the curriculum
TRANSCRIPT
The Curriculum: Some Psychological, Social and Historical Bases• Teaching and Learning• Recent Trends in
Curriculum Development
TEACHING AND LEARNING
Teaching
What is teaching?
Teaching
Something taught
Teaching
is purposely, focused and intended to produce change in cognitive knowledge, interest, attitude, skill in producing a task and so on. (Javier et.al, 2009)
Learning
What is learning?
Learning
acquisition of knowledge or skill
Teaching and Learning
learning has occurred, teaching has occurred versus teaching has occurred, learning has occurred
Teaching and Learning
learning has occurred, teaching has occurred versus teaching has occurred, learning has occurred
There can be learning where there has no teaching or self – learning
Teaching and Learning
learning has occurred, teaching has occurred versus teaching has occurred, learning has occurred
There can be learning where there has no teaching or self – learning
Teaching can result in little in or no learning at all
Teaching and Learning
each child learns much more, then he is taught as part of the curriculum
Teaching and Learning
each child learns much more, then he is taught as part of the curriculum
School accepts responsibility
Teaching and Learning
each child learns much more, then he is taught as part of the curriculum
School accepts responsibility Curriculum are planned sequentially
so that many learner needs; social, spiritual, emotional, intellectual and physical will be satisfied.
Teaching and Learning
No one has ever seen another learn.
Teaching and Learning
No one has ever seen another learn. Iceberg theory - “we see only the tip
of the iceberg”
Teaching and Learning
No one has ever seen another learn. Iceberg theory - “we see only the tip
of the iceberg” Changed behavior is not learning; it
is the result of learning.
Teaching and Learning
No one has ever seen another learn. Iceberg theory - “we see only the tip
of the iceberg” Changed behavior is not learning; it
is the result of learning.
Teaching and Learning
Learning occurs through experience, and since the result of this experience is manifest in modified behavior of the child, teachers cannot “pour in” facts, skills, attitudes and knowledge.
Teaching and Learning
Learning occurs through experience, and since the result of this experience is manifest in modified behavior of the child, teachers cannot “pour in” facts, skills, attitudes and knowledge.
Children learn because they have a purpose or a goal.
Teaching and Learning
Curriculum is based on the recognition that maturation factors and experiential background conditions readiness to learn.
Teaching and Learning
Curriculum is based on the recognition that maturation factors and experiential background conditions readiness to learn.
Rote learning is uneconomical
Teaching and Learning
Curriculum is based on the recognition that maturation factors and experiential background conditions readiness to learn.
Rote learning is uneconomical Memorization and mere
accumulation of information is a poor substitute for learning how to reason properly.
Teaching and Learning
Curriculum reflects concepts of child growth and development and psychology of learning.
Teaching and Learning
The child is not a passive recipient of stimulation. He reaches out for it according to the maturity of his total and partial growth and the energy at his disposal. He reacts selectively to the surroundings experience within them. He tends to reject the experiences for which he is not ready (Olson and Hughes, 1976)
RECENT TRENDS IN CURRICULUM DEVELOPMENT
Recent Trends in Curriculum Development
Curriculum reform seems to have followed a similar course in the paucity of understanding by the youth in each subject area precipitated by the curriculum changes. Pressures for reform first occupied in mathematics, then science, the social studies, language, arts and reading, foreign languages, and finally the fine arts. Conferences called by professional organizations and supported by national funds recommended needed changes. Seminars and workshops prescribed certain courses of action to accommodate such changes in order to cope up with changing times.
ELEVEN GENERALIZATIONS REGARDING THE
HYPOTHESIS ABOUT LEARNING AND
TEACHING
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
1. The traditional readiness concept of deferment of instruction until children mature is rejected. It can be said that pupils can be introduced to a subject as early as desired, provided it is presented properly and the pupils have the perquisite background or experience
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
2. Transfer of learning and future learning are enhanced when emphasis is given to basic concepts, generalizations, and processes of inquiry of wide applicability.
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
3. The guided discovery of relationships by the students results in more efficient and permanent learning than do didactic approaches in which children learn about the conclusion reached by others.
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
4. Interest and motivation may be generated through the lure of discovery within the subject itself, not in peripheral matters, as students are guided to raise questions, discover relationships, interpret findings, formulate principles and engage in other aspects of inquiry.
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
5. Meaningful verbal learning involves the organizing or structuring of facts into conceptual schemes or systems that can be used to generate ideas, raise questions or make new interpretations.
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
6. Inductive approaches are favored because of their value in promoting discovery, but deductive approaches are evident in experiences designed to develop skill explaining new facts, formulating hypothesis, making inference and interpreting information.
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
7. The study of selected topics in depths is more conductive to the discovery of relationships than is superficial coverage of masses of material.
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
8. Depths and breadth of learning are attained through recurring encounters with concepts, processes, theories, models and generalizations on higher cognitive levels and in new context.
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
9. Learning is enhanced when there is conceptual and process continuity from unit to unit and throughout a program of instruction.
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
10. The solving of problems by students aides concept development and enhances the ability to put principles to use, and lead to the development of higher – order principles.
Eleven Generalizations Regarding TheHypothesis About Learning And Teaching
11. Emphasis on the organizing or structuring of ideas helps students to develop a grasp of relationships, improves their ability to remember and retrieve ideas, provides a basis for generating new ideas, and promotes transfer of learning.
What is the difference between life and school?
“The difference between school and life? In school, you're taught a lesson and then given a test. In life, you're given a test that teaches you a lesson.”TOM BODETT, American author, voice actor and radio host
REFERENCE
Javier, Rodrigo B., et.al. A Learning Packing in Developing a Curriculum, Malabon City, Jimczyville Publication, 2009, pp. 19 -24
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Prepared by:JARED RAM A. JUEZANMAEd – Educational ManagementNovember 20, 2012
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