CURRICULUM

:
CONCEPTS, NATURE AND PURPOSES

Presented by:

AIVI AN E. ESPAGO
 L E A R N E R S E C
A T C G A R E A A U
T E E J E A F I N R
R G B A H O L V G R
O D D Y C U E I G I
L E R A P H X D A C
O L T M E I I E E U
O W Y A T P B N O L
H O H N S E L V G U
C N J A N E E T H M
S K I L L S K D S A
S T S R E H C A E T
Learning L E A R N I N G N D Teaching

Learners Skills Flexible Curriculum Teachers School Knowledge

 Module 1: Lesson 3
Teaching-Learning Process and Curriculum
Development
What is the role of Teaching in the
Curriculum Development?

What is Learning in Curriculum

Development?
 Teaching (cause)-Learning (effect) Processes and Curriculum Development

Curriculum- Total Learning Experience

-we always attribute the kind (quality) of learning to the kind of teaching
-directly proportional (learning in teaching and teaching for learning)
T
E Teaching as a Process in Curriculum
-effective teaching brings about the intended learning outcome
A -organization of meaningful learning

C -creating a situation or selecting life-like situations to enhance learning

H
I
N
G
 Teaching as a Process in Curriculum
T TRADITIONAL definitions:

E -process of imparting knowledge and skills required to master a subject matter

A -process of dispensing knowledge to an empty vessel which is the mind of the learner
-showing, telling, giving instruction, making someone understand in order to learn
C (The Person who teaches , Controls Learning. The Teacher, a dispenser of knowledge, an ultimate
authority, a director of learning.)
H
I PROGRESSIVIST/HUMANIST definitions:

N -perceived as stimulating, directing, guiding the learner and evaluating the learning outcomes of teaching
-enables the learner to learn on his/her own.
G (The Learner has the responsibility to for their own learning.)
T Teaching as a Process in Curriculum
Teacher now becomes a decision maker in the teaching process (PIE) or phases of teaching
E -a continuous process of feedback and reflection is made

A *feedback – the reflection of the feedback

*reflection – a process embedded in teaching where the teacher inquires into his or her actions and provides
C deep and critical thinking

H PLAN IMPLEMENT EVALUATE

I
N
G Feedback and Reflection

Figure 1: Teaching Process

 Phases of Teaching

T I. PLANNING PHASE

E - decision about…
a. the needs of the learners
A b. achievable goals and objectives to meet the needs

C c. selection of the content to be taught

d. motivation to carry out the goals
H e. strategies most fit to carry out the goals
I f. evaluation process to measure learning outcomes

N
Teaching plans:
G Short term– daily plan
Long term – unit plan or yearly plan
T II. IMPLEMENTATION PHASE

E -actual teaching and experiencing of a curriculum

-requires the teacher to implement what has been planned
A -to put into action the different activities in order to achieve the objectives through the subject matter

C -interaction between the teacher and the learner

H III. EVALUATION PHASE

I -a match of the objectives with the learning outcomes will be made

N -answer the question if the plans and implementation have been successfully achieved

G
T BASIC assumptions of TEACHING!

E a. goal-oriented with the change behavior as the ultimate end

A b. rational and reflective process

C BASIC assumptions of TEACHERS!

H a. shape actively their own actions

b. influence learners to change their own thinking or desired behavior, thus teaching is way of changing
I behavior through the intervention of the teacher

N
G
T and so…GOOD TEACHING is…
a. well planned and where activities are interrelated to each other
E b. provides learning experiences or situations that will ensure understanding, application and critical

A thinking
c. based on the theories of learning
C d. learner is stimulated to think and reason

H e. utilizes prior learning and its application to new situations

I f. governed by democratic principles

g. embeds a sound evaluation process
N
G
 LEARNING as a Process in Curriculum
L
“To teach is to make someone to learn” E
A
What is Learning?
R
When do we say that we have learned?
N
I
N
G
 Learning as a Process in Curriculum
L
Learning by definition: E
-change in an individual’s behavior caused by experiences or self-activity
-most is/are intentional (purposefully arranged for the students to participate and experience)
A
- unintentional (engaged in learning every waking moment) R
N
I
N
G
 2 Principal Types of Learning Theories:
1. Behavioral learning theories –observable and measurable
L
* If the Individual has changed Behavior, he has learned. E
Behavioral Learning Theories A
- Ivan Pavlov’s Classical Conditioning Theory
- Edward Thorndike’s Law of Learning
R
- B.F Skinner’s Operant Conditioning N
- Albert Bandura’s Modelling or Observational Learning

2. Cognitive learning theories – concerned with human learning in which unobservable mental processes
I
are used to learn and remember new information or acquire skills
N
Cognitive Learning Theories
- Jerome Bruner’s Discovery Learning G
- David Ausubel’s Reception Learning
- Robert Gagne’s Events of Learning
EVENTS OF LEARNING (Robert Gagne)
1. motivation phase – learning will be rewarding
L
2. apprehending phase – attends or pays attention E
3. acquisition phase – learning transforms information into meaningful form
-the mental images formed associates the new information with old information; advance organizers are useful
A
4. retention phase – the newly acquired information must be transferred from short-term to long-term memory R
-may take place by means of practice, elaboration or rehearsal N
5. recall phase- recall previous learned information
- to learn to gain access to that which has been learned is a critical phase in learning
I
6. generalization phase – transfer of information to new situation allows application of the learned information in the N
context in which it was learned
7. feedback phase – students must receive feedback on their performance
G
- serve as reinforcer for successful performance
LEARNING…
L
a. does not take place in an empty vessel…each learner is assumed to have prior learning and maybe able to connect E
these to present learning
b. social process
A
c. result of individual experiences and self-activity R
d. observable and measurable N
e. all the senses are utilized
f. learner is stimulated, directed, guided and feedback is immediately given
I
g. learner has his/her own learning styles N
G
T L
E
Teaching and Learning Go Together
E
-one process cannot succeed without the success or support of the other

A -a teacher cannot claim she/he has taught if the learners have not learned substantially A
C -the teaching styles of the teachers should jibe with the learners’ learning styles R
H
- knowledge of the learner and his learning styles be considered
-as learners become complex individuals capable of learning on their own, the repertoire of
N
I teaching should also increase I
N N
“ Learning in teaching and Teaching in learning.”
G G
Some Ways of Doing Teaching and Learning:
Large group- e.g. lecture, expository, panel discussion, seminar, forum, demonstration or a combination of lecture L
demonstration
E
Small group – e.g. role playing, buzz session, workshop, process approach, discovery learning, cooperative learning A
in various forms, laboratory methods
R
Individualized learning – e.g. modular instruction, e-teaching, programmed instruction N
I
Traditional time-tested methods - e.g. inductive method, deductive method, type study method, project method,
laboratory method, Q and A method or Socratic method, and lecture method N
Improved teaching practices- e.g. integrative technique, discovery approaches, process approach, conceptual
G
approach, mastery learning, programmed instruction, e-learning, simulation, case-based teaching, conceptual
teaching, cooperative learning, and others…
Ways of Learning:
1. Learning by TRIAL and ERROR L
-related to stimulus-response theory of learning
E
-oftentimes risky and time consuming
-easiest way of doing things without necessarily anticipating a definite objective
A
2. Learning by CONDITIONING (Pavlov, Skinner) R
-training, drill, and practice
3. Learning by INSIGHT
N
-a higher level of intelligence is utilized; requires higher thinking skills I
-looking into oneself with deeper thinking N
-a sudden flash of idea or solution to a problem sometimes called “aha” learning
4. Learning by OBSERVATION and IMITATION through MODELING (Bandura)
G
-one learns from someone; be able to do similar thing
-“no-trial learning”
4 PHASES: (ARRM)
a. attentional phase – observes a model L
b. retention phase – copies, practice or rehearse what has been observed
c. reproduction phase –matches their behavior to the model
E
d. motivational phase – imitate the behavior for getting a chance to be reinforced by becoming like the one from whom the A
behavior was copied
R
Teaching and Learning in the Curriculum N
-how the student should learn how to learn
I
-a challenge to both teaching and learning
-life and meaning (each complement and supplement each other)
N
G
God Bless Us All
References:
Bilbao, Purita, P., et.al., 2008, Curriculum Development, Module 1: Nature, Concepts and Purposes of curriculum, Lesson 3:
Teaching-Learning Processes and Curriculum Development.p.39-47.