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is a need to make a

wise and systematic

selection of appropri-ate content for

learners at given

levels of schooling.

SELECTIONOFLEARNING

CONTENT

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THESTEPSINTHISFILTERING

PROCESSINCLUDETHE

FOLLOWING:1. Selection of a discipline to be included in

the curriculum which specifies a

particular field of inquiry or learning.

2. Use of a device to narrow the discipline

for school use.

These elements and sub-elements that

form the structure of a subject area

include the following:

Facts Skills Ideas Theories

Informat

ion

Habits Concepts Principle

s

TopicsCompete

ncies

Generali- Axioms

ThemesValues zations Laws

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THEDIAGRAMBELOWGIVESA

SIMPLEEXAMPLEOFSOMEELE-

MENTSANDSUB-ELEMENTSTHAT

MAYBEFOUNDINTHESTRUCTURE

OFASUBJECTLIKE SOCIAL

STUDIES.

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BRUNERBELIEVESTHATORGANIZING

CONTENTINTOTHESECLUSTERSPROVIDETHEFOLLOWINGADVANTAGES

INCURRICULUMMAKING

(1) It makes a subject mattermore easily comprehensible;

(2) It enables the learner to more

easily retain content learned;

(3) It enhances transfer oflearning; and,

(4) It promotes intuitive thinking or

learning by insight.

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APPLICATIONOFSELECTIONSCREENS

ORCRITERIATODETERMINETHESPECIFIC

CONTENTTHATISREPRESENTATIVEOFTHESUBJECTAREAFORAPARTICULARLEVEL

OFSCHOOLING

(a) Have a high frequency ofoccurrence and use in common life

(b) Are of interest and concern to

students at appropriate levels of

instruction

(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 leveland experience of students

(f) Are of value in meeting the needs

and competencies for a future career

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(g) Include an intensive treatment of a

small number of topics rather than an

extensive treatment of a large number

of topics

(h) Include the same topics in the

same subjects in succeeding grade

levels only when there are new

learning outcomes anticipated. (i) Make possible maximum

correlation with other sub-Iject areas

(j) Allow for transfer of learning to

similar learning experiences and

related life situations

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Key Criteria for Selecting Learning Content

1. Usefulness in contributing to the attainment ofconceptual, process, skill and affectiveobjectives

2. Relevance to significant human experiences,problems, and issues and frequency andcriticality of use

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

4. Adaptability in terms of learners' abilities andbackground

5. Usefulness in planning and organizinginstruction, in generating questions and learning

activities, and in making applications in a varietyof situations

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

7. Usefulness in explaining a wide variety ofphenomena and developing a sense of structure

of the field of study8. Usefulness in developing competence in

clarifying values, attitudes, and value-ladenissues and problems with social relevance

9. Availability in textbooks, AV resources, and otheinstructional media.