EDUC 210-STAKEHOLDERS IN CURRICULUM IMPLEMENTATION.pptx

A report about how stakeholders involved in the developing and implementation of curriculum

1. Stakeholders in curriculum implementation October 12, 2024 @ 2 :00- 5 :00 EDUC 210 Presenter: Mrs. Elvinia N. Guevarra

2. stakeholders a re individuals or institutions that are interested in the school curriculum.

3. CURRICULUM STALEHOLDERS Learners teachers School leaders parents community

4. TYPES OF LEARNING

5. PRINCIPLES OF LEARNING a.Readiness b.Exercise c.Effect d.Primary e.Recency f.Intensity g.Requirement h.Freedom

6. ELEMENTS OF LEARNING a. motivation b. reinforcement c. retention d. transference

7. FACTORS AFFECTING LEARNINGS Intellectual Environment Physical media influence Relationships with teachers, parents, and peer

8. LEARNING THEORIES Behaviorism is about utilizing reinforcements or punishments to shape learners behaviors and outcomes.

9. LEARNING THEORIES Nueroscience is the study of nervous system concerning biological basis of consciousness, perception, memory, and learning.

10. LEARNING THEORIES Social cognition is a general theory that stresses learning from the social environment.

11. LEARNING THEORIES Social Constructivism focuses on the collaborative nature of learning .

12. Basic learning theories 1. EDWARD THORNDIKE THEORY -He was an American psychologist that lived from 1874-1949. He developed a theory of connectionism that explained that learning resulted from S-R bond formation.

13. Basic learning theories 1. EDWARD THORNDIKE THEORY S-R bonds (stimulus-response)- are connections between stimuli and rewarding or satisfactory responses.Thorndikes theory consisted of the law of effect, the law of exercise, and the law of readiness.

14. Basic learning theories 1. EDWARD THORNDIKE THEORY Connectionism is an influential learning theory in the field of cognitive science and psychology. -It explains learning through visible and apparent occurences .

15. Basic learning theories 1. EDWARD THORNDIKE THEORYS Stimulus- is a thing or occurrence that influences or brings about an activity or result. Response- is the reaction or outcome that occurs after the stimulus occurs.

16. Basic learning theories 1. EDWARD THORNDIKE THEORY Law of effect- is the first three laws of connectionism. It says that if stimulus results in a positive outcome, it strengthens the S-R bond, while if it results to negative, the S-R bond is weakened.

17. Basic learning theories 1. EDWARD THORNDIKE THEORY Law of exercise- says that the more you do something, the better you are at it. Law of readiness -when any conduction unit is ready to conduct(an individual is ready to learn something)

18. Basic learning theories 2. PAVLOVIAN’S THEORY Classical Conditioning Like many great scientific advances, Pavlovian conditioning (aka classical conditioning) was discovered accidentally. Ivan Petrovich Pavlov (1849–1936) was a physiologist, not a psychologist.

19. Basic learning theories 2. PAVLOVIAN’S THEORY

20. Basic learning theories 2. PAVLOVIAN’S THEORY During the 1890s, Pavlov researched salivation in dogs in response to being fed. He inserted a small test tube into the cheek of each dog to measure saliva when the dogs were fed (with a powder made from meat)

21. Basic learning theories 2. PAVLOVIAN’S THEORY Pavlov predicted the dogs would salivate in response to the food in front of them, but he noticed that his dogs would begin to salivate whenever they heard the footsteps of his assistant, who was bringing them the food.

22. Basic learning theories 2. PAVLOVIAN’S THEORY When Pavlov discovered that any object or event that the dogs learned to associate with food (such as the lab assistant) would trigger the same response, he realized that he had made an important scientific discovery.

23. Basic learning theories 2. PAVLOVIAN’S THEORY Pavlov developed some rather unfriendly technical terms to describe this process : Neutral Stimulus   (NS) : a stimulus that initially does not elicit a particular response or reflex action

24. Basic learning theories 2. PAVLOVIAN’S THEORY In other words, before any conditioning takes place, the neutral stimulus has no effect on the behavior or physiological response of interest. For example, in Pavlov’s experiment, the sound of a metronome was a neutral stimulus initially, as it did not cause the dogs to salivate.

25. Basic learning theories Unconditioned Stimulus  (UCS):   This is a stimulus that naturally and automatically triggers a response without any learning needed. In Pavlov’s experiment, the food was the unconditioned stimulus as it automatically induced salivation in the dogs .

26. Basic learning theories Conditioned Stimulus  (CS):  This is a previously neutral stimulus that, after being repeatedly associated with an unconditioned stimulus, comes to trigger a conditioned response. For instance, in Pavlov’s experiment, the metronome became a conditioned stimulus when the dogs learned to associate it with food .

27. Basic learning theories Conditioned Response (CR):   This is a learned response to the conditioned stimulus. It typically resembles the unconditioned response but is triggered by the conditioned stimulus instead of the unconditioned stimulus. In Pavlov’s experiment, salivating in response to the metronome was the conditioned response .

28. Basic learning theories Unconditioned Response (UR):   This is an automatic, innate reaction to an unconditioned stimulus. It does not require any learning. In Pavlov’s experiment, the dogs’ automatic salivation in response to the food is an example of an unconditioned response

29. SKINNER’S OPERANT CONDITIONING Operant Conditioning: What It Is, How It Works, And Examples

30. SKINNER’S OPERANT CONDITIONING Operant conditioning, or instrumental conditioning , is a theory of learning where behavior is influenced by its consequences. Behavior that is reinforced (rewarded) will likely be repeated, and behavior that is punished will occur less frequently.

31. SKINNER’S OPERANT CONDITIONING Skinner’s views were slightly less extreme than Watson’s (1913). Skinner believed that we do have such a thing as a mind, but that it is simply more productive to study observable behavior rather than internal mental events.

32. SKINNER’S OPERANT CONDITIONING A Skinner box, also known as an operant conditioning chamber, is a device used to objectively record an animal’s behavior in a compressed time frame. An animal can be rewarded or punished for engaging in certain behaviors, such as lever pressing (for rats) or key pecking (for pigeons).

33. THREE TYPES OF RESPONSE Neutral operants : Responses from the environment that neither increase nor decrease the probability of a behavior being repeated.

34. THREE TYPES OF RESPONSE 2. Reinforcers : Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative.

35. THREE TYPES OF RESPONSE 3. Punishers : Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.

36. SKINNER’S OPERANT CONDITIONING Conclusion: This experiment demonstrates that behaviors can be conditioned even without a direct cause-and-effect relationship. Just like humans, pigeons can develop “superstitious” behaviors based on coincidental occurrences.

37. THANK YOU FOR LISTENING! GODBLESS!

38. l et’s learn!

39. l et’s learn!

40. a ctivity 1

41. a ctivity 1 1. What happened to a ruler when you suddenly released it? 2. How do you describe the movement of the ruler? 3. Did you hear sound coming from it? 4. Did the sound coming from the moving ruler suddenly stop when you held it? When you released it again?

42. let’s analyse ! Situation #1 Loujie and Kylie were playing in a nearby field enclosed with iron fence.When it was time to go home, Loujie called Kylie who was in the opposite side of the fence, but she could not hear her. She decided to tap the iron fence with stone to catch her attention. Was her idea was a good one? Why?

43. let’s analyse ! Situation # 2 The pictures below show how Taytayeños celebrated festival.Parade , song, and dance are the best parts of it. Explain how the sound of music affects the audience.

44. let’s analyse ! Situation # 2

45. let’s analyse ! Situation # 2

46. let’s analyse ! Situation # 2

47. LET’S DO THIS!

48. assessment Directions: Put a check (̸) if the picture shows sound producer and cross (×) if not .

49. assessment Directions: Put a check (̸) if the picture shows sound producer and cross (×) if not .

50. assessment Directions: Put a check (̸) if the picture shows sound producer and cross (×) if not .

51. assessment Directions: Put a check (̸) if the picture shows sound producer and cross (×) if not .

52. assessment Directions: Put a check (̸) if the picture shows sound producer and cross (×) if not .

53. INTEGRATION Directions: Cite 2 examples on how sounds are useful to us. Example: ringing of alarm clock to wake you up early 1. 2.

54. GENERALIZATION Why did the sounds travel faster in solid than liquid and gas? Solid- fastest Liquid- faster Gas- fast

55. EVALUATION Direction: Choose the letter of the correct answer. 1 . Which of the following statements is correct about sound and light? A. Sound cannot travel, but light can. B. Light cannot travel, but sound can. C. Light travels faster than sound. D. Sound travels faster than light

56. EVALUATION Direction: Choose the letter of the correct answer. 2. Which of the following materials can sound be heard? A. rubbing two stones B. falling leaves C. clapping your hands D. A and C are correct

57. EVALUATION Direction: Choose the letter of the correct answer. 3. What do you think will happen when someone knocks on the door and your ear is on the other side of the door? A . There will be no sound. B. The sound will be carried by the wind. C. You will hear sound because it travels through air. D. You will hear sound because it travels through the door.

58. Direction: Choose the letter of the correct answer. 4. Animals like whales and dolphins communicate with each other by producing sound underwater. What does this show? A. Sound can travel to air. B. Sound can travel to solid. C. Sound can travel to liquid. D. Sound cannot travel to liquid

59. Direction: Choose the letter of the correct answer. 5. Which of the following shows proper use of sound? A. loud music at night B. reciting oratorical piece C. shouting to someone near you D. tapping the table during class hour

60. THANK YOU FOR LISTENING! T. ELVIE T. ELVIE