The document discusses the relationship between teaching-learning processes and curriculum development, emphasizing that curriculum encompasses the total learning experience. It outlines key phases of teaching—planning, implementation, and evaluation—while highlighting the goal-oriented nature of teaching and the need for feedback and reflection. The document also explores various methods of teaching and learning, underscoring the importance of how students learn in relation to curriculum effectiveness.

1. Teaching-Learning Processes and
Curriculum Development

2. Take Off
One of the most often repeated definitions of a
curriculum is that curriculum is the total
learning experience.
This lesson will focus on the teaching learning
processes as salient components of the
curriculum.

3. Teaching as a process in curriculum
 Good teaching is difficult to agree upon.
 Because of the changing paradigms of teaching, several
definitions have evolved based on the theories of
teaching and learning that have come about.
 Some view teaching as an organization of meaningful
learning.
 Teaching process: PLANNING, IMPLEMENTING,
and EVALUATING.

4. Figure 3
Teaching Process

5. Implementation phase
Requires the teacher to implement what has
been planned.
Two important players: Teacher and the
Learner.

6.  In planning phases:
 Need of the learners
 Achievable goals and objectives to meet the needs.
 The selection of the content to be taught.
 The motivation to carry out the goals
 Strategies most fit to carry out the goals and
 The evaluation process to measure learning
outcomes.

7. Evaluation Phase
A match of the objectives with the learning
outcomes will be made.
The evaluation phase will answer the
question if the plans and implementation
have been successfully achieved.

8.  In all three phases of teaching, a continuous
process of feedback and reflection is made.
 Feedback - reflection on the feedback
 Reflection - is a process embedded in teaching
where the teacher inquires into his o her
actions and provides deep and critical
thinking.

9. Assumptions
That teaching is goal oriented with the change of
behaviour as the ultimate end.
That teachers are the ones who shape actively their own
actions.
That teaching is a rational and a reflective process.
That teachers by their actions can influence learners to
change their own thinking.

10. Process of good teaching
 Well planed and where activities are inter-related to each
other.
 Is one that provides learning experiences.
 Is based on the theories of learning.
 Is one where the learner is stimulated to think and reason.
 Utilizes prior learning and its application to new situations.
 Is governed by democratic principles.
 Embeds a sound evaluation process.

11. Learning as a process in Curriculum
 "To teach is to make someone to learn"
 Learning is usually defined as a change in an
individual's behaviour caused by the experiences or self
- activity.
 Behavioural learning theories
 Cognitive learning theories.
 Discovery learning of Jerome Bruner states that the
individual learns from his own discovery of the
environment.

13. Events of learning by Robert Gagne
Motivation phase
Apprehending phase
Acquisition phase
Retention phase
Recall phase
Generalization phase
Feedback phase

14. Describing learning
 Does not take place in an empty vessel.
 Is a social process.
 Is a result of individual experiences and self-activity.
 Is both observable and measurable.
 Takes place when all the senses are utilized.
 Will be enhanced when the learner is stimulated.
 Each learner has his own learning styles.

15. Teaching and Learning Go Together
Teaching as a process cannot be taken
independently into its entirely.
The hand concepts of learning have become so
vast that the simple stimulus-response theory
alone cannot explain it.
Teaching is the cause and effect of learning.

16. Some ways of doing teaching and learning
 The different methods of teaching can be clustered according to
the number of students being taught.
 Inductive method
 Deductive method
 Type study method
 Project method
 Laboratory method
 Question and answer method
 Lecture method

17. Ways of learning
• Learning by trial and error.
• Learning by conditioning
• Learning by insight
• Learning by observation and imitation through
modelling.

18. Teaching and learning in the curriculum
 One of the crucial issues raised today in education is
not what the students should learn but rather how the
student should learn how to learn.
 Teaching and learning give life and meaning to the
curriculum.
 Each complement and supplement each other.
 The value placed in teaching will reap the same value of
learning, thus a good curriculum can be judged by the
kind of teaching and the quality of learning derived
from it.

19. Thank You For Listening
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