MASLOW’S HEIRARCHY OF NEEDS The Expanded Hierarchy Of Needs

What Is Maslow’s Hierarchy Of Needs?- It is important to note that Maslow’s (1943,

According to Maslow (1943, 1954), human
needs were arranged in a hierarchy, with
physiological (survival) needs at the bottom,
and the more creative and intellectually
oriented ‘self-actualization’ needs at the top.
1954) five-stage model has been expanded
to include cognitive and aesthetic needs
(Maslow, 1970a) and later transcendence
needs (Maslow, 1970b).

1. Ph
y siologi
c al
needs
a re

1. Biological and physiological needs –

biological requirements for human survival, e.g.,
air, food, drink, shelter, warmth, sex,
air, food, drink, shelter, clothing, warmth, sex,
and sleep.
sleep, etc.

2. Safety needs – people want to 2. Safety needs – protection from

experience order, predictability, and control elements, security, order, law, stability,
in their lives. freedom from fear.

3. Love and belongingness needs - refers to 3. Love and belongingness needs –

a human emotional need for interpersonal friendship, intimacy, trust, and
relationships, affiliating, connectedness, and acceptance, receiving and giving
being part of a group. affection and love. Affiliating, being part
of a group (family, friends, work).
4. Esteem needs are the fourth level in
Maslow’s hierarchy and include self-worth, 4. Esteem needs – which Maslow classified
accomplishment, and respect. into two categories: (i) esteem for oneself
(dignity, achievement, mastery,
- Maslow classified esteem needs into two independence) and (ii) the need to be
categories: (i) esteem for oneself (dignity, accepted and valued by others (e.g.,
achievement, mastery, independence) and status, prestige).
(ii) the desire for reputation or respect from
others (e.g., status, prestige). 5. Cognitive needs – knowledge and
understanding, curiosity, exploration,
5. Self-actualization needs are the highest need for meaning and predictability.(
level in Maslow’s hierarchy, and refer to the Meeting these needs facilitates personal
realization of a person’s potential, self- growth, comprehension, and a deeper
fulfillment, seeking personal growth, and understanding of life and its
peak experiences. complexities.)
6. Aesthetic needs – appreciation and Establish deep satisfying interpersonal
search for beauty, balance, form, etc.( relationships with a few people;
Fulfilling these needs isn’t just about
physical beauty but also the emotional Peak experiences;
and psychological satisfaction derived
from experiencing order and elegance)
Need for privacy;

7. Transcendence needs – A person is

motivated by values that transcend Democratic attitudes;
beyond the personal self. Beyond self-
actualization, they represent the human Strong moral/ethical standards.
desire to connect with a higher reality,
purpose, or the universe.
HISTORICAL FOUNDATIONS OF
CURRICULUM
8. Self-actualization needs – realizing
personal potential, self-fulfillment,
seeking personal growth, and peak
experiences. KEY WORDS
(kumuha ng PSA si CJ 3x sa North
Characteristics of self-actualizers: Fairview)
PRE-HISPANIC
They perceive reality efficiently and can
tolerate uncertainty; • No Educational system
• More on survival
Accept themselves and others for what
they are; • Home is first school
3R’s (Reading, Writing, Arithmetic)
Spontaneous in thought and action;
ALIBATA – first form of writing • We can
Problem-centered (not self-centered); learn in environment/ home • First teacher
(Parents)
Unusual sense of humor; SPANISH PERIOD

 333 years sinakop ang Philippines

Able to look at life objectively;
Highly creative;
Resistant to enculturation, but
purposely unconventional;
Concerned for the welfare of humanity;
 Establish schools (UST,ATENEO,
UP
 More on Christianity (Religion) •
Religion subject (Christian Doctrine)
not  Mga pari ang namumuno
AMERICAN PERIOD
EDUCATION FOR ALL

 Restore damage school and house.

Capable of deep appreciation of basic
life-experience;  Public system school
 Democratic
  American soldier (Formal teachers) -
Thomasites (Informal teachers)
 First English teachers
• GMRC (Good Manner and
Conduct) / HYGIENE
1900 – Physical education also known as
PHYSICAL EXERCISE (PE)
 T – Topics
 I-Intended goals
 T- Time allotment
 I- Instructional materials.
 PINALAGANAP ANG VOCATIONAL
COURSES (ALS, TESDA)
 FILIPINO ANG LANGUAGE IN THIS
PERIOD • PH AND JAPAN
Right
CULTURE
3RD REPUBLIC
 PATRIOTISM (pagmamahal)
 DITO NAGSIMULA ANG OPOP
(ONE PROVINCE ONE PRODUCT)
NEW SOCIETY

COMMONWEALTH DEVELOP HIGH LEVEL OF PROFESSION

 EDUCATION ACT 1940  LOVE FOR THE COUNTRY

 1935 CONSTITUTION  DUTIES OF CITIZENSHIP
 MARCOS REGIME
Pinapairal and PERSONAL DISCIPLINE  Ferdinand Marcos Sr.
 PURELY NATIONALISTIC AND FOURTH GENERATION
DEMOCRATIC
 Focuses on industrial and (BENIGNO III, DUTERTE)
agricultural (FERDINAND
• QUALITY EDUCATION
AMORSOLO)
 Medium instruction ENGLISH • HUMAN RIGHTS (no children left behind)
 1919- Curriculum for Physical
• K-12 (RA 10533) enhance basic
education Teachers (P.E Physical
education)
exercise)
 1920- Physical Education required MAJOR TYPES AND PATTERN OF
from all schools ( article 14 section CURRICULUM
19)
LEARNER CENTERED
 ARTICLE 14 SECTION 19
(PROMOTE PHYSICAL A – ACTIVITY – teachers always provide /
EDUCATION) create acts, VARIETY
The state shall promote Physical
Education and encourage sports C – Child center – Multiple intelligences-
program, league competition, and Custom made Naka align sa intelligence ng
amateur sports including training for bata
international competitions, to foster E – Experience based
self-discipline, teamwork, and
excellence for the development of a P – Process oriented
healthy and alert citizenry.
H – Humanistic
MULTIPLE INTELLIGENCES
JAPANESE PERIOD
I- intrapersonal (Self-study)
LOVE FOR LABOR (skills)
N-naturalist (Involve ang nature) S- SUPPORTED
V-verbal/linguistic (Communication) H- HIDDEN TEACHER AS A
CURRICULARIST
I-interpersonal (Group study)
L-LEARNED
S-spatial/visualizers (Through visual)
T- TAUGHT
B- bodily kinesthetic (Movement/position)
R- RECOMMENDED
L-logical E-existentialist.
(K I W I P I E)
H - HIGHER
K- KNOWER -Teachers knows the
O- ORDER
curriculum.
T- THINKING
I – INITIATOR- requires the broad
S- SKILLS mindedness of the teacher.

Multiple intelligences and Hots (THEY ARE W – WRITER- the teacher writes and review
CONNECTED TO EACH OTHER) the curriculum.

SUBJECT CENTERED/ TEACHER I-IMPLEMENTOR – teacher delivers the

CENTERED (FocuS Sa Curriculum Dika curriculum.
BabagSak)
P-PLANNER- A teacher plans the
Fused- LOST IDENTITY curriculum.

Subject centered – I – INNOVATOR- the teacher transforms the

COMPARTMENTALIZED (elementary) curriculum.

Spiral- SIMPLE TO COMPLEX E- EVALUATOR- teacher evaluates the

curriculum.
Correlated- INTEGRATED
Discipline – SPECIFIC (college)
Broad field- RELATIONSHIP BASIC CONCEPTS

Separate- DIVIDING SCHOOL DAY TEST- An Instrument designed to measure

PROBLEM-BASED – outside world
L- LIFE SITUATION -background (we need
to know if there’s a problem)
C- CORE DESIGN
-social function (SOCIETY)
OTHER TYPES/KINDS OF CURRICULUM
(WASH LTR)
W- WRITTEN
A- ASSESSED
any characteristic, quality, ability,
knowledge or skill. It is comprised of Items
in the area it is designed to measure.
MEASUREMENT- A process of quantifying the
degree to which someone/something possesses
a given trait. Le., quality, characteristic, or
feature.
ASSESSMENT- a process of gathering and
organizing quantitative or qualitative data into
an interpretable form to have a basis for
judgment or decision-making, it is a prerequisite
to evaluation. It provides the information which
enables evaluation to take place.

EVALUATION- A process of systematic

interpretation analysis, appraisal or judgment of
the worth of organized data as basis for
decision-making. It involves judgment about the
desirability of changes in students.

TRADITIONAL ASSESSMENT- It refers to the use

of pen-and-paper objective tests.

ALTERNATIVE ASSESSMENT- It refers to the use

of methods other than pen-and? paper
objective test which includes performance
tests, projects, portfolios, journals, and the
likes.

AUTHENTIC ASSESSMENT- It refers to the use of

an assessment method that simulate true-to-
life situations. This could be objective tests that
reflect real-life situations or alternative
methods that are parallel to what we
experience ii) real life.