2. in
CURRICULUM DEVELOPMENT

3. Areas of Concerns
Cultural
Values
CURRICULUM DEVELOPMENT
Decision Areas

4. Areas of Concerns
Cultural
Values
Knowledge
of Learner
CURRICULUM DEVELOPMENT
Decision Areas

5. Areas of Concerns
Cultural
Values
Knowledge
of Learner
Knowledge of
Teaching- Learning
Theories and
Principles
CURRICULUM DEVELOPMENT
Decision Areas

6. Areas of Concerns
Cultural
Values
Knowledge
of Learner
Knowledge of
Teaching- Learning
Theories and
Principles
CURRICULUM DEVELOPMENT
Decision Areas
Body of
Knowledge

7. Areas of Concerns
Cultural
Values
Knowledge
of Learner
Knowledge of
Teaching- Learning
Theories and
Principles
Body of
Knowledge
CURRICULUM DEVELOPMENT
Pilot testing
Curriculum
Design
Implementation
Decision Areas
Evaluation

8. 
People defined by its culture
which is manifested by both visible
and non visible dimensions. This
concern considered the shared
philosophy, beliefs, behaviors, nor
ms and rules of Philippines society.

9.  The ends of education are to
develop desirable
values, beliefs, behaviors and
competencies needed by human
being to live in peace and harmony
with the rest of creation.

10.  Education along with
communication promotes not only
personal but also national
development.

11. The learners are both
participants and beneficiaries of
instruction. The nature of the
learner in terms of development
level, learning style, normative
needs and other philosophycal and
psychological concerns is more
considered.

12. As
 As participants, learners indicate
levels of competencies in
cognitive, affective and psychomotor
that impact on the learning process.

13. As
 As beneficiaries, it is important to know
their needs and interests so that the
curriculum design can respond to their
developmental needs that impact on the
growth of knowledge, skills, values, attitudes
and habits as well as on their expectations in
relation to the socio- economic realities in
their own environment.

14. 3 Major School of Thought
1. BEHAVIORISM
- represent a philosophical and
scientific orientation which focuses
on the study of observable events
through the use of the senses.

15. 3 BEHAVIORAL THEORIES
a. Classical Conditioning - the lowest level of
learning.
b. Contiguity - learning takes place when
stimuli are paired.
c. Operant or Instrumental Conditioning
- the higher form of learning, it explain
the effects of reinforcement which
strengthens behavior.

16. 2. COGNITIVE DEVELOPMENT
PSYCHOLOGY
- it focuses on mental processes
(cognitive) and learning takes place
through the interaction between
the genetic factors (heredity) and
environmental ones (nurture).

17. 3. COGNITIVE FIELD
PSYCHOLOGY
- learning takes place through
the development of insights
understanding of relationships
between and among similar or even
competing variables

18. COMPARISON
BEHAVIORISM
Basis of
Learning
COGNITIVE
DEVELOPMENT
PSYCHOLOGY
COGNITIVE- FIELD
PSYCHOLOGY
StimulusResponse (S-R)
Interaction between
genetic factors and the
environment
Philosophical
Basis
Realism
Pragmatism
Learning
Mode
Passive
Interactive
Interactive
Knowledge
Structure
Linear
Developmental
Pattern
View about
Reality
Congruent with
what is observed
Constructed
Constructed
Perception
Existentialism/
Phenomenology

19. BEHAVIORISM
COGNITIVE
DEVELOPMENT
PSYCHOLOGY
COGNITIVEFIELD
PSYCHOLOGY
insights, Mental
structures, Patterns
of relationships
Key
Concepts
Conditioning,
Reinforcement,
Measurable,
Association
Developmental stages,
Interactions, Mental
structures or Schemas
View of the
Whole
Sum of all the
parts
Stage- bound
Greater than the
sum of all the parts

20. The question of what knowledge
is of most worth and therefore
should be taught? The different
domains of knowledge (cognitive,
affective and psychomotor) are
considered to guide the curriculum
developers in making decisions on
curriculum design.

21. In just a matter of time, there are
explosion of knowledge included in the
required curriculum.
However, ‘’Nothing should be included in
the curriculum unless it can be strongly
justified in terms of the future’’. Alvin Toffler
(In Ornstein and Hunskins, 1988)

22. Thanks
 god bless 