1. The Curriculum: Some
Psychological, Social and
Historical Bases
• Teaching and Learning
• Recent Trends in
Curriculum
Development

2. TEACHING
AND LEARNING

3. Teaching
What is teaching?

4. Teaching
 Something taught

5. Teaching
 is purposely, focused and intended
to produce change in cognitive
knowledge, interest, attitude, skill
in producing a task and so on.
(Javier et.al, 2009)

6. Learning
What is learning?

7. Learning
 acquisition of knowledge or skill

8. Teaching and Learning
 learning has occurred, teaching has
occurred versus teaching has
occurred, learning has occurred

9. Teaching and Learning
 learning has occurred, teaching has
occurred versus teaching has
occurred, learning has occurred
 There can be learning where there
has no teaching or self – learning

10. Teaching and Learning
 learning has occurred, teaching has
occurred versus teaching has
occurred, learning has occurred
 There can be learning where there
has no teaching or self – learning
 Teaching can result in little in or no
learning at all

11. Teaching and Learning
 each child learns much more, then
he is taught as part of the
curriculum

12. Teaching and Learning
 each child learns much more, then
he is taught as part of the
curriculum
 School accepts responsibility

13. Teaching and Learning
 each child learns much more, then
he is taught as part of the
curriculum
 School accepts responsibility
 Curriculum are planned sequentially
so that many learner needs; social,
spiritual, emotional, intellectual and
physical will be satisfied.

14. Teaching and Learning
 No one has ever seen another learn.

15. Teaching and Learning
 No one has ever seen another learn.
 Iceberg theory - “we see only the
tip of the iceberg”

16. Teaching and Learning
 No one has ever seen another learn.
 Iceberg theory - “we see only the
tip of the iceberg”
 Changed behavior is not learning; it
is the result of learning.

17. Teaching and Learning
 No one has ever seen another learn.
 Iceberg theory - “we see only the
tip of the iceberg”
 Changed behavior is not learning; it
is the result of learning.

18. Teaching and Learning
 Learning occurs through experience,
and since the result of this
experience is manifest in modified
behavior of the child, teachers
cannot “pour in” facts, skills,
attitudes and knowledge.

19. Teaching and Learning
 Learning occurs through experience,
and since the result of this
experience is manifest in modified
behavior of the child, teachers
cannot “pour in” facts, skills,
attitudes and knowledge.
 Children learn because they have a
purpose or a goal.

20. Teaching and Learning
 Curriculum is based on the
recognition that maturation factors
and experiential background
conditions readiness to learn.

21. Teaching and Learning
 Curriculum is based on the
recognition that maturation factors
and experiential background
conditions readiness to learn.
 Rote learning is uneconomical

22. Teaching and Learning
 Curriculum is based on the
recognition that maturation factors
and experiential background
conditions readiness to learn.
 Rote learning is uneconomical
 Memorization and mere
accumulation of information is a
poor substitute for learning how to
reason properly.

23. Teaching and Learning
 Curriculum reflects concepts of child
growth and development and
psychology of learning.

24. Teaching and Learning
 The child is not a passive recipient
of stimulation. He reaches out for it
according to the maturity of his
total and partial growth and the
energy at his disposal. He reacts
selectively to the surroundings
experience within them. He tends to
reject the experiences for which he
is not ready (Olson and Hughes,
1976)

25. RECENT TRENDS
IN CURRICULUM
DEVELOPMENT

26. Recent Trends in
Curriculum Development
 Curriculum reform seems to have followed a
similar course in the paucity of understanding
by the youth in each subject area precipitated
by the curriculum changes. Pressures for
reform first occupied in mathematics, then
science, the social studies, language, arts and
reading, foreign languages, and finally the fine
arts. Conferences called by professional
organizations and supported by national funds
recommended needed changes. Seminars and
workshops prescribed certain courses of action
to accommodate such changes in order to
cope up with changing times.

27. ELEVEN
GENERALIZATIONS
REGARDING THE
HYPOTHESIS ABOUT
LEARNING AND
TEACHING

28. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
1. The traditional readiness
concept of deferment of
instruction until children mature is
rejected. It can be said that pupils
can be introduced to a subject as
early as desired, provided it is
presented properly and the pupils
have the perquisite background or
experience

29. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
2. Transfer of learning and future
learning are enhanced when
emphasis is given to basic
concepts, generalizations, and
processes of inquiry of wide
applicability.

30. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
3. The guided discovery of
relationships by the students
results in more efficient and
permanent learning than do
didactic approaches in which
children learn about the
conclusion reached by others.

31. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
4. Interest and motivation may be
generated through the lure of
discovery within the subject itself,
not in peripheral matters, as
students are guided to raise
questions, discover relationships,
interpret findings, formulate
principles and engage in other
aspects of inquiry.

32. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
5. Meaningful verbal learning
involves the organizing or
structuring of facts into conceptual
schemes or systems that can be
used to generate ideas, raise
questions or make new
interpretations.

33. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
6. Inductive approaches are
favored because of their value in
promoting discovery, but
deductive approaches are evident
in experiences designed to
develop skill explaining new facts,
formulating hypothesis, making
inference and interpreting
information.

34. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
7. The study of selected topics in
depths is more conductive to the
discovery of relationships than is
superficial coverage of masses of
material.

35. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
8. Depths and breadth of
learning are attained through
recurring encounters with
concepts, processes, theories,
models and generalizations on
higher cognitive levels and in
new context.

36. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
9. Learning is enhanced
when there is conceptual
and process continuity
from unit to unit and
throughout a program of
instruction.

37. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
10. The solving of problems
by students aides concept
development and enhances
the ability to put principles
to use, and lead to the
development of higher –
order principles.

38. Eleven Generalizations Regarding The
Hypothesis About Learning And Teaching
11. Emphasis on the organizing or
structuring of ideas helps students
to develop a grasp of
relationships, improves their
ability to remember and retrieve
ideas, provides a basis for
generating new ideas, and
promotes transfer of learning.

39. What is the difference
between life and school?

40. “The difference between
school and life? In school,
you're taught a lesson and
then given a test. In life,
you're given a test that
teaches you a lesson.”
TOM BODETT, American author, voice
actor and radio host

41. REFERENCE
 Javier, Rodrigo B., et.al. A
Learning Packing in Developing a
Curriculum, Malabon City,
Jimczyville Publication, 2009,
pp. 19 -24
 www.google.com/images

42. DOWNLOAD LINK
http://www.slideshare.net/jaredram55
E-mail: jaredram55@yahoo.com

43. THANK YOU VERY MUCH!
Prepared by:
JARED RAM A. JUEZAN
MAEd – Educational Management
November 20, 2012