Holy Rosary Major Seminary

Concepcion Pequena, Naga City

Philosophy Department

___________________________________________________________________
Subject: RE9 (Preparation of Curriculum Materials) Course/ Year: Philo 4 Unit: 3
nd
Term: 2 semester 2021-22 Time:10:30-12:00/7:30-9:00 Day: Thursday & Friday

Name: Jonathan DePadua Racelis Course: IV Date: Feb. 17, 2022

Preliminary Examination
Direction. Answer in a separate answer sheet.

Test 1. Explain Tyler’s View of Philosophy in Relation to School Purposes

Suggestions from Subject Specialists

Studies of
Contemporary
Life
Studies of Learners

School Purposes

Usage of Psychology of Learning

Use of Philosophy
 Primary Principles of Curriculum and Instruction, a course syllabus utilized by
generations of college students as a basic reference for curriculum and instruction
creation, is one of Ralph Tyler's most helpful publications.

Tyler stated his curriculum rationale in terms of four questions published in 1949
Tyler his curriculum rationale in terms of four questions that, he argued, must be
answered in developing any curriculum plan of instruction

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that will likely attain these purposes?

3. How can these educational experiences be effectively organized?

4. How can we determine whether the purposes are being attained?

These questions may be rephrased as a four-step process: declaring goals,

choosing learning experiences, structuring learning experiences, and assessing the
curriculum. Tyler's justification is just a rundown of these processes.

The reasoning also included a list of significant variables to consider while

answering the questions. Tyler thought that the school curriculum had to be responsive
to three basic criteria that he saw as the most important aspects of an educational
experience:

(1) the learner's personality (developmental aspects, interests and needs, life
experiences, and so on);

(2) societal values and goals (democratizing principles, beliefs, and attitudes); and (3)
societal values and goals.

(3) subject-matter expertise (what is believed to be worthy and usable knowledge).

Curriculum creators have to filter their judgements via the three elements while
answering the four questions and constructing educational experiences for students.

The hidden contrast between memorizing particular bits and pieces of knowledge
and grasping the unifying principles that underpin the information is revealed by this
argument. . Tyler argued that this is the process through which real education takes
place, with the proviso that "being educated" should not be confused with "knowing
facts." Indeed, learning entails more than simply talking about topics; it also entails
demonstrating what one can accomplish with those topics. Tyler seems to be implying
that a highly educated individual has not only learned specific facts, but has also
changed his or her behavior patterns as a consequence. (Many educators associate
him with the notion of behavioral goals.) These behavior patterns allow the educated
individual to deal well with a wide range of circumstances, not simply those in which the
learning occurred.

Tyler's argument has been criticized for its blatantly bureaucratic and linear
approach to the educational curriculum. Some detractors have described it as
antiquated and theoretical, appropriate mainly for administrators who want to dominate
the school curriculum in ways that are unresponsive to teachers and students. The
reasoning is historically wed to social efficiency traditions, according to the most well-
known critique of the explanation.

Test II. Explain the foundations of Curriculum

a. Historical
Curriculum development is not a new field. Majority of few of academics
would date it back to 1918, with the publishing of Franklin Bobbit’s book The
Curriculum. Philippine education arose as a result of diverse effects from other
countries of all the foreigners, the American educational system is the most
important, and our educational system is influenced by this.

Curriculum's major foundations theorists of education and how they take a

look at the curriculum from a historical perspective.

Franklin Bobbit (1876 – 1956) - He described education as a science that

focuses on the needs of students. The curriculum helps pupils prepare for
adulthood. Objectives and activities should be organized and sequenced,
according to Bobbit. This is only possible if the instructional goals are defined.

Werret Charters (1875-1952) – Curriculum is a science to him. It places a strong

focus on the needs of students. The content or subject matter is related to
objectives when objectives are listed and matched with corresponding activities.
The instructor determines the topic content and activities.

William Kilpatrick (1871-1965) – Curricula are planned activities that are

oriented on the kid. The goal of curriculum is to help children learn and grow. He
established the project approach, in which the instructor and the students
collaborate to design activities.

Harold Rugg (1886-1960) – Curriculum, in his opinion, should develop the

complete kid. It is focussed on the kid and should provide results. He also
stressed social studies, and the curriculum is planned ahead of time by the
instructor.
 Hollis Caswell (1901-1989) – Curriculum, he believes, should be arranged
around the social functions of themes, organized knowledge, and the interests of
learners. Curriculum, he says, is a collection of experiences. The content is
based on societal functions and the interests of the students.

Ralph Tyler (1902-1994) – Curriculum, he argues, is a science and an extension

of the school's ideology. It is based on the needs and interests of the students.
Curriculum, in his opinion, is constantly linked to teaching. Knowledge, skills, and
values are used to arrange subject matter. Problem resolution is emphasized
throughout the procedure. The program is designed to train generalists rather
than specialists.

b. Psychological
The teaching and learning process is built on the foundation of psychology.

Behaviorist Psychology
a. Connectionism – Edward Thorndike (Which influenced Tyler and
Taba, the well-known curricularists)
b. Classical Conditioning – Ivan Pavlov
c. Operant Conditioning – B.F. Skinner
d. Modeling and Observation Theory (Bandura)
e. Hierarchical Learning – Robert Gagne

To the behaviorists, learning should be organized in order that

students can experience success in the process of mastering the subject
matter.

Cognitive Psychology
a. Cognitive development stages – Jean Piaget
b. Social constructivism – Lev Vgotsky
c. Multiple intelligences – Howard Gardner
d. Learning styles – Felder and Silverman
e. Emotional intelligences – Daniel Goleman

Humanistic Psychology
Humanist psychologist are concerned with how learners can develop their human
potential.

a. Gestalt theory
b. Theory of human needs and for self-actualizing persons - Maslow
c. Carl Roger’s non directive lives
 c. Social
Schools exist within the social context. In considering the social foundations of
curriculum, we must recognize that schools are the only one of the many
institutions that educate society. The home, the family, community likewise
educate the people in the society. But schools are formal institutions that address
more complex and interrelated societies and the world.

Test III. Choose 3 and explain the following theories of learning by citing a case.

a. Learning is a result of individual experiences and self-activity.

Curriculum as a Process of Learning

Learning is often characterized as a change in a person's behavior

brought about through experiences or self-activity. Intentional learning
takes place. When activities are planned specifically for them to engage in
and experience. Learning, on the other hand, might happen
unintentionally, such as when a toddler touches a lit candle and thinks it is
hot.

b. Learning takes place when all the senses are utilized.

The significance of the senses in the learning process is shown by

an ancient Chinese saying. Hearing, touch, sight, taste, and smell are the
five senses we employ to acquire new information. We seldom have a
single sensory experience. Our senses work in tandem to provide us with
a complete picture of our experiences.

When people of all ages are immersed in meaningful events, they

learn the most. Learning occurs when the mind is able to integrate
information from all of the senses and connect it to previous knowledge.
Learning becomes more meaningful and valuable when several senses
are used to gather knowledge. Children learn naturally using all of their
senses. Children are born specialists at learning with all five senses
engaged. They haven't learnt to prioritize information from one sense over
another. Everything piques their curiosity!

c. Each learner has his/her own learning styles.

Learning styles are important in the learning process and contribute

to overall success. This study of the literature examines several aspects of
learning. Styles in an attempt to highlight their importance in both learning
and teaching process. The knowledge in this article may assist educators
in their professional development. Methods of instruction that best suit
 each learner's learning style. Recognizing the Learner characteristics in
each area will not only improve teaching, but will also improve learning,
overall learning process as well. Learning styles have been found to have
a significant impact on learning. Process, and each individual has a
unique learning style that influences how they learn. He or she engages
with the environment in which he or she is learning. Recognizing the
connection. One of the key aims of learning is to establish a connection
between learning styles and the learning process, study of different styles
the assumption behind learning styles research is that people have
different learning styles. They prefer to absorb, retain, and analyze
information from many stimuli sensory modalities.
new knowledge

Test IV. How does teaching and learning complement each other?

Teaching and learning go hand in hand. Without the success or support of the
other, neither can prosper. A teacher cannot claim to have taught if the students have
not gained significant knowledge.

Teaching as a process cannot be studied in its totality on its own. With so many
elements required, the learner remains the most crucial. Because the learner is at the
core of the lesson, it will significantly impact the study. Learning has evolved to the point
where a basic stimulus-response theory no longer suffices to describe it. As learners
become more sophisticated people capable of learning independently, the teaching
repertoire should expand as well. The cause is teaching, and the outcome is learning.
Learning outcomes may be used to evaluate a teacher's effectiveness. The quality of
instruction affects the quality of learning.

As the direct links between teaching and learning become clearer, phrases like
"learning in teaching" and "teaching for learning" emerge.

Prepared by:

ARACELI E. CARRERAS,Ed.D.
Professor