areas and concern

AREAS of CONCERN

in

CURRICULUM DEVELOPMENT

Areas of Concerns

Decision Areas

CURRICULUM DEVELOPMENT

Cultural Values

Areas of Concerns

Decision Areas

CURRICULUM DEVELOPMENT

Cultural Values

Knowledge of Learner

Areas of Concerns

Decision Areas

CURRICULUM DEVELOPMENT

Cultural Values

Knowledge of Learner

Knowledge of Teaching- Learning

Theories and Principles

Areas of Concerns

Decision Areas

CURRICULUM DEVELOPMENT

Cultural Values

Knowledge of Learner

Knowledge of Teaching- Learning

Theories and Principles

Body of Knowledge

Areas of Concerns

Decision Areas

CURRICULUM DEVELOPMENT

Cultural Values

Knowledge of Learner

Knowledge of Teaching- Learning

Theories and Principles

Body of Knowledge

Curriculum Design

Implementation Evaluation

Pilot testing

People defined by its culture which is manifested by both visible and non visible dimensions. This concern considered the shared philosophy, beliefs, behaviors, norms and rules of Philippines society.

CULTURAL VALUE

The ends of education are to develop desirable values, beliefs, behaviors and competencies needed by human being to live in peace and harmony with the rest of creation.

Education along with communication promotes not only personal but also national development.

The learners are both participants and beneficiaries of instruction. The nature of the learner in terms of development level, learning style, normative needs and other philosophycal and psychological concerns is more considered.

KNOWLEDGE of the LEARNER

As participants, learners indicate levels of competencies in cognitive, affective and psychomotor that impact on the learning process.

As

As beneficiaries, it is important to know their needs and interests so that the curriculum design can respond to their developmental needs that impact on the growth of knowledge, skills, values, attitudes and habits as well as on their expectations in relation to the socio- economic realities in their own environment.

As

3 Major School of Thought

1. BEHAVIORISM - represent a

philosophical and scientific orientation which focuses on the study of observable events through the use of the senses.

KNOWLEDGE of TEACHING- LEARNING PRINCIPLES

a. Classical Conditioning - the lowest level of

learning.b. Contiguity - learning takes place when stimuli are paired.c. Operant or Instrumental Conditioning - the higher form of learning, it

explain the effects of reinforcement

which strengthens behavior.

3 BEHAVIORAL THEORIES

2. COGNITIVE DEVELOPMENT

PSYCHOLOGY

- it focuses on mental processes (cognitive) and learning takes place through the interaction between the genetic factors (heredity) and environmental ones (nurture).

3. COGNITIVE FIELD PSYCHOLOGY

- learning takes place through the development of insights understanding of relationships between and among similar or even competing variables

COMPARISON

BEHAVIORISM COGNITIVE DEVELOPMENT PSYCHOLOGY

COGNITIVE- FIELD PSYCHOLOGY

Basis of Learning Stimulus-

Response (S-R)

Interaction between genetic factors and the environment

Perception

Philosophical Basis

Realism Pragmatism Existentialism/ Phenomenology

Learning Mode

Passive Interactive Interactive

Knowledge Structure

Linear Developmental Pattern

View about Reality

Congruent with what is observed

Constructed Constructed

BEHAVIORISM

COGNITIVE DEVELOPMENT PSYCHOLOGY

COGNITIVE- FIELD PSYCHOLOGY

Key Concepts

Conditioning, Reinforcement, Measurable, Association

Developmental stages, Interactions, Mental structures or Schemas

insights, Mental structures, Patterns of relationships

View of the Whole

Sum of all the parts

Stage- bound Greater than the sum of all the parts

The question of what knowledge is of most worth and therefore should be taught? The different domains of knowledge (cognitive, affective and psychomotor) are considered to guide the curriculum developers in making decisions on curriculum design.

BODY OF KNOWLEDGE

In just a matter of time, there are explosion of knowledge included in the required curriculum.

However, ‘’Nothing should be included

in the curriculum unless it can be strongly justified in terms of the future’’. Alvin Toffler (In Ornstein and Hunskins, 1988)

Thanks god bless