The document discusses the process of curriculum development, focusing on the selection of content. It defines content as the integration of cognitive, affective, and skill components. It provides guidelines for selecting content, such as prioritizing essential concepts, balancing domains, and sequencing from simple to complex. A variety of criteria for selecting content are outlined, including validity, significance, learnability, and feasibility. The purposes of content selection are to organize materials, present a logical sequence, and furnish useful information for students.
2. What is content?
Content is defined as the subject matter of
teaching-learning. It is an integration of the
three components:
1. Cognitive - includes facts, concepts,
principles, hypothesis, theories and laws
2. Affective – includes attitudes and values
3. Skill component
4. Guidelines
for selection of content
1. Prioritize - select what is basically needed in
specific circumstances. It should therefore not
be overcrowded.
2. Balance - Ensure that the content is properly
balanced in terms of time and resources
available
3. Completeness: It should properly cater for all
the three domains psychomotor (hand skills),
Cognitive (head-knowledge) and affective
(heart-attitudes/values)
5. 4. Sequence - it should be properly
sequenced i.e. simple to complex, known
to unknown and spiraled
5. Comprehensiveness - It should include
all the necessary details needed by a
specific learner.
6. Need for selection
Due to the ever changing society,
there is need to select :
- from the abundance of generated
knowledge and skills.
- to remain current by replacing
content that may be outdated
7. - to ensure quality
- to ensure quantity: that is to gauge
how much to cover on a particular
course.
- To consider the scope that helps in
demarcating or deciding on the breadth
and depth of what to cover.
8. CRITERIA
FOR SELECTING OF CONTENT
• Each criterion should be applied to all
suggested content. No single criterion should
be applied isolation.
• It should be understood that the criteria are
intended as guides to content selection and
not as inflexible laws.
10. Validity
• Validity refers to the authenticity of the
subject matter or content you selected. Make
sure that the topics are not obsolete.
• Modern curriculum experts are after current
trends, relevance and authenticity of the
curriculum; otherwise, your school or country
will be left behind.
11. Significance
• The criterion of significance involves the
determination of the appropriate balance if ideas
and facts- the need to achieve both breadth and
depth.
• The content is significant if it develops the three
domains of learning namely the cognitive,
affective and psychomotor skills, and considers
the cultural aspects of the learners.
• In short, select a content that can achieve the
overall aim of the curriculum.
12. Self-sufficiency
• To help learners attain maximum self-sufficiency
at the most economical manner is the main
guiding principle for content selection. They are
able to cope up with the learning outcomes
effectively.
• This means that students should be given
chance to experiment, observe, and do field
study. This allows them to learn independently.
13. Interest
• This criterion is true to learner-centered
curriculum. Students learn best if the subject
matter is meaningful to them. It becomes
meaningful if they are interested in it.
14. Utility
• Another criterion is the usefulness of the content .
Students think that some subjects are not important
to them. They view it useless. As a result, they don’t
study.
• Here are the questions that students often ask: Will I
need the subject in my job? Will it give meaning to my
life? Will it develop my potentials? Will it solve my
problem? Will it be part of the test? Will I have a
passing mark if I learn it?
• Students only value the subject matter or content if it
is useful to them.
15. Learnability
• The content must be within the schema of the
learners. It should be within their experiences.
Teachers should apply theories on psychology
of learning in order to know how subjects are
presented, sequenced, and organized to
maximize the learning capacity of the
students.
16. Feasibility
• It should consider the real situation of the
school, the government, and the society, in
general
• Students must learn within the allowable time
and the use of resources available. Do not give
them somthing that is impossible to finish.
17. 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.
• To furnish a source of valuable information.
• To present application.
