T’S PLAY

LE
 UE SS TH E
G
PIC TU RE
THE WHO?

J_ _N _ _ A _ E T
THE WHO?

JEAN PIAGET
THE WHO?

J_R__E
BR_ N_ R
THE WHO?

JEROME
BRUNER
THE WHO?

J__N
L__KE
THE WHO?

JOHN
LOCKE
THE WHO?

C__L
R__E_S
THE WHO?

CARL
ROGERS
THE WHO?

A__A_A_
_A__O_
THE WHO?

ABRAHAM
MASLOW
 LO GIC AL
PSYCH O
T IO N O F
FOU ND A
R IC U LU M
CU R
 OBJECTIVES
At the end of the lesson, the students are expected to:
a. Identify important details about psychological
foundation of curriculum;
b. Discuss how an educator can use the information
about various types of thinking;
and
c. Value the importance of psychological foundation by
determining the differences of the students.
 FOUNDATION OF
CURRICULUM
• Foundation is the forces that influence the
minds of curriculum developers.
• The curriculum reflects the society and
culture of a country and this is the desire of a
society that their children should learn.
 PSYCHOLOGY
• Psychology deals with how
humans learn and behave.

• Psychology helps in all the

processes above in the
development process of
curriculum.
PSYCHOLOGY

• John Locke –
compared
children’s minds
to blank slates
or tabula rasa
• Psychological • The curriculum
should be based on
foundation is
the above facts,
based on the and it should be
individual designed to support
differences. the capacity and
potentiality of all
the students.
 LO G IC A L
PSYC H O
P EC TI V ES
PE R S
U EN C IN G
IN FL
N D T H E IR
CULU M A
CURRI N T S
O P O N E
PR
 CONSTRUCTIVISM
• A perspective on learning focused on
how students actively create (or
"construct") knowledge out of
experiences.

•The learner build upon his or her

previous experience and understanding
to construct a new understanding
 JEAN PIAGET
• Learning involves the
construction of new
understanding by combining prior
learning with new information.

• Knowledge is constructed in the

mind of the learner.
KNOWLEDGE CONSTRUCTION
MECHANISMS

• Assimilation- • Accomodation - • Equilibrium-

fitting new revising an seeking
existing schema cognitive
experience
because of a new stability
into an
experience. through
existing
assimilation and
mental accommodation
structure. .
 JEROME BRUNER
• A major theme in the theoretical
framework of Bruner is that
learning is an active process in
which learners construct new
ideas or concepts based upon
their current/past knowledge.
BRUNER STATES THAT A THEORY OF
INSTRUCTION SHOULD ADDRESS
FOUR MAJOR ASPECTS
The most The ways in The nature
which a body and placing
Predispo effective
of knowledge of rewards
sition sequenc can be and

towards es in structured so punishments.

which to that it can be
learning. most readily
present grasped by
material. the learner.
 VON GLASERFELD
• Knowledge is the result of an
individual subject’s constructive
activity, not a commodity that
somehow resides outside the
knower and can be conveyed or
instilled by diligent perception or
linguistics communication.
 LEV VYGOTSKY
• The environment in which young
people learn has a very powerful
influence of them.
• The community is the basic
fabric of student learning
encompassing the values, beliefs,
norms habits and behaviours of a
culture.
CONSTRUCTIVIST PRINCIPLE THAT MAY BE
PRACTICED IN THE TEACHING AND
LEARNING OF VARIOUS SUBJECT AREAS

Students C
are
Students are
Student Higher-level U
engaged engaged in
autonomy and thinking is R
initiative are in experience
encouraged. R
accepted and dialogue that
I
encouraged. with the challenge
C
teacher hypotheses
U
and with and
L
each encourage
U
other. discussion.
M
 HUMANISM
• The learner is a person who has
feelings, attitudes and emotions.
Emotions such as self-efficacy,
self assurance, intrinsic and
extrinsic motivation determine
how a student approaches
learning.
ABRAHAM MASLOW

• He observed that humans

are constantly striving to
control their behaviour
and seeking to gratify
themselves.
 CARL ROGERS
• Carl Rogers was a psychotherapist
who believed that the client was the
most important person and developed
what he called client-centered
therapy.
• The therapist was not to tell the
client what to do but rather the client
should learn how to control his or her
own behaviour.
 ARTHUR COMBS
• Arthur Combs believed that how a
person perceives himself or herself is
most important and that the basic
purpose of teaching is to help each
student develop a positive self-
concept.
• The role of the teacher is that to be
facilitator encourager, helper,
colleague and friend of his or her
students.
 ARTHUR COMBS
Characteristics of a good teacher:
• They are well-informed about their
subject;
• They are sensitive to the feelings of
students and colleagues;
• They believe that students can learn;
• They have a positive self concept;
• They believe in helping all students to do
their best;
• And they use many different methods of
instruction.
 HUMANISTIC TECHNIQUES:

• Provide learning
• Establish a warm, democratic,
experiences that will lead to
positive and non-threatening
the development of habits
learning environment in which
and attitudes that teachers
learner's self-concept and self-
want to foster
esteem are considered essentials
• Teachers should be role
factors in learning
models and set good
• When it seem appropriate,
examples •Students and
function as a facilitator where
teachers plan together the
the he or she works and shares
experiences and activities
ideas with students
of the curriculum
 HUMANISTIC TECHNIQUES:
•Students and teachers plan
together the experiences
and activities of the
curriculum
•Students are given choices
(with limitations) and
freedom (with
responsibilities); the extent
of choices and freedom is
related to the maturity level
and age of students
•Learning is based on life
experiences, discovery,
exploring and experimenting
•When the teacher is
comfortable, the teacher
may occasionally show his
or her "real person" by
telling students how he or
she feels
 CONCLUSION

Psychological foundation is based on

the individual differences, every
student has its own unique personality
and they have differences in their
leering and skills. They are different
in nature so they can't be treated alike
in teaching learning process, some
may be fast learner while other slow.
QUESTIONS?
 T T IME!!!
SIGN M EN
AS YCHO LOGICA L
PS H O W R S TO
D ISC U S S E D U CA TO
• EN A B LE A S
A T IO N S R D U TI E S
FOU N D U T T HE I
C A R RY O
C TI V E L Y
EFFE E O F
T O R S . O R T P IE C
EDUC A O N A SH
B E D O N E
W IL L
• THIS EX T
PA P ER . N O U R N
BO N D M ITT E D O
L B E S U B
IS W I L
• (TH
ET I N G )
ME
THAN
K YOU