CURRI

CULUM ANDI
NSTRUCTI
ON
EDU3207S-
A

1
Def
ini
ti
onOfTer
ms

Psychol
ogy:i
tisthestudyofhumanmi
ndandment
alst
ateofhumanbei
ngandof
humaninter
personal
relat
ionshi
ps.

Educati
onalPsychology
:thest
udyoff
undamentalnat
ureofknowl
edge,
real
i
tyand
exi
stence,
especial
lywhenconsi
der
edasacademicdisci
pli
ne.
.

Phi
losophy:r
efer
stot
hest
udyofi
deasaboutknowl
edge,
trut
h,t
henat
ureandmeani
ng
ofl
i
f eori
s

Curri
culum: t
hetotal
learni
ngexper iencepr
ovidedbyt
heschool
andt
hisi
ncl
udesthe
contentofcourses(t
hesy l
labus),andotheraspect
sli
kenor
msandval
ueswhichr
elat
e
tothewayt heschoolisorganized.

School(
soci
ologi
cal
meani
ng):i
sthei
nstr
umentthr
oughwhichsoci
etydev
elopsboth
t
heabil
it
yandtoacti
nwaysthatpr
omotessur
viv
alandwel
l
-beingoft
hecommuni t
y.

I
nst
ruct
ion:i
tist
hepr
ocessofi
mpl
ement
ingt
hecur
ri
cul
um.

Naturalunf
oldment
:ital
l
owst
hechi
l
dtounf
oldt
henat
ureorcr
eat
orhasenf
olded
wi
thinhim orher
.

Obj
ecti
ve:Ast
atementtocommuni
cat
ethei
ntendedout
comesoft
hecur
ri
cul
um,
and
i
tspr
ogramsandacti
vit
ies.

Ment
alDi
sci
pli
ne:i
sthet
heor
ywher
eachi
l
d’smi
ndi
sdi
sci
pli
nedort
rai
ned.

Epi
stemology
:thebr
anchofphil
osophythatstudi
est
henat
ureofknowl
edge,
in
par
ti
culari
tsf
oundat
ions,
scope,andval
i
dity.

Soci
ology
:thestudyofsoci
etywhichisthest
udyofor
igi
n,dev
elopment,andst
ruct
ure
ofhumansociet
iesandbehaviorofi
ndiv
idual
peopl
eandgroupinthesociet
y.

2
 CURRI
CULUM

Curr
icul
um i
sanagreementamongcommuniti
es,educat
ional
,prof
essionalsandt
he
st
ateonwhatlear
nersshoul
dtakeondur
ingspeci
fi
cperi
odoft hei
rli
ves.Ital
sodefi
nes
why,whatandwit
hwhom tolear
n.

I
tout
li
nesski
l
ls,
per
for
mances,
att
it
udesandv
aluespupi
l
sar
eexpect
edt
olear
n
fr
om schooling.I
tincl
udesstat
eofdesir
edpupi
ls’
outcomes,descri
pti
onof
mat er
ial
s,andtheplannedsequencet
hatwi
llbeusedtohel
ppupi l
sattai
nthe
outcomes.

Or

Curri
culum r
eferstothetot
all
earni
ngexper
iencepr
ovi
dedbyschool
andthi
sincl
udes
t
hecont entofcourses(t
hesyll
abus)
,andot
heraspect
sli
kenor
msandv al
ueswhich
rel
atetothewayt heschooli
sorgani
zed.

CURRI
CULUM CANBEORDEREDI
NTOAPROCEDURE
1.Di
agnosi
sofneeds
2.For
mul
ati
onofobj
ect
ives
3.Sel
ect
ionofcont
ent
4.Or
gani
zat
ionofcont
ent
5.Sel
ect
ionofl
ear
ningexper
ience
6.Or
gani
zat
ionofl
ear
ningexper
ience
7.Ev
aluat
ingandt
heway
sandmeansofdoi
ngi
t.
PHI
LOSOPHY

PHI
LOSOPHYrefer
stot
hest
udyofi
deasaboutknowl
edge,
trut
h,t
henat
ureand
meani
ngofl
i
fe.

ADVANTAGESOFPHI
LOSOPHYTOTHETEACHER

1.Phil
osophyhel
pstheteacheranswerwhatt
heschool
saremadefor
,what
subj
ectsareofval
ue,
howst udentsl
ear
nandwhatstrat
egi
esormater
ial
stobe
used.

3
 2. I
tpr
ovi
dest
hem wi
thf
ramewor
kforbr
oadhsi
nschool
sandcl
assr
oom.
3.I
talsohel
pstomakev er
yimport
antdeci
sionsaboutcurri
cul
um andt
eachi
ng.I
t
hel
psinfor
mulat
ingbasi
cprocedur
esregardi
ngacti
vit
ies.
4.Itagainhelpstosel
ectandor gani
zeknowledge.Howev erpsychol
ogyalsohave
i
t srol
easi tequi
psteachersoreducatorsorprospector
swi t
hskil
lsand
compet enceintheartofteachi
ngandmanagi ngineducationsacti
vit
ies
effect
ivel
y,especi
all
ydealingeff
ecti
velywit
hteaching-l
ear
ningprobl
emst hat
ariseeverynowandt hen.
5.I
tmoul
dstheclassr
oom t
eacheri
ntoanal
l-
aroundper
sonwhounder
stands
hi
msel
forher
selfandbeabl
etorelat
ewit
hothersi
ntheschool
andcommunit
y

PHI
LOSOPHI
CALPERSPECTI
VESI
NEDUCATI
ON

Fourmaj
orofphi
l
osophi
es

1.I
deal
i
sm
2.Real
i
sm
3.Pr
agmat
ism
4.Exi
stent
ial
i
sm

I
deal
ism andReal
i
sm ar
eder
ivedf
rom t
heAnci
entGr
eekphi
l
osopher
s,Pl
atoand
Ar
ist
otl
e.

Theot
hert
wo;
Pragmat
ism andExi
stent
ial
i
sm ar
emor
econt
empor
ary(
exci
ti
ngnow)

Educatorswhoshar
esoneoft
hesedi
sti
nctsetsofbel
ief
sboutaboutnat
ureofr
eal
i
ty
presentl
yappl
yeachoft
heseworl
dphi
losophi
esinsuccessf
ulcl
assr
ooms.

1.I
DEALI
SM

I
deali
sm i
saphi
losophi
calappr
oachthatbel
i
efsideasaret
heonl
ytr
uereal
i
ty,
theonl
y
t
hingwort
hknowing.I
tfocusmainl
yontheconsciousr
easoni
ngi
nthemind

- Pl
ato,
thef
atherofi
deal
i
sm,
bel
i
evedt
hatt
her
ear
etwowor
lds,
namel
y;

4
 A)Thespi
ri
tual
ormentalwor
ldwhi
chiseter
nal
,per
manent,
order
lyr
egul
arand
uni
ver
sal
.Exter
nal
ideasar
eunal
ter
ableandt
imeless.

B)Theworl
dofappear
ance,
theworldisexper
iencedthr
oughoursenses-si
ght,
smel
l,
tast
e,t
ouchandsoundthatischangi
ngt hei
mperfectanddi
sorder
ly.

Thedi
vi
sioni
sknownast
hedual
i
tyoft
hebodyandmi
nd.

- Accor
dingt
oPlato,t
heunder
standi
ngofthetrut
hrequi
resonet
opur
sue
knowl
edgeandident
ifywi
tht
heabsolut
emi nd.

- Tr
uthandv
aluesar
eseenasabsol
ute,
timel
essanduni
ver
sal
.

- Hebel
iev
esthatbir
thprocesscheckstheper
fect
ionoft
hesoulwhil
eeducat
ion
r
equi
resbri
ningl
atenti
deas(ful
lyfor
medconcepts)t
oconsci
ousness.

Ini
deali
sm,educat
ionaimstodi
scoveranddevel
opeachi
ndi
vi
dual
’
sabi
l
iti
esandf
ull
modalexcel
l
enceinordert
obett
erservethesoci
ety
.

- Theideal
i
steducat
orpr
efer
stheorderandpat
ter
nofthesubj
ectmat
teri
nwhi
ch
cur
ri
culum r
elat
esi
deasandconcept
stoeachother
.

- Themostimpor t
antsubjectsandthehighestform ofknowledgerecognize
rel
ati
onshi
psandi nt
egrateconceptstoeachot her
.Thecurricul
um then
becomeshierar
chicalandconsti
tutesthecul
turalheri
tageofhumanki nd,andi
t
i
sbasedonl ear
neddi sci
pli
nes.

Fori
nst
ance;

- Topoft
hehi
erar
chyar
etheabst
ract
ssubj
ect
s.

- Phi
l
osophyandt
heol
ogycutacr
osst
ime,
placeandci
rcumst
ances,

- Mat
hemat
icscul
ti
vat
est
hepowert
odeal
wit
habst
ractt
hinki
ng.

- Hi
stor
yandl
i
ter
atur
ear
ethesour
cesofmor
alandcul
tur
almodel
s.

- Loweri
nrankar
ethenat
ural
andphy
sical
sci
ences,

- Languageisimport
antbecausei ti
snecessaryforcommunicati
onandf aci
li
tat
es
concepti
onsofthought,teachingandlearni
ngfocusini
deasthroughlectur
e,
di
scussionandSocratesdi alogue(
amet hodthatusesquesti
oningt
ohel p
student
sdiscov
erandcl arifyknowledge)
.

- Char
act
eri
sdev
elopedt
hroughi
mit
ati
ngexampl
esandher
oes.

5
2.REALI
SM

- Real
ist
sbeli
evet
hatreal
it
yexi
stsi
ndependentoft
hehumanki
nd.Theyv
iewt
he
worl
dinter
msofobjectsandmatt
er.
- Ari
stotl
ethefatherofreal
ism,bel
iev
edt hatt
ounderstandanobj ect,i
tsult
imat
e
for
m whichdoesnotchangehadt obeunderstood.Forinstance,r
osesexist
whetherornotaper sonisawareofit
.Itcanexisti
nthemi ndwi t
houtbeing
physi
call
ypresentbutulti
matelyt
herosesharespropertieswithall
otherroses
andflowers.

- Thereal
i
stcur
ri
culum emphasi
zest
hemat
teroft
hephy
sical
wor
ldespeci
all
y
sci
enceandmathematics.

- Li
keideal
ist
s,thereal
i
ststr
essesacurri
cul
um t
hatconsi
stsofor
gani
zed,
separ
atesubjectmatt
er,
contentandknowl
edgethatcl
assi
fi
esobj
ect
s.

- Theexper
iencesofhumanki
ndcompr
isehi
stor
y.

- Ani
mal
scanbest
udi
edaszool
ogy

- Real
ist
slocatethemostgener
alandt
heabst
ractsubj
ect
satt
het
opoft
he
cur
ri
cularhi
erar
chy

- Logicandl
essonst
heexer
ciset
hemi
ndandt
hatcul
ti
vat
erat
ional
thoughtar
e
str
essed.

- Concept
sandsystemst
hatcanbeor
ganizedintosubj
ect
ssuchaset
hical
,
pol
it
ical
andeconomict
houghtar
eal
soincluded.

- Readi
ng,
wri
ti
ngandar
it
hmet
icar
enecessar
yinaper
son’
sbasi
ceducat
ion

- Theteacherorgani
zesandpresent
scontentsy
stemat
ical
l
ywi
thi
nadi
sci
pli
ne,
demonstrat
inguseofcri
ter
iafordeci
sionmaki
ng.

- Teachi
ngmethodsf
ocusonmasteryoff
act
sandbasi
cski
l
lst
hrough
demonstr
ati
onandexper
iment
ati
on.

- Char
act
eri
sdev
elopedt
hrought
rai
ningi
nther
ulesofconduct
.

3.PRAGMATI
SM:
iti
sal
ogi
cal
wayofdoi
ngt
hings.

6
 - Educat
ioni
sbasedonchange,
processandr
elat
ivi
ty:
itwi
l
lchanger
elat
ivet
o
ti
meandsituat
ion.
- Educat
ioni
smoreexpl
orat
oryrathert
heexplanator
ymeani
ngt
het
eachi
ng
methodismor
eimport
antthanthecontentmatter.
- Knowl
edgei
sapr
ocessnotapr
oduct
,iti
scont
inuous.
- Knowledgei
satransact
ionbet
weenal ear
nerandenv
ironment
.Thati
sthe
l
earnerhast
oint
erruptwit
htheenv
ironment.
AI
MSOFPRAGMATI
SM

- Theyemphasisoncr
eat
ionofnewv al
ues;
putt
hel
ear
ner
sinaposi
ti
ont
hatt
hey
candevel
opthei
rownnewvalues.
- Theyemphasi
sonact
ivi
tyandexper
ience.
- Personalandsocial
adj
ust
ment
;lear
ner
smustl
ear
ntosoci
ali
ze(
cooper
atewi
th
otherstudent
s).
- Emphasi
zesr
econst
ruct
ionofexper
ience;
lear
ner
sshoul
dbet
hecr
it
ical
thi
nker
s.
- For
mul
ateandcul
ti
vat
eofdy
nami
cadapt
abl
e,r
esour
cef
ulmi
nd.

4.EXI
STENTI
ALI
SM

- Inexi
stent
ial
i
sm apersoncreat
eshi
sorherowndef
ini
ti
onandi
ndoi
ngso
creat
eshisorherownessence.

- Thechoi
ceisi
ndiv
idual
andt
hedeci
sionl
eadt
oper
sonal
sel
f-
def
ini
ti
on.Wear
e
whatwechosetobe.

- Thel
earnerchooseswhattost
udyf
rom manyl
ear
ningsi
tuat
ion.Thecur
ri
cul
um
musthavemuchdi ver
sit
y.

- Knowl
edgei
saboutt
hehumancondi
ti
on.

- Groupnorms,aut
hori
tyandestabl
ishedor
der(
whet
hersoci
al,
pol
i
tical
,
phil
osophi
cal
orreli
gious)ar
erej
ected.

- Theexistent
ial
istmai
ntai
nsthatschooli
ngisaprocesst
hatl
imi
tsst
udents’
freedom andthati
sbasedonadultauthori
tyandonthenor
msandbeli
evesof
themassorcommoncul t
ure.

- Thecurr
icul
um wouldi
ncludephil
osophical
dial
ogue,act
sofchoicemaki
ng,
emoti
onalandaesthet
icsubj
ect.Li
ter
ature,
drama,fi
l
m making,art
sport
rayt
he

7
 humancondi
ti
onandchoi
cemaki
ng.Sel
f-
expr
essi
veact
ivi
ti
eswoul
dbest
ressed.

- Theexistent
ial
i
stexpect
smant
obebef
orehebecomes(
exi
stencepr
ecedes
essence).

- Goalsofeducat
ionincludemaxi
mum fr
eedom ofstudentstochoose,as
assort
mentofcurri
cularandmaximum oppor
tuni
tyforteacheraut
onomy.

Suggestion
sfrom
subj
ect
special
ists

St
udies
of St
udiesof
Learner
s School Contempor
ar
yLif
e
Pur
pose
s

Useof Useof
phi
l
osoph Psychol
og
y yof
leani
ng

Thef
igur
eabov
eshowsTy
ler
’sv
iewofphi
l
osophyi
nrel
ati
ont
oschool
pur
poses.

INSTRUCTION:istheprocessfori
mplementingt
hecur r
icul
um.Iti
sthatcomponentof
thecur
ri
culum whi
chtransposes,t
ransmi
ts,andtransl
atesthecur
ri
cul
um plani
nto
acti
onsappropr
iat
etoaspeci f
icsetofi
ndiv
idualdif
fer
ences.

I
nst
ruct
ionencompassest
hepr
ocessofpr
ovi
ding:

8
 1)Cl
uesandcues

2)Act
ivi
ti
esandpar
ti
cipat
ions

3)Cor
rect
ivef
eedback

4)Rei
nfor
cement

PRI
NCEPLESOFI
NSTRUCTI
ON

1)Inst
ructi
onshouldprovi
deexperienceswhi chengaget helearneri
ntheorgani
zed
subjectmatt
erofthecurricul
um.Theexper iencesshouldengaget hel
earneri
n
acti
ve,rat
herthanpassi
v e,i
nvol
vement swithorganizedsubjectsmatt
er.The
l
earnershouldbecomet heactor
, r
atherthanat hi
ngact edupon.

2)Inst
ruct
ionshouldprovideexper
ienceswhichintegr
atenewl
earni
ngwit
h
previ
ouslearni
ng.Alearnercanunderst
andonl yint
ermsofper
sonal
experi
ences.Themeani ngsofnewexperiencesarederi
vedf
rom t
hemeani
ngs
broughttothem f
rom thepast.

3)I
nstructionshoul
dprov i
deexper
iencesasasoci al
ent
erpri
seinwhichall
i
ndividualshaveanoppor t
uni
tyt
ocont ri
buteandtowhichall
feel
ar esponsi
bil
i
ty.
Experiencesmustincludeoppor
tuniti
esforl
earner
stoworkcooperati
velyi
n
pl
anni ng,i
mplementingandeval
uating.

4)Instr
ucti
onshoul dprovi
deexper i
encesut i
li
zingt heful
lpotenti
aloft
he
i
nt el
l
ectual f
unct
ioni
ngofal ear
ner.Eachhumanbei nghasthecapabili
ti
esto
solveproblemsinvolvi
ngt heint
ell
ectualskil
ls:memor izi
ng,comprehending,
applyi
ng,analyzi
ng,synthesizi
ng,andevaluating.Theexper i
encesofinstr
uct
ion
shoulddev el
op,support
, andrequir
ethef unctioningofthesefundamental
capabil
it
ies.

5)Inst
ructi
onshouldprovideexper
iencesduri
ngwhicheachpar t
ici
pantper
cei
ve
him/herselfashav
ingbeensuccessful.Theexper
iencedshoul
dextendthe
chil
d’sareasofsuccess.

6)Instr
ucti
onshoul
dpr ovideexperi
encessuitabl
et ot
hemat ur
ation/dev
elopment
l
ev elofeachl
ear
ner.Theexper i
encesshoul dadapttheor
ganizedsubjectmat
ter
totheconcret
e/abstractcognit
iveprocesses,andtotheassi
mi l
ati
on/
accommodat i
onoper at
ionsofthelearner.

7)Inst
ructi
onshoul
dprovi
deexperi
encesrecognizedbyt hel
ear
ner,school
,and
societ
yasmeet i
ngappr
opri
ateneeds,purposes,andinter
est
s.I
tisonlywhen
experi
encesmeetsuchneedsthatt
heybecomet rul
yeducati
ve.

9
 8)I
nstr
ucti
onshoul
dprovi
deexper
iencesappr
opr
iat
etot
hesoci
al,
emot
ional
,and
phy
sical
devel
opmentofthel
ear
ners.

9)Instructi
onshouldprovi
deexperiencesthatar
eeducativer
atherthan
mi seducati
ve.Thequali
tyofanyexper i
encehastwoaspects:(1)it
simmedi at
e
agr eeabl
enessordisagr
eeableness,and(2)It
sinf
luencesuponlaterexper
iences.

DI
FFERENCESBETWEENCURRI
CULUM ANDI
NSTRUCTI
ON

1.Inst
ructi
oniscompr i
sedoft eacher
-provi
dedopportuni
ti
esforpupi
lexper
iences
whichactiv
atetheintentsofthecurri
cul
um pl
an.Thecurri
culum pl
anincl
udes
thefundamentalconditi
ons,defi
nit
ions,
anddefi
nit
ionoftheexperi
encestobe
acti
vated.

2.Inst
ruct
ioni
sspeci
fi
candi
ndi
vi
dual
,whi
l
ethepl
anofcur
ri
cul
um i
sgener
ali
zed
andcoll
ecti
ve.

CURRI
CULUM DEVELOPMENT I
NSTRUCTI
ONALDEVELOPMENT

Basedonbr
oadgoal
sandobj
ect
ives. Basedonspeci
fi
cper
for
mance,
behav
ior
al
obj
ecti
ves.

Int
endedgroupi
slargeanddef
inedi
n Int
endedgroupissmal
landdef
inedi
n
coll
ect
ive,
gener
ali
zabl
eterms. speci
fi
c,pr
eciseter
m.

Basedongener
ali
zabl
eneedsandwant
s Basedonassessmentoft
hespeci
fi
c
ofapopul
ati
on. needsandwantsofasampleofa
popul
ati
on.

At
ti
tudeoflear
nertendst
obea At
tit
udeoflearneri
ssignif
icantbutnot
det
ermi
neri
ndecisi
onmaki
ng cr
it
ical
indecisionmaking.

Ev
aluat
ionfocusedonbot
hpr
ocessand Ev
aluat
ionf
ocusedonpr
oductonl
y
product

Possessi
onofi
nfor
mat i
onand Possessi
onofski
l
llear
ningi
semphasi
zed:
inf
ormat
ionprocessi
ngv
iewedasa i
nformati
onl
oadreducedtomini
mum
goal

Al
ongr
angepr
ocess Ashor
trangepr
ocess

10
I
NSTRUCTI
ONASMETHODOLOGY

Met hodol ogy ,ormethod, isadescr ipti

vet erm usedt olabelthet eacher ’
sactions,
procedur es, andmani pulationsofor ganizedsubj ectmat ter
,pupi lbehav i
ors,andthe
cl
assr oom env ir
onment .Somepr ofessionalst hinkt hatmethodsar eder i
vedf rom the
natureofor ganizedsubj ectmat ter
.Hence, themet hodsofr eading, l
anguagear t
s,
spelli
ng, mat hematics,science, socialstudies,andsoon, werepl annedandt aughtas
separatemet hodcourses.Somepr ofessionalsconsi derpupilsbehav iorsast hesource
ofmet hods.Hence, teacheref fecti
venesst r
aining, assert
ivedi scipl
ine,andbehav ior
managementhav ebeenpl annedandt aughtassepar atemet hodcour ses.Ithasbeen
suggest edt hat:

1)Met
hodsar
econt
entf
reeandnotder
ivedf
rom or
gani
zedsubj
ectmat
ter
.

2)Methodsarepupi
lbehavi
orsfreeandar
enotder
ivedf
rom or
gani
zedor
unorgani
zedpupi
lbehav
iors.

THEPRI
NCI
PLESOFPEDAGOGY(
PEDAGOGI
CALAI
MS)

1.Toi
nit
iat
eanddev
elopi
nyoungst
ersapr
ocessofquest
ion-
posi
ng(
theenqui
ry
met
hod).

2.Toteachar esearchmethodologywherechil
drencanlookf
ori
nformat
iont
o
answerquestionstheyhaveraisedandusetheframeworkdev
elopedi
nthe
cour
se(e.g.theconceptofthel i
fecycl
e)andapplyi
ttonewareas.

3.Tohelpyoungster
sdevel
optheabi
li
tytouseavar
iet
yoff
ir
sthandsour
cesas
evi
dencefrom whi
chtodevel
ophypothesi
sanddr
awconclusi
ons.

4.Toconductcl
assroom di
scussi
oni
nwhi
chy
oungst
ersl
ear
ntol
i
stent
oot
her
sas
wel
lastoexpressthei
rownv i
ews.

5.Tolegi
ti
mizet
hesear
ch:thati
s,t
ogiv
esanct
ionandsuppor
ttoopenended
di
scussi
onwheredef
ini
ti
veanswerst
omanyquesti
onsarenotf
ound.

6. Toencour
agechi
l
drent
oref
lectont
hei
rownexper
iences.

7.Tocreateanewr
olef
ort
het
eacheri
nwhi
chhebecomesar
esour
cer
athert
han
anauthori
ty.

11
 CURRI
CULUM MODELS

BEHAVI
ORALI
NSTRUCTI
ONALOBJECTI
VES

1.Objecti
vesar estatement sdesignedtocommuni catetheintenti
onsoft he
curri
cul
um, andi t
sprogr amsandact i
vi
t i
es.Astatementtocommuni cat ethe
i
ntendedout comesofal earningexperienceisanobjecti
v e.Theintended
outcomesofal earni
ngexper iencearechangesi nbehaviors.Learningis
evi
dencedby ,andi nf
erredf r
om, changesi nbehavior
sasar esul
tofi nteracti
ons
wit
hone’ senv i
ronment .Thesest at
ement sshapeonet hepr emisesoft hetool
cal
led“behav i
oralobjectiv
es”.

2.Thesecondpr emiseoft hosewhoadv ocatebehav i

oralobjectiv
esi sthe
ambiguityoftheobj ectivesst atedi notherthanbehav i
oralterms.Thisambi gui
ty
andther esult
ingconf usioni ncommuni cati
onf orcesalear nertoidenti
fyt he
outcomesofi nstructi
ont hr
oughat ri
al-
and-error,guessi
ng, andhiddenagenda
process.Thisleadst of r
agment ationoft helearner’senergiesandi neffi
ciencyi
n
accompl i
shingwhat everwasi ntended.Theadv ocatesofbehav i
oralobjectiv
es
arguethatan“ upf r
ont ”statementofi ntendedout comesf ocusesener giesand
supportsanef fi
ci
entaccompl ishmentoft hem.

3.Athi
rdpr emiseisthatanevaluati
onsystem deri
v edfrom ambi
guousobject
ives
wi
lli
tselfbeambi guous.Aprecisest
atementofout comesisaprer
equisi
tefor
t
hedev elopmentofef f
ecti
veevaluat
ionacti
vit
ies.Anef f
ecti
veeval
uati
onactivi
ty
i
sonewhi chprovi
desrelev
antdat at
othelearner, est
abl
ishi
ngaspeci
fic
r
elat
ionshipbetweenbehav i
orsandintendedout comes.

4.Behav i
oralobj
ectives,t
hen, compr i
seaf orm ofobjecti
vespredict
ateduponthe
i
ntendedout comesofi nstruction;t
hef ocusi
ngoft helearnerandteacher
anergiesforeff
icientandef fecti
veaccompl i
shment :andthespecifi
cbasisf
or
evaluati
onactiv
iti
es.Rober tGagnésai d,“I
tisreasonabletosupposewhata
studentwhoknowswhatt heobj ecti
veiswi l
lbeablet oapproachthetaskof
l
earningwi t
hadv antagesov eronewhodoesnot ”
.

Thegener
alf
ormf
orwr
it
ingobj
ect
ivei
nbehav
iorf
ormi
ncor
por
ates:

a)Thespeci
fi
cident
if
icat
ionoft
het
ypeandcl
assofbehav
iorexpect
edatt
he
concl
usi
onoftheexperi
ence.

b)Adescr
ipt
ionoft
hecondi
ti
onsi
nwhi
cht
hei
ntendedout
comebehav
iort
ooccur
.

c)Theminimum level
ofperf
ormanceeff
ici
ency,
accuracy
,orf
requencyoft
he
behav
iorthatwil
lbeeval
uatedasbei
ngsuccessf
ul.

12
COMPETENCYMOVEMENTS:compet encybasedi nst r
ucti
on, cr
iter
ionreferenced
i
nst r
uction, prescripti
veteaching, andsimi l
arinnovationsaresy stemsbasedupon
behav i
oral objecti
v es.Thedi sti
nctionsamongt hesedev elopment sar enotalway s
discret
e; yet,eachhasi tsownmodel sandadv ocates.Acommoncommi tmentamong
thesesy stemsi sthesequenceadv ocatedforpr ogram planning.Thesequencei s:the
wr i
ti
ngofobj ectivesinper formance, i
nstructi
onal,orbehav i
or alt
erms: a
preassessmentoft helearner’
sbehav iorswithregar dtobothpr eassessment :apost
assessmentder iv
edf rom t helevelofperformancesst at
edint heobj ect
ives:anda
recycli
ngoft hosel earnerswhohav enotachievedt heintendedbehav i
orsandl evel
sof
performance.

CLASSROOM ARRANGEMENT

Theorganizati
onofthefur
nit
ureandequi
pmentwi
thi
nthespaceofacl
assr
oom i
s
anot
herinstruct
ional
tool
.

- Fi
rst,
aclassr
oom shoul
dpr
ojectasi
maget
hati
sapl
acewher
echi
l
drenl
i
ve,
l
earn,andworkt
ogether
.

- Secondl
y,acl
assr
oom shoul
dfaci
li
tat
etheuseofequipmentandmater
ial
s
thr
oughasimple,
dir
ect
,andeff
ici
entuti
l
izat
ionofspaceandstor
agear
eas.

- Thi
rdl
y,t
heseatingarrangementshoul
dcompl
ementt
henat
ureoft
hedesi
red
i
nst
ructi
onpart
icipat
ion.

Thepar tici
pati
onsdesi r
edi nacl assr oom occurinthefoll
owingsett
ings:1)
i
ndi v
idual 2)smal lgroup3)l ar
gegr oupand4)cl ass.Theact i
vi
ti
esdesiredina
classroom include: 1)studyingindependent l
y2)cooperati
vewi t
hothers3)listeni
ng
topeer sand/ort eacher,4)speaki ngt opeersand/Ort eacherand5)conv ersi
ngand
discussingwi t
hpeer sand/oract i
vity.Therefor
e,thebasiccri
teri
onfortheut i
l
izat
ion
ofclassroom ar rangementasat ool istoestabli
shanar r
angementthatcanbe
quicklymodi fi
edt osuppor tthepar ticipat
ionandact i
vi
tywhichmostcompl ements
theinstructi
onal objecti
ves.

REPRESENTATI
VECURRI
CULUM DESI
GNS

1.SUBJECT-CENTEREDDESI
GNS
Support
ersvi
ewsoci
etyahier
archicalwit
hindi
vi
duals(percei
vedas“natur
all
yev i
l
”and
requi
recont
rol
)fi
ndi
ngthei
rappropriat
eplacesi
nitaccordingtodef
inedandfixed

13
di
vineandorphy sical
laws.Lear
ningi
sconcei
vedasamechanical
process.Subject
contentiscent
raloverr
idi
ngothercur
ri
cul
um component
ssuchasaims,goal,l
earni
ng
acti
vit
iesetc.

3t
ypesofr
epr
esent
ati
vecur
ri
cul
um desi
gn.

1.Subj
ectdesi
gnorcent
ered
2.Di
sci
pli
nedesi
gn
3.Br
oadf
iel
dsdesi
gn

a)THESUBJECTDESI
GN;
itencompassesal
lknowl
edgeessent
ial
tot
heeducat
ed
man.
- Thesubj
ectrepr
esent
sknowl
edgei
nit
smostl
ogi
cal
,economi
cal
usef
ul,
real
and
easi
l
ydigest
ibl
eform.
- Thosewhopossessi
tar
ebestequi
ppedt
odeal
wit
hli
fe.
- Thisdesi
gnencour
agescont
entcov
eragewi
themphasi
sonmemor
izat
ionand
acqui
sit
ionofi
nfor
mati
on.
- Procedur
esusedincl
udelecture,
discussi
on,exposi
ti
on,expl
anat
ion,
reci
tat
ion,
questi
on,wr
it
tenexer
cises,oralr
eports,t
erm paper
setc.
- Thesubjecti
smostl ogi
calandsyst
emat i
cinorganizati
on;iti
ssui
testot
ake
advant
ageoftheteachersubj
ectmatterexper
ti
se.Italsotakesadv
antageoft
he
organi
zat
ionoft
het ext
book.
- I
tisal
soeasyt
oadmi
nist
eri
nter
m oft
imet
abl
i
ng,
stuf
fi
ng,
all
ocat
ingv
enues.Et
c.
CRI
TICI
SMSLAI
DAGAI
STSUBJECTDESI
GN

- Thedesigni
scr
iti
cizedf
orfr
agment
ingknowl
edgeandnegl
ect
ingt
he
rel
ati
onshi
pbet
weensubject
s.
- Ital
soisol
atessubj
ectsandmakesunder
standi
ngdi
ff
icul
tandut
il
it
yfr
om
confi
nedtopassingassi
gnment
sandtests.
- I
tisdet
achedf
rom concer
nsandev
ent
soft
her
eal
wor
d.
- I
tgi
vesl
i
ttl
econsi
der
ati
ont
oneeds,
int
erest
s,andexper
iencesofst
udent
s.
- Thi
sdesi
gnhol
dsapassi
veconceptofl
ear
ning.

14
 b)THEDI SCI PLINEDESI GN:Predictedont heinherentor ganizat
ionofcontentasin
thesubjectdesi gn.Thisdesi
gndi ff
ersinthatitclearl
yspeci fy
ingthecri
teri
aby
whichabodyofknowl edgeisdeter mi
nedt obeadi scipl
ine.ThesubjectEngli
sh
wouldber epl acedbygr ammar,rhetori
candl i
terature.Sciencewouldber epl
aced
byphysics, chemistryandbiol
ogy ,andsocialstudiesbyhi story,
geographyand
economi cs.
- Student
sar eencouragedtoseethebasi
clogi
corst r
uctur
eofthedisci
pli
ne
(subj
ect)
.Therelat
ionshi
psofthekeyconcept
s,ideasandpri
ncipl
es-andto
underst
andi t
scharacter
ist
icsmodeofinqui
ry.
- Thepassi
vememori
zat
ionchar
act
eroft
hesubj
ectdesi
gni
srepl
acedbyt
he
di
scover
yappr
oacht
olearni
ng.
- I
taccommodat
esi
ndi
vi
dual
dif
fer
ences,
studentact
ivi
ti
esandt
hinki
ng.
- I
tpur
por
tst
opr
oducet
hei
ntel
l
ect
ual
l
yli
ber
atedper
son

CRI
TICI
SMSLAI
DAGAI
STDI
SPLI
NEDESI
GN

- Thedesigni
scr
iti
cizedf
orfr
agment
ingknowl
edgeandnegl
ect
ingt
he
rel
ati
onshi
pbet
weensubject
s.
- Ital
soisol
atessubj
ectsandmakesunder
standi
ngdi
ff
icul
tandut
il
it
yfr
om
confi
nedtopassingassi
gnment
sandtests.
- I
tisdet
achedf
rom concer
nsandev
ent
soft
her
eal
wor
d.
- I
tgi
vesl
i
ttl
econsi
der
ati
ont
oneeds,
int
erest
s,andexper
iencesofst
udent
s.
- Thi
sdesi
gnhol
dsapassi
veconceptofl
ear
ning.

c)THEBROADFI
ELDSDESI
GN
- Itrepr
esentsaneff
ortt
oovercomefr
agmentati
onandcompart
ment
ali
zat
ionof
thesubjectcur
ri
cul
um bycombini
ngrel
atedsubj
ect
sint
oasingl
ebr
oadfi
eldof
study.
- Thi
spr ov
idesst
udent
swi
thacompr
ehensi
vev
iewofbr
oadar
easofgener
al
educat
ion.
- Thisdesi
gnint
egrat
esseparat
esubjectsandenabl
est
hel
ear
nert
oseet
he
rel
ati
onshi
pinelementoft
hecurr
iculum.
CRI
TICI
SMSLAI
DAGAI
STBROADFI
ELDSDESI
GN

15
 - Thedesi
gndoesnotgodeepandbr
oadenoughi
ntot
hecont
ent
.
- I
tov er
str
essesthegoal
sofcontentcov
erageandacqui
sit
ionofthei
nfor
mat
ion
overtheachi
evementofcogni
ti
veandaffect
ivepr
ocessgoals.
- I
tisdet
achedf
rom concer
nsandev
ent
soft
her
eal
wor
d.
- I
tgi
vesl
i
ttl
econsi
der
ati
ont
oneeds,
int
erest
s,andexper
iencesofst
udent
s.
- Thi
sdesi
gnhol
dsapassi
veconceptofl
ear
ning.

2.LEANER-CENTREDDESI
GNS
Supporter
soft
hesedesi
gnvi
ewsoci et
yindemocr
ati
cterms,andt
heindi
vi
dualasa
natural
l
ygood,
evensacr
edenti
ty.Thefavor
edl
earni
ngtheor
iesar
ecogni
tiv
ein
charact
er.

- Theyemphasi
zeindiv
idualdev
elopmentandtheref
orethei
ror
gani
zat
iongr
ows
outoft
heneeds,
interest
sandpur posesofst
udents.
- Leanercent
ereddesi
gnsar
enotpr
e-or
gani
zedbutev
olv
east
het
eacherand
student
sint
eract
.
- Theor
gani
zat
iondependsupont
heconcer
ns,
topi
csorpr
obl
emsar
isi
ng.
CRI
TICI
SMSLAI
DAGAI
STLEARNERCENTERDDESI
GN

- I
tisdi
ff
icul
ttoi
mpl
ementast
heyr
equi
rehi
ght
eachercompet
ence.
THEACTI VITY/EXPERI
ENCEDDESI GN-(incl
udes;t
heactivi
ty,
experienceandchi
ld-
center
eddesigns,
theopen,
free,
alt
ernat
iveandhumani st
icdesigns).Theyar
eall
groundedincommonassumpt i
onabouttheproperfocusofeducat i
onandsimil
ar.

Thet askofthet eacheri stoi dentifyther ealneedsandi nterest

sofstudentsandt ohel
p
them selectthemostsi gnificantf orstudy ,t
ohel pthem planandcar ryoutlearning
acti
viti
esandassi st
ingt hem t oappr aiset heirexperi
ence.Thedesi gnfocuseson
problem-solvingpr ocedur esf orlearningwhi chi ntur
nr epresentthemajorv al
uesoft hi
s
curri
culum; r
ealness, signif i
cance, i
mmedi acy,vit
ali
ty,
andt herel
evanceofactivityand
experience.Thel earningact ivi
ti
escomponentoft hecur ri
culum isgi
vengreat
considerati
on.Pr ocessobj ect i
vesgetmor eemphasi sher et haninsubj
ectcent ered
curri
culawher efocusi soncont entobj ectiv
es.

Thisdesi
gni nitselfenhancesint
ri
nsicmotivati
on.Whatstudentsl
earnisuseful
and
i
mpor t
antforr ealknowl edgeandunderst
andingandnotbecausei ti
sgoingtobe
test
ed.Learningisr ealandmeaningful
-“r
elevant”
.Thestudentsgainski
ll
stheyneedi
n

16
r
eal
li
fe.

Crit
icshowev erchallengei t
seducat i
veef f
icacyandneglectforthecrit
icalsocial
goal s
ofeducat i
on-e.
g.cul t
ure.Itiscr i
ti
cizedforlackoforganizati
onalpri
nciplesor
proceduresofcur r
iculum design.I tmaynotbeabl etomai nt
aincontinuit
yoflearning
(sequence),asstudent s’needsandi nterestsarevar
iedandunpr edi
ctable.Thedesi gn
demandsanext raordinarycompet entteacherwellversedinextensi
vel i
beraleducation,
and, wellv
ersedint heintri
caciesofchi l
ddev el
opmentandi nter
personal r
elat
ions.
Anot herdi
sadvantagei sthatt extbooksar enotgearedt oi
tsrequir
ement s.Ital
so
requiresanabundanceofal l t
y peofmat eri
als

3.PROBLEM CENTEREDDESI
GNS
Ademocr at
icviewofsocietyi
sbasictotheirstr
uct
ure,withemphasisplacedongroup
welfare.Theindiv
idual
isassumedt obemor al
l
yneutralandactional
l
yinter
acti
ve.The
focusoft hi
sdesignisont hepr
oblem ofl
ife.Thecurr
iculum st
ressesboththecontent
andt hedevelopmentofthelearner
s.

(
a)TheAr eas-oftheli
vingdesi gn-designedtopr eparepeopl
ei nthear
easofli
vi
ng-
healt
h, v
ocati
on,cit
izenshi p,l
eisure,et
hicsself-pr
eservat
ion,commandof
fundament al
processes,f amily
, aest
heticetc.thi
sdesignispurport
edtouni
fy
knowledgeandbeofv aluet ostudents’daybydayl i
feaswel laspr
eparet
hem
forparti
cipat
ioninacul t
ur e.
(
b)Thecor edesi
gn-designedt
oprovidecommonlearni
ng’
s, orgeneral
educati
on
forall
student
s.Itt
eachesthecommonconcepts,ski
ll
s,andatti
tudesneededby
alli
ndivi
dual
sforeffecti
vef
unct
ioningi
nsoci
ety.
Thisdesi
gnhasmanyf acets;
theseparat
esubj
ectscor
e,t
hecorr
elatedcore,
thefused
cor
e,theact
ivi
ty/
exper
iencescor
e,theareaofl
i
vingcor
e,t
hesoci
al probl
emscore.

PRI
NCI
PLESOFPROCEDURE

1)Allothert
hingsbei
ngequal,oneact
ivi
tyi
smor ewort
hwhi
lethananotheri
fit
permitschil
drent
omakei nf
ormedchoicesincar
ryi
ngouttheact
ivi
tyandto
ref
lectontheconsequencesofthei
rchoi
ces.
2)Al
lot
hert
hingsbei
ngequal
,oneact
ivi
tyi
smor
ewor
thwhi
l
ethananot
heri
fit

17
 assi
gnst
ost
udent
sact
iver
olesi
nthel
ear
ningsi
tuat
ionr
athert
hanpassi
veones.
3)Allot
herthi
ngsbei
ngequal,oneactivi
tyismor ewort
hwhil
ethananotherifit
asksstudent
stoengageininquir
yintoideas,appl
i
cati
onsofint
ell
ect
ual process,
orcurr
entprobl
ems,ei
therpersonalorsocial
.
4)Al
lot
herthi
ngsbei
ngequal,
oneacti
vit
yismorewort
hwhil
ethananotheri
fit
i
nvol
veschi
ldr
enwit
hreal
ia(i
.e.r
eal
object
s,mat
eri
alsandart
efact
s).
5)All
otherthi
ngsbei ngequal
,oneact
ivi
tyi
smor eworthwhi
lethananot
herif
complet
ionoft heacti
vit
ymaybeaccomplishedsuccessf
ull
ybychil
drenat
sever
aldiff
erentlevel
sofabi
li
ty.
6)Allot
herthi
ngsbeingequal
,oneacti
vi
tyismoreworthwhi
l
et hananotheri
fit
asksstudentst
oexamineinanewset t
inganidea,
anappli
cati
onofan
i
ntell
ectual
process,
oracurr
entprobl
em whichhasbeenpreviousl
ystudi
ed.
7)Allot
herthingsbeingequal
,oneactivi
tyismorewort
hwhil
ethananot
heri
fit
requi
restudentstoexaminetopicsorissuest
hatci
ti
zeni
noursociet
ydonot
normall
yexami ne-andarety
picall
yignoredbythemaj
orcommunicati
onmedia
i
nt henati
on.
8)All
otherthingsbeingequal
,oneact
ivi
tyi
smor ewor
thwhi
l
ethananot
herifi
t
i
nvolvesstudentsandfacul
tymembersin“r
isk”t
aki
ng–notari
skofli
feorl
imb,
butariskofsuccessorfail
ure.
9)Allot
herthingsbei
ngequal,
oneacti
vi
tyismorewort
hwhil
ethananotheri
fit
requi
resstudentst
orewri
te,r
ehear
se,andpol
i
shthei
rini
ti
alef
for
ts.
10)Allotherthingsbei
ngequal
,oneacti
vi
tyi
smorewort
hwhil
ethananotherifi
t
inv
olvesst udentsi
ntheappl
icat
ionandmast
eryofmeani
ngf
ulrul
es,standar
ds,
ordiscipl
ines.
11)Allotherthi
ngsbei
ngequal,
oneactivi
tyismor
eworthwhi
l
ethananot
heri
fiti
s
r
elevanttotheexpr
essedpurposesofthest
udent
s.
12)
Allotherthi
ngsbeingequal
,oneacti
vi
tyi
smoreworthwhil
ethananot
herifi
t
givesstudentsachancetosharethepl
anni
ng,
thecarr
yingoutofapl
an,ort
he
resul
tsofanact i
vi
tywithot
hers.
N.B.Procedur
e1, 3,
5,6,8,and10ful
l
ydescr
ibeexpr
essi
veobj
ect
ives.Ot
her
ssi
mpl
y
descri
beinstr
uct
ionalobj
ecti
ves.

Accor
dingt
oEi
snert
her
ear
etwoconcer
nsofeducat
ion.

1-Thatofgi
vi
ngmast
eryoft
hecul
tur
etool
sal
readyav
ail
abl
eand.
2-Thatofmaki
ngpossi
blecr
eat
iver
esponsewhi
chgobey
ondwhati
sav
ail
abl
e

18
 andhel
ptodev
elopi
tandi
ndi
vi
dual
i
zei
t.
TheDi
ff
erence(
dist
inct
)bet
weenI
nst
ruct
ional
obj
ect
ivesandExpr
essi
veI
nst
ruct
ion

 I
nst
ruct
ional
obj
ect
ivesar
eessent
ial
l
ythesameasbehav
ior
alobj
ect
ives.
Theeffecti
vecurri
culum, whenitisai
medati nst
ructi
onal
obj
ecti
ves,wi
ll
developforms
ofbehaviorwhosechar acteri
sti
csareknownbef or
ehandand,asli
kel
yasnot,wil
lbe
commonacr ossstudents-ifnotatt
heident
icalpointi
nti
me,atsomepointduri
ngthe
schoolprogramme.

 AnExpr
essi
veobj
ecti
vedoesnotspeci
fythebehavi
orthest
udent
sar
etoacqui
re
af
terhavi
ngengagedinoneormorelear
ningacti
vi
ti
es.

 Anexpr essi
veobj ecti
vedescribesaneducat i
onalencounter
:itidenti
fi
esa
sit
uati
oninwhi chchildrenaretowor k,aprobl
em withwhichtheyar etocope,
a
taski
nwhi chtheyar etoengage: butitdoesnotspecif
ywhatf rom that
encounter,
sit
uation,problem ortasktheyaretolear
n.

 Anexpressi
veobjecti
veprovidesbotht
heteacherandthestudentwit
han
i
nvi
tat
iontoexplore,def
er,orfocusoni
ssuesthatareofpeculi
arint
erestor
i
mporttotheinquir
er.

 Anexpr
essi
veobj
ect
ivei
sev
ocat
iver
athert
hanpr
escr
ipt
ive.

 Theexpressiveobjecti
veisint
endedtoserv
easat hemearoundwhi
chskil
l
sand
underst
andingslearnedearl
iercanbeboughttobear,
butt
hroughwhi
chthose
ski
ll
sandunder standingscanbeexpanded,el
aborat
edandmadeidi
osyncr
ati
c.

 Wit
hanexpressi
veobj
ecti
vewhati
sdesi
redi
snothomogenei
tyofr
esponse
amongst
udentsbutdi
ver
sit
y.

 I
ntheexpressiv
econtentt
het eacherhopestopr
ovideasit
uati
oninwhich
meaningsbecomepersonal
izedandi nwhichchi
l
drenproduceproduct
s,bot
h
t
heoreti
calandqual
i
tati
ve,t
hatar easdiver
seasthemselv
es.

 Theevaluati
ontaski nthi
ssit
uat
ioni
snotoneofapplyingacommonstandar
d
totheproductsproducedbutoneofref
lectinguponwhathasbeenpr
oducedi
n
ordert
or eveali
tsuniquenessandsi
gni
ficance.

 I
nexpressi
vecont
ent,t
hepr oducti
sli
kel
ytobeasmuchofasur
pri
set
othe
makerasiti
sfort
heteacherwhoencounteri
t
I
nst
ruct
ionalObj
ect
ives Expr
essi
veI
nst
ruct
ion

Lear
ningi
sapr
oduct
. Lear
ningi
sapr
ocess.

Cl
ear
lyst
ateswhatt
hel
ear
ner
sshoul
d I
tdoesnotspeci
fywhatt
hel
ear
ner
s

19
acquir
eorachi
eveatt
heendofl
ear
ning shoul
dbeabletodoaf
terhe/sheengages
acti
vi
ty. i
nlearni
ngact
ivi
ty.

Pr
escr
ipt
ive. Ev
ocat
ive.

St
atement
sofexpr
essi
veobj
ect
ives;

1.Toi
nter
prett
hemeani
ngofPar
adi
seLost
.
2.Toexami
neandappr
aiset
hesi
gni
fi
canceoft
heOl
dmanandt
hesea.
3.Todev
elopat
hreedi
mensi
onal
for
mthr
ought
heuseofwi
reandwood.
4.Tov
isi
tthezooanddi
scusswhatwast
hei
nter
estt
her
e.

20