EDUC 504 – Curriculum and Instruction

Dr. Francisco L. Calingasan Memorial Colleges Foundation Inc.

Teaching-Learning Processes
and
Curriculum Development
A P R I L E N R I Q U E Z - S TA M A R I A
I N S T R U C TO R 1
B ATA N G A S S TAT E U N I V E R S I T Y- T N E U , B A L AYA N
 To the traditionalist, teaching is a process of
imparting knowledge and skills required to master a
subject matter. It is a process of dispensing knowledge
to an empty vessel which is the mind of the learner.
Teaching is showing, telling, giving instruction,
making someone understand in order to learn. In this
instance, the person who teaches, controls learning.
This person is a teacher, a dispenser of knowledge, an
ultimate authority, a director of learning.
 PLAN IMPLEMENT EVALUATE

Feedback and Reflections

Figure 1 – Teaching Process

 The planning phase, includes decision
about (a) the needs of the learners, (b) the
achievable goals and objectives to meet the
needs, (c) the selection of the content to be
taught, (d) the motivation to carry out the
goals, (e the strategies most fit to carry out the
goals, and (f) the evaluation process to measure
learning outcomes.
 The implementation phase requires the
teacher to implement what has been
planned. Based on the objectives,
implementation means to put into action the
different activities in order to achieve the
objectives through the subject matter.
 The evaluation phase, a match of
the objectives with the learning
outcomes will be made. The kind of
information should be determined so
that the type of evaluation should be
chosen to fit the purpose.
These are the assumptions based on the figure above:

• That teaching is goal-oriented with the change of behavior

as the ultimate end;
• That teachers are the ones who shape actively their own
actions;
• That teaching is a rational and a reflective process; and
• That teachers by their actions can influence learners to
change their own thinking or desired behavior, thus
teaching is a way of changing behavior through the
intervention of the teacher,
 Learning as a Process in Curriculum
“To teach, is to make someone to learn”
There are two principal types of learning theories to explain how
individuals learn accd’g to educ’l psychologists. 1). Behavioral
Learning Theories and 2). Cognitive Learning Theories
Behavioral Learning Theories emphasizes observable behavior such
as new skills, knowledge or attitudes which can be demonstrated.
Cognitive Learning Theories, concerned with human learning in
which unobservable mental processes are used to learn and
remember new information or acquired skills.
 Two (2) Principal Types of Learning
Theories
Behavioral Learning Theories Cognitive Learning Theories
Pavlov’s Classical Discovery Learning of Jerome Bruner –
individual learns from his own discovery
Conditioning Theory of the environment
Edward Thorndike’s Law of Reception Learning of David Ausube
Learning and learners are inherently curios, they may
not be able to know what is important or
B.F. Skinner’s Operant relevant and they need external
Conditioning motivation in order for them to learn.
Ways of Learning
If there are various ways of teaching, there must be
various ways of learning, too.
1. Learning by Trial and Error
2. Learning by conditioning
3. Learning by insight
4. Learning by observation and imitation through
modeling