Our lady of fatima university

Antipolo campus

Geralyn San Juan

Learning Content medium through which the objectives are accomplished.

Three Basic Question Related to Learning Technique

1.

What knowledge, skills, attitudes or values are most worthwhile to be taught and learned?

2.
3.

Why are they considered worthwhile?

How are they acquired?

Sources of Learning Content

1. Fund of Human Knowledge
Sometimes called the Heritage of Human Race
Represents the repository of the accumulated discoveries & inventions of man down to centuries. 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.

Figure 3.1 - A human beings 4 way relationships Sources of Human Learning

Figure 3.2 The fund of human knowledge.

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 organized knowledge in distilled form to a new generation of young learners. The Sciences & humanities provide the basis for selecting the content of school learning.

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

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 school curriculum due to practical psychological considerations. Therefore, there is a need to make a wise & systematic selection of appropriate content for learners @ given levels of schooling. One useful way of selecting subject matter is to use a filtering device.

Figure -3.3 Model for Selecting Learning Content

Steps in filtering process

1. Selection of a discipline to be included in the Curriculum which specifies a particular field of inquiry or learning. These disciplines are predetermined & mandated for schools as previously 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 Information Topics Themes Skills Habits Competencies Values Ideas Concepts Generalizations Theories Principles Axioms Laws

Application of selection screens criteria to determine the specific content that is representative of the subject area for a particular level of schooling.
a) b)
c) d) e) f) g) h) i) j)

Have a high frequency of occurrence and use in common life Are of interest and concern to students at appropriate levels of instruction Are suited to the maturity levels and abilities of students Serve as a basis for acquiring more learning Are within the achievement level and experience of students Are of value in meeting the needs and competencies for a future career Include an intensive treatment of a small number of topics rather than an extensive treatment of a large number of topics Include the same topics in the same subjects in succeeding grade levels only when there are new learning outcomes anticipated Make possible maximum correlation with other subject areas Allow for transfer of learning to similar learning experiences and related life situations

Box 3-1 Key Criteria for Selecting Learning Content

1. 2. 3. 4. 5. 6. 7. 8. 9. Usefulness in contributing to the attainment of conceptual, process, skill and affective objectives Relevance to significant human experiences, problems, and issues and frequency and critically of use Reliability, authoritativeness, validity and up-to-dateness Adaptability in terms of learners abilities and background Usefulness in planning and organizing instruction, in generating questions and learning activities, and in making applications in a variety of situations Usefulness in developing skills and modes, methods, and processes of inquiry Usefulness in explaining a wide variety of phenomena and developing a sense of structure of the field of study Usefulness in developing competence in clarifying values, attitudes, and value-laden issues and problems with social relevance Availability in textbooks, AV resources, and other instructional media

Organization of Learning Content

Curriculum design refers to how the curriculum content is organized and laid out for purposes of instruction. This is intended to accomplish orderly and meaningful coverage of content so as to bring about the cumulative effect of education in terms of residual or habitual learning. This also ensures economy through optimum use of time and effort, efficiency through an orderly and systematic progression of learning and affectivity in obtaining the desired learning outcomes. In organizing curriculum content, we are usually guided by the following complementary BASIC principles:

1. Balance. This refers to the equitable and fair distribution of content among the different levels of instruction to ensure that no level is unduly overburdened or underburdened. 2. Articulation. This refers to provisions for establishing the vertical linkage from level to level. This way we can avoid the glaring gaps and wasteful over-laps in subject matter and ensure an unbroken chain of learning. Proper articulation promotes team work among the instructional staff and will prevent the perennial blaming syndrome so prevalent in schools where this principle is not observed. 3. Sequence. This term is used to described the sequential and graded arrangement of subject matter. It refers to a deepening and broadening of content as it is taken up on the higher levels. The term spiraling has been used to denote this idea of sequence. For instance, a senior high class will take up paragraph writing but at a more sophisticated and advanced level than a first year class.

4. Integration. This denotes the horizontal link of content in related subject areas. There is integration when an individual is able to connect what he is learning in a subject area to a related content in another subject area. Thus, concepts and skills learned in Math (e.g. geometric figures) may also be used by a student in related topics in Science. The quality of schooling outcomes improves as learners are able to integrate their learning instead of acquiring isolated fragments of information. Integration helps a person to get a unified view of reality and use it to improve his total behavior pattern 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 continuing application of the new knowledge, skill or attitude or value to ensure habitual use in daily living.

Figure 3.5 Illustration of Curriculum Organization Principles

Thank you for listening!!!

Reported by:
Geralyn San Juan, RN

Professor : Dr. Dacpano

God Bless Us all