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NATURE,
CONCEPTS AND
PURPOSES OF
CURRICULUM
TEACHING-
LEARNING PROCESS
AND
CURRICULUM
DEVELOPMENT
 TOTAL LEARNING EXPERIENCE
 CURRICULUM IS THE DIFFERENT
PLANNED AND UNPLANNED
ACTIVITIES WHICH HAVE BEEN
LIVED, ACTED UPON OR DONE BY
THE LEARNERS WITH THE
GUIDANCE OF TEACHER.
•TEACHING
•LEARNING
TEACHING AS A PROCESS IN CURRICULUM
EFFECTIVE TEACHING IS ONE THAT WILL BRING
ABOUT THE INTENDED LEARNING OUTCOME
 AN ORGANIZATION OF MEANINGFUL LEARNING.
 IT IS CREATING A SITUATION OR SELECTING LIFE-
LIKE SITUATION TO ENHANCE LEARNING.
 TO THE TRADITIONALIST, IT IS IMPARTING
KNOWLEDGE AND SKILLS REQUIRED TO
MASTER A SUBJECT MATTER.
 PROCESS OF DISPENSING KNOWLEDGE TO AN
EMPTY VESELL (MIND OF LEARNER).
 IT’S SHOWING, TELLING, GIVING INSTRUCTION,
MAKING SOMEONE UNDERSTAND IN ORDER
TO LEARN.
 BASED ON PROGRESSIVE AND HUMANIST EDUCATION,
TEACHING IS PERCEIVED AS STIMULATING,
DIRECTING, GUIDING THE LEARNER AND
EVALUATING THE LEARNING OUTCOMES OF
TEACHING
 TEACHER’S ROLE BECOME COMPLEX BUT HAS
GIVEN THE LEARNER THE RESPONSIBILITY TO
LEARN
 A PROCESS THAT ENABLES THE LEARNER TO
LEARN ON HIS OWN
FEEDBACKS AND REFLECTION
TEACHING PROCESS
 THE NEEDS OF LEARNER
 THE ACHIEVABLE GOALS AND
OBJECTIVES TO MEET THE NEEDS
 SELECTION OF THE CONTENT
TO BE TAUGHT
 MOTIVATION TO CARRY OUT GOAL
 STRATEGIES MOST FIT TO CARRY
OUT THE GOALS
 EVALUATION PROCESS TO
MEASURE LEARNING OUTCOME
LEARNER
AVAILABILITY OF MATERIALS
TIME REQUIREMENT OF PARTICULAR
ACTIVITY
STRATEGIES NEEDED TO ACHIEVE THE
OBJECTIVE
TEACHER
 BASED ON THE OBJECTIVE, IMPLEMENTATION
MEAN TO PUT INTO ACTION THE DIFFERENT
ACTIVITIES IN ORDER TO ACHIEVE THE
OBJECTIVES THROUGH THE SUBJECT MATTER.
 INTERACTION OF THE TEACHER AND LEARNER
IS IMPORTANT IN THE ACCOMPLISHMENT OF
THE PLAN.
 USE OF DIFFERENT TEACHING STYLE AND
STRATEGY ARE INCLUDED IN THIS PHASE.
 A MATCH OF THE OBJECTIVES WITH THE
LEARNING OUTCOMES WILL BE MADE.
 ANSWER THE QUESTION IF THE PLANS AND
IMPLEMENTATION HAVE BEEN SUCCESSFULLY
ACHIEVED.
 A CONTINUOUS PROCESS OF
FEEDBACK AND REFLECTION IS
MADE IN THIS THREE PHASES OF
TEACHING.
 FEEDBACK IS THE REFLECTION
OF THE FEEDBACK;
 REFLECTION IS THE PROCESS EMBEDDED IN
TEACHING WHERE THE TEACHER INQUIRES
INTO HIS ACTION AND PROVIDES DEEP
Q&A CRITICAL THINKING.
 THAT TEACHING IS GOAL ORIENTED
WITH THE CHANGE OF BEHAVIOR AS THE
ULTIMATE END.
 THAT TEACHERS ARE THE ONES WHO
SHAPE ACTIVELY THEIR OWN ACTION.
 THAT TEACHING IS A RATIONAL AND A
REFLECTIVE PROCESS.
 THAT TEACHERS BY THEIR ACTIONS CAN
INFLUENCE LEARNERS TO CHANGE THEIR
OWN THINKING OR DESIRED BEHAVIOR,
THROUGH THE INTERVENTION OF THE
TEACHER.
 ONE THAT IS WELL PLANNED AND WHERE
ACTIVITIES ARE INTERRELATED TO EACH
OTHER.
 ONE THAT PROVIDE LEARNING EXPERIENCES OR
SITUATION THAT WILL ENSURE
UNDERSTANDING, APPLICATION AND
CRITICAL THINKING.
 BASED ON THE THEORY OF LEARNING.
 ONE WHERE THE LEARNER IS STIMULATED TO
THINK AND REASON.
 UTILIZES PRIOR LEARNING AND ITS
APPLICATION TO NEW
SITUATION.
 GOVERNED BY DEMOCRATIC
PRINCIPLES.
 EMBEDS A SOUND EVALUATION
PROCESS.
 DEFINED AS A CHANGE IN AN
INDIVIDUAL’S BEHAVIOR CAUSED
BY EXPERIENCES OR SELF ACTIVITY.
 IMPLIES THAT LEARNING CAN ONLY
HAPPEN THROUGH THE
INDIVIDUALS ACTIVITY OR HIS
OWN DOING.
 CAN BE INTENTIONAL OR
UNINTENTIONAL.
 BEHAVIORAL LEARNING
THEORIES
 COGNITIVE LEARNING
THEORIES
 EMPHASIZES OBSERVABLE
BEHAVIOR SUCH AS NEW
SKILLS, KNOWLEDGE,
ATTITUDES WHICH CAN BE
DEMONSTRATED.
 OBSERVABLE AND MEASURABLE
 IF THE INDIVIDUAL HAS
CHANGED BEHAVIOR, HE
HAS LEARNED.
 CONCERNED WITH HUMAN LEARNING
IN WHICH UNOBSERVABLE MENTAL
PROCESSSES ARE USED TO LEARN
AND REMEMBER NEW
INFORMATION OR ACQUIRED SKILL.
 RELATED TO CONCEPT OF
MEANINGFUL LEARNING
THROUGH COGNITIVE MODELS.
 DISCOVER LEARNING OF JEROME
BRUNER
 RECEPTION LEARNING OF DAVID
AUSUBEL
 EVENTS OF LEARNING OF ROBERT
GAGNE
 STATES THAT THE INDIVIDUAL LEARNS
FROM HIS OWN DISCOVERY OF THE
ENVIRONMENT.
 LEARNERS ARE INHERENTLY CURIOUS,
THUS THEY CAN BE SELF MOTIVATED
UNTIL THEY FIND ANSWERS TO THE
PROBLEM.
 GAVE RISE TO THE EMERGING THEORY OF
CONSTRUCTIVISM AND SELF-LEARNING.
 LEARNING IS FLEXIBLE, EXPLORATORY AND
INDEPENDENT.
 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.
 BOTH ALSO EMPHASIZE THAT PRIOR
LEARNING IS IMPORTANT IN ORDER TO
LEARN NEW THINGS AND BECAUSE
KNOWLEDGE CONTINUOUSLY CHANGES
ONCE IT IS IN THE LEARNER’S MIND.
1. MOTIVATION PHASE- THE LEARNER
MUST BE MOTIVATED TO LEARN BY
EXPECTATION THAT LEARNING WILL BE
REWARDING.
2. APPREHENDING PHASE – LEARNER
STANDS OR PAY ATTENTION IF
LEARNING HAS TO TAKE PLACE.
3. ACQUISITION PHASE – WHILE 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 PREVIOUSLY
LEARNED INFORMATION; TO LEARN TO
GAIN ACCESS TO THAT WHICH HAS BEEN
LEARNED IS A CRITICAL PHASE IN
LEARNING.
6. GENERALIZATION PHASE - TRANSFER OF
INFORMATION TO NEW SITUATIONS
ALLOWS APPLICATION OF THE LEARNED
INFORMATION IN THE CONTEXT IN WHICH
IT WAS LEARNED.
7. FEEDBACK PHASE – STUDENTS MUST
RECEIVE FEEDBACK ON THEIR
PERFORMANCE.
 DOES NOT TAKE PLACE IN AN EMPTY
VESSEL
 A SOCIAL PROCESS WHERE
INTERACTION WITH OTHER LEARNERS
AND THE TEACHERS ARE NEEDED
 RESULT OF INDIVIDUAL EXPERIENCES
AND SELF ACTIVITY
 BOTH OBSERVABLE AND MEASURABLE
 TAKES PLACE WHEN ALL
THE SENSES ARE UTILIZED
 WILL BE ENHANCED WHEN
THE LEARNED IS STIMULATED,
DIRECTED, GUIDED AND
FEEDBACK IS IMMEDIATELY
GIVEN
 EACH LEARNER HAS ITS
OWN LEARNING STYLE
 ONE CANNOT SUCCEED WITHOUT THE SUPPORT
OR SUCCESS OF THE OTHER.
 TEACHING STYLE OF THE TEACHER SHOULD JIBE
WITH THE LEARNER’S LEARNING STYLES.
 LEARNER IS THE CENTER OF TEACHING.
 KNOWLEDGE OF THE LEARNER AND HIS
LEARNING STYLE SHOULD BE CONSIDERED.
 LEARNERS BECOME COMPLEX INDIVIDUALS
CAPABLE OF LEARNING ON THEIR OWN, THE
REPORTOIRE OF TEACHING SHOULD ALSO
INCREASE.
 DIFFERENT TEACHING METHOD & STRATEGIES CAN
BE CLUSTERED ACCORDING TO THE NUMBER OF
STUDENTS BEING TAUGHT.
 FOR LARGER GROUP TEACHING, METHODS LIKE
LECTURE, EXPOSITORY PANEL DISCUSSION, SEMINAR,
FORUM, DEMONSTRATION OR COMBINATION OF
LECTURE-DEMO ARE APPROPRIATE.
 FOR SMALLER GROUP, ROLE PLAYING, BUZZ
SESSION, WORKSHOP, PROCESS APPROACH,
DISCOVERY LEARNING, COOPERATIVE LEARNING.
 FOR INDIVIDUALIZED TEACHING, MODULAR
INSTRUCTION, E-TEACHING, PROGRAMMED
INSTRUCTION.
 TRADITIONAL TEACHING METHOD :
• INDUCTIVE METHOD
• DEDUCTIVE METHOD
• TYPE STUDY METHOD
• PROJECT METHOD
• LABORATORY METHOD
• Q&A OR SOCRATIC METHOD
• LECTURE METHOD
 IMPROVE TEACHING METHODS:
• INTEGRATIVE TECHNIQUE
• DISCOVERY APPROACH
• PROCESS APPROACH
• CONCEPTUAL APPROACH
• MASTERY LEARNING
• PROGRAMMED INSTRUCTION
• E-LEARNING
• SIMULATION
• CASE-BASED TEACHING
• CONCEPTUAL TEACHING
• COOPERATIVE TEACHING
 TRIAL AND ERROR- RELATED TO
STIMULUS RESPONSE THEORY OF
LEARNING
 CONDITIONING –CLASSICAL
CONDITIONING THEORY OF PAVLOV
 INSIGHT –HIGHER LEVEL OF
INTELLEGENCE IS BEING UTILIZED
 OBSERVATION & IMITATION
THROUGH MODELING
CRUCIAL ISSUE –
HOW THE STUDENT SHOULD
LEARN HOW TO LEARN
 CURRICULUM SEEMS TO BE
OVERLOADED
 TEACHING & LEARNING GIVE
LIFE TO THE CURRICULUM.
 VALUE PLACED IN TEACHING
WILL REAP THE SAME VALUE IN
LEARNING.
 A GOOD CURRICULUMCAN BE
JUDGED BY THE KIND OF
TEACHING AND THE QUALITY OF
LEARNING DERIVED FROM IT.

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nature concepts and purposes of curriculum

  • 3.  TOTAL LEARNING EXPERIENCE  CURRICULUM IS THE DIFFERENT PLANNED AND UNPLANNED ACTIVITIES WHICH HAVE BEEN LIVED, ACTED UPON OR DONE BY THE LEARNERS WITH THE GUIDANCE OF TEACHER.
  • 5.
  • 6. TEACHING AS A PROCESS IN CURRICULUM EFFECTIVE TEACHING IS ONE THAT WILL BRING ABOUT THE INTENDED LEARNING OUTCOME  AN ORGANIZATION OF MEANINGFUL LEARNING.  IT IS CREATING A SITUATION OR SELECTING LIFE- LIKE SITUATION TO ENHANCE LEARNING.  TO THE TRADITIONALIST, IT IS IMPARTING KNOWLEDGE AND SKILLS REQUIRED TO MASTER A SUBJECT MATTER.  PROCESS OF DISPENSING KNOWLEDGE TO AN EMPTY VESELL (MIND OF LEARNER).  IT’S SHOWING, TELLING, GIVING INSTRUCTION, MAKING SOMEONE UNDERSTAND IN ORDER TO LEARN.
  • 7.
  • 8.  BASED ON PROGRESSIVE AND HUMANIST EDUCATION, TEACHING IS PERCEIVED AS STIMULATING, DIRECTING, GUIDING THE LEARNER AND EVALUATING THE LEARNING OUTCOMES OF TEACHING  TEACHER’S ROLE BECOME COMPLEX BUT HAS GIVEN THE LEARNER THE RESPONSIBILITY TO LEARN  A PROCESS THAT ENABLES THE LEARNER TO LEARN ON HIS OWN
  • 10.  THE NEEDS OF LEARNER  THE ACHIEVABLE GOALS AND OBJECTIVES TO MEET THE NEEDS  SELECTION OF THE CONTENT TO BE TAUGHT  MOTIVATION TO CARRY OUT GOAL  STRATEGIES MOST FIT TO CARRY OUT THE GOALS  EVALUATION PROCESS TO MEASURE LEARNING OUTCOME
  • 11. LEARNER AVAILABILITY OF MATERIALS TIME REQUIREMENT OF PARTICULAR ACTIVITY STRATEGIES NEEDED TO ACHIEVE THE OBJECTIVE TEACHER
  • 12.  BASED ON THE OBJECTIVE, IMPLEMENTATION MEAN TO PUT INTO ACTION THE DIFFERENT ACTIVITIES IN ORDER TO ACHIEVE THE OBJECTIVES THROUGH THE SUBJECT MATTER.  INTERACTION OF THE TEACHER AND LEARNER IS IMPORTANT IN THE ACCOMPLISHMENT OF THE PLAN.  USE OF DIFFERENT TEACHING STYLE AND STRATEGY ARE INCLUDED IN THIS PHASE.
  • 13.  A MATCH OF THE OBJECTIVES WITH THE LEARNING OUTCOMES WILL BE MADE.  ANSWER THE QUESTION IF THE PLANS AND IMPLEMENTATION HAVE BEEN SUCCESSFULLY ACHIEVED.
  • 14.  A CONTINUOUS PROCESS OF FEEDBACK AND REFLECTION IS MADE IN THIS THREE PHASES OF TEACHING.  FEEDBACK IS THE REFLECTION OF THE FEEDBACK;  REFLECTION IS THE PROCESS EMBEDDED IN TEACHING WHERE THE TEACHER INQUIRES INTO HIS ACTION AND PROVIDES DEEP Q&A CRITICAL THINKING.
  • 15.  THAT TEACHING IS GOAL ORIENTED WITH THE CHANGE OF BEHAVIOR AS THE ULTIMATE END.  THAT TEACHERS ARE THE ONES WHO SHAPE ACTIVELY THEIR OWN ACTION.  THAT TEACHING IS A RATIONAL AND A REFLECTIVE PROCESS.  THAT TEACHERS BY THEIR ACTIONS CAN INFLUENCE LEARNERS TO CHANGE THEIR OWN THINKING OR DESIRED BEHAVIOR, THROUGH THE INTERVENTION OF THE TEACHER.
  • 16.  ONE THAT IS WELL PLANNED AND WHERE ACTIVITIES ARE INTERRELATED TO EACH OTHER.  ONE THAT PROVIDE LEARNING EXPERIENCES OR SITUATION THAT WILL ENSURE UNDERSTANDING, APPLICATION AND CRITICAL THINKING.  BASED ON THE THEORY OF LEARNING.  ONE WHERE THE LEARNER IS STIMULATED TO THINK AND REASON.
  • 17.  UTILIZES PRIOR LEARNING AND ITS APPLICATION TO NEW SITUATION.  GOVERNED BY DEMOCRATIC PRINCIPLES.  EMBEDS A SOUND EVALUATION PROCESS.
  • 18.
  • 19.  DEFINED AS A CHANGE IN AN INDIVIDUAL’S BEHAVIOR CAUSED BY EXPERIENCES OR SELF ACTIVITY.  IMPLIES THAT LEARNING CAN ONLY HAPPEN THROUGH THE INDIVIDUALS ACTIVITY OR HIS OWN DOING.  CAN BE INTENTIONAL OR UNINTENTIONAL.
  • 20.  BEHAVIORAL LEARNING THEORIES  COGNITIVE LEARNING THEORIES
  • 21.  EMPHASIZES OBSERVABLE BEHAVIOR SUCH AS NEW SKILLS, KNOWLEDGE, ATTITUDES WHICH CAN BE DEMONSTRATED.  OBSERVABLE AND MEASURABLE  IF THE INDIVIDUAL HAS CHANGED BEHAVIOR, HE HAS LEARNED.
  • 22.  CONCERNED WITH HUMAN LEARNING IN WHICH UNOBSERVABLE MENTAL PROCESSSES ARE USED TO LEARN AND REMEMBER NEW INFORMATION OR ACQUIRED SKILL.  RELATED TO CONCEPT OF MEANINGFUL LEARNING THROUGH COGNITIVE MODELS.
  • 23.  DISCOVER LEARNING OF JEROME BRUNER  RECEPTION LEARNING OF DAVID AUSUBEL  EVENTS OF LEARNING OF ROBERT GAGNE
  • 24.  STATES THAT THE INDIVIDUAL LEARNS FROM HIS OWN DISCOVERY OF THE ENVIRONMENT.  LEARNERS ARE INHERENTLY CURIOUS, THUS THEY CAN BE SELF MOTIVATED UNTIL THEY FIND ANSWERS TO THE PROBLEM.  GAVE RISE TO THE EMERGING THEORY OF CONSTRUCTIVISM AND SELF-LEARNING.  LEARNING IS FLEXIBLE, EXPLORATORY AND INDEPENDENT.
  • 25.  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.  BOTH ALSO EMPHASIZE THAT PRIOR LEARNING IS IMPORTANT IN ORDER TO LEARN NEW THINGS AND BECAUSE KNOWLEDGE CONTINUOUSLY CHANGES ONCE IT IS IN THE LEARNER’S MIND.
  • 26. 1. MOTIVATION PHASE- THE LEARNER MUST BE MOTIVATED TO LEARN BY EXPECTATION THAT LEARNING WILL BE REWARDING. 2. APPREHENDING PHASE – LEARNER STANDS OR PAY ATTENTION IF LEARNING HAS TO TAKE PLACE. 3. ACQUISITION PHASE – WHILE 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.
  • 27. 5. RECALL PHASE – RECALL PREVIOUSLY LEARNED INFORMATION; TO LEARN TO GAIN ACCESS TO THAT WHICH HAS BEEN LEARNED IS A CRITICAL PHASE IN LEARNING. 6. GENERALIZATION PHASE - TRANSFER OF INFORMATION TO NEW SITUATIONS ALLOWS APPLICATION OF THE LEARNED INFORMATION IN THE CONTEXT IN WHICH IT WAS LEARNED. 7. FEEDBACK PHASE – STUDENTS MUST RECEIVE FEEDBACK ON THEIR PERFORMANCE.
  • 28.  DOES NOT TAKE PLACE IN AN EMPTY VESSEL  A SOCIAL PROCESS WHERE INTERACTION WITH OTHER LEARNERS AND THE TEACHERS ARE NEEDED  RESULT OF INDIVIDUAL EXPERIENCES AND SELF ACTIVITY  BOTH OBSERVABLE AND MEASURABLE
  • 29.  TAKES PLACE WHEN ALL THE SENSES ARE UTILIZED  WILL BE ENHANCED WHEN THE LEARNED IS STIMULATED, DIRECTED, GUIDED AND FEEDBACK IS IMMEDIATELY GIVEN  EACH LEARNER HAS ITS OWN LEARNING STYLE
  • 30.  ONE CANNOT SUCCEED WITHOUT THE SUPPORT OR SUCCESS OF THE OTHER.  TEACHING STYLE OF THE TEACHER SHOULD JIBE WITH THE LEARNER’S LEARNING STYLES.  LEARNER IS THE CENTER OF TEACHING.  KNOWLEDGE OF THE LEARNER AND HIS LEARNING STYLE SHOULD BE CONSIDERED.  LEARNERS BECOME COMPLEX INDIVIDUALS CAPABLE OF LEARNING ON THEIR OWN, THE REPORTOIRE OF TEACHING SHOULD ALSO INCREASE.
  • 31.
  • 32.
  • 33.  DIFFERENT TEACHING METHOD & STRATEGIES CAN BE CLUSTERED ACCORDING TO THE NUMBER OF STUDENTS BEING TAUGHT.  FOR LARGER GROUP TEACHING, METHODS LIKE LECTURE, EXPOSITORY PANEL DISCUSSION, SEMINAR, FORUM, DEMONSTRATION OR COMBINATION OF LECTURE-DEMO ARE APPROPRIATE.  FOR SMALLER GROUP, ROLE PLAYING, BUZZ SESSION, WORKSHOP, PROCESS APPROACH, DISCOVERY LEARNING, COOPERATIVE LEARNING.  FOR INDIVIDUALIZED TEACHING, MODULAR INSTRUCTION, E-TEACHING, PROGRAMMED INSTRUCTION.
  • 34.  TRADITIONAL TEACHING METHOD : • INDUCTIVE METHOD • DEDUCTIVE METHOD • TYPE STUDY METHOD • PROJECT METHOD • LABORATORY METHOD • Q&A OR SOCRATIC METHOD • LECTURE METHOD
  • 35.  IMPROVE TEACHING METHODS: • INTEGRATIVE TECHNIQUE • DISCOVERY APPROACH • PROCESS APPROACH • CONCEPTUAL APPROACH • MASTERY LEARNING • PROGRAMMED INSTRUCTION • E-LEARNING • SIMULATION • CASE-BASED TEACHING • CONCEPTUAL TEACHING • COOPERATIVE TEACHING
  • 36.  TRIAL AND ERROR- RELATED TO STIMULUS RESPONSE THEORY OF LEARNING  CONDITIONING –CLASSICAL CONDITIONING THEORY OF PAVLOV  INSIGHT –HIGHER LEVEL OF INTELLEGENCE IS BEING UTILIZED  OBSERVATION & IMITATION THROUGH MODELING
  • 37. CRUCIAL ISSUE – HOW THE STUDENT SHOULD LEARN HOW TO LEARN  CURRICULUM SEEMS TO BE OVERLOADED
  • 38.  TEACHING & LEARNING GIVE LIFE TO THE CURRICULUM.  VALUE PLACED IN TEACHING WILL REAP THE SAME VALUE IN LEARNING.  A GOOD CURRICULUMCAN BE JUDGED BY THE KIND OF TEACHING AND THE QUALITY OF LEARNING DERIVED FROM IT.