BEHAVIORISM

• All behaviors are learned through interaction

with the environment

• Stimulus-Response Theory

• Laws of Learning
- Law of readiness
- Law of exercise
- Law of effect
 COGNITIVISM IN THE CLASSROOM

Cognitivist principles that may be practiced in

teaching and learning:
1. Gain the students’ attention
2. Bring to mind relevant prior learning
3. Point out important information
4. Present information in an organized manner
5. Show students how to categorize (chunk)
related information
COGNITIVISM (CONT.)
6. Provide opportunities for students to
elaborate on new information

7. Show students how to use coding when

memorizing lists (mnemonics)

8. Provide for repetition for learning

HUMANISM IN THE CLASSROOM

Concerned with how learners can develop their

human potential. (Maslow, Rogers)

Some humanistic techniques in the classroom:

1. Establish a warm , democratic, positive and
non-threatening learning environment in which
learner’s self-concept and self-esteem are
considered essential factors in learning.
2. When it seems appropriate, function as a
facilitator where you work and share ideas with
students.
Humanism (cont.)
3. When the teacher is comfortable, he may
occasionally show his/her “real person” by
telling students how he/she feels.
4. Provide learning experiences that will lead to
the development of habits and attitudes that
teachers want to foster.
5. Teachers should be role models and should
set good examples.
HUMANISM (CONT.)
6. Students and teachers plan together the
experiences and activities of the curriculum.
7. 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.
8. Learning is based on life experiences,
discovery, exploring and experimenting.
SOCIOLOGICAL FOUNDATIONS
 Society as ever dynamic is a source of very fast
changes which are difficult to cope with and
adjust to. Thus, schools are made to help to
understand these changes.
 In order for schools to be relevant, schools’
curricula should address diversity, explosion of
knowledge, school reforms and education for all.
 To be relevant, the curricula should reflect and
preserve the culture of society and its aspirations.
 At the same time, society should also imbibe the
changes brought about by the formal institutions
called schools.
APPROACHES TO SCHOOL
CURRICULUM
1. Curriculum as a Content or a Body of
Knowledge

2. Curriculum as a Process

3. Curriculum as a Product
 CRITERIA IN THE SELECTION OF
CONTENT
1. Significance
2. Validity
3. Utility
4. Learnability
5. Feasibility
6. Interest
 Fundamental Principles for
Curriculum Content
1. Balance – fairly distributed in depth and breadth
2. Articulation – smooth connections or bridging
should be provided
3. Sequence – logical arrangement of the content
4. Integration – Content in the curriculum does
not stand alone or in isolation
5. Continuity – it should continuously flow as it
was before, to where it is now, and where it will
be in the future
6. Scope – breadth and depth of the curriculum
Curriculum Development Process
1. Curriculum Planning – consider philosophy,
vision, mission, goals
2. Curriculum Designing – how curriculum is
conceptualized – selection and organization of
content, learning experiences, assessment
procedure
3. Curriculum Implementing – putting into action
the plan
4. Curriculum Evaluating – determining the extent
to which the desired outcomes have been
achieved
 Curriculum Development
Process Models
1. Ralph Tyler Model: Four Basic Principles
a. What education purposes should schools
seek to attain?
b. What educational experiences can be
provided that are likely to attain these
purposes?
c. How can these educational experiences be
effectively organized?
d. How can we determine whether these
purposes are being attained or not? (evaluation)
2. Hilda Taba Mode l: Gr assr oots Approach
Taba rec ognize d the role of teachers. Begin from the bott om r ather than from the top six major steps :
1. Diagnosis of lea rners ’ ne eds a nd expectat ions of the la rger socie ty
2. Formulation of learning objec tives
3. Selec tion of lea rning out come s
4. Orga nizati on of lear ning cont ents
5. Selec tion of lea rning experiences
6. Deter minat ion of what t o eva luate and t he means of doing it
3. Gaylen Saylor and William Alexander Curriculum
Model

 Curriculum Development consists of four

steps:
a. Goals, objectives and domains (personal
development, human relations, continued
learning skills, specialization)
b. Curriculum designing – based on students’
needs and interests
c. Curriculum implementation – preparation of
instructional plans
d. Evaluation – use of a variety of evaluation
techniques
 Peter Oliva’s 10 axioms for
curriculum designers
1. Curriculum change is inevitable, necessary and
desirable.
2. Curriculum is a product of it’s time.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes
4. Curriculum change depends on people who will
implement the change
5. Curriculum development is a cooperative group
activity
6. Curriculum development is a decision-making
process made from choices of alternatives
10 AXIOMS (CONT.)
7. Curriculum development is an ongoing
process
8. Curriculum development is more effective if
it is a comprehensive process, rather than a
“piecemeal”.
9. Curriculum development is more effective
when it follows a systematic process
10. Curriculum development starts from where
the curriculum is.
 ELEMENTS OR COMPONENTS OF
CURRICULUM DESIGN (LESSON PLAN)

1. Intended learning outcomes (ILO) or the

Desired Learning Outcomes (DLO)
2. Subject Matter or Content
3. Teaching and Learning Methods
4. Assessment/Evaluation
 I. Intended Learning Outcomes

 Begin with the end in view

 Expressed in action words (Bloom, Andersen,

Krathwol, Simpson)
 SMART

II. Content/Subject Matter

 Relevant to outcomes

 Appropriate to development levels of learners

 Up-to-date
 Follow BASICS

 References
III. Teaching and Learning Methods

 Research on the following:

a. Direct Instruction: Barak Rosenshine Model
b. Guided Instruction: Madeline Hunter Model
c. Mastery Learning: JH Block and Lorin
Anderson Model
d. Systematic Instruction: Thomas Good and
Jere Brophy Model
Teaching-Learning Environment
Criteria :

a. Adequacy – actual learning space or

classrooms
b. Suitability – refers to planned activities
c. Efficiency – refers to operational and
instructional effectiveness
d. Economy – refers to cost effectiveness
IV. Assessment/Evaluation
Forms of Assessment:
a. Self-assessment – students learn to monitor
and evaluate their own learning.
b. Peer assessment – students provide
feedback on each other’s learning
c. Teacher assessment – teacher prepares and
administers tests and gives feedback

Assessment may be formative or summative

Formative – providing feedback to help the
student learn more
Summative – expressing a judgment by
reference to stated criteria
TYPES OF CURRICULUM DESIGN MODELS
1. Subject-Centered Design
2. Learner=Centered Design
3. Problem-Centered Design

APPROACHES TO CURRICULUM
DESIGN MODELS:
4. Child or Learner-Centered Approach
5. Subject-Centered Approach
6. Problem-Centered Approach