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Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
Areas and concern
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Areas and concern

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  • 1. in CURRICULUM DEVELOPMENT
  • 2. Areas of Concerns Cultural Values CURRICULUM DEVELOPMENT Decision Areas
  • 3. Areas of Concerns Cultural Values Knowledge of Learner CURRICULUM DEVELOPMENT Decision Areas
  • 4. Areas of Concerns Cultural Values Knowledge of Learner Knowledge of Teaching- Learning Theories and Principles CURRICULUM DEVELOPMENT Decision Areas
  • 5. Areas of Concerns Cultural Values Knowledge of Learner Knowledge of Teaching- Learning Theories and Principles CURRICULUM DEVELOPMENT Decision Areas Body of Knowledge
  • 6. Areas of Concerns Cultural Values Knowledge of Learner Knowledge of Teaching- Learning Theories and Principles Body of Knowledge CURRICULUM DEVELOPMENT Pilot testing Curriculum Design Implementation Decision Areas Evaluation
  • 7.  People defined by its culture which is manifested by both visible and non visible dimensions. This concern considered the shared philosophy, beliefs, behaviors, nor ms and rules of Philippines society.
  • 8.  The ends of education are to develop desirable values, beliefs, behaviors and competencies needed by human being to live in peace and harmony with the rest of creation.
  • 9.  Education along with communication promotes not only personal but also national development.
  • 10. The learners are both participants and beneficiaries of instruction. The nature of the learner in terms of development level, learning style, normative needs and other philosophycal and psychological concerns is more considered.
  • 11. As  As participants, learners indicate levels of competencies in cognitive, affective and psychomotor that impact on the learning process.
  • 12. As  As beneficiaries, it is important to know their needs and interests so that the curriculum design can respond to their developmental needs that impact on the growth of knowledge, skills, values, attitudes and habits as well as on their expectations in relation to the socio- economic realities in their own environment.
  • 13. 3 Major School of Thought 1. BEHAVIORISM - represent a philosophical and scientific orientation which focuses on the study of observable events through the use of the senses.
  • 14. 3 BEHAVIORAL THEORIES a. Classical Conditioning - the lowest level of learning. b. Contiguity - learning takes place when stimuli are paired. c. Operant or Instrumental Conditioning - the higher form of learning, it explain the effects of reinforcement which strengthens behavior.
  • 15. 2. COGNITIVE DEVELOPMENT PSYCHOLOGY - it focuses on mental processes (cognitive) and learning takes place through the interaction between the genetic factors (heredity) and environmental ones (nurture).
  • 16. 3. COGNITIVE FIELD PSYCHOLOGY - learning takes place through the development of insights understanding of relationships between and among similar or even competing variables
  • 17. COMPARISON BEHAVIORISM Basis of Learning COGNITIVE DEVELOPMENT PSYCHOLOGY COGNITIVE- FIELD PSYCHOLOGY StimulusResponse (S-R) Interaction between genetic factors and the environment Philosophical Basis Realism Pragmatism Learning Mode Passive Interactive Interactive Knowledge Structure Linear Developmental Pattern View about Reality Congruent with what is observed Constructed Constructed Perception Existentialism/ Phenomenology
  • 18. BEHAVIORISM COGNITIVE DEVELOPMENT PSYCHOLOGY COGNITIVEFIELD PSYCHOLOGY insights, Mental structures, Patterns of relationships Key Concepts Conditioning, Reinforcement, Measurable, Association Developmental stages, Interactions, Mental structures or Schemas View of the Whole Sum of all the parts Stage- bound Greater than the sum of all the parts
  • 19. The question of what knowledge is of most worth and therefore should be taught? The different domains of knowledge (cognitive, affective and psychomotor) are considered to guide the curriculum developers in making decisions on curriculum design.
  • 20. In just a matter of time, there are explosion of knowledge included in the required curriculum. However, ‘’Nothing should be included in the curriculum unless it can be strongly justified in terms of the future’’. Alvin Toffler (In Ornstein and Hunskins, 1988)
  • 21. Thanks  god bless 

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