CHAPTER 3: CONSIDERATIONS IN DESIGNING A CURRICULUM

LEARNING THEORIES, APPROACHES & METHODS

A learning theory is a set of systematic, integrated concepts and research-based descriptions

of how individuals acquire knowledge, skills, and competencies, thus helping us understand
the inherently complex process of learning. (a set of principles that explains & relates certain
learning phenomena)

The relationship between curriculum and learning theories is a very close one.

Curriculum is essentially a roadmap for learning and as such focuses on competencies and
skills that are important to learn.

Learning theories are frameworks for educators to consider when designing a curriculum and
applying it to teaching and learning.

With a learning theory as a conceptual framework, curriculum and instruction can be structured
around making learning most effective.

There are many different theories of how people learn; therefore, it is hard to categorize
learning theories in exactly the same way.

In general, there are three main categories or philosophical and psychological frameworks
under which learning theories fall: behaviorism, cognitivism, and humanism.

Behaviorism
Asserts that knowledge is
finite.
Learning is said to be
overt, observable &
measurable using empirical
methods.
This contributes to the
belief that learning is
observable through changes
in behaviour of the learner.

Cognitivism

Humanism

The subject matter &

stage of development
determine goals.
The process of learning
remains continuous in the
organisation &
reorganisation of
knowledge until the
learner achieves insight
thru addressing a
problem. The context &
stage of problem solving
will indicate what the
purpose of learning is.

Humanist theory posits a

natural desire of
individuals to learn.
The potential for growth
of an individual learner is
considered boundless.
Learners need to be
empowered and to have
control over the learning
process & not to have
learning done to them.
Students learn best in a
non- threatening
environment & are more
likely to want to identify
their own goals that are
specific to their needs.

 Learning is influenced by
external factors, as
opposed to internal
thought processes of
intrinsic motivation.
Learning is rewarded to
encourage desirable
results.
Extrinsic motivation drives
students to do things for
tangible rewards/pressure.
It is the prospect of
receiving positive reward
that drives learning, such
as passing an exam i.e.
external motivation.
There is a focus on physical
behaviour that can be
observed, controlled &
measured.
Though processes fall
outside the remit of the
controlled environment &
are therefore of little or no
concern.
Learning occurs where
specific stimuli are
introduced to the learner
causing certain responses
to occur which result in a
change in behaviour.
Learning usually takes
place in incremental steps
& can be increased
through repetition &
reinforcement.
A teacher (or organisation)
determines what
objectives the learner
should achieve. These
objectives are said to be
met when the learner
responds in a certain way,
based on controlled
stimuli.

This type of LT requires

processing of information.
Motivation comes from
the learner i.e. intrinsic.

There is a need to
acquire, store, retrieve &
reorganise knowledge so

that a better
understanding may be
acquired.

Cognitivism is based on the

principle that learning
develops thru exposure of
information that is logically
presented, and that new
information can be more
easily understood when it is
linked to stg that is already
learned.

The theory asserts that

human beings are innately
driven to learn.
Motivation is intrinsic i.e.
it comes fm within the
learner in their attempt to
improve themselves.
Insights & the learners
own experiences are said
to encourage reflection &
self assessment.

Learning is considered in
relation to the learners
unlimited potential for
growth.
Learners are encouraged to
take responsibility for their
own learning.

Approach is the theoretical foundation of language tcg.

It depends on ones view of the nature of lang & the purposes of lang T&L.
Method is the overall plan for the presentation of language material.
Technique is the procedure actually employed by the teacher to get his point across.
The choice of methods & techniques depends on the tcrs understanding of the nature & purpose
of lang learning (the theoretical side), the syllabus, examinations, textbooks, class size, level of
ability & etc. (the practical side)
e.g of approach: 1) situational approach (use real life materials, use AVA to create series of real
life situations, doing things, playing games, have activities)
2) communicative approach
e.g of method: grammar translation method , direct method, audio-lingual method, etc
Some points / ques to consider:
Is there adequate variety? Do all students learn efficiently with same method? Is there a
best method?
Is it relevant? Is the learning similar to that outside the school?
Is it consistent with established learning theory? Are the principles of learning adhered
to?
Some principles of learning: learning is...
Acitve rather than passive
Strongly influenced by motives and values of learner
Increased when it is reinforced
Enhanced when a variety of experiences allow for discrimination & generalisation
Dependent on inclinations toward different learning styles & methods.