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Curriculum Content and Teaching Methods

The document discusses different dimensions of content within curriculum development, from broad fields of study down to specific lessons. It also addresses factors to consider when selecting teaching methods. Specifically: 1) Content dimensions range from broad fields like languages or sciences down to core content in syllabi and specific learning content in lessons. 2) Several principles should guide the determination of curriculum content, like allowing learners to structure information and contribute experiences. 3) When choosing teaching methods, teachers should consider guidelines like ensuring active learning, variety, and addressing individual differences. They should also weigh learner needs alongside aims and available resources.

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Iduhoze Jeanpaul
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114 views8 pages

Curriculum Content and Teaching Methods

The document discusses different dimensions of content within curriculum development, from broad fields of study down to specific lessons. It also addresses factors to consider when selecting teaching methods. Specifically: 1) Content dimensions range from broad fields like languages or sciences down to core content in syllabi and specific learning content in lessons. 2) Several principles should guide the determination of curriculum content, like allowing learners to structure information and contribute experiences. 3) When choosing teaching methods, teachers should consider guidelines like ensuring active learning, variety, and addressing individual differences. They should also weigh learner needs alongside aims and available resources.

Uploaded by

Iduhoze Jeanpaul
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Chapter five: Content of the Curriculum

5.1 Dimensions of content


When one is considering the curriculum, the content dimension is a core aspect which normally
determines the nature and extent of the relevant curriculum. One cannot consider the
curriculum without involving the content dimension. A traditional attitude is that content is that
component which is included in a school subject; in other words the ‘what’ which must be
conveyed to learners. Content must, however, be seen much more broadly, as there are many
other areas where content forms part of a learner’s development and education, for example life
content and content which involves situations outside the school context. Although not always
formally built into a school subject as part of the formal curriculum, these also contribute to a
learner’s education. Content within the educational and school context is, however, normally
more formal by nature (within subject context or structured instructional-learning situations).

As already mentioned, it is normally the selected content which determines the nature and extent
of the curriculum, as the content is used to achieve the set of goals or aims. It is thus necessary to
illustrate the different dimensions given to content. Content is therefore more than just what is
reflected in one subject, as a collection of subjects (e.g. a school curriculum) is also regarded as
content.

When a broad curriculum is developed, content is therefore also considered. At this level one
will not necessarily consider learning content but rather the subject or study fields which must be
included for the various school phases. This broad curriculum’s content is related to various
fields of study and vocational fields: languages as a field of study will comprise any language;
natural sciences will include subjects such as Biology and Physical Science; while social
sciences will include subjects such as History, Economics, Geography and Religious Studies.
Vocational fields include fields (with examples of their subjects) such as the following:
engineering field (Electro Technology, Civil Technology), business fields (Accounting, Typing
and Office Administration), arts (Music, Art, Drama), agriculture (Agricultural Science, Plant
Production), public utilities (Food Technology, Clothing Technology) and social services (Social
Services).
The learning areas for different educational phases and the learning fields with their specific
school subjects can also be used as examples in this regard.

A school phase curriculum also has a specific collection of subjects for those relevant phases
and grades, which could be regarded as the content of the relevant school phase, while a school
curriculum is that collection of examination and non-examination subjects (and also co-
curricular activities) which has been chosen to supply the needs of the community and the
learners. This collection of subjects could then be regarded as the content of the school
curriculum.

During syllabus development, one would then normally consider the core content which must
be covered within a specific subject. During this phase, a further expression of the school phases
and subjects takes place, as they are now expressed by content of a more specialized nature. This
content, the so-called core content, is usually described in a syllabus.

Again it is during the micro-curriculum development situation that the teacher expands, refines
and develops core content to learning content. Learning content is encountered in textbooks
and other literature, such as articles, notes and self-work modules. Learning content is therefore
the extension of the core content. Also, the particular subject curriculum will have a specific
content.

From the above it is clear that the ‘content’ dimension comprises more than what meets the eye
and that it cannot be regarded narrowly as only the content dealt with by a teacher within a
particular lesson. The nature, character and extent of the content fluctuate according to the
particular level or area/sector in which curriculum development is done.

Authors (e.g. HSRC, 1981: 50-52) have suggested some principles which should apply in the
determination of curriculum content, namely a structural function (the learner helps to give
structure to things), a content-giving function (the learner contributes to the increasing
experience of adulthood content), a selective function (learners must be able to control selected
reality areas completely) and an evaluative function (the learner must be able to act in an
evaluating value-determining way). A specific structure is essential in the determination of
curriculum content.
A further important perspective is that a distinction must be made between the selection of
content on the one hand and the classification thereof on the other. The selection of content will,
for example, once again be particular to the relevant levels or areas dealt with. In this way, the
selection actions of a curriculum committee choosing core content at national level will be
different from those of the teacher who has to choose the teaching content of a specific lesson in
a micro-curriculum situation. These actions are in fact linked, but each has its own nature in each
particular situation.

In the same way, the classification action of core content by a curriculum committee will appear
different from the arrangement and classification of teaching content for a particular lesson by
the subject teacher. It is necessary to have this perspective, as it can broaden one’s curriculum
insights in respect of content.

5.2 Instructional-learning strategies and teaching methods

5.2.1 Introduction
Particularly during curriculum design at classroom level the question is asked, ‘What is the best
method of achieving aims and implementing the planned lesson?’ At macro-level, a national
curriculum committee would not normally prescribe teaching methods in a syllabus (sometimes,
however, broad guidelines are given), as this may possibly dampen teacher initiative. It is
therefore normally and eventually the subject teacher who must find an answer to this question
within a micro-curriculum situation.

There is a close connection between learning experiences, learning opportunities and teaching
methods. This connection may be described briefly as follows (Carl el al., 1988: 48):

... by means of instruction and learning actions, in other words actions on the part of the
teacher and the learner, a learning opportunity is created for the learner also to be
personally and actively involved with a view to deriving the most meaningful experience
from this involvement

It is from this didactic situation that the instructional-learning situation is created, in which Steyn
(1982: 80-82) shows that the ‘... dynamic connection between ... aim, learning content,
instructional learning opportunities (including teaching methods), learning activities and results’
may be studied.

The mere provision and presence of content alone is no assurance whatsoever that learning and
education will take place. The teacher must first appear on the scene and create a particular
situation within which a particular active process is put in motion. After a decision has been
made as to specific aims, it is absolutely vital that the teacher considers ways or means which
will acquaint the learners with the content in a manner that will lead to learning. Ways, means or
actions of this nature are called methods or didactic work forms. With the help of these methods,
the potential of the learners is developed so that they may take their proper place in a future
society.

The question arises as to what guidelines the teacher may follow in order to identify a suitable
teaching method.

5.2.2 Criteria for the selection of a method


The teacher must not only regard the relevant guidelines as prescriptive but only as broad
criteria which may help to identify the most suitable teaching method for a particular
instructional-learning situation. Such a method creates specific learning opportunities within
which the learner may have optimal learning experiences.

Existing principles for instruction-learning may serve as guidelines. Wheeler (1976: 130-131)
puts the following 12 principles as determinative for instruction-learning:

• Learning is an active process in which the learner must be involved


• Learning takes place more effectively if the learner is involved and understands what
must be learnt
• Learning is strongly influenced by the individual’s objectives, values and motives
• Regular repetition is of cardinal importance in acquiring skills
• Immediate reinforcement promotes learning. Cognitive feedback is more effective if
time lapse is limited
• The greater the variety of learning experiences offered to the learner, the greater the
chance that the latter will be able to generalise and discriminate
• Learning is to a large extent determined by the learner's observations and impressions
• Similar situations may bring out different reactions from different learners
• Agreements as well as differences between situations should be illustrated with a view to
promoting comparison.
• The learning result and the measure of satisfaction drawn from it are determined by the
group atmosphere.
• Individual differences influence learning.
• All learning is multipurpose by nature. Although the focus is placed on specific
outcomes, other learning may take place simultaneously.

In the planning of learning opportunities where learner activity is to take place, the above
principles should be borne in mind.

All relevant factors and aspects should be thoroughly considered before decisions are made as to
teaching methods.

Oliva (1988:401-408) highlights five main sources which should be jointly considered in
choosing a suitable teaching method. These are objectives and goals; subject content(facts, skills,
degree of difficulty, etc.); the learner (learning styles, abilities, preferences, interest, input
choice': the community 'parents, parent aspirations, type of community);and the teacher (personal
style, ability, preferences, abilities, initiative).

From the above it is clear that one must effectively curricula also as far as the choice of a
suitable teaching method is concerned.

5.2.3 Teaching methods: classification systems


The curriculum developer should be informed as to available methods so that the right choices
may be made based on relevant guidelines (see Related section).

By way of a definition, Cawood et al. (1980: 22) say that it is the method that facilitates
interaction between the teacher and the learner in order to realize the set aims.

De Corte’s (De Corte et al., 1981: 175-177) classification endeavors to promote the learner
teacher interaction in order to create maximal learning activities. He differentiates between three
basic fundamental or didactic working forms, namely the recital, discussion and self-activity
forms. In the recital form, the teacher presents the learning content; in the discussion form there
is a continuing interaction between teacher and learner; and in the instructional self-activity
form, the learner carries out the activity with the teacher in an accompanying function. Group
work originates from these three didactic strategies.

Stern (1982: 81-95) differentiates between three broad teaching strategies, namely indicative,
self-discovering and interactive strategies. In each of these, specific methods are encountered.
Cawood et al. (1980: 24-79; 1984: 32-33) differentiate between four fundamental forms:

 Recital/lecture: One-way communication in which a teacher conveys the learning


content
 Discussion: Two-way communication between the teacher and the learner(s) in
connection with the learning content
 Group work: Two-way communication during which learners communicate among
themselves in connection with the learning content
 Self-activity: Sell-activity by the learner.

From these four fundamental forms a mixed form arises, namely the experience-orientated
method or experiential learning. The four basic forms figure within this mixed form but the
group and sell-activity methods are the most prominent.

Teaching methods which create learning opportunities will not always necessarily be realised in
these basic forms. As a result of the complex nature of the instructional-learning events, it is not
always possible to differentiate between the actions of the teacher and those of learners, and to
characterize them as one of the teaching methods.

Overlapping or clustering may take place between methods, and the difference will not always
be clear.

The fundamental forms may be set out schematically, as shown in Figure 1.6, with the respective
specific methods.
Lecture Discussion Group work Self-activity

- Class lecture - Free group - Horse-shoe groups - Play


- Speech discussion - Round-table groups - Project work
- Paper - Controlled - Syndicates - Activity cards
- Story class - Buzz groups - Learning contracts
- Demonstration discussion - Brainstorming - Self-study modules
- Symposium - Forum - Nominal group - Programmed
- Panel methods learning
- Fishbowl - Teaching machines

Experiential learning

- Simulation
- Dramatisation
- Role play
- Socio-drama
- Case studies
- Advanced learning programme
- Laboratory learning
- Sensitivity training

Classification of teaching methods (Cawood et al., 1980: 33)

5.3 Summary
From the above it is clear that the empowered subject teacher as curriculum developer must have
specific curriculum skills, of which specific abilities with regard to methodological aspects are
but a few. The instructional learning situation may lead to optimal learning if this curriculum
development comes into its own. Especially within the context of an outcomes-based approach,
the need to utilize learner-centered approaches becomes more important.

It is also clear that in order to ensure dynamic curriculum development, the curriculum developer
must identify and utilize working methods which will ensure maximal teacher and learner
participation. This is possible if basic principles and guidelines serve as a point of departure.
Methods are then utilized which lead to the achievement of objectives and which promote
effective learning. Because it is necessary to determine what progress is made or success
achieved, the aspect of evaluation arises.

Common questions

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Content selection varies across different educational levels due to the specific goals and contexts applicable to each. At a national level, committees choose core content based on structural, content-giving, selective, and evaluative functions, ensuring learners gain comprehensive control over reality areas and can evaluate effectively. At a micro-curriculum level, teachers select content more tailored to their classrooms, aiming to maximize learning opportunities through active involvement and understanding . Principles guiding selection include the learner's active engagement, clarity of objectives, and immediate reinforcement of learning, emphasizing the necessity for tailoring methodology to the learner's experience and context .

Challenges in differentiating between the actions of teachers and learners may arise due to overlapping teaching methods and the complexity of instructional-learning events. This complexity can obscure the roles and interactions within the learning environment, making it difficult for educators to clearly define and utilize distinct teaching methodologies. Such challenges may impact method selection by necessitating flexibility and adaptability in teaching strategies, ensuring methods remain effective in promoting learner engagement and achieving educational objectives despite these overlaps .

Educational phases and specific school subjects shape the structure of a school curriculum by defining the core areas of knowledge and skills to be developed at different stages. They ensure that curricula are coherent and progressive, facilitating cumulative learning over time. These elements play a critical role in addressing community and learner needs by aligning subject offerings with societal demands, workforce requirements, and individual learner interests, fostering comprehensive education that is relevant and practical for real-world application .

Classification of teaching methods is crucial for curriculum developers as it helps in choosing strategies that facilitate interaction between teachers and learners to achieve educational aims. Methods typically include recital/lecture, discussion, group work, and self-activity. These methods encourage diverse communication forms and learner involvement, promoting experiential learning which combines various instructional forms for optimal learning experiences. Group and self-activity methods are especially prominent in facilitating active learner participation .

Experiential learning, a mixed form of teaching methods, significantly contributes to educational objectives by engaging students in active, real-world problem-solving and critical thinking experiences. It incorporates practices such as simulations, role plays, and case studies, making learning relevant and meaningful. This hands-on approach allows learners to apply theoretical knowledge in practical scenarios, deeply embedding learning and fostering skills critical for future societal roles .

Curriculum developers require specific skills in methodological aspects to ensure dynamic and effective curriculum development. These skills allow developers to create instructional frameworks that optimize learning experiences and outcomes. By understanding diverse teaching methods and principles, curriculum developers can design curricula that are adaptable, learner-centered, and capable of meeting diverse educational objectives, thus enhancing the learning environment by ensuring methods are current, relevant, and capable of engaging all learners .

Content plays a pivotal role in determining the nature and extent of a curriculum as it is used to achieve the set goals or aims. Traditionally, content is viewed as the 'what' conveyed to learners in school subjects, but it encompasses much more. It includes life content and contexts outside school, adding to a learner's development and education. Education's content dimension is thus not limited to formal subjects but involves various study and vocational fields relevant for different school phases. This broader view influences not only formal schooling but also contributes to the learner's overall growth and readiness for societal integration .

Interaction between teachers and learners is significant as it enriches the learning experience and influences outcomes. In didactic work forms, interaction varies from one-way communication in lectures to two-way exchanges in discussions and group work, where learners are actively involved. This interaction promotes deeper understanding and retention by engaging learners in meaningful ways, allowing them to construct knowledge through exploration and discussion, which ultimately enhances learning outcomes .

The learner's objectives, values, and motives play a crucial role in the effectiveness of their learning process. According to instruction-learning principles, these personal factors drive the learner's engagement, the relevance and meaningfulness of the content, and their persistence in learning activities. When learning aligns with a learner's individual goals and values, they are more likely to be motivated and proactive, resulting in deeper understanding and better retention of material .

Instructional-learning strategies supporting effective teaching include principles such as active learner involvement, understanding learning objectives, repetition of skills, and immediate feedback. These principles align with learner-centered approaches by facilitating environments where learners actively engage in their learning process, tailor experiences to their unique needs and styles, and receive timely feedback that enhances learning outcomes. Effective teaching methods stem from considerations of objectives, content difficulty, and community context, ensuring maximal learner engagement and satisfaction .

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