Theorists

Bago, A. (2001). Curriculum development: The

Philippine experience. Philippines: De la Salle
University Press.

Ellis, A., Mackey, J. & Glenn, A. (1988). The

school curriculum. Boston: Allyn and Bacon.
Kelly, A. (1989). The curriculum: Theory and
practice. 3rd ed. London: Paul Chapman
Publishing. Ltd.

Oliva, P. (1997). Developing the curriculum. NY:

Longman

Ornstein, A & Hunkins, F (2004). Curriculum

foundations, principles and issues. MA: Allyn and
Bacon.

Palma, J. (1992). Curriculum development

system: A handbook for school practitioners in
basic education. Philippines: 24K Printing Co.
Saylor, J. & Alexander W. (1960). Curriculum
planning for better teaching and learning. NY:
Holt Rinehart and Winston.

Tyler, R. Rationale.
Pavlov
Classical Conditioning

S-R
Skinner
 Operant Conditioning

Reward and Punishment

Thorndike
3 laws of learning

Law of Readiness
Law of Effect
Law of Exercise
Watson
Psychology can only be called science if it
undergoes experimentation.
Tolman
Purposive Learning Theory

Goal Directed Theory

Latent Learning
Guthrie
 Contiguity Learning Theory

Series of stimuli and series of response

Fatigue Learning
William James
Behaviorist

Pragmatist
Piaget
 Developmentalist

Cognitivist (Constructivist)

Stages of Development

Egocentrism, Conservation, Reversibility

 Children gradually develop reasoning abilities
through ASSIMILATION & ACCOMMODATION
Assimilation - process of taking new information or a
new experience and fitting it into an already existing
schema
Accommodation - process by which existing schemas
are changed or new schemas are created in order to
fit new information

21
IMPORTANT COGNITIVE DEVELOPMENTS

ObjectPermanence-The understanding
that objects exist even when they
cannot be directly seen, heard or
touched

22
*Emergence of symbolic thought
*Egocentrism-inability to distinguish ones
own perspective and someone else

*Animism-belief that inanimate objects have

lifelike qualities

*Lack the concept of conservation (altering

an objects appearance does change its
physical properties)

*Centration-focusing one attention on a

certain characteristic to the exclusion of
others
23
Decenteringwhere the child takes into
account multiple aspects of a problem to
solve it.

For example, the child will no longer

perceive an exceptionally wide but short
cup to contain less than a normally-wide,
taller cup.

24
Reversibilitywhere the child understands that
numbers or objects can be changed, then
returned to their original state.

For this reason, a child will be able to rapidly

determine that if 4+4 equals 8, 84 will equal 4
Conservationunderstanding that quantity,
length or number of items is unrelated to the
arrangement or appearance of the object or
items.

Inability to reason abstractly or hypothetically

Procedures Used to Test
Conservation

27
Dewey
 Learning by Doing

Pragmatist

Democracy in education
Bruner
Discovery Learning Theory

3 modes of representation

Spiral Curriculum

Pure and Guided Discovery

 What ideas and influences are
associated with Bruner?
1. Constructivism
paradigm of learning
learners create their own subjective constructs
of reality

2. Discovery learning (originator)

method of instruction
learning is best achieved through a
process of inquiry
Vygotsky
 Social Interactionism

Socio-cultural, socio-historical

Scaffolding, Assistantship

MKO, ZPD
Tasks I cannot do
even with help

Tasks I can do
only with help ZPD

Tasks I can do all

by myself
Alex Osborn

Brainstorming
Bandura
Social Learning Theory

Observation, modeling

Reciprocal determinism
Erikson
Psycho-social theory
Rogers
 Humanistic Psychology

Client Centered Counseling

Facilitating Learning
Bronfenbrenner
Ecological Systems Theory

Chromosystem

Mesosystem

Macrosystem

Microsystem
 Political philosophy
Exosystem Mesosystems
School system

School &
Family classroom

Chronosystem

Religion Peer
& groups group

Bronfenbrenners
Ecological Theory
of Development

Macrosystem Figure 2.5

Maslow
 Hierarchy of needs

Humanistic Psychology

Aesthetic, Cognitive and Transcendence

Chickering
Social development theory

For first year college

Adjustment
Kohlberg
Moral Reasoning Theory

Focus on obedience

Anchored on Piaget
Gilligan
Moral reasoning

Focus on care

Female
Fowler
 Spiritual development theory

Stages of spiritual development

Salovey and Meyer
Emotional Intelligence

Domains of EQ or EI
EMOTIONAL INTELLIGENCE
is defined as an array of non-cognitive
capabilities, competencies and skills
that influence one's abilities to succeed
in coping with environmental demands
and pressures.

(Bar-On EQ-i:S,2002)
 DOMAINS OF EMOTIONAL
INTELLIGENCE
(Salovey & Meyer, 1990)

1. Knowing one's emotions

2. Managing Emotions
3. Motivating oneself
4. Recognizing emotions in
other
5. Handling relationships
Goleman
 Emotional Intelligence

Emotional Competence Framework

 EMOTIONAL COMPETENCE FRAMEWORK
(Goleman, 1998)

A. Personal Competence
- Self-awareness
- Self-regulation
- Motivation

B. Social Competence
- Empathy
- Social Skills
Bar-on
 Components of EI (Bar-On,2002)

1. Intrapersonal

2. Interpersonal

3. Stress Management

4. Adaptability

5. General Mood
Stipek
 Theory on Motivation

Indicators of Motivator Person

Csikszentmihalyi
 Theory of Flow or Enjoyment

2 constructs: Skills and Challenge

4 feelings: Flow, Boredom, Apathy and Anxiety

De Charms
Personal Causation Theory

Pawn and Origin

Weiner
Attribution Theory

Ability
Luck
Effort
Task Difficulty
Heider
Theory on Motivation

Intrinsic and Extrinsic

Goal
Ebbinghaus and Simon
Levels of Processing Model
Focuses on the depth of information processing and
how this affects ones ability to recall information

Processing information is attended to, fully

analyzed, enriched by association with existing
knowledge

Shallow Processing information is not given

full attention, and is analyzed only superficially.
 Information Processing Theory

Working, short, long term memories

Retrieval

Human Mind
Kohler
Insight Theory
Taba
Curriculum Development

Conceptual Method
 The Curriculum System: A Linear Model

1. Diagnosis of learner needs and expectations of

larger society.
2. Formulation of learning objectives
3. Selection of learning content
4. Organization learning content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate and the
means of doing it.
Bloom
Blooms Taxonomy
 BLOOMS TAXONOMY

Knowledge Recalling
Comprehension Understanding
Application Applying
Analysis Analyzing
Synthesis Judging
Evaluation Creating
Vroom
Expectancy Theory
Gardner
 Multiple Intelligences

Logical/Mathematical
Linguistic
Spatial
Bodily Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialist
Humor
Sternberg
 Triarchic Theory of Intelligence

Componential
Experiential
Practical
Landy
Psychological factors in Learning
ACTIVITY

VITALITY

NOVELTY

REALITY

HUMOR
Ausubel
Meaningful Learning Theory
Gagne
Events of Instruction
Rath
Values Clarification
Rotter
Controllable and Uncontrollable attributions
Chomsky
Language Acquisition Devise

Language is innate.
 Cognition and Language

Nature Nurture

Chomsky Piaget Vygotsky Bruner

106
 THEORIES OF LANGUAGE
ACQUISITION

1. Nativist Theories (Chomsky)

Language is entirely innate
2. Cognitive Theories (Piaget)
Language development is related to other
cognitive developments
3. Social Interactionist Theory (Vygotsky
and Bruner)
Language is acquired through
communicative interaction 107
 Locke

-tabula rasa-
Seligman
 Positive psychology

Learned Helplessness

Learned Optimism

Learned helplessness theory

- the view that clinical depression and related mental

illnesses result from a perceived absence of control over
the outcome of a situation (Seligman, 1975).
WHAT IS LEARNED HELPLESSNESS?

Learned helplessness as a technical term in

animal psychology and related human
psychology means a condition of a human
being or an animal in which it has learned to
behave helplessly, even when the
opportunity is restored for it to help itself by
avoiding an unpleasant or harmful
circumstance to which it has been subjected.
Freud
 Psycho-sexual

Id
Ego
Super ego
 Krathwohl

(affective domain)
Simpson and Gronlund

(psychomotor domain)
 Rosenshine

(Direct Instruction)
 Dale

(Cone of Experience)
 Mager

(ABCD in Objective Formulation)

 Kounin

(with-it-ness)
Johnson and Slavin

(Cooperative learning)
 Rousseau

(believes that an individual

has an innate potentials.)
Bacon and Herbart

(Teaching-Learning Process)
(Preparation, Presentation, Association,
Systematization, Application)
 Lewin

(Vector of learning)
(Life space)
Socrates

(Q and A)
Morrison

(Unit Method)
 Froebel

(father of kindergarten)
 Montessori

(learning centers, absorbent mind)

 Pestalozzi

(emotional security in learning)

Dunn and Dunn

(learning styles)
Kilpatrick

(Project method)
 Tyler

(Tylers rationale, 4 questions in curriculum

development)
FLAVELL
 Metacognition
Four major components:
Awareness of cognition
Knowledge of cognitive and metacognitive
strategies
Monitoring of cognition
Planning/control of cognition
 Knowledge of Cognition
How do we acquire and process knowledge?

Declarative: What skills/strategies do I have?

Procedural: How do I use these skills/strategies?

Conditional: When and Why would I use these skills

and strategies?