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BENEDICTO COLLEGE

Educ 104: Curriculum Development


in the Philippine Setting

Lesson 5 to Lesson 8
Summary

Submitted by: Submitted to:

Cleo M. Augusto Lota P. de Guzman MA.Ed


Lesson 5: Theological Foundations of Curriculum
Development
Man is a single unitary being with a duality of composition, a
trinity of powers and a supra-sensuous destiny.

The triple theological foundations of curriculum development.

1. God- centeredness. Body and soul interact and are


interdependent developed for the perfection of the whole
man.

2. Christ- centeredness. Providence can be understood only in


the context of time and space.

3. Community-centeredness. The experience of service for the


good of others as we are the extinction of God.
Part 3: Psychological Dimensions of Curriculum
Development

Knowledge about the psychology of the learner and of the


learning process is relevant to the three different matters of
the curriculum which are as follows:

1. Selection and arrangement of the content.

2. Choice of the learning experiences.

3. Plans for the optimum conditions for learning.


Lesson 6: The Main Theories of Learning
The three main categories of learning theories.

1. Association Theories. The “association between sense


impression and impulses to action”is the basis of learning.

2. Field Theories. It emphasizes “whole” learning as a


formation of behavior pattern.

3. Perceptual Theories. This consider “learning as self-


perception” which concerned with “knowing” and “perceiving”
activities.
Lesson 7: The Nature of Learning
Learning defined as a process which brings about a change in the
individual’s way of responding as a result of practice or other
experience or as a relatively permanent change in behaviour.

Laws of Learning
The following are three laws of learning.

1. Law of readiness. It involves the ability to participate in the


desired learning activity depend upon the maturity of the learner.

2. Law of effect. If the response is pleasant the connection is


strengthened, if response is annoying the connection is weakened.

3. Law of exercise. The more frequent the reaction is repeated, the


more firmly fixed the reaction or habit becomes.
Condition Affecting Learning
Learning will be most effective when:

1.learning situation are related to life.


2. learners gain confidence in his abilities and good work habits.
3. the environment contributes positive to the learning situation.
4. learning experience gain an insight through practical use.
5. they are adapted to the needs, capacities, and interest of learners.
6. learners feel the need for the experiences and outcomes.
7. the students are free from emotional tensions.
8. they are adapted to the normal growth of the learners.
9. provide satisfactorily for student participation in planning and
learning.
Levels of Learning
The four levels of learning are as follows:

1. Motor learning involves muscle control like learning to jump


or run.

2. Sensorimotor learning requires cooperation of muscles and


senses like playing guitar and typing.

3. Ideomotor learning combination of higher thought processes


with muscular actions like stenography and bookkeeping.

4. Ideational learning involves the use of ideas and intangible


factors and learning to handle people like philosophizing.
Lesson 8: Curriculum Development and
Management of Learning
Learning is the most basic of all human experiences thar
includes intellectual, emotional and physical.

The three areas of learning principles are the following.

1. The subjective principles which are concerned with what


the learner brings to the learning situation.

2. The objective principle which deal with factors relevant to


learning situations.

3. The special learning techniques which are used to


increase learning efficiency.
Some Techniques of Management of Learning
.
1. Planning the sequence of learning. Learning through distributed
practice and massed practice.

2. Learning by feedback. Learning through informed the correctness


and incorrectness of their responses.

3. Integrative learning. Learning by whole rather than by parts.

4. Experimental approach to learning. Learning through


experiences and reactions of the individual in the group. It has five
factors as: learning must be current, learning must be eclectic,
learning must be inclusive, learning must deal with the essential,
not structures and forms and learning must be dynamic.

5. Recalling and Learning. Learning through recalling. It has several


ways to recall: self-recitation, overlearning, periodic review and
following a logical pattern.
Guidelines for Curriculum Development
A good curriculum must:
1. encourage inquiry and creativity.
2. be democratic with regard to procedures.
3. accept individual differences.
4. take into consideration scientific and scholarly techniques
and findings.
5. minimize memorizing and maximize discovery.
6. take into consideration the potential for achievement
through either the individual learner or the group.
7. employ teacher resources in a multi-dimensional role.

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