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Nature, concepts and purposes of curriculum


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Nature, concepts and purposes of curriculum

  1. 1. NATURE, CONCEPTS ANDPURPOSES OF CURRICULUMLesson 3- Learning Processes andCurriculum Development
  2. 2. • One of the most often repeated definitions of a curriculum are that curriculum is the total learning experience. This description implies that the crux of a curriculum is the different planned and unplanned activities which have been lived, acted upon or done by the learners with the guidance of the teacher.
  3. 3. Teaching as Process of Curriculum Good teaching is difficult to agree upon.While it remains to be difficult to agree onwhat good teaching is, effective teaching canbe demonstrated. Effective teaching is onethat will bring about the intended learningoutcomes.
  4. 4. Teaching Process as a Series of Actions• Planning• Implementing• Evaluating PLAN IMPLEMENT EVALUATE Feedback and Reflections
  5. 5. The three phases of teaching1. Planning Phase- includes decision about:a. the needs of the learners,b. the achievable goals and objectives to meet the needs,c. the selection of the content to be taught,d. the motivation to carry out the goals,e. the strategies most fit to carry out the goals andf. the evaluation process to measure learning outcomes.
  6. 6. 2. Implementation phase- requires the teacher to implement what has been planned. It means to put into action the different activities in order to achieve the objectives through the subject matter. Two important players are involved:• The teacher• The learner -their interaction is important in the accomplishment of the plan.
  7. 7. 3. Evaluation phase- a match of the objectives with learning outcomes will be made. Information should be determined so that the type of evaluation should be chosen to fit the purpose. Simply the Evaluation phase will answer the:• Questions if the plans• Implementation have been successfully achieved
  8. 8. In all three phases of teaching, acontinuous process of feedback and reflectionis made. To give a feedback is to giveinformation as to whether the three phaseswere appropriately done and gave goodresults. In short, feedback is the reflection onthe feedback.
  9. 9. On the basis of the diagram, basic assumptions can be made. These assumptions are:1. That teaching is a goal-oriented with the change of behavior as the ultimate end;2. That teachers are the ones who shaped actively their own actions;3. That teaching is a rational and a reflective process; and4. That teachers by their actions can influence learners to change their own thinking or desired behavior, thus teaching is a way of changing behavior through the intervention of the teacher.
  10. 10. Guides in the process of good teaching:• Good teaching is one that is well planned and where activities are interrelated to each other• Good teaching is one that provides learning experiences or situations that will ensure understanding, application and critical thinking.• Good teaching is based on the theories of learning.• Good teaching is one where the learner is stimulated to think and reason.• Good teaching utilizes prior learning and its application to new situations.• Good teaching is governed by democratic principles.• Good teaching embeds a sound evaluation process.
  11. 11. Learning as a Process in Curriculum Learning is usually defined as a change inan individual’s behavior caused by experiencesor self activity. Intentional learning occurswhen activities purposefully arranged for thestudents to participate and experience. On theother hand, learning sometimes isunintentional like when a child touches alighted candle and feels it’s hot.
  12. 12. Two principal types of Learning Theory:• Behavioral Learning Theory- emphasize observable behavior such as new skills, knowledge, attitudes which can be demonstrated.• Cognitive Learning Theory- are concerned with human learning in which observable mental processes are used to learn and remember new information or acquire skills. Jerome Bruner (1966), David Ausubel (1968), and Robert Gagne (1970) describe three models of teaching which are anchor on the cognitive learning theory.
  13. 13. – Discovery Learning of Jerome Bruner states that the individual learns from his own discovery of the environment.Reception Learning poses a contrast to Discovering Learning of Bruner. To Ausubel, though learners are inherently curious, they may not be able to know what is important or relevant and they need external motivation in order to learn.
  14. 14. – Events of learning of Robert Gagne proposed that an act of learning involves a serious of eight internal events:1. Motivation phase- learner must be motivated to learn by expectation that learning will be rewarding.2. Apprehending phase- learner attends or pays attention if learning has to take place.3. Acquisition phase- learner is paying attention, the stage is set and the information presented.4. Retention phase- newly acquired information must be transferred from short- term to long-term memory.5. Recall phase- recall previous learned information.6. Generalization phase- transfer of information to new situations allows application of the learned information in the context in which it was learned.7. Feedbacks phase- students must receive feedback on their performance.
  15. 15. Some general statements which describes learning based on the theories of learning may include the following.• Learning does not take place in an empty vessel. Each learner is assumed to have prior learning and maybe able to connect these to present learning.• Learning is a social process where interactions with other learners and the teacher are needed.• Learning is a result of individual experiences and self- activity.• Learning is both observable and measureable.• Learning takes place when all the senses are utilized.• Learning will be enhanced when the learner is stimulated, directed, guided and feedback is immediately given.• Each learner has his/her own learning styles.
  16. 16. Teaching and Learning Go Together• One cannot succeed without the success or support of the other. A teacher cannot claim she/he has taught if the learners have not learned substantially.• Teaching as a process cannot be taken independently in its entirety. With so many ingredients needed, the most important is still the learner. The learner being in the center of the teaching will influence to a great extent teaching.• The concepts of learning have become so vast that the simple stimulus-response theory alone cannot explain it. Thus as learners become complex individuals capable of learning on their own, the repertoire of teaching should also increase.
  17. 17. • Teaching is the cause and learning is the effect. Learning outcomes can indicate teaching performance. The quality of teaching is related to the quality of learning.• As the direct relationships of teaching and learning become clear, success of both brings out something like, “learning in teaching and teaching for learning.”
  18. 18. Some Ways of Doing Teaching and Learning• The different methods of teaching can be clustered according to the number of students being taught.• Grouping of teaching methods will be traditional time-tested which include among others the following:• Inductive method, deductive method, type study method, project method, laboratory method, question and answer method or Socratic method, and lecture method.
  19. 19. Ways of Learning• Learning by trial and error. This type of learning is related to the stimulus- response theory of learning.• Learning by conditioning. This classical conditioning theory of Pavlov serves as the basis of this learning.• Learning by insight. This type of learning has a higher level of intelligence is being utilized. Insight is looking into oneself with deeper thinking.• Learning by observation and imitation through modeling. This process of learning assumes that one learns from someone.
  20. 20. Teaching and Learning in the curriculum• The deluge of information in our midst and the different ways of retrieving them has become a challenge to both teaching and learning.• Teaching and learning give life and meaning to the curriculum. Each complement and supplement each other.