Contents' Selection

Teaching in 21stCentury

Teacher Training Workshop for Computing Educators

By Prof. Dr. M. A. Pasha

Delivered at University of Sargodha on 06 Sep, 2012

Contents' Selection

  • Teachers should prioritize the content of instructional material into three categories:

    1- essential material must be covered and have top priority,

    2- supportive may be dealt with in conjunction with other material or as a cooperative or independent learning experience, and

    3- extraneous material can be included as time allows. Material judged to be essential should be given instructional priority; that which is supportive may be dealt with; and the extraneous.

    For further reading: Lovely, S., & Smith, S. (2004). Selective abandonment: How and when to say no. Principal Leadership, 5(3), 35-38.
  • Learning process involves mental efforts. Neerincx, et. al.[12]have distinguished three load factors that have a substantial effect on mental effort: i) percentage time occupied, ii) level of information processing, and iii)task-set switching. The combination of these factors determines the cognitive load on working memory.
  • Overcrowded contents cause negative impact on students' learning, motivation and academic achievements (Pasha & Pasha,2012). The teaching of overcrowded courses overburdens students' working memory which is the central processor for learning and thinking [13].
  • DiCarlo[11] argues that attempting just to cover the overcrowded course contents limit students to simply learning facts without developing the ability to apply their knowledge to solve novel problems. It puts extra cognitive load on students [14] and makes both faculty and students overburdened *15, 16+. As a result, the students' academic achievements get effected[17,18]. For an effective learning students need to be engaged in higher order cognitive activities which are related to the upper half of Bloom's taxonomy [19]. (Pasha & Pasha , 2012)

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