Concepts, Nature and Purposes of Curriculum - Types of Curriculum

Summary

El guion trata sobre los tipos de currículos en las escuelas, sus componentes y el proceso de enseñanza y aprendizaje. Se describen siete tipos de currículos y se explican los objetivos, contenidos, experiencias de aprendizaje y evaluación. Se enfatiza la importancia de la interrelación entre enseñanza y aprendizaje para lograr un currículo efectivo.

Takeaways

• 📚 Los tipos de currículo en las escuelas incluyen el currículo recomendado, escrito, pensado, soportado, evaluado, aprendido y oculto.
• 🏫 El currículo recomendado suele ser propuesto por agencias nacionales o organizaciones profesionales para su implementación en educación primaria o secundaria.
• ✍️ El currículo escrito es desarrollado por expertos en currículos y maestros, y a menudo se somete a pruebas piloto en escuelas de muestra.
• 🤔 El currículo pensado se refiere a las actividades planeadas para alcanzar los objetivos del currículo escrito y puede variar según los estilos de aprendizaje de los estudiantes.
• 📚 El currículo soportado incluye materiales y recursos que ayudan a implementar el currículo escrito y fomentan el aprendizaje a lo largo de la vida.
• 📊 El currículo evaluado implica la realización de pruebas y evaluaciones al final de la enseñanza para determinar el progreso de los estudiantes.
• 📝 El currículo aprendido se refiere a los resultados del aprendizaje de los estudiantes, que pueden medirse a través de pruebas y cambios en el comportamiento.
• 🔍 El currículo oculto es el que no se planifica deliberadamente pero puede influir en el aprendizaje y modificar el comportamiento de los estudiantes.
• 🎯 Los componentes principales del currículo incluyen objetivos, contenido, experiencias de aprendizaje y evaluación.
• 📈 Para seleccionar el contenido del currículo, se deben considerar criterios como la autosuficiencia, significancia, validez, interés, utilidad y factibilidad.
• 🔄 Los procesos de enseñanza y aprendizaje están interconectados y el éxito en uno influye en el éxito del otro, lo que se refleja en la calidad del aprendizaje de los estudiantes.

Q & A

¿Cuáles son los siete tipos de currículos que opera en las escuelas según Alan Glover?

Los siete tipos de currículos son: currículo recomendado, currículo escrito, currículo pensado, currículo soportado, currículo evaluado, currículo aprendido y currículo oculto.

¿Qué es el currículo recomendado?

El currículo recomendado es el que suele ser propuesto por agencias nacionales y se implementa en la educación primaria o secundaria.

¿Cuál es la diferencia entre el currículo escrito y el currículo pensado?

El currículo escrito es creado por expertos en currículos y maestros, incluyendo documentos de estudio y guías didácticas. El currículo pensado son las actividades planeadas que se ejecutan en el aula para lograr los objetivos del currículo escrito.

¿Qué es el currículo soportado y qué incluye?

El currículo soportado son los materiales que ayudan en la implementación del currículo escrito, incluyendo recursos como computadoras, materiales audiovisuales, libros de texto, equipos de laboratorio, etc.

¿Cómo se define el currículo evaluado?

El currículo evaluado es aquel que se somete a pruebas y evaluaciones durante y al final de la enseñanza para determinar el progreso de los estudiantes.

¿Qué indica el currículo aprendido?

El currículo aprendido se refiere a los resultados de aprendizaje logrados por los estudiantes, que pueden ser medidos a través de pruebas y cambios en el comportamiento.

¿Cuáles son los componentes principales de un currículo?

Los componentes principales de un currículo son: los objetivos, el contenido o materia, las experiencias de aprendizaje y los enfoques de evaluación.

¿Qué es el dominio cognitivo en términos de objetivos educativos?

El dominio cognitivo se refiere al proceso de pensamiento y se basa en la taxonomía de Bloom, que incluye conocimiento, comprensión, aplicación, análisis, síntesis y evaluación.

¿Cómo se define el proceso de enseñanza y aprendizaje dentro del currículo?

El proceso de enseñanza y aprendizaje en el currículo incluye la planificación, implementación, evaluación, retroalimentación y reflexión.

¿Qué tipos de teorías de aprendizaje explican cómo los individuos aprenden según los psicólogos educativos?

Los tipos principales de teorías de aprendizaje son las teorías del aprendizaje por comportamiento, que enfatizan el comportamiento observable, y las teorías del aprendizaje cognitivo, que se centran en los procesos mentales del estudiante.

¿Cómo se relacionan la enseñanza y el aprendizaje en el currículo?

La enseñanza y el aprendizaje están interrelacionados y uno no puede tener éxito sin el otro. La calidad de la enseñanza está directamente relacionada con la calidad del aprendizaje de los estudiantes.

Outlines

00:00

📚 Tipos de currículos en las escuelas

Se discute la distinción entre los diferentes tipos de currículos que operan en las escuelas. Alan Glover describe siete tipos: currículo recomendado, escrito, contemplado, soportado, evaluado, aprendido y oculto. El currículo recomendado es el sugerido por agencias nacionales o organizaciones profesionales para la implementación en educación primaria o secundaria. El currículo propuesto proviene de expertos y organizaciones profesionales. El currículo escrito es desarrollado por expertos en currículos y maestros, incluyendo planes de lecciones y pruebas piloto. El currículo contemplado son actividades planeadas para alcanzar los objetivos del currículo escrito. El currículo soportado incluye materiales que ayudan a implementar el currículo escrito. El currículo evaluado se refiere a la evaluación de la enseñanza y el aprendizaje. Finalmente, el currículo oculto son aspectos no intencionalmente planeados que pueden influir en el aprendizaje.

05:04

🎯 Componentes del currículo

Se explican los componentes clave del currículo, que incluyen los objetivos, el contenido, las experiencias de aprendizaje y la evaluación. Se destacan las instituciones educativas formales y cómo se estructuran los objetivos generales de la educación primaria, secundaria y terciaria en Filipinas. Se discute la importancia de los objetivos educativos y cómo se definen, basándose en el trabajo de Bloom y Maker. Además, se presentan los tres dominios de objetivos: cognitivo, afectivo y psicomotor, y se sugiere que los educadores estudien estos dominios para comprender mejor cómo establecer los objetivos del currículo.

10:05

📈 Selección y organización del contenido del currículo

Se aborda la selección del contenido del currículo y se presentan criterios para elegir la materia a ser enseñada, como la autosuficiencia, la significancia, la validación, el interés, la utilidad, la nobleza y la factibilidad. Se sugiere que el contenido debe ser relevante, significativo y útil para los estudiantes. También se introducen principios para organizar el contenido, como el equilibrio, la articulación, la secuencia, la integración y la continuidad. Estas directrices ayudan a evitar brechas y superposiciones en la enseñanza y a fomentar una visión holística del conocimiento.

15:06

🔄 Experiencias de aprendizaje y estrategias de enseñanza

Se describe cómo las experiencias de aprendizaje vinculan estrategias y métodos de enseñanza con los objetivos del currículo. Se enfatiza la importancia de las estrategias de enseñanza en la conversión del currículo escrito en instrucciones y cómo estas pueden mejorar las experiencias de aprendizaje de los estudiantes. Se sugiere que no existe un único método de enseñanza óptimo y que los métodos deben estimular el desarrollo en diversos dominios del aprendizaje. Se presentan directrices para la selección de métodos de enseñanza que aseguren el desarrollo de los objetivos del currículo.

20:06

📊 Evaluación del currículo

Se discute el proceso de evaluación del currículo, que incluye la identificación de objetivos específicos, la recolección de datos, la organización y análisis de la información y la presentación y reciclaje de los resultados para una retroalimentación continua. Se sugiere un plan de acción para la evaluación del currículo que abarca desde el enfoque en un componente específico hasta la implementación de cambios basados en la retroalimentación. Se enfatiza la importancia de la evaluación para determinar la efectividad del currículo y la mejora continua del proceso de enseñanza y aprendizaje.

25:06

🌟 Proceso de enseñanza y aprendizaje en el currículo

Se describe el proceso de enseñanza y aprendizaje como una secuencia de planes, implementación, evaluación, retroalimentación y reflexión. Se enfatiza la importancia de la interacción entre el maestro y el estudiante y cómo la retroalimentación y la reflexión pueden mejorar la calidad de la enseñanza. Se explican las teorías del aprendizaje basadas en el comportamiento y las teorías cognitivas del aprendizaje, y cómo estas influyen en la enseñanza y el currículo. Se concluye que la enseñanza y el aprendizaje son interdependientes y que la calidad de la enseñanza se mide por el aprendizaje obtenido por los estudiantes.

Keywords

💡Curriculum

El término 'Curriculum' se refiere al conjunto de conocimientos, habilidades y actitudes que se espera que los estudiantes adquieran a través de su educación. En el vídeo, se discute cómo diferentes tipos de currículos operan en las escuelas y cómo están estructurados para lograr objetivos específicos.

💡Curriculum recomendado

El 'Curriculum recomendado' es el conjunto de programas educativos sugeridos por agencias nacionales o profesionales para su implementación en los niveles elemental, secundario o terciario. En el vídeo, se menciona que la mayoría de los currículos escolares siguen recomendaciones hechas por organismos oficiales o asociaciones profesionales.

💡Curriculum escrito

El 'Curriculum escrito' incluye los documentos oficiales como estudios de curso, sílabos y planes de lección elaborados por expertos en currículo y a menudo con la participación de maestros. Se menciona en el vídeo como la base de lo que se enseña en las escuelas.

💡Curriculum implícito

El 'Curriculum implícito' se refiere a las actividades planificadas que se ejecutan en el aula con el fin de lograr los objetivos del currículo escrito. Es adaptado según los estilos de aprendizaje de los estudiantes y los maestros, como se describe en el vídeo.

💡Curriculum soportado

El 'Curriculum soportado' incluye los materiales y recursos que facilitan la implementación del 'Curriculum escrito'. En el vídeo, se detalla que estos recursos pueden incluir computadoras, materiales audiovisuales, libros de texto y equipos de laboratorio.

💡Curriculum evaluado

El 'Curriculum evaluado' se refiere a la parte del currículo que se somete a pruebas y evaluaciones para determinar el progreso de los estudiantes. En el vídeo, se discute cómo las evaluaciones se realizan al final de un período de enseñanza para verificar si los estudiantes han alcanzado los objetivos planteados.

💡Curriculum aprendido

El 'Curriculum aprendido' se refiere a los resultados de aprendizaje logrados por los estudiantes, que pueden medirse a través de pruebas y cambios en el comportamiento. En el vídeo, se indica que estas evidencias de aprendizaje son cruciales para evaluar el éxito de un currículo.

💡Curriculum oculto

El 'Curriculum oculto' es el conjunto de aprendizajes no intencionados que influyen en el comportamiento o los resultados de aprendizaje de los estudiantes. En el vídeo, se menciona que puede incluir el intercambio entre maestros y estudiantes, las condiciones físicas del entorno de aprendizaje y más.

💡Componentes del currículo

Los 'Componentes del currículo' son las partes esenciales que componen un currículo, como los objetivos, el contenido, las experiencias de aprendizaje y la evaluación. En el vídeo, se explica cómo estos componentes están interrelacionados y son fundamentales para el éxito del currículo.

💡Proceso de enseñanza

El 'Proceso de enseñanza' se describe en el vídeo como una secuencia de fases que incluye planificación, implementación, evaluación, retroalimentación y reflexión. Se enfatiza la importancia de que el maestro tome decisiones que faciliten el aprendizaje de los estudiantes.

💡Proceso de aprendizaje

El 'Proceso de aprendizaje' se define como un cambio en el comportamiento de un individuo causado por experiencias o actividades propias. En el vídeo, se discute cómo las teorías del aprendizaje, como el aprendizaje basado en el comportamiento y el aprendizaje cognitivo, explican cómo los individuos aprenden.

Highlights

Introduction to the types of curriculum operating in schools

Description of the recommended curriculum by national agencies

Explanation of the written curriculum developed by experts and teachers

Discussion on the thought curriculum and its implementation

Importance of supported curriculum materials for learning

Assessed curriculum as a measure of student progress

Definition of the learned curriculum and its outcomes

Hidden curriculum as unintended influences on student learning

Components of curriculum: aims, goals, and objectives

Curriculum content selection and its criteria

Principles for organizing curriculum content

Teaching strategies and their impact on curriculum experiences

Curriculum evaluation methods and their purpose

Teaching as a process involving planning, implementation, and evaluation

Learning as a process and its theories

Interrelation of teaching and learning in curriculum development

Conclusion on the significance of curriculum in teaching and learning

Transcripts

good day so for our for the continuation

of our discussion about the concepts

nature and purposes of curriculum we

will discuss about uh we will discuss

the last three topics in this lesson so

it entails the types of curriculum

operating in schools they all the

elements or components of curriculum and

what are the teaching learning processes

and

curriculum development so let us begin

our discussion about the types of

curriculum operating

in schools so

alan glover describes seven types of

curriculum operating in the schools

today so we have the recommended

curriculum the written curriculum the

thought curriculum supported curriculum

assessed curriculum learned curriculum

and hidden curriculum so far

the recommended curriculum it is the

uh most of the

school curricula are recommended so the

national agency may recommend their

curriculum to be implemented in the

elementary or secondary education so the

curriculum propose it is the curriculum

proposed by scholars and professional

organizations so it may come from a

national agency or any professional

organizations who has stake or role in

in education so we have

some example here

we have the department of education

the department of science and technology

the commission on higher education the

philippine association for teacher

education and the biology

teacher association so they may

recommend

a curriculum that can be implemented

either in elementary or

elementary secondary or tertiary

education

next we have the written curriculum in

which most of the written curricula are

made by the curriculum experts with the

participation of teachers so majority of

the written curricula are made by

curriculum experts

and teachers some of the examples are

backed and

k-12 and even the lesson plans that are

made up of objectives and planned

activities of the teacher so

these were pilot tested or tried out in

sample schools or population so written

curriculum includes documents course of

study or syllabi that are handed down to

schools this week's divisions colleges

or universities for

implementation

next we have the thought curriculum

so these are valid activities that are

implemented in order to arrive at the

objectives or purposes of

the written curriculum so this

curriculum comprises the different

planned activities that are executed

inside the classroom they may vary

according to the learning styles of

students and the teaching styles of the

teachers so these are used by the

learners with different

learning styles with the guidance of

the teachers so aside from the thought

curriculum we also have these supported

curriculum there must be materials which

should um

support or help in the implementation of

the written curriculum so in order to

have a successful teaching learning

process there must be materials that

should support

the implementation of freedom

curriculum so it should enable each

learner to achieve real and lifelong

learning uh learning so it and it

includes material resources such as

computers

audio video visual materials textbooks

or cover books course books laboratory

equipments and the like that will enable

each learner to have a real and

lifelong learning

next we have the assessed curriculum so

this refers to a tested or

evaluated curriculum so at the at the

duration and end of the teaching

episodes series of evaluations are being

done by the teachers to determine the

extent of teaching or to tell if the

students are progressing so progressing

so a curriculum that is tested and

evaluated we call that the assessed

curriculum so at the at the duration and

end of

teaching series numerous evaluations are

being done by the teachers to determine

if the students are in their name so

some of the sample assessment tools

include pencil and paper

test authentic instruments like

portfolio portfolio are being utilized

aside from the assessed curriculum we

also have the learn curriculum so this

refers to the learning outcomes achieved

by the study so this curriculum refers

to the learning outcomes that are not

achieved or achieved by the students so

learning outcomes are indicated by the

results of the tests and changes in

behavior which can either be cognitive

effective or psychomotor so the

achievement of the learning outcomes are

determined by the results of tests and

other assessment tools

and the changes in behavior that can be

observed by the teacher inside the

classroom lastly we have the hidden

curriculum so this is the unintended

curriculum which is not deliberately

planned but may modify behavior or

influence learning outcomes so this is

the unintended curriculum that may

modify behavior or influence students

learning so

thus there are

many hidden curriculum that are

presented in this in schools some of the

factors that made up

the hidden curriculum includes the

teaching

either teacher learner interaction

physical their physical conditions

discrete environment

the mood of the teachers spear influence

and many more so

aside from the types of curriculum

operating um in school let us now

discuss the elements or components of

the curriculum so for most curricula

the major components of the curriculum

entails first the aims goals and

objectives means what is to be done next

we have the subject matter or content

what subject matter is to be included

next what are the learning ex the

learning experiences means what

instructional strategies resources and

activities will be employed and lastly

the evaluation approaches what methods

and instruments will be used to assess

the results of the curriculum so first

we have the component one that entails

the curriculum aims goals and objectives

so each of the components

are

essential

in making an effective

curriculum so first we have the

curriculum aims goals and objectives so

a formal curriculum is embedded in a

formal institution called schools so

schools are established institutions

which are either run by the government

or by the fry bait sector so a formal

curriculum is rooted in an institution

that we call schools

these are established educational

institutions that are run by the

government or

but by the private sector so here in the

philippines

our educational system was divided into

three levels we have the primary the

secondary and the tertiary level so for

the aims

the aims of elementary elementary

education includes the ksb the learning

experiences love coordination and

promote

work experience yes so the general aims

of elementary education that is based on

the

education act of 1982 entails the ksb

the the knowledge skills and values they

all they also aims to provide learning

experiences promote love for the nation

and work

experiences that prepares the students

for the future so for the aims of

secondary education in here educational

curricula aim to continuously promote

the objectives of elementary education

and discover and improve the various

aptitudes and interests of students to

prepare them

for tertiary schooling

so for the tertiary education tertiary

education is based on the curricula of

the different courses so the different

courses should aim to provide

general education programs train the

students with the essential

chancel skills develop new leaders and

allow them to apply the knowledge and

skills

they have learned so that is for

the aim so for the goals

so in a curriculum the goals are made

simple and specific for the attainment

of each learner so these are called the

educational objects objective so in a

curriculum the simple and specific

goals intended for learners are called

educational

um

objectives so in a simpler sense

objectives direct the

students change in behavior it becomes

the basis for the selection of learning

content and learning experiences it also

provides the criteria in which

learning outcomes

will be evaluated so benjamin bloom and

robert maker defined educational

educational objectives

in two ways so first explicit

formulations of the ways in which

students are

expected

to be changed by the educative process

and lastly the intent communicated by

statement describe being a proposed

change

in

learners

so according to them there are three big

domains of objectives so for the

cognitive domain

we have the domain of thought process so

the major

uh the main

uh basis for the cognitive domain is

bloom's taxonomy which entails the

knowledge the comprehension

the application the analysis synthesis

and evaluation so for

the effective domain we have the domain

of valuing attitude and appreciation

that is

uh mainly

uh

based on kratos rrvov or the receiving

responding valuing organization and

characterization lastly we have the

psychomotor domain that is mainly based

on

simpson's psg mcao that refers to the

perception

cell guided response mechanism complex

over responses adaptation and

origination so psychomotor domain

refers to the domain of the use of the

psycho motor attributes so these domains

comprises of specific skills attitudes

and values that are presented

in order or level so if you have time um

or you are or better you should allow

some time to study these three big

domains of objective so you will be able

to grasp

what do we mean

or how this uh

domain of domains essential in

constructing

the curriculum aims goals and objectives

next we have the next component which

entails

or which involves the curriculum content

are

subject matter so all curricula have

content regardless of their design or

models content is more than simply

information to be learned in school so

to some curriculum specialist content or

subject matter is another theorem for

knowledge it is a compendium of facts

concepts and generalization principles

and

theories

so content selection is a very crucial

stage in curriculum development so it is

not just a simple information to be

learned

from school so for others content is a

synonymous term for knowledge in which

includes the facts

the concepts

the generalizations principles and

theories thus um

each subject area has its own body of

subject matter or content some of the

examples are the communication arts we

have the mathematics sciences social

studies music and the like

so

i have here some criteria which can be

utilized in the selection of subject

matter content or knowledge

for

the

curriculum so the question is

what subject matter will be taught in

order to achieve the objectives

so here are some criteria that can be

utilized in selecting content or subject

matter for the curriculum first we have

the self-sufficiencies according to

scheffler 1970 the primary guiding

principles for content selection is

helping the learners to attain maximum

self-sufficiency in learning meaning

it involves less teaching effort and

learning efforts or the economical but

promotes more results and effective

learning outcomes next we have the

significance when we say significance

the content should contribute to the

overall aim

of the curriculum

the subject matter should allow the

students to develop learning abilities

develop the three major domains of

objectives and the like so for the

validity the content should be checked

or verified

fourth the interest so the subject

matter or the content should value the

students interest if it is meaningful

for them

or not we also have utility when we say

utility it means

the usefulness of the content may be

either be for the present or future

purposes of the learner the content must

be

useful for the learner next we have the

learnability

nobility refers

emphasizes that the subject matter

should be relevant to the range of

experiences

of the students lastly we have the

feasibility so the content should be

considered within the context of the

reality in schools society and

government it can be the factor of

define the resources available the

nature of the learners etc so upon

knowing the criteria that can be

utilized in the selection of the subject

matter or content

uh we have

the suggested principles in organizing

or putting together the different

learning contents

by palma

so in organizing the different contents

he suggested five major

principles that needs to be considered

first is the balance it refers to the

um

fairly distribution of curriculum

content in a particular learning area

or discipline next we have the

articulation so

the content should be connected to the

next so that gaps and overlaps in the

subject matter will be avoided third we

have the sequence it refers to the

logical sequence or arrangement of the

subject matter according to the levels

of

the learners fourth we have the

integration

that refers to the connections of

um

the learning similar to one another so

that the students will get a holistic

view of reality and lastly we have the

continuity so it is the constant

repetition and the informants of

learning

of learning so it means continuing

application the continuation

of

the application of the new knowledge by

the learning

so that is the second component the

third component

is about curriculum experiences so

curriculum experiences

it will link instructional strategies

and methods to curriculum experiences

the core or the heart of the curriculum

so the insert the instructional

strategies and methods will put into

action

will put interactions so the goals and

objectives in order to produce

and

outcome

so teaching strategies convert the

written curriculum in uh to instructions

so the teaching strategies utilized by

the teacher can help the learners to

have

a better learning experiences and be

able to execute what have been stated

in the written curriculum

furthermore the actions are based on

planned objectives the subject matter to

be taken and the support materials to be

used so

this entails a variety of teaching

methods and educational activities that

will enhance and facilitate students

learning

so for the curriculum experiences

whatever whatever the methods

the teacher utilizes to execute the

curriculum there will be some guide for

the selection in news so here are some

of them so first teaching methods are

means to achieve the end second there is

no single best teaching method third

teaching methods should stimulate the

learner's desire to develop cognitive

effective psychomotor social and

spiritual

domain

of the individual fourth place learning

cells of the student should be

considered fifth every method should

lead to the development of the learning

outcomes in the three domains

six flexibility should be a

consideration in the used or

the

teaching

methods next we have the last component

of the curriculum which

involves the curriculum evaluation

so within the evaluation process smaller

and more specific activities are needed

to determine the effectiveness of the

curriculum so there are variety of

evaluation methods and different

materials that can be um

effectively utilized in order to

determine the effectiveness

of

the curriculum it can be the assessment

of learning outcomes um

the different methods such as the

diagnostic placement formative or

summative evaluation and many more

so

a suggested plan of action for the

process of curriculum evaluation is

introduced regardless of the methods and

materials evaluation that will be

utilized here are some suggested plan of

action in the process of

curriculum evaluation first focus on one

particular component of the curriculum

you also

we need to specify the objectives of

evaluation it can be the subject area

the grade level the course or degree

program next collect or gather

information the data needed on the

object of evaluation third we have

the

you have to organize the information so

it entails the coding organizing storing

and receiving data for further

interpretation fourth we have to analyze

information it is an appropriate way of

analyzing

uh an appropriate way of analyzing

should be utilized next we have we have

to report the information it can be done

formally

uh in front of the stakeholders or

informally

it can be an around table discussions or

through conversation lastly we have to

recycle the information so it is for the

purpose of continuous feedback

modification and adjustment to be made

in

the curriculum so

are in all as you can see in the picture

we have here the

summary of the interrelationship of the

components of curriculum or in all the

components of curriculum are distinct

but are interrelated to each other as

shown

in the

figure now

upon discussing the

elements or components of curriculum let

us now move on to the teaching learning

processes and curriculum development so

nowadays

the teacher becomes the decision making

uh maker

maker in the teaching process so let us

look at the teaching process in the

picture so teaching as a process and

curriculum

involves

first the planning phase the

implementation phase the evaluation

phase the feedback and the reflection

phase

so in the planning phase it recognizes

the intent that it will be the learners

who will learn so the considerations in

the decision um

should include the learner the learner

the availability of materials the time

requirements the strategy the strategies

needed to

achieve the objectives and the teacher

next for the implementation pace it

requires the teacher to implement what

has been planned so it is the time when

everything will put into action in order

to achieve

the objective so the interaction between

the teacher and the learner is essential

next is the evaluation phase so in the

in the evaluation phase a match of the

objectives with the learning outcomes

will be made so it will answer the

question if the plans

and the implementation

are successfully achieved next we have

the feedback feedback is the reflection

on

the feedback so it gives information as

to whether the three pages were

appropriately done or not so if the

planning the implementation and the

evaluation phase r were appropriately

done

or not lastly we have the reflection so

it is a process embedded in the teaching

where the teacher inquiries into his or

her actions and provides deep and

ethical thinking so for the reflection

features increase into his or her

actions in teaching are

emphasized

so that is the teaching as a process and

in curriculum now

furthermore

we have we will tackle that

uh learning as a process in the

curriculum if we discuss

the teaching as a process in curriculum

let us now move on to the learning as a

process in economic uh in curriculum so

learning is usually defined as a change

in an individual's behavior caused by

experiences or self-activity so it

implies that learning can only happen

through the individual's activity or his

or her own doing so learner occurs more

when the very stimuli are properly

arranged for the purposes of

learning so there are two principal

types of learning theories to explain

how individuals learn

according to educational psychologists

so for behavior learning theories it

emphasizes the observable behavior such

as new skills

knowledge or attitudes which can be

demonstrated so

in here um the forms of behavior

that are observable and

measurable so if the individual has

changed

behavior therefore he or she has learned

so we have the examples

such as the ivan pablo's

problems classical conditioning and bf

skinner's operant

conditioning so for the cognitive

learning theories

it is concerned on the mental processes

of the learner and some of the famous

theories that focuses on the cognitive

on the students cognitive learning is

jerome brunner's discovery learning and

david osibel's perception being and that

is the learning as a process

in curriculum lastly we have the

teaching when the teaching and learning

go together so one processes cannot

succeed without the success or support

of the other so a teacher cannot claim

he

or she or he has taught if the learners

have not learned substantially so the

teaching style should jibe

um

with the learners

learning style so the learner

being the center of teaching will

influence or direct to a great extent of

teaching

for better

learning so as learners become complex

individuals capable of learning on their

own the repertoire of teaching should

also increase so various teaching styles

together with the support of teaching

materials are necessary to facilitate

greater lifelong learning lastly

teaching is the cost and learning is the

effect and that is the teaching and

learning go together so the quality of

teaching

is therefore related to the quality of

learning so if the students learn

meaning the greater factor is the

success

in teaching so generally

teaching and learning give meaning to

the curriculum they are interrelated to

each other so hence a good curriculum

can be assessed by the quality of

learning obtained by the students from

the kind of teaching executed

by

the teacher so that's the end of our

discussion about the concepts purposes

and nature of curriculum so i hope you

learned something from me

and

thank you for listening