The document outlines criteria for content selection in education, emphasizing principles such as self-sufficiency, significance, validity, interest, utility, learnability, and feasibility. It advocates for content that fosters independent learning, aligns with cultural relevance, and remains current to ensure meaningful engagement and practical skill acquisition for students. Additionally, it stresses the importance of considering real-world constraints to ensure that selected content can be effectively implemented within the educational context.

1. Role of Psychology in Content
Selection

2. Definition of Content:
• Content is defined as “Information to be learned in school, another term for
knowledge (a collection of facts, concept, generalization, principles, theories)”

3. Criteria for content selection
Self-sufficiency:
• The prime guiding principle for content selection is helping the learner attain
self-sufficiency in learning in the most economical manners (Scheffler, 1970).
Economy means less teaching effort and educational resources, less learner’s
effort but more results and effective learning outcomes.
• This means that students should be given chance to experiment, observe, and
do field study. This allows them to learn independently.

4. Criteria for content selection
Significance:
• The content is significance if it is selected for the development of the learning
activities processes skills and attitudes. It also considers the cultural aspects of
learners. In short, select a content that can achieve the overall aims of
curriculum.
Validity:
• Validity refer to the authenticity of the content selected. Make sure that the
topics are not obsolete. For example: do not include type writing as a skill to be
learned the students. It should be about the computer are information
technology. Modern curriculum experts are after current trends, relevance and
authenticity of the curriculum; otherwise your schools or country will left
behind.

5. Criteria for content selection
Interest:
• This criterion is true to learner-centered curriculum. Students learn best if the
content is meaningful to them. It becomes meaningful if they are interested in
it. Content should also suit the personality and intellectual capabilities of the
student.
• Utility:
• The content selected for the students must be useful for the students in present
and future. It should lead the students to the acquisition of skills and knowledge
that are considered useful by society.
• It is not meant only to be memorized for tests and grade purposes. What is
learned has a function even after examination is over.

6. Criteria for content selection
Learn ability:
• The content must be within the schema of the learners. It should be within their
experiences. Teacher should apply theories on psychology of learning in order
to know how subjects are presented, sequenced, and organized to maximize the
learning capacity

7. Criteria for content selection
Feasibility:
• It means that the subject matter can be fully implemented. It should consider
the real situation of the school, the government, and the society, in general.
Students must learn within the allowable time and the use of resources
available. Do not give them a topic that is impossible to finish.
• For example, you have only one week to finish the unit but then, the activities
may take a month for the student to complete it. This is not feasible.
• Don’t offer a computer subject if there is no even electricity in the area or there
are no computers at all.