Theoretical Underpinnings of Curriculum Design: Don Mariano Marcos Memorial State University College of Graduate Studies

Republic of the Philippines
DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

MID-LA UNION CAMPUS
COLLEGE OF GRADUATE STUDIES
City of San Fernando 2500, La Union
--------------------------------------------------------------------------------------Designing change!------------------
NAME: CRISTETA L. RAMOLETE

SUBJECT: Philo 306
TOPIC: Theoretical Underpinnings of Curriculum Design
DATE: February 8, 2023
PROFESSOR: DR. MA. TERASA ACANTILADO
Theoretical
Underpinnings of
Curriculum Design
BEHAVIORISM
Epistemology
Behaviourist theory asserts that knowledge is finite. Learning is said to be
overt, observable and measurable using empirical methods. This contributes to
the belief that learning is observable through changes in behaviour of the learner.
Origin of learning goals

Goals are prescribed. Specific stimuli are introduced within a controlled
environment to trigger appropriate learning to achieve specific goals. The lecturer
controls stimuli introduced into the learning environment and dictates goals that
will be achieved in response to these stimuli.
Motivation
Learning is influenced by external factors, as opposed to internal thought
processes of intrinsic motivation. Learning is rewarded to encourage desirable
results. Extrinsic motivation drives students to do things for tangible rewards or
pressures. Undesirable behaviour is ignored or punished to avoid reoccurrence.
It is the prospect of receiving positive reward that drives learning, such as
passing an exam i.e. external motivation.
Learning theory
There is a focus on physical behaviour that can be observed, controlled
and measured. Thought processes fall outside the remit of the controlled
MID-LA UNION CAMPUS
environment and are therefore of little or no concern. Learning occurs where

specific stimuli are introduced to the learner causing certain responses to occur
which result in a change in behaviour. Learning usually takes place in
incremental steps and can be increased through repetition and reinforcement. A
teacher (or organisation) determines what objectives the learner should achieve.
These objectives are said to be met when the learner responds in a certain way,
based on controlled stimuli.
Theorists
Major contributors to behaviourist theory include the following.
 Edward Lee Thorndike (1874–1949)

Thorndike conducted experiments with animals that greatly
influenced the development of behaviourist theory. Thorndike believed
that learning was a process of linking physical and mental events in
various combinations. He developed the 6 theory of connectionism. Here,
learning is enhanced when bonds are made between the stimulus and the
response. These bonds were formed over time through trial and error. He
also formulated a number of ‘primary’ and ‘secondary’ laws about the
learning process.
 Burrhus Frederic Skinner (1904–1990)

Skinner was seen as a radical behaviourist and conducted a lot of
research in the area of ‘operant conditioning’. This form of conditioning is
similar to the work conducted by Thorndike where repetition and positive
reinforcement enhance learning.
 Robert Gagne (1916–2002)

The influence of behaviourism can be seen in Gagne’s work. He
developed his own theory on ‘Conditions of learning’ that outlines nine
events of instruction that can be used to induce learning.
Learning and teaching approach

The approach is serialist. Learning takes place in manageable steps with
each stimulus producing a specific result. The process of acquiring knowledge
progresses in a linear, step-by-step approach. Students tackle a subject step-by-
step, building from the known to the unknown with the simplest possible
connections between different items of knowledge.
Importance of environment
MID-LA UNION CAMPUS
Learning only occurs in the controlled environment where appropriate

conditions can be maintained to condition the learner. The behaviourist
assumption is that human beings are passive and therefore any inherited
dispositions, traits or ideas are unimportant and not considered part of the
learning process.
Importance of external stimulus

Without the appropriate stimuli desired learning will not occur. Motivation
for learning occurs solely in response to the introduction of certain stimuli. For
example, if a student knows that they will be tested on the information they are
given in class the response will be to acquire this knowledge in order to
successfully pass the exam.
Methods of learning
Stimulus response is required for learning to occur. The learner takes a
passive role and the teacher an active role. The teacher determines goals,
appropriate stimuli to 7 achieve those goals and an appropriate sequence for
delivery. The learner is required to respond to the stimuli. The lecturer then
provides opportunities within the environment for repetition and reinforcement to
enhance learning and the response rate.
Dependency
The student relies on the lecturer to provide the appropriate environment
for learning to take place. The lecturer provides incentives to motivate students.
Pedagogical approach
The approach is teacher centered. The lecturer makes all decisions
regarding the learning process. Issues such as control over the remit of
knowledge, how knowledge is assimilated, and the evaluation of students’
performances remain the sole responsibility of the lecturer.
Learning approach
Students are passive and receive information from the lecturer. They are
not required to engage with the learning but demonstrate through exams, etc.
that knowledge has been acquired. Students are not required to take ownership
of their own learning since they are not required to make any decisions in relation
to the process.
Thinking process
This is highly deductive where thought processes adopted by students
follow a logical sequence of reasoning. Students may be presented with a
MID-LA UNION CAMPUS
problem or task and then shown the steps to adopt in order to solve the problem
or carry out that task.
Type of learning
Interaction is not a requirement as learning revolves around the
individual’s ability to respond positively to incentives provided by the lecturer.
Type of model
The model is objective. It can be easily evaluated, as the required learning
is observable and can be measured.
CURRICULUM DESIGN
The focus of the curriculum in a behaviorist classroom is not the curriculum itself.
Rather, it is on the environmental variables within the classroom (i.e., the teaching
materials, instructional methods, and teacher- classroom behaviors), as each of these
variables directly influence the learner’s behavior (Witrock, 1987).
For Example:
An example of an environmental variable would be the disciple plan. As demonstrated
in the picture below, this behavior chart outlines what the behavioral expectations are
for the students in the classroom. In order to stay “blue,” the students need to be
following all the rules of the classroom and be behaving in an amazing manor. “Green”
indicates that students are following the rules of the classroom as expected and doing
a great job. “Yellow” shows that the student gets a warning for not following one or
more of the classroom rules and needs to get back on track. “Orange” means that the
student gets a time out. Finally, “red” means that the student looses a privilege.
MID-LA UNION CAMPUS
IVAN PETROVICH PAVLOV

Classical (Pavlovian) Conditioning
In classical conditioning, you start with an automatic reflex. For Pavlov, this
was his dogs salivating when they tasted food. Then you pair that with a
meaningless stimulus. Pavlov used a bell in one of his conditions. So every time
dogs got the food, they also heard a bell. Over time, the dogs anticipated the food
and started salivating to a delicious sounding bell.
1. Behavior is learned from the environment: The dogs only learned to

salivate when they heard a specific stimulus and then were presented the
same stimulus along with food multiple times.
2. Behavior must be observable. Pavlov was able to demonstrate his findings
because he was able to observe the dogs salivating in response to a specific
stimulus.
3. All behaviors are a result of both stimulus and response. The stimulus
would cause no response in the dogs until it was associated with the
presentation of food, to which the dogs naturally responded with increased
saliva production (Brau, Fox, & Robinson, 2022, p. 1).
B.F. SKINNER
Skinner is best known for the concept of operant conditioning. Based on his
experiment with the Skinner box, Skinner was able to determine the following:
MID-LA UNION CAMPUS
 Operant conditioning is the rewarding of part of a desired behavior or a random

act that approaches it.
 An operant response would be pressing a bar to receive a food pellet.
 A reinforcer is the food pellet itself.
 A punisher is the consequence that suppresses a response and decreases the
likelihood that it will occur in the future (i.e., receiving an electric shock for
pressing the bar to receive a food pellet).
In operant conditioning, the organism behaves in order to elicit a reward

(reinforcement) or stops behaving to avoid a punishment. There are four different
possible consequences to behavior in operant conditioning. The behavior can be
rewarded (causing it to be repeated) or punished (making it less likely to be
repeated). We can either give something to the organism (called "positive"
because we are adding a stimulus) or we can take something away (called
"negative" because we are subtracting a stimulus). Thus, our four consequences
are positive and negative reinforcement and positive and negative punishment.
Example:
Let's say I want to increase the frequency that my teenage daughter cleans her
room. This means I need a reinforcement. I can give her something she likes (e.g. cash,
more screen time) each time she cleans her room - positive reinforcement. I could also
take something away that she doesn't like (e.g. doing dishes) - negative reinforcement.
Let's say I want to decrease the frequency that she says swear words. This
means I need a punishment. I can give her something she doesn't like (e.g. shame,
soap in her mouth) - positive punishment. I could instead take away something she
does like (e.g. her phone) - negative punishment.
CONSTRUCTIVISM
The root word of Constructivism is “construct.” Basically, Constructivism is the

theory that knowledge must be constructed by a person, not just transmitted to the
person. People construct knowledge by taking new information and integrating it with
their own pre-existing knowledge. It means they are actively involved in seeking out
information, creating projects, and working with material being presented versus just
sitting and listening to someone “talk at them”.
Jean Piaget’s Theory of Constructivism

MID-LA UNION CAMPUS
Jean Piaget was one of the major constructivists in past history. His theory looks
at how people construct knowledge cognitively. In Piaget’s theory, everybody has
schemata. These are the categories of information we create to organize the
information we take in. For example, “food” is one schema we may have. We have a
variety of information on food. It can be organized into different food groups such as the
following: bread/pasta, fruits, vegetables, meats, dairy, and sweets. We use these
schemas to help us “make sense” of what we see, hear and experience, and integrate
this information into our knowledge bank. According to Piaget’s theory, one way people
construct knowledge is through assimilation. People assimilate when they incorporate
new knowledge and information into pre-existing schemes. Here is an example: A child
sees a car and learns that it can be called a vehicle. Then the child sees a motorcycle
and learns that it can be
called a vehicle as well. Then the child sees a truck and calls it a vehicle. Basically, the
child developed a schema for “vehicles” and incorporated trucks into that schema.
Another way people construct knowledge, according to Piaget’s theory, is through
accommodation. People accommodate when they modify or change their pre-existing
schemes.
Lev Vygotsky’s Theory of Constructivism

Lev Vygotsky was another major constructivist in past history. While Jean Piaget’s
theory is a cognitive perspective, Vygotsky’s theory is a sociocultural perspective. His
theory looks at how people construct knowledge by collaborating with others. In
Vygotsky’s theory, people learn and construct knowledge within the Zone of Proximal
Development. People have an independent level of performance where they can do
things independently.
Likewise, people have a frustration level where tasks are too difficult to be able to
perform on their own. In between, there is an instructional level where they can do
things above the independent level with the help and guidance of others. The range, or
zone, between the independent and frustration levels is the Zone of Proximal
Development. In the Zone of Proximal Development, assistance needs to be given by
another person. This assistance, help, or guidance is known as scaffolding. Because
the zone has a range, assistance needs to be given, but not too much. If not enough
assistance is given, a person may not be able to learn the task. On the other hand, if too
much assistance is given, the person may not be able to fully construct the newly
acquired information into knowledge. For example, a child needs help doing math
homework. With no help, the child may not be able to do it. With too much help, the
homework is done for the child, so the child may not fully understand the math
homework anyway.
MID-LA UNION CAMPUS
Constructivism in the Classroom
In the classroom, the teacher can use Constructivism to help teach the students. The
teacher can base the instruction on the cognitive strategies, experiences, and culture of
the students. The teacher can make the instruction interesting by correlating it with real-
life applications, especially applications within the students’ own communities. Students
can work and collaborate together during particular activities. The teacher can provide
feedback for the students so they know what they can do independently and know what
they need help with. New concepts can be related to the students’ prior knowledge. The
teacher can also explain how new concepts can be used in different contexts and
subjects.
Research shows that constructivist teaching can be effective. According to research

conducted by Jong Suk Kim at Chungnum National University in Korea, constructivist
teaching is more effective than traditional teaching when looking at the students’
academic achievement. The research also shows that students have some preference
for constructivist teaching (Kim, 2005). Again, when the theory of Constructivism is
actually applied in the classroom, it can be effective for teaching students. It is not the
sole responsibility of the teachers to educate the students. According to Constructivism,
students have some responsibilities when learning. A student may be quick to blame
the teacher for not understanding the material, but it could be the case that the student
is not doing everything he or she could be doing. Because knowledge is constructed,
not transmitted, students need to make an effort to assimilate, accommodate, and make
sense of information. They also need to make an effort to collaborate with others,
especially if they are having a hard time understanding the information.
MULTIPLE INTELLIGENCES
 Visual-Spatial Intelligence
People who are strong in visual-spatial intelligence are good at visualizing
things. These individuals are often good with directions as well as maps, charts,
videos, and pictures.
Strengths
Visual and spatial judgment
Characteristics
People with visual-spatial intelligence:
MID-LA UNION CAMPUS
Read and write for enjoyment

Are good at putting puzzles together
Interpret pictures, graphs, and charts well
Enjoy drawing, painting, and the visual arts
Recognize patterns easily
 Linguistic-Verbal Intelligence
People who are strong in linguistic-verbal intelligence are able to use
words well, both when writing and speaking. These individuals are typically very
good at writing stories, memorizing information, and reading. 1
Strengths
Words, language, and writing
Characteristics
People with linguistic-verbal intelligence:
 Remember written and spoken information

 Enjoy reading and writing
 Debate or give persuasive speeches
 Are able to explain things well
 Use humor when telling stories
 Logical-Mathematical Intelligence
People who are strong in logical-mathematical intelligence are good at
reasoning, recognizing patterns, and logically analyzing problems. These
individuals tend to think conceptually about numbers, relationships, and patterns.
Strengths
Analyzing problems and mathematical operations
Characteristics
People with logical-mathematical intelligence:
 Have excellent problem-solving skills

 Enjoy thinking about abstract ideas
 Like conducting scientific experiments
 Can solve complex computations
 Bodily-Kinesthetic Intelligence
Those who have high bodily-kinesthetic intelligence are said to be good at
body movement, performing actions, and physical control. People who are strong
in this area tend to have excellent hand-eye coordination and dexterity. 6
MID-LA UNION CAMPUS
Strengths
Physical movement, motor control
Characteristics
People with bodily-kinesthetic intelligence:
 Are skilled at dancing and sports

 Enjoy creating things with his or her hands
 Have excellent physical coordination
 Remember by doing, rather than hearing or seeing
 Musical Intelligence
People who have strong musical intelligence are good at thinking in
patterns, rhythms, and sounds. They have a strong appreciation for music and
are often good at musical composition and performance. 7
Strength
Rhythm and music
Characteristics
People with musical intelligence:
Enjoy singing and playing musical instruments

Recognize musical patterns and tones easily
Remember songs and melodies
Have a rich understanding of musical structure, rhythm, and notes
 Interpersonal Intelligence
Those who have strong interpersonal intelligence are good at
understanding and interacting with other people. These individuals are skilled at
assessing the emotions, motivations, desires, and intentions of those around
them.
Strengths
Understanding and relating to other people
Characteristics
People with interpersonal intelligence:
 Communicate well verbally

 Are skilled at nonverbal communication
 See situations from different perspectives
 Create positive relationships with others
MID-LA UNION CAMPUS
 Resolve conflicts in group settings
 Intrapersonal Intelligence
Individuals who are strong in intrapersonal intelligence are good at being
aware of their own emotional states, feelings, and motivations. They tend to
enjoy self-reflection and analysis, including daydreaming, exploring relationships
with others, and assessing their personal strengths. 7
Strengths
Introspection and self-reflection
Characteristics
People with intrapersonal intelligence:
 Analyze their strengths and weaknesses well

 Enjoy analyzing theories and ideas
 Have excellent self-awareness
 Understand the basis for his or her own motivations and feelings
 Naturalistic Intelligence
Naturalistic is the most recent addition to Gardner’s theory and has been
met with more resistance than his original seven intelligences. According to
Gardner, individuals who are high in this type of intelligence are more in tune with
nature and are often interested in nurturing, exploring the environment, and
learning about other species. These individuals are said to be highly aware of
even subtle changes to their environments. 1
Strengths
Finding patterns and relationships to nature
Characteristics
People with naturalistic intelligence:
 Are interested in subjects such as botany, biology, and zoology

 Categorize and catalog information easily
 Enjoy camping, gardening, hiking, and exploring the outdoors
 Dislikes learning unfamiliar topics that have no connection to nature
 Existential Intelligence
MID-LA UNION CAMPUS
Existential intelligence is the ninth type of intelligence suggested as an

addition to Gardner's original theory. He described existential intelligence as an
ability to delve into deeper questions about life and existence. People with this
type of intelligence contemplate the "big" questions about topics such as the
meaning of life and how actions can serve larger goals.
Strengths
An ability to see the big picture
Characteristics
People with existential intelligence:
 Have a long-term outlook

 Consider how current actions influence future outcomes
 Interest in questions about the meaning of life and death
 Strong interest and concern for others
 The ability to see situations from an outside perspective
LEARNING STYLES
The acronym VARK stands for the four VARK modalities – Visual, Aural,
Read/write, and Kinesthetic – sensory modalities that are used for learning
information. Fleming and Mills (1992) suggested these four modalities that seem
to reflect the experiences of students and teachers. Although there is some
overlap between them they are defined as follows.
Visual (V):
 The Visual preference includes the depiction of information in maps, diagrams,

charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies, and
other devices, that people use to represent what could have been presented in
words. This mode could have been called Graphic (G) as that better explains
what it covers!
 It does NOT include still pictures or photographs of reality, movies, videos, or
PowerPoint. It does include designs, white space, patterns, shapes, and the
different formats that are used to highlight and convey information. When a
whiteboard is used to draw a diagram with meaningful symbols for the
relationship between different things that will be helpful for those with a Visual
MID-LA UNION CAMPUS
preference. It must be more than mere words in boxes – that would be helpful to
those who have a Read/write preference.
Aural / Auditory (A):
 The Aural mode describes a preference for information that is “heard or spoken.”
Learners who have this as their main preference report that they learn best from
lectures, group discussions, radio, email, using mobile phones, speaking and
talking things through. Email is included here because; although it is text and
could be included in the Read/write category (below), it is often chat-style with
abbreviations, colloquial terms, slang, and non-formal language. The Aural
preference includes talking out loud as well as talking to oneself. Often people
with this preference want to sort things out by speaking first, rather than sorting
out their ideas and then speaking. They may say again what has already been
said or ask an obvious and previously answered question. They have a need to
say it themselves and they learn by saying it – their way.
Read/write (R):
 The Read/write preference is for information displayed as words. Not

surprisingly, many teachers and students have a strong preference for this mode.
Being able to write well and read widely are attributes sought by employers of
graduates. This preference emphasizes text-based input and output – reading
and writing in all its forms but especially manuals, reports, essays, and
assignments. People who prefer this modality are often addicted to PowerPoint,
the Internet, lists, diaries, dictionaries, thesauri, quotations and words, words,
words…
Kinesthetic (K):
 By definition, the Kinesthetic modality refers to the “perceptual preference related

to the use of experience and practice (simulated or real).” Although such an
experience may invoke other modalities, the key is that people who prefer this
mode are connected to reality, “either through concrete personal experiences,
examples, practice or simulation” [See Fleming & Mills, 1992, pp. 140-141].
 It includes demonstrations, simulations, and videos of “real” things, as well as
case studies, practice, and applications. The key is the reality or concrete nature
of the example. If it can be grasped, held, tasted, or felt it will probably be
included. People with this preference learn from the experience of doing
something and they value their own experiences and less so, the experiences of
MID-LA UNION CAMPUS
others. It is possible to write or speak Kinesthetically if the topic is strongly based

on reality. An assignment that requires the details of who will do what and when,
is suited to those with this preference, as is a case study or a working example of
what is intended or proposed.
Social Cognitive Theory
Albert Bandura developed the Social Cognitive Theory based on the concept
that learning is affected by cognitive, behavioral, and environmental factors
(Bandura, 1991). In contrast to the traditional psychological theories that
emphasized learning through direct experience, Bandura posited that virtually all
learning phenomena can occur by observing other people’s behavior and
consequence of it (Bandura, 1986). Bandura posited that the process of
observational learning was governed by four key aspects: attention, retention,
reproduction, and motivation. Attention is a process in which people selectively
observe and extract information from the ongoing modeled activities (Wood &
Bandura, 1989). Retention involves a process of “transforming and restructuring
information in the form of rules and conceptions” (p. 362) and store the information
into memory. Reproduction is the act of performing the actual behavior that was
observed. The fourth aspect concerns motivation which propels the learner to
attention, practice and retention.
(Adapted from Wood & Bandura, 1989)
1. Reciprocal Determinism - This is the central concept of SCT. This refers to the dynamic
and reciprocal interaction of person (individual with a set of learned experiences),
environment (external social context), and behavior (responses to stimuli to achieve
goals).
2. Behavioral Capability - This refers to a person's actual ability to perform a behavior
through essential knowledge and skills. In order to successfully perform a behavior, a
person must know what to do and how to do it. People learn from the consequences of
their behavior, which also affects the environment in which they live.
3. Observational Learning - This asserts that people can witness and observe a behavior
conducted by others, and then reproduce those actions. This is often exhibited through
MID-LA UNION CAMPUS
"modeling" of behaviors. If individuals see successful demonstration of a behavior, they

can also complete the behavior successfully.
4. Reinforcements - This refers to the internal or external responses to a person's behavior
that affect the likelihood of continuing or discontinuing the behavior. Reinforcements can
be self-initiated or in the environment, and reinforcements can be positive or negative.
This is the construct of SCT that most closely ties to the reciprocal relationship between
behavior and environment.
5. Expectations - This refers to the anticipated consequences of a person's behavior.
Outcome expectations can be health-related or not health-related. People anticipate the
consequences of their actions before engaging in the behavior, and these anticipated
consequences can influence successful completion of the behavior. Expectations derive
largely from previous experience. While expectancies also derive from previous
experience, expectancies focus on the value that is placed on the outcome and are
subjective to the individual.
6. Self-efficacy - This refers to the level of a person's confidence in his or her ability to
successfully perform a behavior. Self-efficacy is unique to SCT although other theories
have added this construct at later dates, such as the Theory of Planned Behavior. Self-
efficacy is influenced by a person's specific capabilities and other individual factors, as
well as by environmental factors (barriers and facilitators).
Key Takeaways: Social Cognitive Theory
 Social cognitive theory was developed by Stanford psychologist Albert Bandura.

 The theory views people as active agents who both influence and are influenced
by their environment.
 A major component of the theory is observational learning: the process of
learning desirable and undesirable behaviors by observing others, then
reproducing learned behaviors in order to maximize rewards.
 Individuals' beliefs in their own self-efficacy influences whether or not they will
reproduce an observed behavior.
DEVELOPMENTAL THEORIES
Nature and Nurture
Nature refers to our biological endowment, the genes we receive from our
parents. Nurture refers to the environments, social, as well as physical that influence
our development, everything from the womb in which we develop before birth to the
homes in which we grow up, the schools we attend, and the many people with whom
we interact.
Continuity versus Discontinuity

The classical theories of Freud, Erikson, Piaget, and Kohlberg are called stage
theories (a term from chapter 1). Stage theories, which emphasize discontinuous
development, assume that developmental change often occurs in distinct stages
MID-LA UNION CAMPUS
that are qualitatively different from each other, and in a set, universal
sequence. Others, such as the behaviorists, Vygotsky, and information processing
theorists, assume development is a more slow and gradual process known
as continuous development (non-stage theories see development as continuous).
For instance, they would see the adult as not possessing new skills, but more
advanced skills that were already present in some form in the child. Brain
development and environmental experiences contribute to the acquisition of more
advanced skills.
Active versus Passive

For example, Piaget, the classical stage theorist for cognitive development,
believed that children actively explore their world and construct new ways of thinking
to explain the things they experience. If you have an active view of development you
would see the individual as more in control with surroundings (choosing toy, activity,
extra curricular activities, and friends to play with). In contrast, many behaviorists
view humans as being more passive in the developmental process. A passive view
sees individuals as having less control with behaviors. One might see development
as more a product of the environment nor social influences or due to biological
changes.
Psychosocial Stages
We will discuss each of these stages in length as we explore each period of the life
span, but here is a brief overview:
1. Trust vs. mistrust (0-1 years old/infancy): the infant must have basic needs met
consistently in order to feel that the world is a trustworthy place
2. Autonomy vs. shame and doubt (1-2 years old/toddlerhood): mobile toddlers
have newfound freedom they like to exercise, and by being allowed to do so,
they learn some basic independence
3. Initiative vs. Guilt (3-5 years old/early childhood): preschoolers like to initiate
activities and emphasize doing things “all by myself”
4. Industry vs. inferiority (6-11 years old/middle childhood): school-aged children
focus on accomplishments and begin making comparisons between themselves
and their classmates
5. Identity vs. role confusion (adolescence): teenagers are trying to gain a sense
of identity as they experiment with various roles, beliefs, and ideas
6. Intimacy vs. Isolation (young/early adulthood): in our 20s and 30s we are
making some of our first long-term commitments in intimate relationships
MID-LA UNION CAMPUS
7. Generativity vs. stagnation (middle adulthood): the 40s through the early 60s
we focus on being productive at work and home and are motivated by wanting to
feel that we’ve contributed to society
8. Integrity vs. Despair (late adulthood): we look back on our lives and hope to like
what we see, that we have lived well and have a sense of integrity because we
lived according to our beliefs.
References:
2007, Tony Cunningham, et.al, Theories of Learning and Curriculum Design - Key
Positionalities and their Relationships
Shelton, J.T., Elliott, E.M., Eaves, S.D., & Exner, A.L, (2009). The distracting effects of a
ringing cell phone: An investigation of the laboratory and the classroom setting. Journal
of Experimental Psychology, 29, 513-521.
Karpicke, J.D. (2009). Metacognitive control and strategy selection: Deciding to practice
retrieval during learning. Journal of Experimental Psychology: General, 138, 469-486.
Bembenutty, Hefer & White, Marie & Dibenedetto, Maria. (2016). Applying Social Cognitive
Theory in the Development of Self-Regulated Competencies Throughout K-12 Grades K-12.
Gardner's Theory of Multiple Intelligence, Kendra Cherry Updated on October 19, 2022
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice-Hall
Wayne W. LaMorte, MD, PhD, MPH,The Social Cognitive Theory, 2022. Boston
University School of Public Health
Psychology Through the Lifespan by Alisa Beyer and Julie Lazzara

https://vark-learn.com/introduction-to-vark/the-vark-modalities/

Theoretical Underpinnings of Curriculum Design: Don Mariano Marcos Memorial State University College of Graduate Studies

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Theoretical Underpinnings of Curriculum Design: Don Mariano Marcos Memorial State University College of Graduate Studies

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

NAME: CRISTETA L. RAMOLETE

Origin of learning goals

environment and are therefore of little or no concern. Learning occurs where

 Edward Lee Thorndike (1874–1949)

 Burrhus Frederic Skinner (1904–1990)

 Robert Gagne (1916–2002)

Learning and teaching approach

Learning only occurs in the controlled environment where appropriate

Importance of external stimulus

IVAN PETROVICH PAVLOV

1. Behavior is learned from the environment: The dogs only learned to

 Operant conditioning is the rewarding of part of a desired behavior or a random

In operant conditioning, the organism behaves in order to elicit a reward

The root word of Constructivism is “construct.” Basically, Constructivism is the

Jean Piaget’s Theory of Constructivism

Lev Vygotsky’s Theory of Constructivism

Constructivism in the Classroom

Research shows that constructivist teaching can be effective. According to research

Read and write for enjoyment

 Remember written and spoken information

 Have excellent problem-solving skills

 Are skilled at dancing and sports

Enjoy singing and playing musical instruments

 Communicate well verbally

 Resolve conflicts in group settings

 Analyze their strengths and weaknesses well

 Are interested in subjects such as botany, biology, and zoology

Existential intelligence is the ninth type of intelligence suggested as an

 Have a long-term outlook

 The Visual preference includes the depiction of information in maps, diagrams,

Aural / Auditory (A):

 The Read/write preference is for information displayed as words. Not

 By definition, the Kinesthetic modality refers to the “perceptual preference related

others. It is possible to write or speak Kinesthetically if the topic is strongly based

Social Cognitive Theory

(Adapted from Wood & Bandura, 1989)

"modeling" of behaviors. If individuals see successful demonstration of a behavior, they

Key Takeaways: Social Cognitive Theory

 Social cognitive theory was developed by Stanford psychologist Albert Bandura.

Continuity versus Discontinuity

Active versus Passive

Psychology Through the Lifespan by Alisa Beyer and Julie Lazzara

You might also like