AMERICAN DEVISED

CURRICULUM

-THE AMERICAN DEVISED CURRICULUM WAS

DOMINATED WITH THE MOTIVE OF
CONQUERING THE FiLIPINOS NOT ONLY
PHYSICALLY BUT ALSO INTELLECTUALLY.
 -T H E P U B L I C S C H O O L S Y S T E M

E S TA B L IS H E D A N D H E A D E D B Y A N
A M E R IC A N U N T IL 1 9 3 5 , W A S T O
T R A IN T H E F IL IP IN O A F T E R T H E
A M E R IC A N C U LT U R E A N D W A Y O F
L IF E .

-T H E C U R R IC U L U M W A S B A S E D O N
T H E ID E A L S A N D T R A D IT IO N S O F
A M E R IC A A N D H IE R A R C H Y O F
VA LU ES.

-T H E R E A D IN G M A T E R IA L S W E R E
A B O U T T O M , D I C K A N D H A R R Y,
G E O R G E W A S H IN G T O N A N D
A B R A H A M L IN C O L N .
 -FILIPINO CHILDREN WERE TAUGHT TO DRAW
HOUSES WITH CHIMNEYS AND TO PLAY THE
ROLE OF INDIANS AND COWBOYS.

- T H E Y S A N G T H E S TA R
SPR A N G LED BA N N ER AN D
P H IL IP P IN E S , M Y P H IL IP IN E S T O
TU N E O F M A RYLA N D, M Y
M A RYLA N D
- E N G L IS H W A S T H E M E D IU M O F
IN S T R U C T IO N .
2 ASPECTS OF TRAINING
1. BODY TRAINING - SINGING, DRAWING,HANDWORK , AND
PHYSICAL EDUCATION.
2. MENTAL TRAINING - ENGLISH (READING, WRITING,
CONVERSATION, PHONETICS, AND SPELLING.

GRADE III CURRICULUM

-GEOGRAPHY AND CIVIC WERE ADDED TO THE LIST OF THE
SUBJ ECTS.
INTERMEDIATE CURRICULUM
-CONSISTED OF SUBJ ECTS SUCH AS ARITHMETIC, GEOGRAPHY,
SCIENCE AND ENGLISH

COLLEGIATE LEVEL CURRICULUM

-NORMAL SCHOOLS WERE OPENED WITH A TEACHERS TRAINING
CURRICULUM APPROPRIATE FOR ELEMENTARY MENTORS
-ITS AIM
WAS TO REPLACE THE SOLDIERS
AND THE THOMASITES .

THE CURRICULUM ORGANIZ ATION REMAINED

SEPARATE SUBJ ECT.

-GROUP METHOD OF TEACHING WAS ADOPTED

 W H A T IS
L E A R N IN G ?
Learning ..
Acquisition of K nowledge
Fluency
Make sense of the world
Solve problems
Make decisions
Educational psychologists and pedagogues have identified several principles of
learning, also referred to as laws of learning, which seem generally applicable to
the learning process. These principles have been discovered, tested, and used in
practical situations.
 Principles of Learning
1. Learning is an experience which occurs inside the learner
and is activated by the learner.
> learning is primarily controlled by the learner and
not by the teacher.
> Learning is not only a function of what the teacher
does to, or says to, or provides for a learner.

2. Learning is the discovery of the personal meaning and

relevance of ideas.
> Learning is a process which requires the exploration
of ideas in relation to self and community.
3. Learning (behavioral changes) is a
consequences of experience.

> assumed responsibility

> experienced independent behavior
> experienced success
Experience is the best teacher
4 . Learning is cooperative and collaborative
process.
Cooperation fosters Learning.
> Teacher should make use more of
cooperative and Collaborative approaches. This
way, students are:
1.taught to live together
2.2 . learn independently.
5 . Learning is an evolutionary process.
> Behavioral change requires time and patience.
> Learning is an evolutionary model of learning
6 . Learning is sometimes a painful
process
> B e h a v io ra l c h a n g e o fte n
c a lls fo r g iv in g u p th e o ld a n d
c o m fo rta b le w a y s o f b e lie v in g
a n d v a lu in g .
> It is n o t e a s y to d is c a r d
fa m ilia r w a y s o f d o in g th in g s
a n d in c o r p o r a t e n e w b e h a v i o r.
7 . O n e o f th e r ic h e s
r e s o u r c e s o f le a r n in g is th e
le a r n e r h im s e lf .
> W h e n so m u c h e m p h a s is
is b e in g p la c e d u p o n
in s tr u c tio n a l m e d ia , b o o k s a n d
sp e a k e rs a s re s o u rc e s o f
le a r n in g , w e te n d to o v e r lo o k
p e r h a p s th e r ic h e s r e s o u r c e s
o f a ll, th e le a r n e r h im s e lf .
8. T h e p rocess of
le a r n in g is
e m o tio n a l a s w e ll
a s in t e lle c t u a l.
Learning is affected by
the total state of the
individual.
 9. T h e p rocess of
p r o b le m s o lv in g
a n d le a r n in g a r e
h ig h ly u n iq u e a n d
in d iv id u a l.
each person has its own unique styles
of learning and solving problems.
LAW S O F
L E A R N IN G
 S p a re t h e
re w a rd s , s p o i l
t h e ch i l d
 T e a c h in g
le a r n in g
P ro ce sse s a n d
C u r r ic u lu m
D e v e lo p m e n t
W h a t is
le a r n in g ?
W h a t a re th e
w ays of
le a r n in g ?
W h en d o w e
sa y th a t w e
h a v e le a r n e d ?
 T e a c h in g
P ro ce ss
PLANNING

IMPLEMENTING

EVALUATING
T h e P la n n in g P h a se
T h e n e e d s o f th e le a r n e r s
T h e a c h ie v a b le g o a ls a n d
o b je c tiv e s to m e e t th e n e e d s
T h e s e le c t io n o f th e c o n t e n t to b e
ta u g h t
T h e m o t iv a t io n to c a r r y o u t th e
g o a ls
T h e s t r a t e g ie s m o s t fit to c a r r y
o u t th e g o a ls a n d ,
T h e e v a lu a tio n p r o c e s s to
m e a s u r e le a r n i n g o u t c o m e s .
Im p le m e n t in g P h a s e

R e q u ir e s th e te a c h e r to
im p le m e n t w h a t h a s b e e n
p la n n e d .

T w o im p o r t a n t p l a y e r s :
T e a c h e r a n d th e L e a rn e r.
E v a lu a t in g
P h a se
a m a t c h o f th e o b je c t iv e s
w i t h t h e le a r n i n g o u t c o m e s
w ill b e m a d e .

T h e e v a lu a t io n p h a s e w ill
a n s w e r t h e q u e s t io n if t h e
p la n s a n d im p le m e n t a t io n
h a v e b e e n su c c e s s f u lly
a c h ie v e d .
 In a ll t h r e e p h a s e s o f t e a c h in g , a
c o n t in u o u s p r o c e ss o f fe e d b a c k a n d
r e f le c t io n is m a d e

F e e d b a c k - r e f le c t io n o n th e fe e d b a c k
R e f l e c t io n - is a p r o c e s s e m b e d d e d in te a c h i n g
w h e r e th e te a c h e r in q u i r e s in t o th e i r a c t i o n s a n d
p r o v id e s d e e p a n d c r it ic a l th in k in g .
 A ssu m p t io n s
T h a t t e a c h i n g is g o a l o r i e n t e d w i t h t h e c h a n g e o f
b e h a v io u r a s t h e u lt im a t e e n d .
T h a t t e a c h e r s a r e th e o n e s w h o sh a p e a c t iv e ly th e ir
o w n a c t io n s .
T h a t t e a c h i n g is a r a t i o n a l a n d a r e f l e c t i v e p r o c e s s .
T h a t t e a c h e r s b y t h e i r a c t i o n s c a n in f l u e n c e
le a r n e r s t o c h a n g e t h e ir o w n t h in k in g .
 P ro ce ss o f G o o d
T e a c h in g
W e l l p l a n e d a n d w h e r e a c t i v i t i e s a r e in t e r -
r e la t e d to e a c h o t h e r.
I s o n e th a t p r o v id e s le a r n in g e x p e r ie n c e s .
Is b a s e d o n th e th e o r ie s o f le a r n in g .
I s o n e w h e r e t h e le a r n e r is s t i m u l a t e d t o t h i n k
an d re a so n .
U t i l i z e s p r i o r le a r n i n g a n d it s a p p l i c a t i o n t o
n e w s it u a t io n s.
Is g o v e r n e d b y d e m o c r a t ic p r in c ip le s.
E m b e d s a s o u n d e v a lu a t io n p r o c e s s.
L e a r n in g a s a P r o c e s s in
C u r r i c "uT ol tue amc h i s t o m a k e s o m e o n e t o l e a r n

L e a r n i n g is u s u a l l y d e f i n e d a s a c h a n g e in a n
in d i v id u a l 's b e h a v i o u r c a u s e d b y t h e e x p e r i e n c e s
o r se lf - a c t iv it y .
T w o p r in c ip a l ty p e s o f
le a r n in g t h e o r ie s
b e h a v io u r a l
le a r n in g t h e o r ie s
c o g n it iv e le a r n in g
th e o r ie s
D e s c r ib in g
le a r n in g
D o e s n o t t a k e p la c e in a n e m p t y v e s s e l .
Is a s o c ia l p r o c e s s .
Is a r e s u lt o f in d iv i d u a l e x p e r i e n c e s a n d s e l f -
a c t iv it y .
Is b o t h o b s e r v a b le a n d m e a s u r a b le .
T a k e s p la c e w h e n a ll t h e se n s e s a r e u t iliz e d .
W i l l b e e n h a n c e d w h e n t h e le a r n e r is s t i m u l a t e d
E a c h le a r n e r h a s h i s o w n le a r n in g s t y l e s .
E v e n t s o f le a r n in g b y
R o b e rt G a g n e
M o t iv a t io n p h a s e
A p p r e h e n d in g p h a s e
A c q u is it io n p h a s e
R e t e n t io n p h a s e
R e c a ll p h a s e
G e n e r a liz a t io n p h a s e
F e e d b a c k p h a se
S o m e w a y s o f d o in g
t e a c h in g a n d le a r n in g
T h e d if f e r e n t m e t h o d s o f te a c h in g c a n b e c lu s t e r e d
a c c o r d in g to th e n u m b e r o f st u d e n t s b e in g ta u g h t .
In d u c t i v e m e t h o d
D e d u c t iv e m e t h o d
T y p e st u d y m e t h o d
P r o je c t m e t h o d
L a b o ra to ry m e th o d
Q u e s t io n a n d a n s w e r m e t h o d
L e ctu re m e th o d
W ays of
le a r n in g
L e a r n in g b y t r ia l a n d e r r o r .
L e a r n in g b y c o n d it io n in g
L e a r n i n g b y in s i g h t
L e a r n i n g b y o b s e r v a t io n a n d im it a t i o n t h r o u g h
m o d e llin g .
T e a c h in g a n d L e a r n in g
i n t h eO n Ce ouf t hre rc ir ucc iua l li s u

m
s u e s r a i s e d t o d a y in
e d u c a t i o n is n o t w h a t t h e s t u d e n t s s h o u l d le a r n
b u t r a t h e r h o w t h e s t u d e n t s h o u l d le a r n h o w t o
le a r n .
T e a c h i n g a n d le a r n i n g g i v e lif e a n d m e a n in g t o
t h e c u r r ic u lu m .
E a c h c o m p le m e n t a n d su p p le m e n t e a c h o t h e r .
a g o o d c u r r i c u l u m c a n b e ju d g e d b y t h e k i n d o f
t e a c h i n g a n d t h e q u a li t y o f le a r n in g d e r i v e d
f r o m it .