Purposes of Content

10. 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.

11. Purposes of Content To furnish a source of valuable information. To present application

12. 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.

13. 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.

14. 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.

15. The content is: Subject matter content integrates the cognitive, skill, and affective components. The cognitive content includes facts, concept, principles, hypothesis, theories and laws.  The skill component dwells on thinking skill and manipulative skills.

16. Criteria for Content Selection

17. Criteria for content selection Self-sufficiency – According to Scheffler (1970) the prime guiding principle for the content selection is helping the learners to attain maximum self sufficiency in learning but in the most economical manner.

18. Criteria for content selection Economy means less teaching effort and educational resources, less learner’s effort but more results and effective learning outcomes.

19. Criteria for content selection Significance It is significant if When content or subject matter will contribute to basic ideas, concepts, principles, and geberalization to achieve the over all aim of the curriculum. It will develop learning abilities, skills, processes and attitude

20. 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

21. 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;

22. Criteria for content selection Suitability : learning experiences must be suitable to the learners present state of learning and characteristics:

23. Criteria for content selection Validity – it relates to the authenticity of the content selected. this refers to the relevance of the stated learning experience to the stated goals of the curriculum; Means two things, is the content related to the objectives, and is the content true or authentic;

24. Criteria for content selectio n Interest - the content should suit the personality and intellectual capabilities of the students. Is the content interesting to the learner? Or can the content be made interesting to learners?

25. Criteria for content selection Utility – it is concerned with the usefulness of the content. Here the question is whether the content selected is useful i.e. will lead to the acquisition of skills and knowledge that are considered useful by society?

26. 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

27. 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.

28. Other considerations that may be used in the selection of the learning content As a guide, subject matter or content can be selected for use if these are: Frequently and commonly used in daily life. suited to the maturity levels and abilities of students.

29. As a guide, subject matter or content can be selected for use if these are: Valuable in meeting the needs and the competencies of a future career; related with other subject areas; and important in the transfer of learning

30. Organization of the content It demands a through understanding of the teaching leaning process. Important aspects for this:- a) sequencing b) continuity c) integration

31. 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. .

32. 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.

33. 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

34. 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

35. Reported By: Julieta D. Cabiles