CHAPTER

Selection of Curriculum
Experiences and
Learning Experiences
There are various problens we encounter in the
of curriculum experiences and learning experiences.the process
the problem of They are:
1. Rational selection.
2. Establishing criteria.
3. Validity and significance of content.
4. Consistency with social realities.
5. Balance of breath and depth.
6. Provision for wide range of objectives.
6.1 Rational Selection
While selecting any course content, the problems of
rational selection arises: whether the content is suitable,
cause of many changes that are taking place in various
fields, development of technology, scientific innovations etc.
Which content is rational while selecting? What to add? What
to delete? These need rationale. What are the new wayS Of
learning? Is it still formal learning or distance learning /or
online learning experiences that need to be provided for i..,
 Selection of Curriculum Evperiences and Learning Experiences 79

while selecing the content/curriculum experiences or learning

experiences? The content also has to look for appropriateness,
unity, depth, or sequence for learning. What are the needs of
the society or demands of the society? For instance, while
selecting the causes the present demand for computer
knowledge is more relevant. So it is necessary to go for a
rational selection of curriculum and learning experiences.
6.2 Establishing Criteria
Both content and learning experiences should be fruitful
and aclear distinction shouldbe made between them.
Problem of misconception about the role of subjects
indisciplined thought as the direct function of the
mentaloperations has been employed while learning.
Desired objectives can be reflected in selection of
content i.e., the concepts, ideas, and facts whereas the
thinking skills and attitudes cannot be implemented by
selection and organization of content alone.
Which subjects to be included is also one of the criteria.
While selecting and organizing the concepts, such as
social change or interdependence depends on the type of
society.
From the study of the needs, requirements of the
society, studies of the learners & learning process from the
analysis of knowledge & subject matter.
These criteria can materialize on the basis of prior
diagnosis of a particular situation. And exclusively any one
criteria or a set of criteria are not valid as they Create the
dangers of imbalanced curriculum.
 80 Curriculum Development

6.3 Validity and Significance of Content

Content should be valid and significant to the
contemporary trends
trends in
in knowledge explosion and
and technological developments. Obsolescence of scienific
approach or mode of thought used and the kinds of.questions
asked andanswered cannot become valid and significant.
Thetrends in curriculum improvement and change and
also introduction of new disciplines and interdisciplinary arcas
development and
etc., show the appropriateness in curriculum
provides right direction to think and develop new trends in
thecurriculum. For instance, thepresent/contemporary trends
observed in curriculum reflect over-ambitious and irrational
introduction and voluminous growth of content and
information. No emphasis is laid on other skills, required
feelings and emotions and attitudes of the future citizenry.

6.4 Consistency with Social Realities

Primarily an appropriate analysis of society and the
In
knowledge are necessary while prescribing curriculum.
culture,
Indian context we should know the problems of our
how to preserve them and world/global requirements to keep
in touch with one's own social realities and global concern. It
should include the required values for a democratic nation,
how far our children are oriented to enrich or understand our
cultural heritage and also the global trends and maintaining
appropriate social and human relations. Mental processes,
thinking & manipulative skills in the machine age this needs
to be thought of while selecting the criteria to make it more
socially relevant.
 Scection of Curriculum Experiences and Learning Experiences 81

of Breadth and Depth

6.5 Balance
There should be a balance between breadth and depth
rideas that are presented in the curriculum. It is not iust
introducing varicedideas without any proper understanding of
the conccpts. It should provide the way of thinking
sufficiently to acquire the discipline of the subject i.e., both
vertical and horizontal dimension of the concepts should be
given.
66 Provision for Wide Range of Objectives
Wide range of objectives emphasizes not merely
acquisition of content/knowledge. Curriculum can be more
effective when it includes a wide range of objectives which
helps in acquisition of effective ways of thinking, developing
desirable attitudes and interests, appropriate habits and skills.
It is imperative to plan tor appropriate learning experiences
for the same content to achieve all the wide range of
objectives desired for. aylor suggests the following:
1. To provide an enriched environment, which stimulates
an assimilation of desired attitudes.
2. Provide experiences, which evoke feeling of a desired
type.
3. To provide opportunities for the intellectual analysis to
develop insights into the consequences of events, idea or
possibilities for desired behavior.
Apart from the above criteria, it should also include
other important criteria like ability to learn and adaptability
to experiences of students and appropriateness to the needs
and interests of thestudents.
82 Curriculum Development

It shows how the transaction of the curriculum tale

place with the target group by understanding the abilities of
the learners andalso the interests and needs of the learner.
By following above dimension the curriculum and
learning experiences are selected. Once the selection process is
completed the above needs to be organized.
 CHAPTER

Organization of
Curriculum Content and 7
Learning
Curriculum organization is a difficult and complex
involved in the process. The
process. Many problems are
nroblem of curriculum organization includes 2 major
dimensions: the content and the learning expcriences. Mostly
che confusion prevails, as these two are not brought into
focus.
The different problems involved in the organization of
curriculum are:
1. Establishing sequence.
2. Determining the focus.
3. Integration of content and skills.
4. Logical and psychological requirements.
5. Varieties in modes of learning.
6. Continuity.
7. Balance.

7.1 Establishing Sequence

Taba viewed hat
that chose
those involved in curriculum
Organization have paid attention mostly to the sequence of
 84

Content but not the

Curriculum Development
scquence based on the sequence of processess.
Some
According to
principles involved in
1.
are Smith, Sta
sequencing
nley developmental
as
and Shore four p
the curriculum. baci
v
ectsie.w
, ed
From simple to
The content is complex
to the
complex organizedby from the simple
components
components creating an interrelationship
between cach other.
2.
Expository order
It
starts with simple
material specific
For instance concepts to the whole
Content on organization. while organizing the
etc. they are principles, laws in physics,
organized with a particular grammar,
learn that better. geometry,
logical sequence to
3.
From whole to part
lt starts with
whole and goes to
instance while teaching about a
individual parts. For
geography, first start with the wholeparticular statelcountry in
particular part. globe and then take up a
Similarly in
introduced as a whole and then science, first a flower is
4. individual parts are shown.
Chronological
Here the
sequence either content/subject
from earlier to matter is
later or organized in a time
For instance in from later to earlier.
history and literature, they are
chronological fashion. arranged in a
Each subject is
introduced
sequence varies from subject in a
to subject. particular way i.e.. the
 Oreanization of Curriculum Content and Learing 85

7.2 Determining Focus

The problem of lack of focus in curriculum
organization is the major drawback. It is also important to
whether itit should be organized by subjects, topics
undcrstand whether
or by units. The criteria to focus on the topic are important.
Eor instance while organizing the content on Ashoka the great
king, the focus could be on what are the major contributions
be made for the welfare of the people. This will really bring
in the focus of the topic i.c., the core ideas for the topic
bshould be identified and organized. Certain basic questions
related to the focal point can be raised and the content can be
organized around it i.e., it has to focus on the following.
1. The units, topics of the subject.
2. The core ideas of the topic as focusing centers.
3. Core ideas can be used as coverage.
4. Focusing centers as the threads for either a vertical or
horizontal integration.
7.3 Integration of Content and Skills
This problem of integration and specialization of
S knowledge is presumed as dilemma in education. Learning
becomes more effective when the facts and principles from
the field are related to one another. For instance, while
dni teaching literature history the learning in one field can be
Torelated to the other though it may not be shown in the
Content organization i.e., the integration happens in an
individual. This means seing relationships between
Cxperiences or knowledge. The integration could be
horizontal or vertical.
 should subject/discipline
ofi disctused psychologicl
abasis
for ir is and effective more somethrough
fromindividual
learning
psychal. rang" provu For the
Psychological
Requirements Ifit interests
decide basicin vertic
topicS.
it
curriculum content. learn
acquire wider
instance,
that
continuity. link
as o
need mnore someSOme better from
and sequence should the a
and as
reaction, considered.Some
method. need observed is like
curricular the of There
Curriculum
Development matter
Each
experiences. relationships,
curricular
of set.
logicalWe For maybook,
through for
experimentation, continues
of Some So organization be continuity grade
Learning helps level.
organization
logical discussion. is
subject another
of the
subject.
child's
to
need
be Some
a should
it to
between the reading learning curriculum
liferesearch
some etc. grade
a
particular on the of methods. there is plant
the sequence
depending
logical doing content there
on by through group
seen place it depends them Modes
psychological of content theclass,
standard
and of of learning
7.4
Logical
process
logic at
effectively
by
modes spiral and
1.C., to
some need The to
a already
sequence.
in contrast.in
the organization
ofboth
looking effectively plant
recurrent
with in some the 7.6
Continuity
Bruner's
organizing class
the both Variety
learn it.
some content.
organization
organization effectively
by SOme
in for of
sequence observation,
varietyscope the from
first
stage,
In preserveorganizedThe ofways All exposition; in are
concept
concept In contents contents
7.5 media, or thewider
86 of of The
 Organization of Cwrricul1m Content and Learning 87

continuity. It should also have a continuity horizontally i.c.

continuity between different units.
7.7 Balance
There is aneed while designing the curriculum for an
appropriate balance. Appropriate weightage should be given
to cach and cvery aspect of the curriculum i.e., according to
Goodlads the balance in terms of subject matter and the
lcarner.
According to 'Olive' the balance can be attained
through the following set of points.
the child-centered andsubject-centered curriculum.
needs of the individual and the society.
needs of common education and specialized education.
breadth and depth of curriculum content.
traditional content and innovative content.
different teaching methods and educational experiences.
work and play.
unique range of pupils and their learning styles.
Community and school as educational forces
Thus in view of the above problems of organization or
bearing in mind those principles, while organizing the
curriculum and learning experiences the curriculum will be
more effective and productive in nature.