What is the Teaching and Learning Process in Curriculum Development

1. Teaching Learning Process
and
Curriculum Development
NOEL N. AMAR
Presentor

2. What is teaching?
• A process of interacting
• The process of engaging students in activities that will enable them to acquire the
knowledge, skills, as well as worthwhile values and attitudes.
• Teaching is a profession that guides students through their educational journeys,
primarily in settings like schools and universities. It involves more than just the transfer
of knowledge and skills. Teachers are vital in laying the groundwork for lifelong learning
and character development.

3. Teaching Approach
• It is a set of principles, beliefs, or ideas about the nature
of learning which is translated into the classroom

4. Examples of Teaching Approaches
• Teaching-Centered
• Subject-Matter Centered
• Teacher Dominated
• Learner Centered
• Interactive
• Integrated
• Collaborative
• Constructivist
• Direct
• Indirect
• Individualistic

5. Principles of Teaching
• Principle of Using previous knowledge
• Principle of Providing for individual
difference
• Principle of Readiness
• Principle of Meaningfulness
• Principle of Defining specific
objectives of the lesson
• Principle of proceeding from simple
to complex
• Principle of proceeding from
concrete to abstract
• Principle of proceeding from general
to specific
• Principle of proceeding from known
to unknown

6. Guiding Principles in the Selection and Use of
Teaching Strategies

7. Teaching Process

9. Planning Phase includes decision like:
• The needs of the learner
• The achievable goals and objectives to meet the needs
• Selection of the content to be taught
• Motivation to carry out the goal
• Approach most fit to carry out the goals
• Evaluation Process to measure learning outcome

10. Consideration in Planning
• Learner
• Availability of Materials
• Time requirement of Particular activity
• Strategy need to achieve the objective

11. Implementation Phase
• Based on the objective, implementation means to put into action the
different activities in order to achieve the objectives through the subject
matter.
• Interaction of a teacher and learner is important in the accomplishment of
the plan
• Use of different teaching style and strategy are included in this phase

12. Evaluation phase
• A match of the objective with the learning outcome will be made
• Answers the question if the plans and implementation have been successfully
achieved
• Feedback

13. Basic Assumptions
• That teaching is goal oriented with the change of behavior as the ultimate
end.
• That teaching is a rational and reflective process
• 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.

14. Good teaching is….
• One that is well planned and where activities are interrelated to each other.
• Goes beyond recall of information
• One that provide learning experiences or situation that will ensure
understanding, application and critical thinking
• One where the learner is stimulated to think and reason and apply

16. Learning
• 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

17. Two principal types of learning process
• Behavioral learning theories
• Cognitive learning theories

18. Behavioral Learning Theory
• Emphasizes observable behavior such as new skills, knowledge or attitudes
which can be demonstrated
• Observable and measurable
• If the individual has changed behavior, he has learned

19. Cognitive Learning Theory
• Concerned with human learning in which unobservable mental processes are
used to learn and remember new information or acquired skill.
• Related to concept of meaningful learning through cognitive models

20. Three model of teaching anchored on cognitive
learning theory
• Discovery Learning of Jerome Bruner
• Reception learning of David Ausubel
• Events of Learning of Robert Gagne

21. Discovery Learning
• 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 answer to the problem
• Gave rise to the emerging theory of constructivism and self-learning
• Learning is flexible, exploratory and independent

22. Reception Learning
• 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
• 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.

23. Events of Learning
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.

24. Events of Learning
5. Recall phase- Recall previously learned information; to learn to gain access to
what has been learned is a critical phase of 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 -
assessment

25. Summative Assessment
• The goal of summative assessment is to evaluate student learning at the end of an
instructional unit by comparing it against some standard or benchmark. Summative
assessment are often high stakes, which means that they have a high point value.
• Examples of summative assessments includes
• Midterm Exam
• Final project
• A paper

26. Formative Assessment
• The goal of formative assessment is to monitor student learning to provide
ongoing feedback that can be used by instructors to improve their learning.
More specifically, formative assessments:
• Help students identify their strength and weaknesses and target areas that
need work
• Help faculty recognize where students are struggling and address problems
immediately.

28. Information Processing

30. Forgetting
• How to prevent
1. Encourage active interaction
2. Multiple context
3. Practice-Review/use in new learning activity

32. CURRICULUM DEVELOPMENT

33. Curriculum Development
• Curriculum development is a planned, thoughtful and deliberate course of
actions that ultimately enhance the quality and impact of the learning
experience for students. It includes the development and organization of
learning activities designed to meet intended learning outcomes.

34. Curriculum Development
• Curriculum development is the multi-level approach of creating and
improvising the course material taught at a school, university, or educational
institute. While the actual process varies from place to place, the broad
framework incorporates analysis, building, implementation, and evaluation
stages.

35. Curriculum Development
• The term "curriculum" refers to the values-based actions and
procedures that direct and support important learning
experiences. A planned, thoughtful, and deliberate course of
action, curriculum development ultimately improves the caliber
and impact of the learning experience for students.
•

36. Factors to consider in curriculum development
• Performance: By the end of this course/program, what should the student
know and be able to do?
• Assessment: How will students and teachers be able to assess if the learning
objectives have been met?
• Activities: What must be done in order to accomplish the learning
objectives?

37. 3 Models of the Curriculum Development Process
1. learner-centered
2. problem-centered, and
3. subject-centered.

38. Learner-Centered Design
The learner-centered curriculum design emphasizes that every learner has
unique and different characteristics. The teachers or educators are there to
provide students with the opportunities to take ownership of a project or an
assignment. They need to create possibilities for independent learning with
well-regulated liberty.

39. Problem-Centered Curriculum Design
Problem-centered curriculum design guides students to look at
problems and formulate solutions. This model focuses on engaging
students in authentic learning since they are exposed to real-world
issues.

40. Subject-centered Curriculum Design
• Subject-centered designing of curriculum revolves around a particular subject matter
or field, such as literature, mathematics, or chemistry. This curriculum model design
overlooks the subject rather than the student. This model is most popular under the
standardized curriculum in K-12 public institutions.
• Teachers compile a list of subjects and specific examples of how they should be
explored and studied in classrooms. This procedure is common in large universities or
college classrooms where professors or educators can focus on a specific subject or
field.

41. Steps of Curriculum Development

42. Assessment of Educational Needs
• First we assess the needs of the target group for which curriculum
is to be developed. This need are termed as Felt Needs.
• The needs are assessed through secondary sources such as
commission reports, policy documents etc. These needs are
known as Observed Needs.

43. Assessment of Educational Needs
After assessing Felt Needs and Observed Needs Real
Needs are decided.
The assessment of needs help in the following ways : (i) It helps in
outlining of a subject including topics to be covered, their order of
presentation, and the appropriate grade level for each topic.
(ii) It helps to address the gap that exists between thepresent status
of the student and the intended one.

44. Formulation of Educational Objectives
On the basis of Real Needs educational objectives are decided.
These objectives are intended outcomes .
Following points should be taken in to count while formulating objectives :
The objectives should be related to the broad goals of education from which
they are derived.
The statements of the objectives should be worded properly, so that students
can easily understand the intended outcomes.

45. Formulation of Educational Objectives
The objectives require periodic revision. It should have the flexibility to
accommodate changes in the society.
Any statement of the objectives of the school should be a statement of
changes to take place in students.

46. Criteria of Content Selection
• Content refers to facts, concepts, principles theories, and generalizations.
• It is the “What” that is to be taught.
• Some of the criteria for content selection are as follows:
• Appropriateness to students needs and interests.
• Logical relationship of the subject matter content to main ideas and basic
concepts.

47. Criteria of Content Selection
Contents that contribute to the development of the society.
The content selected should be valid to the extent that it flows from and
supports the goals and objectives of the curriculum. The content should be
usable in day-to-day life.
Feasibility as a criterion of content selection compels curriculum planners to
analyze and examine the content in the light of the time and resources available
to the student, costs involved, contemporary socio-political climate, etc.

48. Organizing the Content
Once the content is identified it needs to be appropriately organised.
Curriculum Organization is a systematic arrangement of objectives, learning
experiences and materials in a unified and consolidated manner.

49. Organizing the Content
Some of the organizing principles identified are:
1. starting from the simple and proceeding to the complex.
2. chronological approach.
3. The content of curriculum should provide for continuity in learning and prevent
loss through forgetting.
4. Curriculum planners should attempt to integrate the curriculum by simultaneously
establishing relationships between various subjects taught to the target learners.

50. Selecting Learning Experiences
Learning experiences refers to the teaching-learning process, the methods
followed and the activities planned to facilitate the teaching-learning process.

51. Selecting Learning Experiences
Following points are important while selecting learning experience :
• learning experiences should function the way we wish them to in the light of
the overall aims and the specific objectives of the curriculum.
• Students should be able to apply the knowledge in their practical life.
• The learning experiences should enable students to develop thinking skills
and rational powers.
• Learning experience should address the need and interest of the students.

52. Evaluating of Curriculum
Purpose of evaluation of curriculum is to measure the extent up to which the
objectives of the curriculum areachieved through implementation of
curriculum.
The extent to which the objectives are achieved can be assessed through
appropriate evaluation procedures.

53. Evaluating of Curriculum
• Appropriate evaluation process should have following properties : •
Consistency with the objectives of the curriculum•
• Comprehensiveness
• Validity
• Continuity

54. Evaluating of Curriculum
 Student performance is a part of curriculum evaluation.
 Evaluation of Curriculum comprises assessment of different aspects of the
curriculum as planned, developed and implemented.

55. Evaluating of Curriculum
 Curriculum evaluation refers to the evaluation of different components of
curriculum:
 Objectives
 Content
 Methods
Evaluation procedures
The purpose of curriculum evaluation is to collect and use feedback for improving the
curriculum.

56. Thank you everyone….