Unit-07 6503

CURRICULUM CONTENT
AND LEARNING
EXPERIENCES
Unit- 07
Prepared by
MUHAMMAD ALI
CURRICULUM CONTENT
 It is subject matter of the teaching-learning process and, as

such, includes the knowledge, skill and values associated with
the subject.
 In the process of teaching one must teach something to
someone, the someone being the pupil and something is content.
Content might be described as the knowledge, skills, attitudes
and values to be learned (Smith, shores & Stanley)
LEARNING EXPERIENCES
 The term learning experience refers to the interaction
between the learners and the external conditions in the
environment to which he can react. Learning takes place
through the active behaviour of the student ; it is what he
does that he learns, not what the teacher does.
 It is possible for two students to be in the same class but it is
just possible that they will be having very different learning
experiences.
LEVELS OF CONTENT AND THEIR
FUNCTIONS
 Hilda Taba has pointed out the following three levels of
curricula content:
i. Specific facts and processes
ii. Basic ideas and principals
iii. Concepts
 Smith, Stanley and Shores pointed out that there are two kind of
subject matter:
i. Descriptive Subject matter
ii. Normative Subject matter
THE PRINCIPALS FOR SELECTION OF
CURRICULUM CONTENT
Within the context of our socio-cultural frame work, the following
constitute some of the most important general principals for
selecting the curriculum content:
i. Promoting Islamic ideology
ii. Developing social understanding
iii. Promoting maximum personal development
iv. Promoting continuity of experiences
v. Providing for educational aims
vi. Maintaining a balance among all educational goals
vii. Involving the pupil in the learning experiences
viii. Using effective learning experiences
CRITERIA FOR CONTENT SELECTION
There are six standards for content selection like:
i. Does it reflect the basic principals of Islamic values and
teachings?
ii. Does it contribute to the growth and development of
Islamic society?
iii. Is it significant to an organized field of knowledge?
iv. Does it stand the test of survival?
v. Is the content useful?
vi. Is it interesting to the learners?
CRITERIA FOR CONTENT
SELECTION(CONT…..)
Nicholls & Nicholls presented criteria for selection of content
selection which comprises of the following elements:
A. Significance (how essential it is to the subject?)

B. Validity (how accurate or true it is?)
C. Social relevance (whether it is worthwhile to the society)
D. Utility (how useful the content is to adult functioning)
E. Learnability (whether the student can acquire the content)
F. Interest (whether it has been intrinsic interest to learners)
PROCEDURES OF CONTENT SELECTION
According to Smith, Shores & Stanley, the procedures of
content selection are:
i. The judgmental procedure

ii. The experimental procedure
iii. The analytical procedure
iv. The consensual procedure
The most important and widely known of above mentioned
methods are ANALYTICAL PROCEDURE.
THE ANALYTICAL PROCEDURE
 The analytical procedure is one of the most widely known
methods of content selection. It consist of an analysis of the
things people do in order to discover the subject matter involve
in these activities. It has following three forms:
i. Activity analysis ii. Job analysis iii. knowledge analysis
 The analytical procedure can involve the use of the following
techniques:
i. Interviewing ii. Questionnaires iii. Analysis of the job
iv. Working on the job v. Documentary analysis
vi. Observing the performance of the people
PROCEDURES OF CONTENT SELECTION
Stephen Romine has presented following procedures of
content selection:
i. The textbook procedure
ii. The survey of opinion of procedure
iii. The study of error procedure
iv. The study of other curricula procedure
v. The Analysis of Adult activity procedure
vi. The social function procedure
vii. The youth interests and need procedure
TEACHING-LEARNING STRATEGIES
 Learning activities may be defined as those activities offered to
the learners in the teaching learning situation which are designed
to enable them to require the designated content and thereby
achieve the stated objectives and more broadly.
 Curriculum writers and educational researchers emphasized the
use of different teaching-learning strategies due to following
reasons:
 Not all students learn equally well when the same strategies are
employed
 Certain teaching-learning methods are most applicable to
particular situations
 Not a single method is superior
The following are some of the more significant teaching-
learning strategies available to teachers in school:
i. Expository teaching
ii. Interactive teaching
iii. Small group teaching / discussion
iv. Inquiry teaching / problem solving
v. Individualisation
vi. Models of reality
(CONT….)
Expository teaching
This method involve the transmission of information in a single
direction from a source to learners. The source may variety of
forms like books, television, persons etc. although it commonly
a teacher in the class room.
Interactive teaching
It encourages the interactions between teachers and the
learners. This usually takes the form of question-reaction
episodes inter dispersed with expository information.
(CONT….)
Small group teaching / discussion
The principal feature of this strategy involves the division of a class into small
groups which work relatively independently to achieve a goal. In most cases this
task is addressed through a group discussion procedure.
Inquiry teaching / problem solving

The hallmark of this strategy is that learners are actively engaged in determined
answers to questions for resolving problems . Instead of teachers providing
information for learners to digest, the students are first posed a problem, a
question to solve, a dilemma to resolve or an issue to address, which they learn
about through the process of findings an answer.
(CONT….)
Individualisation
The essential features of this strategy are that the learners
complete tasks appropriate to their ability level and proceed
with this learning at their own pace.
Models of reality
An alternative way to facilitate effective learning within
students is to involve them in learning situation that are as real
life as possible. Sometime, it is preferably to participate in
real life activities, but for many reasons this option is
frequently not available in schools
CRITERIA FOR SELECTING LEARNING
ACTIVITIES
 Learning is an active process in which the learners should be
involved.
 Learning proceeds more effectively if the learner understand
what he is learning
 Learning is considerably affected by individual goals, values
and motives
 Frequent repetition of response to a class of situation is
important in learning skill.
 Immediate reinforcement promotes learning.
 The wider the range of experiences presented to the learner,
the more likely are generalisation and discrimination to occur.
CRITERIA FOR SELECTING LEARNING
ACTIVITIES
 Behavior is a function of the learner’s perceptions
 Group atmosphere affects both learning products and
accrued satisfaction.
 Individual differences affect learning
 All learnings are multiple.
 While transfer does occur, it is usually much less than people
think.
 Similar situations may elicit different reactions from
different learners.
MODEL FOR SELECTION OF LEARNING
ACTIVITIES
A model for the selection of appropriate learning activities

considers in descending hierarchical order:
 Objectives
 Learners
 Resources availability
 constrains

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CURRICULUM CONTENT

 It is subject matter of the teaching-learning process and, as

A. Significance (how essential it is to the subject?)

i. The judgmental procedure

Inquiry teaching / problem solving

A model for the selection of appropriate learning activities

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