The Nature of curriculum.

1. Nature, Concepts andNature, Concepts and
Purposes of CurriculumPurposes of Curriculum
By: Judiline AnievasBy: Judiline Anievas
CTP Batch 8CTP Batch 8

2. CurriculumCurriculum
The term curriculum refers toThe term curriculum refers to
the lessons and academicthe lessons and academic
content taught in a school or incontent taught in a school or in
a specific course or programa specific course or program

3. Curriculum – is the “what” of teachingCurriculum – is the “what” of teaching
 - the listings of subjects to be- the listings of subjects to be
taught in school.taught in school.

4. Teaching – Learning ProcessesTeaching – Learning Processes
and Curriculum Developmentand Curriculum Development
Teaching
LearningCurriculum
Development

5. Curriculum is a Total LearningCurriculum is a Total Learning
ExperienceExperience
The different planned and UnplannedThe different planned and Unplanned
Activities acted by the learners with theActivities acted by the learners with the
guidance of the teachersguidance of the teachers
Lessons, assignments and materials usedLessons, assignments and materials used
to teach a particular course.to teach a particular course.

6. Teaching as a Process in CurriculumTeaching as a Process in Curriculum
Plan

Implement Evaluate
Feedback and Reflections

7. Well-planned and where activities areWell-planned and where activities are
interrelated to each otherinterrelated to each other

8. Learning experiences that ensuresLearning experiences that ensures
understanding, application andunderstanding, application and
critical thinkingcritical thinking

9. Indicators/Guides in the process ofIndicators/Guides in the process of
Good TeachingGood Teaching
Based on the theories of learning (e.gBased on the theories of learning (e.g
Cognitivist Theory – Piaget, Identity TheoryCognitivist Theory – Piaget, Identity Theory
–Erikson’s, Miscellaneous – Gardners M. I.)–Erikson’s, Miscellaneous – Gardners M. I.)

10.  -- Learners areLearners are
stimulated to thinkstimulated to think
and reasonand reason
 Utilizes prior learningUtilizes prior learning
and it’s application toand it’s application to
new situationsnew situations
 Embeds a soundEmbeds a sound
evaluation processevaluation process

11. Learning as a ProcessLearning as a Process
CurriculumCurriculum

12. Learning as a Process in CurriculumLearning as a Process in Curriculum
To teach is to make someone toTo teach is to make someone to
Learn”Learn”
What is Learning?
When do we say
someone has
learned?

13. Learning as a Process in CurriculumLearning as a Process in Curriculum
- A change in individual’s behavior caused- A change in individual’s behavior caused
by self experiences or self’s activity.by self experiences or self’s activity.

14. Ways of LearningWays of Learning
Intentional and Untentional learningIntentional and Untentional learning
Principal types of Learning Theories:Principal types of Learning Theories:
- Behavioral learning – observable learning- Behavioral learning – observable learning
behaviors, new skills, knowledge orbehaviors, new skills, knowledge or
attitudes which can be demonstrated.attitudes which can be demonstrated.
““If an individual has changed, he hasIf an individual has changed, he has
learned” according a group of theories:learned” according a group of theories:
Skinner, Bandura,Pavlov.Skinner, Bandura,Pavlov.

15. Events of Learning by Robert GagneEvents of Learning by Robert Gagne
 Motivation phaseMotivation phase  ApprehendingApprehending
PhasePhase

16. Events of Learning by Robert GagneEvents of Learning by Robert Gagne
 Acquisition phase –Acquisition phase –
learner transforms information intolearner transforms information into
meaningful forms.meaningful forms.
 5.Retention phase5.Retention phase ––
newly acquired information must benewly acquired information must be
transferred from short term to long termtransferred from short term to long term
memorymemory..

17. 6.6. Recall PhaseRecall Phase – recalls previos learned information.– recalls previos learned information.
 77.. GeneralizationGeneralization –– Transfer of Information to newTransfer of Information to new
situations allows transformation of the learnersituations allows transformation of the learner
information.information.
 8.8. Feedback phaseFeedback phase – students should receive feedback– students should receive feedback
on their performance.on their performance.

18. Teaching and Learning go TogetherTeaching and Learning go Together
How does teaching and learningHow does teaching and learning
connect to each other?connect to each other?
““ One process cannot succeed withoutOne process cannot succeed without
the success or support of the other”the success or support of the other”
Who should be in the center of theWho should be in the center of the
teaching process?teaching process?

19. While the teacher teaches, he orWhile the teacher teaches, he or
she also learns the process. Onshe also learns the process. On
the other hand, as the studentsthe other hand, as the students
learn, they are also teachinglearn, they are also teaching
themselves to learn.themselves to learn.

20. Ways of LearningWays of Learning
Learning by trial and errorLearning by trial and error
Learning by conditioningLearning by conditioning
Learning by InsightLearning by Insight
Learning by observation and imitationLearning by observation and imitation
through modelingthrough modeling

21. Teaching and Learning in theTeaching and Learning in the
CurriculumCurriculum
Teaching and learning gives life andTeaching and learning gives life and
meaning to the curriculum.meaning to the curriculum.
Each complement and supplement eachEach complement and supplement each
otherother
Thus, a good curriculum can be judged byThus, a good curriculum can be judged by
the kind of teaching and the quality ofthe kind of teaching and the quality of
learning derived from it.learning derived from it.