geralyn presentation selection of content

7/31/2019 Geralyn Presentation Selection of Content

1/17


2/17

Learning Content

medium through which theobjectives are accomplished.

Three Basic Question Related toLearning Technique

1. What knowledge, skills, attitudes or values are

most worthwhile to be taught and learned?2. Why are they considered worthwhile?

3. How are they acquired?


3/17

1. Fund of Human Knowledge

Sometimes called the Heritage of Human Race

Represents the repository of the accumulated

discoveries & inventions of man down tocenturies.

Dynamic & undergoes a constant turn over and

updating of facts & information, ideas,

generalizations & concepts as well as the process

used in acquiring & interpreting this acquisitions.

Accumulated over a long period of time owning to

mans unceasing exploration of his world.


4/17

Figure 3.1 - A human beings 4 way

relationships Sources of Human Learning


5/17

Figure 3.2

The fund of human knowledge.


6/17

From Science to Subject Areas:

The School Curriculum:

A major function of formal education or

schooling in the elementary & secondary

level is primarily to transmit organizedknowledge in distilled form to a new

generation of young learners.

The Sciences & humanities provide the basis

for selecting the content of school learning.


7/17

Traditionally, the following broad subject areas

comprise the curriculum in basic or general education

which encompasses the elementary & secondary levels

of schooling:

1. Communication Arts

2. Mathematics

3. Science

4. Social Studies

5. Music

6. Art

7. Physical Education

8. Vocational Education


8/17

Selection of

Learning Content

It is not feasible nor it is desirable to

include the full content of a particular

science or discipline in the schoolcurriculum due to practical psychological

considerations. Therefore, there is a need

to make a wise & systematic selection of

appropriate content for learners @ givenlevels of schooling. One useful way of

selecting subject matter is to use a

filtering device.


9/17

Figure -3.3 Model for Selecting Learning Content


10/17

Steps in filtering process1. Selection of a discipline to be included in the

Curriculum which specifies a particular field of

inquiry or learning. These disciplines arepredetermined & mandated for schools as previousl

cited.

2. Use of a device to narrow the discipline for school

use.

These elements & sub-elements that form the structure

of a subject area include the following

Facts Skills Ideas Theories

Information Habits Concepts Principles

Topics Competencies Generalizations Axioms

Themes Values Laws


11/17

Application of selection screens criteria todetermine the specific content that is

representative of the subject area for a

particular level of schooling.a) Have a high frequency of occurrence and use in common life

b) Are of interest and concern to students at appropriate levels ofinstruction

c) Are suited to the maturity levels and abilities of students

d) Serve as a basis for acquiring more learning

e) Are within the achievement level and experience of students

f) Are of value in meeting the needs and competencies for afuture career

g) Include an intensive treatment of a small number of topics

rather than an extensive treatment of a large number of topicsh) Include the same topics in the same subjects in succeeding

grade levels only when there are new learning outcomesanticipated

i) Make possible maximum correlation with other subject areas

j) Allow for transfer of learning to similar learning experiencesand related life situations


12/17

Box 3-1 Key Criteria for Selecting Learning Content

1. Usefulness in contributing to the attainment of conceptual,process, skill and affective objectives

2. Relevance to significant human experiences, problems, andissues and frequency and critically of use

3. Reliability, authoritativeness, validity and up-to-dateness

4. Adaptability in terms of learners abilities and background

5. Usefulness in planning and organizing instruction, ingenerating questions and learning activities, and in makingapplications in a variety of situations

6. Usefulness in developing skills and modes, methods, andprocesses of inquiry

7. Usefulness in explaining a wide variety of phenomena anddeveloping a sense of structure of the field of study

8. Usefulness in developing competence in clarifying values,attitudes, and value-laden issues and problems with socialrelevance

9. Availability in textbooks, AV resources, and other

instructional media


13/17

Organization of Learning Content

Curriculum design refers to how thecurriculum content is organized and laid outfor purposes of instruction. This is intended toaccomplish orderly and meaningful coverage ofcontent so as to bring about the cumulative

effect of education in terms of residual orhabitual learning. This also ensures economythrough optimum use of time and effort,efficiency through an orderly and systematicprogression of learning and affectivity in

obtaining the desired learning outcomes.

In organizing curriculum content, we areusually guided by the following

complementary BASIC principles:


14/17

1. Balance. This refers to the equitable and fair distribution ofcontent among the different levels of instruction to ensurethat no level is unduly overburdened or underburdened.

2. Articulation. This refers to provisions for establishing thevertical linkage from level to level. This way we can avoid theglaring gaps and wasteful over-laps in subject matter andensure an unbroken chain of learning. Proper articulationpromotes team work among the instructional staff and will

prevent the perennial blaming syndrome so prevalent inschools where this principle is not observed.

3. Sequence. This term is used to described the sequential andgraded arrangement of subject matter. It refers to adeepening and broadening of content as it is taken up on thehigher levels. The term spiraling has been used to denotethis idea of sequence. For instance, a senior high class willtake up paragraph writing but at a more sophisticated andadvanced level than a first year class.


15/17

4. Integration. This denotes the horizontal link of content inrelated subject areas. There is integration when an individualis able to connect what he is learning in a subject area to arelated content in another subject area. Thus, concepts andskills learned in Math (e.g. geometric figures) may also beused by a student in related topics in Science. The quality ofschooling outcomes improves as learners are able tointegrate their learning instead of acquiring isolatedfragments of information. Integration helps a person to get a

unified view of reality and use it to improve his total behaviorpattern and outlook in life.

5. Continuity. This refers to a constant and consistent repetition,review and reinforcement of major learning elements to bring

about mastery or executive control of subject matter.Learning is not a one-shot activity and requires continuingapplication of the new knowledge, skill or attitude or value toensure habitual use in daily living.


16/17

Figure 3.5 Illustration of Curriculum Organization Principles


17/17

God Bless Us all

Thank you for listening!!!

Reported by:

Professor : Dr. Dacpano

geralyn presentation selection of content

Documents