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.