CURRICULUM DEVELOPMENT

Time: 2:30 - 5:30

PSYCHOLOGICAL FOUNDATIONS OF
EDUCATION
Psychology - derived from the Greek word “psyche”which
means soul.
> A discipline devoted to the study of behavior, mind and
thought.
> Deals with the study of mental processes that determines
a person's behavior and thinking.
> When applied to teaching and learning, it provides the
basis for understanding how students learn and understand a
body of knowledge.
Psychological Perspectives influencing
Curriculum and their Proponents
Behaviorism Cognitivism
- Pavlov -Wertheimer
-Skinner -Kohler
-Thorndike - Miller
-Bandura - Craik
-Tulving
- Ausubel

CURRICULUM
Constructivism Humanism
- Bruner - Maslow
-Piaget - Rogers
-Vygotsky - Combs
-Vonglaserf
BEHAVIORISM - takes the objective evidence of behavior
(such as measured responses to stimuli) as the only
concern of its research and the only basis of its theory
without reference to conscious experience.

 The following is a list of behaviorist principles applied in teaching

and learning:
1. Use a system of rewards to encourage certain behaviors
2. When learning factual material provides immediate and frequent
feedback for complex and diificult concepts
3. Provide practice, drill and review activities to enhance mastery of fact
4. Break down complex task into smaller and manageable sub skills
5. Sequence materials to enhance understanding
Continue...

6. Model the behavior students

7. Reinforce when students demonstrate the modelled
behavior
8. State the learning outcomes desired for the benefit of
both teachers and students.
9. Establish a contract with students on the work to be done
and what rewards will be given.
COGNITIVISM (Cognition) - can ne defined broadly as the act or
process of knowing. Cognitive theories of learning focus on the
mind or ''black box” and attempt to show how information is
received, assimilated, stored and recalled.
 The Information Processing Apoach

Types of
Information
visual
auditory SHORT LONG
SENSORY
TERM TERM MEMORY
smell MEMORY MEMORY MEMORY
touch (STM) (LTM)
taste
CONSTRUCTIVISM - a non objective art movement concerned
with formal organization of planes and expression of volume in
terms of modern industrial materials. Constructivism emphasizes
that learning is a social activity.

 Constructivism in a classroom:
1. Students autonomy and initiative are accepted and encouraged.
2. Higher-level thinking is encouraged.
3. Students are engaged in dialogue with the teacher and with
each other
4. Students are engaged in experience that challenge hypothesis
and encourage in discussions.
5. Curriculum emphasizes big concepts, beginning with the whole
and expanding to include the parts.
HUMANISM - a system of values and beliefs that is based on the
idea that people are basically good and that problem can be
solved using reason instead of religion.

HUMANISM in the CLASSROOM

1. Establish a warm, democratic, positive and non-threatening

learning environment

2.The teacher serves as a facilitator where he or she works and

share ideas with students.

3.Provie learning experiences that will lead to the development of

habits and attitudes that the teacher want to foster.

4.Teachers should be a role model and should set good examples.

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5. Students and teachers plan together the experiences and

activities of the curriculum.

6. Students are given choices (with limitations) and freedom (with

responsibilities)

7. Learning is based on life experiences, discovery, exploring and

experimenting.
 SOCIOLOGICAL FOUNDATION OF
CURRICULUM

Schools as part and parcel of the society, therefore it exist for

the society.
Society influences society through its curriculum.
Schools through teaching of the curriculum can shape and
mold society and in turn it can impact the curriculum.
People today are vocal in expressing teir views and are eager
in seeing their opinions, influence what is going on in school.
 Society and Curriculum
Education systems are closely tied to the
institutional network of society. To understand
how the content of schooling is shaped in any
society, we must understand the relationship
between education and other institutions in
society.
Current waste management system in SPNHS
BIG PICTURE

Memo from base

Segregated waste

SPNHS Ground Support Service

(classrooms, canteen, clinic, CR, Admin, guidance)

Biodegradable Non-Biodegradable Recyclable

Compost pit Dumping Area Redemption Center

End-to-End Data
Sections Never Once Twice Thrice Four Times Everyday

1. Bougainville 
2. Santan 
3. Sampaguita 
4. Gumamela 
5. Ilang-ilang 
6. Dama de Noche 
7. Mangga 
8. Atis 
9. Sineguelas 
10. Camachile 
11. Macopa 
12. Bayabas 
13. Acacia 
14. Ipil-ipil 
15. Narra 
16. Talisay 
17. Molave 
18. L. Diwa 
19. M. Rojas 
20. D. Salamanca 
21. J. Felipe 
22. R. Samonte 
23. R. Basa 
Broad Problem Statement
Based on the data gathered, 78%
or 18 out of 23 sections failed to
implement the waste management for
S.Y 2017-2018. The SPNHS-JHS CIP
team aims to attain 100% or 23
sections to implement waste
management.
Objectives

1. Identify the factors affecting the

implementation of waste management
in the school
2. Produce an effective program for
waste management
3. Promote “project pentagon” in school
vicinity and naval community
Talk with your Customers
Talk with your customers
Survey was given to students, teachers, canteen
helpers, and admin
 Affinity Diagram
Theme 1: Consistency of the Theme 2: Availability of Resources
Monitoring Process

Strict monitoring dapat Magkakaroon ng ruling Signages na hindi Bili kami ng bili ng
ang teachers both and orientation on nababasa at hindi basurahan at trash bag.
morning and afternoon guidelines ng pagtatapon madaling masira
ng basura. Dapat may malaking
Consistent follow up and Kailangan may basurahan container na
schedule throwing of Follow the color coding. pagsesegragate ng
garbage. basuharan.
Kada floor ng building
may basuharan.
Kailangan matrain an Walang matapunan ng
mga students. segregated na lugar sa
labas
Needs and Wants of the Customers

NEEDS WANTS
1.Memorandum on 1. Strict monitoring of
waste segregation advisers and teachers in
from DepEd and Naval waste segregation
Base which must be
clear and concise

2. Training and
orientation on waste
segregation
Needs and Wants of the Customers

NEEDS WANTS
1.School must provide 1. Trash bags must be
trash bins outside the given per section
classrooms with
proper labels
Walk the Process
 SIPOC
SUPPLIER INPUT PROCESS OUTPUT CUSTOMER
Teachers, Memorandum, Waste 100% Principal,
admin guidelines segregation implementa naval base
materials for process tion of
waste waste
segregation segregation

Monitoring Implementation Collection Recycling

Process Step 1: Monitoring
School Head Teaching and Non-teaching
Identifying types of
wastes found in the
school

Producing list of
wastes in the
school

Distributing list to Receiving of

teaching and non- checklist for
teaching personnel monitoring

Reminding the
students of the
rules
A
Process Step 2: Implementation
Teachers Students School Head

Reminding the
students of their Segregate the Checking of
assignment on waste monitoring sheet
waste disposal

B
Process Step 3: Collection
Teachers Students

Instructing the students

scheduled garbage
collections Placing the garbage designated
(T-TH) area
- Residual
(SAT)
- Recyclable
C
Process Step 4: Recycling
Teachers Students

C
Identifying
recyclable and non-
recyclable wastes

Selling of recyclable
N IF Y wastes or composting of
Recycla biodegradables
ble

END
Dispose the waste
Process Step 1: Monitoring
School Head Teaching and Non-teaching
Identifying types of
wastes found in the
school

Producing list of
wastes in the
school

Distributing list to Receiving of

teaching and non- checklist for Transferees and
teaching personnel monitoring absent students
were not
following the
rules
Reminding the
students of the 1 day
rules
A
Process Step 2: Implementation
Teachers Students School Head

Reminding the
students of their Segregate the Checking of
assignment on waste monitoring sheet
waste disposal

B Sometimes
wastes are
Insufficient not collected
supply of trash on time
bags and bins
Process Step 3: Collection
Teachers Students Sometimes
wastes are
not collected
on time
B
Instructing the
students Placing the garbage designated
scheduled area
garbage
collections
C
(T-TH)
- Residual
(SAT)
- Recyclable
Process Step 4: Recycling
Teachers Students

C
Identifying
recyclable and non-
recyclable wastes

Selling of recyclable
N IF Y wastes or composting of
Recycla biodegradables
ble

END
Dispose the waste

Sometimes
wastes are not
collected on
time
Identify Priority Improvement
Area
Observation Results (Storm Clouds)
Monitoring Implementation Collection Recycling
Transferees and Insufficient Students are not Sometimes
absent students supply of trash disposing the wastes are not
were not properly bags wastes on its collected on time
oriented designated area
5 out of 23
sections do not Sometimes
follow wastes are not
segregation rules collected on time

Sometimes
wastes are not
collected on time
 Data
Observation List (Week 1)
6
3.33 3.33 3.33
5

4
No. of Days

1.67
3

0
Grade 7 Grade 8 Grade 9 Grade 10
1 2 3 4 5 6

Sections
 Data
Observational Chart (Week 2)
6

3.17 3.5 3.5

5

4
No. of Days

1.67
3

0
Grade 7 Grade 8 Grade 9 Grade 10
1 2 3 4 5 6

Sections
 Data
Observation Chart (Week 3)
6

3.33 2.33 3.83 3.83

5

4
No. of Days

0
Grade 7 Grade 8 Grade 9 Grade 10
1 2 3 4 5 6

Sections
 Data
Observational Chart (Week 4)
6

4.00 2.17 3.5 3.67

5

4
No. of Days

0
Grade 7 Grade 8 Grade 9 Grade 10
1 2 3 4 5 6

Sections
Focused Problem Statement

Based on the gathered data, 5 of 6

Grade 8 sections failed to follow the
implementation of waste segregation
process S.Y. 2017-2018.
Do Root Cause Analysis
Why-why Diagram

Based on the
gathered Students are not Students were not
disposing the wastes aware on the
data, 5 of 6
on its designated area designated area
Grade 8
sections
failed to
follow the
implementa-
Providing trash bags
tion of waste Insufficient supply of
was not part of the
segregation trash bags
budget
process S.Y.
2017-2018.
Possible Solutions
Root Cause Solution
Students were not aware on the 1. Signages must be posted on the
designated area appropriate area.
2. Remind the students time to time
about waste segregation.
3. Consistent practice of 3R’s inside
and outside the school.
Providing trash bags was not part of 1. Allocate budget for trash bags and
the budget trash bins.
2. Ask students to bring or donate
trash bags or sacks.
3. Providing fund through selling
recyclable materials
4. Ask support from the PTA and
other stakeholders.