PERSONALITY AND

HIERARCHY OF NEEDS
By: Abraham Maslow

As a leader of humanistic psychology, Abraham Maslow approached the study of

personality psychology by focusing on subjective experiences and free will. He was
mainly concerned with an individual’s innate drive toward self-actualization—a state of
fulfillment in which a person is achieving at his or her highest level of capability.
Maslow is perhaps most well-known for his hierarchy of needs theory, in which he
proposes that human beings have certain needs in common and that these needs must
be met in a certain order. These needs range from the most basic physiological needs for
survival to higher-level self-actualization and transcendence needs.
Hierarchy is most often presented visually as a pyramid, with the largest, most
fundamental physiological needs at the bottom and the smallest, most advanced self-
actualization needs at the top. Each layer of the pyramid must be fulfilled before moving
up the pyramid to higher needs, and this process is continued throughout the lifespan.
 The saylor and alexander
model
By: Galen Saylor, William Alexander and A.J. Lewis

Galen Saylor and William Alexander (1974) viewed curriculum development as

consisting of four steps (figure above). According to them, curriculum is “a plan for
providing sets of learning opportunities to achieve broad educational goals and related
specific objectives for an identifiable population served by a single school center”.
Saylor, Alexander and Lewis classified sets of broad goals into four domains: personal
development, social fitness, sustained learning skills, and specialization. Because they
believed that every curriculum development must begin by setting educational goals,
domains and specific objectives that they wish to achieve, and then move into the process
of planning the curriculum.
Firstly, here, the curriculum developers decide on the appropriate learning
opportunities for each domain and when these opportunities will be made available.
After the designs have been created, curriculum implementation begins. Teachers
select the methods through which the curriculum will be related to the learners. Teachers
identify the specific instructional objectives before selecting the strategies to implement.
Finally Teachers and curriculum planners evaluate the curriculum. They evaluate
the total educational programme. This process allows educators to determine whether or
not the goals and learning objectives have been met.
 METACOGNITIVE STRATEGY
By: John H. Flavell

Metacognition is defined in simplest terms as “thinking about your own thinking."

The root “meta" means “beyond," so the term refers to “beyond thinking." Specifically, this
means that it encompasses the processes of planning, tracking, and assessing your own
understanding or performance.