SELECTION OF LEARNING CONTENT

is

a need to make a wise and systematic selection of appropriate content for learners at given levels of schooling.

THE STEPS IN THIS FILTERING

PROCESS INCLUDE THE 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 Habits ion Topics Themes

Concepts Principle s

Compete Generali- Axioms ncies Values zations Laws

THE DIAGRAM BELOW GIVES A

SIMPLE EXAMPLE OF SOME ELEMENTS AND SUB-ELEMENTS THAT MAY BE FOUND IN THE STRUCTURE OF A SUBJECT LIKE SOCIAL

STUDIES.

BRUNER BELIEVES THAT ORGANIZING

CONTENT INTO THESE CLUSTERS PROVIDE THE FOLLOWING ADVANTAGES IN CURRICULUM MAKING

(1) It makes a subject matter more easily comprehensible; (2) It enables the learner to more easily retain content learned; (3) It enhances transfer of learning; and, (4) It promotes intuitive thinking or learning by insight.

APPLICATION OF SELECTION SCREENS

OR CRITERIA TO DETERMINE 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 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 level and experience of students (f) Are of value in meeting the needs and competencies for a future career

(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

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, and issues and frequency and criticality of use 3. Reliability, authoritativeness, validity and up-todate 4. Adaptability in terms of learners' abilities and background 5. Usefulness in planning and organizing instruction, in generating questions and learning activities, and in making applications in a variety of situations 6. Usefulness in developing skills and modes, methods, and processes of inquiry 7. Usefulness in explaining a wide variety of phenomena and developing 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 social relevance 9. Availability in textbooks, AV resources, and other instructional media.