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PSYCHOLOGICAL FOUNDATION :
Psychology provides the basis for the teaching and
learning process.
A. Behaviorist Psychology –
* Edward Thorndike Theory of Connectionism
influenced both Ralph Tyler and Hilda Taba
* Ivan Pavlov’s Classical Conditioning and Skinner’s
Operant Conditioning
* Albert Bandura’s Modeling and Observation
* Robert Gagne (Behaviorist) – Hierarchy of
Learning which involves: (1987)
- intellectual skills on knowing how to
categorize and use symbols
- information or knowing what
knowledge about facts
- cognitive strategies or learning skills
- motor skills
- attitudes, feelings and emotions
learned through experiences
B. Cognitive Psychology
Cognitive psychology aims to develop in a learner
how to store information; how to retrieve data; and
generate conclusions.
- the teacher focuses her attention on how the
learner’s processes ; and how they monitor’s and
manages thinking on the part of the learner.
- Jean Piaget – Stages of Cognitive Development
- Lev Vigostky – Social constructivism
- Howard Gardner – Multiple Intelligences
- Felder & Silverman – for their Learning Styles
- Daniel Goleman – for Emotional Intelligences
3. Humanistic Psychology:
Humanistic psychology is concerned with how
learners can develop their human potential.
- It is built on Gestalt psychology where learning
can be explained in terms of the wholeness of the
problem and reorganizing his/her own perception.
- Abraham Maslow’s Theory of Human Needs for
self-actualization
4. Social Foundations of Education
Schools exist within a social context. Societal
culture affects and shapes schools and their curriculum.
- The schools are only one of the many institutions
that educate society , address diversity, explosion of
knowledge, school reforms and education for all.
MASLOW’S HIERARCHY OF NEEDS
Self-actualization
Physiological Needs
AIMS, GOALS AND OBJECTIVES OF
CURRICULUM IN ALL SCHOOLS & LEVELS
• Inculcate patriotism and nationalism
• Foster love of humanity
• Promote respect for human rights
• Appreciate the role of national heroes in the historical
development of the country
• Teach the rights and duties of citizenship
• Strengthen ethical and spiritual values
• Develop moral and personal discipline
• Encourage critical and creative thinking
• Broaden scientific and technological knowledge and
promote vocational efficiency
CRITERIA IN THE SELECTION OF SUBJECT
MATTERS/CONTENTS FOR THE CURRICULUM
1. SELF-SUFFICIENCY – less teaching and learning efforts but
more results or learning outputs in an economical manner.
2. SIGNIFICANCE - When contents contribute to basic
3. VLIDITY – When contents are not yet obsolete, and are
updated with the explosion of knowledge
4. INTEREST - The content is meaningful and interesting to the
learners
5. UTILITY - Usefulness of the content in the daily life of the
learners
6. LEARNABILITY - Lessons should be within the range of the
experiences of the learners
7. FEASIBILITY - Lessons can be learned within the allocated
time, space and resources.
CURRICULUM APPROACHES
• BEHAVIORAL APPROACH – In the learning competencies, the
activities and contents are specified are arranged to match
with the learning objectives. Objectives are stated in
behavioral form.
• MANAGERIAL APPORACH - he principal or head of the school
is the overall manager of the school who sets rules and
policies and priorities to change or make innovations in
planning, organizing curriculum and instruction.
• SYSTEMS APPROACH - The systems include the
administration, counseling, curriculum,. Instruction and
evaluation.
• HUMANISTIC APPROACH - This is rooted in the progressive
philosophy and child-centered movement. It is focused on the
total development of the child’s personality.
Stages in the Systems Management To Teaching and
Learning
A.Pre-Active Stage:
A. Specification of Objectives in the behavioral form
B. Specification of Learning Contents
C. Identification of Entry Behaviors (giving a pre-test)
D. Other considerations:
1) Determination of appropriate teaching strategies
2) Allocation of time
3) Allocation of Space
4) Organization of Groups
5) Selection of resources or materials for teaching
6) Identification of values for integration
7) Writing the lesson plan
Active Stage: Actual teaching-learning process
1. Communication skill of the teacher
2. Art of questioning
3. Classroom management
4. Skill in the use and handling of teaching materials and
devices
5. teacher’s personality:
- personal traits
- social traits
- emotional traits
6. Classroom setting
POST-ACTIVE STAGE : Evaluation
Purposes:
1. Identifying strengths and weaknesses of the
students
2. Determining student’s level of mastery of the
lesson
3. Determining aspects in teaching that need
adjustment and improvement
4. Determining whether the students need
remediation lesson, reinforcement lesson or
enrichment lesson
Robert Gagne’s Events of Learning
MOTIVATION PHASE
APPREHENDING PHASE
ACQUISITION PHASE
RETENTION PHASE
RECALL PHASE
GNERALIZATION PHASE
FEEDBACK PHASE
KINDS OF CURRICULUM DESIGN
1. Subject-centered design model (Henry Morrison &
William Harris). This model focuses on the content of
the curriculum. This design corresponds mostly to the
use of textbook.
A. Subject-design. Subject-matters are mainly taken
from books.
B. Discipline design. This focuses on the entire
subject, not only a part of it.
C. Correlation design. S subject area is made as the
core or center of all other subjects.
D. Broad field design or interdisciplinary. A broad
subject tackles on its branches or sub-areas.
2. LEARNER CENTERED CURRICULUM
intended
currICULUM implemented
currICULUM
CURRICULUM
achieved currICULUM
PARAMETERS OF ASSESSMENT
A. Intended Curriculum
1. Are the objectives achievable within the learner’s developmental
levels?
2. Can the objectives be accomplished within thee time frame?
3. Are the resources adequate to accomplish the objectives?
4. Are the objectives specific and clear?
5. Are there ways of measuring the outcomes of the objectives?
6. Are the objectives observable?
7. Are the objectives or learning tasks doable?
8. Are the objectives relevant?
9. Overall, are the objectives SMART?
IMPLEMENTED CURRICULUM
1. Are the learning activities congruent with the stated
objectives?
2. Are the materials and methods appropriate for the
objectives set?
3. Does the teacher have the skill to implement the
activities or use the strategy?
4. Does the teacher utilize the various ways of doing to
complement the learning styles of the students?
5. Are there alternative activities for the learners to accomplish the
objectives?
6. Are there activities provided to address individual differences?
7. Do the activities motivate maximum learning?
8. Do the activities motivate the learners to do more and harness
their potentials?
9. Do the activities utilize multiple sensory abilities of the learners?
10. Do the activities address multiple intelligences of the learners?
ACHIEVED CURRICULUM