What are the criteria for selecting curriculum content?
- Self-sufficiency.
- Significance.
- Validity.
- Interest.
- Utility.
- Learnability.
- Feasibility.
- Self-sufficiency. ...
- Significance. ...
- Validity. ...
- Interest. ...
- Utility. ...
- Learnability. ...
- Feasibility.
What are the principles of selecting curriculum content?
The selected content will have to be arranged in a form that will help teacher in choosing and organizing appropriate learning experiences for the classroom. Also, what are the basic principles of curriculum content? United with the goals and objectives of the basic education curriculum. ? Responds to the needs of the learner. ?
What are the four criteria for selection of curriculum development?
Validity. Interest. Utility. Learnability. Feasibility. Click to see full answer. Keeping this in view, what is selection of content in curriculum development? It involves selection of content in line with the goals and objectives of the curriculum.
What are the criteria for selecting content?
Criteria for the Selection of Content There are several criteria that need to be considered in selecting content. These include: validity, significance and needs and interests of learners. Validity The term validity implies a close connection between content and the goals which it is intended to serve.
What are the criteria for the selection of subject matter in curriculum?
The micro curriculum employs the seven criteria for the selection of subject matter below. For the macro curriculum, the subjects needed for the curricular program or course comprise the content. 1. Self-sufficiency
Mary Alvior, PhD Follow
This article clarifies the two viewpoints of the curriculum and discusses the 7 criteria for the selection of subject matter or content of the curriculum (Bilbao et al., 2008).
Seven Criteria for the Selection of Subject-matter or Content of the Curriculum
The 7 criteria below can be utilized in the selection of subject matter for micro curriculum, and for the content, subjects needed for the curricular program or course, of the macro curriculum.
1. Self-sufficiency
To help learners attain maximum self-sufficiency at the most economical manner is the main guiding principle for subject matter or content selection (Scheffler, 1970) as cited by Bilbao et al ., (2008). Economy of learning refers to less teaching effort and less use of educational resources; but students gain more results.
2. Significance
The subject matter or content is significant if it is selected and organized for the development of learning activities, skills, processes, and attitude. It also develops the three domains of learning namely the cognitive, affective and psychomotor skills, and considers the cultural aspects of the learners.
3. Validity
Validity refers to the authenticity of the subject matter or content you selected. Make sure that the topics are not obsolete.
4. 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. But if the curriculum is subject-centered, teachers have no choice but to finish the pacing schedule religiously and teach only what is in the book.
5. Utility
Another criterion is the usefulness of the content or subject matter. Students think that a subject matter or some subjects are not important to them. They view it useless. As a result, they don’t study.
Why was integration popularized in the 60s?
The idea of integration was popularized in the 60s by Halida Taba because of concern that school curriculum was too disjointed, fragmented and detached. In this case, I saw that the need to examine phenomena drawing from various disciplines has intensified interest in the integrated curriculum.
What is the scope of a curriculum?
Sometime the scope of a curriculum is narrow, consisting of just a simple listing of key topics and activities.
What is the relationship between curriculum and instruction?
The relationship between curriculum and instruction is a partnership. The content to be taught along with the learning experiences and instruction may be taught of as methodology, teaching and accessing of achievement. Olivia (1982) described curriculum and instructions as two entities.
What is learnability in psychology?
Teachers should apply theories in the psychology of learning to know how subjects are presented, sequenced, and organized to maximize the learning capacity of the students. 7.
What are some examples of integrated curriculum?
Examples of the integrated curriculum include science-technology-society and reading across the curriculum. In the science-technology-society curriculum, science is combined with social sciences in attempting to solve practical, everyday problems.
What is the meaning of validity in a curriculum?
3. Validity Validity refers to the authenticity of the subject matter or content you selected.
Why is the economy of learning important?
Although the economy of learning implies less teaching effort and less use of educational resources, students gain more results. They can cope up with the learning outcomes effectively. This criterion means that students should be given a chance to experiment, observe, and do field study.
Finding Content
Check in your department for past syllabi if you are offering a pre-existing course. Also be sure to check your institution’s course calendar and read the course description to ensure that your course meets that stated description.
Selecting Content
Set some type of criteria to help select appropriate content for your course. Course design literature suggests the following criteria. Course content should:
Organizing Content
Many variations on concept mapping techniques exist to help you decide on an organizational structure for your content. The key idea is to name, in a word or two, the major topics or concepts for your course, then try to visually place them on the page.
Self-Sufficiency
- To help learners attain maximum self-sufficiency most economically is the central guiding principle of subject matter or content selection (Scheffler, 1970) as cited by Bilbao et al. (2008). Although the economy of learningimplies less teaching effort and less use of educational resources, students gain more results. They can cope up with the learning outcomes effectively…
Significance
- The subject matter or content is significant if it is selected and organized to develop learning activities, skills, processes, and attitudes. It also develops the three domains of learning, namely the cognitive, affective, and psychomotor skills, and considers the learners’ cultural aspects. Particularly, if your students come from different cultural backgrounds and races, the subject m…
Validity
- Validity refers to the authenticity of the subject matter or content you selected. Make sure that the topics are not obsolete. For example, do not include typewriting as a skill to be learned by college students. It should be about the computer or Information Technology (IT). Thus, there is a need to regularly check the curriculum’s subject matter ...
Interest
- This criterion is valid to the learner-centered curriculum. Students learn best if the subject matter is interesting, thus makes it meaningful to them. However, if the curriculum is subject-centered, teachers have no choice but to finish the pacing schedule religiously and only teach what is in the book. This approach explains why many students fail in the subject.
Utility
- Another criterion is the usefulness of the content or subject matter. Students think that a subject matter or some subjects are not necessary to them. They view it as useless. As a result, they do not study. Here are the questions that students often ask: 1. Will I need the subject in my job? 2. Will it give meaning to my life? 3. Will it develop my potentials? 4. Will it solve my problem? 5. Wi…
Learnability
- The subject matter or content must be within the schema of the learners. It should be within their experiences. Teachers should apply theoriesin the psychology of learning to know how subjects are presented, sequenced, and organized to maximize students’ learning capacity.
Feasibility
- Feasibility means the full implementation of the subject matter. It should consider the school’s real situation, the government, and society in general. Students must learn within the allowable time and the use of resources available. Do not give them a topic that is impossible to finish. For example, you have only one week left to finish the unit, but the activities may take a month for th…
Self-Sufficiency
Significance
- The subject matter or content is significant if it is selected and organized for the development of learning activities, skills, processes, and attitude. It also develops the three domains of learn ing namely the cognitive, affective and psychomotor skills and considers the cultural aspects of the learners. Particularly, if the students come from different cultural backgrounds and races, the su…
Validity
- Validity refers to the authenticity of the subject matter or content you selected. Make sure that the topics are not obsolete. For example, do not include typewriting as a skill to be learned by college students. It should be about the computer or In formation Technology (IT). Thus, there is a need to check regularly the subject matter or contents ...
Interest
- This criterion is true to the learner-centered curriculum. Stu dents learn best if the subject matter is meaningful to them. It becomes meaningful if they are interested in it. However, if the curriculum is subject-centered, teachers have no choice but to finish the pacing schedule religiously and only teach what is in the book. This approach explains why many fail in the subject.
Utility
- Another criterion is the usefulness of the content or subject matter. Students think that a subject matter or some subjects are not important to them. They view it useless. As a result, they do not 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 t…
Learnability
- The subject matter or content must be within the scheme of the learners. It should be within their experiences. Teachers should apply theories in the psychology of learning to know how subjects are presented, sequenced, and organized to maximize the learning capacity of the students.
Feasibility
- Feasibility means full implementation of the subject matter. It should consider the real situation of the school, the government, and the society, in general. Students must learn within the allow able time and the use of resources available. Do not give them a topic that is impossible to finish. For example, we have only one week left to finish the unit but then, the activities may take a month f…
Seven Criteria For The Selection of Subject-Matter Or Content of The Curriculum
- The 7 criteria below can be utilized in the selection of subject matter for micro curriculum, and for the content, subjects needed for the curricular program or course, of the macro curriculum.
Self-Sufficiency
- To help learners attain maximum self-sufficiency at the most economical manner is the main guiding principle for subject matter or content selection (Scheffler, 1970) as cited by Bilbao et al., (2008). Economy of learning refers to less teaching effort and less use of educational resources; but students gain more results. They are able to cope up with the learning outcomes effectively. …
Significance
- The subject matter or content is significant if it is selected and organized for the development of learning activities, skills, processes, and attitude. It also develops the three domains of learning namely the cognitive, affective and psychomotor skills, and considers the cultural aspects of the learners. Particularly, if your students come from different cultural backgrounds and races, the s…
Validity
- Validity refers to the authenticity of the subject matter or content you selected. Make sure that the topics are not obsolete. For example, do not include typewriting as a skill to be learned by college students. It should be about the computer or Information Technology (IT). Thus, there is a need to check regularly the subject matter or contents of the curriculum, and replace it if necessary. Do …
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. But if the curriculum is subject-centered, teachers have no choice but to finish the pacing schedule religiously and teach only what is in the book. This may somehow explain why many fail in the subject.
Utility
- Another criterion is the usefulness of the content or subject matter. Students think that a subject matter or 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 t…
Learnability
- The subject matter or 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.
Feasibility
- It means that the subject matter can be fully implemented. 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 a topic that is impossible to finish. For example, you have only one week to finish the unit but then, the activities may take a month for t…