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    Notes - Teacher and Curriculum

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    Ferliza Cudiamat Pacion

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    © All Rights Reserved
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    Notes - Teacher and Curriculum

    Uploaded by

    Ferliza Cudiamat Pacion
    8 views3 pages

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    © © All Rights Reserved

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    Download as docx, pdf, or txt
    8 views3 pages

    Notes - Teacher and Curriculum

    Uploaded by

    Ferliza Cudiamat Pacion

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM

    BEHAVIORISM IN THE CLASSROOM:

    Behavior can be conditioned by altering the environment. By


    manipulating and giving certain stimulus, a certain response can be
    produced. ( Thorndike, Pavlov, Gagne)

    Behaviorist principles applied in the classroom:

    1. Use a system of rewards to encourage certain behaviors and


    learning.
    2. When learning factual material, provide immediate and frequent
    feedback for complex and difficult concepts.
    3. Provide practice, drill and review activities to enhance mastery of
    facts.
    4. Break down complex task into smaller manageable sub skills
    5. Sequence materials to enhance understanding eg. Teach simple
    concepts first before proceeding to more difficult and abstract concept
    6. Model the behavior students are to imitate and repeat demonstrations
    when necessary
    7. Reinforce when students demonstrate the modeled behavior
    8. State the learning outcomes desired for the benefit of both teachers
    and students
    9. Establish a contract with students on the work to be done and what
    rewards will be given

    COGNITIVISM IN THE CLASSROOM

    Focused their attention on how individuals process information and


    how they monitor and manage thinking. ( Piaget, Vygotsky, Gardner)

    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
    6. Provide opportunities for students to elaborate on new information
    7. Show students how to use coding when memorizing lists
    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.
    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
    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.

    PSYCHOLOGISTS ARE CONCERNED WITH HOW LEARNERS CAN


    DEVELOP THEIR HUMAN POTENTIAL; THE PROCESS NOT THE
    PRODUCTS, PERSONAL NEEDS NOT THE SUBJECT MATTER,
    PSYCHOLOGICAL MEANING AND ENVIRONMENTAL SITUATIONS.
    THE PSYCHOLOGICAL FOUNDATIONS WILL HELP CURRICULUM
    MAKERS IN NURTURING A MORE ADVANCED, MORE
    COMPREHENSIVE AND COMPLETE HUMAN LEARNING.

    SOCIOLOGICAL FOUNDATIONS OF CURRICULUM

    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.

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