Psychological foundations of Curriculum

Presentation on the different Psychological Foundations of Curriculum

1. PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM Mirasol S. Madrid III-9 BS Psychology

2. PSYCHOLOGY Deals with how humans learn and behave.

3. Since the main goal of curriculum is to bring about learning , therefore, curriculum developers need to know how humans learn.

4. Why? So that they can incorporate psychological principles when they design, develop and implement curriculum.

5. LEARNERS John Locke – compared children’s minds to blank slates or tabula rasa

6. LEARNERS Today, we know that children are not empty vessels but come to school with many different experiences, prior knowledge and expectations.

7. Psychological Perspectives Influencing Curriculum and their Proponents

8. PSYCHOLOGICAL PERSPECTIVES

9. BEHAVIORISM

10. BEHAVIORISM Learning is considered a habit-formation T eaching is regarded as arranging learning experiences in such a way as to promote desirable beh .

11. BEHAVIORISM Behaviorists believe that behavior can be conditioned by altering the environment. Manipulation of stimulus = desired response

12. PROPONENTS UNDER BEHAVIORISM

13. IVAN PAVLOV

14. IVAN PAVLOV Russian psychologist Introduced The Theory of Classical Conditioning

15. IVAN PAVLOV He showed that an organism can associate a particular stimulus (S) with a particular response (R) Stimulus = Response

16. IVAN PAVLOV Therefore, Learning is the result of an association formed between a stimulus and a response

17. EDWARD THRONDIKE

18. EDWARD THORNDIKE Proposed three laws: Law of Effect – the response that is reinforced (positive) will become habitual

19. EDWARD THORNDIKE Proposed three laws: Law of Exercise – connection bet. stimulus and response will be strengthened with practice.

20. EDWARD THORNDIKE Proposed three laws: Law of Readiness – Certain behaviours are more likely to be learned than others because the nervous system of the organism is ready to make the connection leading to a satisfying state of affairs

21. BURRHUS F. SKINNER

22. B.F SKINNER Operant Conditioning When a particular response or behaviour is reinforced (rewarded), the individual is conditioned to respond.

23. B.F SKINNER Positive and Negative Reinforcement Punishment

24. COGNITIVISM

25. COGNITIVISM Cognitivists emphasized that learning is primarily cognitive in nature

26. COGNITIVISM Growth and Development refer to changes in the structure and function of human characteristics

27. JEAN PIAGET

28. JEAN PIAGET Introduced the theory Cognitive Development theory Sensorimotor, Pre-operational, concrete and formal operations

29. JEAN PIAGET Sensorimotor – perception of the environment through the senses Preoperational – the ability to store words and language increases

30. JEAN PIAGET Concrete Operations - develop logical thinking in relation to functions. Questioning Age Formal Operations – hypothesis testing, abstract thinking, maturity

31. CONSTRUCTIVISM

32. CONSTRUCTIVISM Learning involves the construction of new understanding by combining prior learning with new information

33. CONSTRUCTIVISM Knowledge is constructed in the mind of the learner Learning is active

34. HUMANISM

35. HUMANISM the learner is a person who has feelings, attitudes and emotions. Past experiences such as failing grades have a huge impact on the student’s current inability to learn

36. ABRAHAM MASLOW

37. ABRAHAM MASLOW Maslow’s Hierarchy of Needs Lower levels must be satisfied first before one could function at the higher levels

38. ABRAHAM MASLOW Schools cannot control all the influence that impinges on a learner, but they can create an atmosphere of trust, warmth and care.

39. CARL ROGERS

40. CARL ROGERS Client-centered therapy he proposed that classrooms should become learner-centered and teachers should facilitate learning