Foundations of Curriculum

Development
Prepared by:
Bryan V. Catama
cHaPsBrYaN
Psychological Foundation
of Curriculum

•Association and Behaviorism

•Cognitive Information Processing
Theory
Ivan Pavlov (1849-1936)

• Father of Classical Conditioning

Theory, the S-R Theory

• The key to learning is early years

of life is to train what you want
them to become
The Classical Conditioning Theory / The
Stimulus-Response Theory
Edward Thorndike (1874-1949)
• Championed the
Connectionism
Theory

• Proposed the 3 laws

of learning (Law of
Readiness, Law of
Exercise, Law of
Effect
 (3) Law Of Exercise –
connections become
(1) Law Of
strengthened with
Readiness – a (2) Law Of Effect –
series of practice and
responses to a
responses can weakened when
situation which are
be chained practice is
followed by a
together to discontinued. A
satisfy some rewarding state of
corollary of the law of
goal which will affairs will be
effect was that
result in strengthened and
responses that
annoyance if become habitual
reduce the likelihood
blocked, and responses to that
of achieving a
situation,
rewarding state (i.e.,
punishments, failures)
will decrease in
strength.
Robert Gagne (1916-2002)
• Proposed a Hierarchical
Learning Theory. Learning
follows a hierarchy.

• Behavior is based on
prerequisite conditions

• Introduced tasking in the

formulation of objectives
Jean Piaget
(1896-1980)
Lev Vygotsky (1896-1934)
• Social-Cognitive Development
Theory

• Cognitive development is limited to a

certain range at any given age. Full
cognitive development requires social
interaction.
• (Zone of Proximal Development)
• Cultural transmission and development
• Scaffolding
Howard Gardner (1943 –
present)
Multiple Intelligences • Individuals should be
encouraged to use their
preferred intelligences in
learning.
• Instructional activities should
appeal to different forms of
intelligence.
• Assessment of learning should
measure multiple forms of
intelligence.
Daniel Goleman (1946 – present)
Emotional Quotient
Humanistic Psychology
Gestalt Theory (Max Wertheimer Theory)
(1880-1943)
• Learning is explained in terms of “wholeness” of the problem
• Human beings do not respond to isolated stimuli but to an
organization or pattern of stimuli

• The learner should be encouraged to discover the

underlying nature of a topic or problem (i.e., the relationship
among the elements).
• Gaps, incongruities, or disturbances are an important
stimulus for learning
• Instruction should be based upon the laws of organization:
proximity, closure, similarity and simplicity.
Abraham Maslow (1908-1970)
Self-Actualization Theory / Classic Theory of Human Needs

• Produce a
healthy and
happy learner
who can
accomplish,
grow and
actualize his /
her human
self.
Carl Rogers (1902-1987)
Experiential Learning
Rogers distinguished two types of learning:
1) cognitive (meaningless) and
2) experiential (significant).

Rogers lists these qualities of experiential learning:

personal involvement, self-initiated, evaluated by learner,
and pervasive effects on learner.
• To Rogers, experiential learning is equivalent to personal
change and growth. Rogers feels that all human beings
have a natural propensity to learn; the role of the teacher
is to facilitate such learning.
• This includes: (1) setting a positive climate for learning, (2)
clarifying the purposes of the learner(s), (3) organizing and
making available learning resources, (4) balancing
intellectual and emotional components of learning, and
(5) sharing feelings and thoughts with learners but not
dominating.
Social Foundations of Curriculum
Schools and Society

• Society as a source of
change
• Schools as agents of
change
• Knowledge as an agent of
change
John Dewey (1859-1952)

• Considered two fundamental

elements – schools and civil
society – to be major topics
needing attention and
reconstruction to encourage
experimental intelligence and
plurality
Alvin Toffler (1928-2016)
• Wrote the book Future Shock
• Believed that knowledge should
prepare students for the future
• Suggested that in the future, parents
might have the resources to teach
prescribed curriculum from home as a
result of technology, not in spite of it.
(Home Schooling)
• Foresaw schools and students worked
creatively, collaboratively, and
independent of their age.
Historical Foundations
 •Franklin Bobbit (1876-1956) -
presented curriculum as a
science that emphasizes on
students' need. Curriculum
prepares for adult life.

•Werret Charters (1875-

1952) - considered curriculum
also as a science which is
based on students' need
and the teachers plan the
activities.
•William Kilpatrick (1871-1965)
– viewed curriculum as
purposeful activities which are
child-centered. The purpose of
curriculum is child development
and growth.

•Harold Rugg (1886-1960) -

Curriculum should develop the
whole child. He emphasized
social studies in the curriculum
and the teacher plans the
lesson in advance.
 •Hollis Caswell (1901-1989)
- sees curriculum as organized
around social functions of themes,
organized knowledge and learner's
interests.

•Ralph Tyler (1902-1994)

- believes that curriculum is a science
and an extension of school's
philosophy.
Vision –Mission Statements
• If our vision statement is our destination, then our mission
statement is the vehicle that takes us to our destination.

• Vision statements are what we imagine in a perfect world; they

are an idea we want to see occur someday. They are big ideas
that address complex problems or situations, not something that
is going to be achieved in a few years.

• If vision statements are about why we do what we do, then

mission statements are about how we do it. They usually
emphasize a verb such as “provide,” “establish” or “help.”
Verbs are action words, so they express how we implement
our vision.
Guided by the Vision-Mission of the University, the Louisian Graduates are
expected to demonstrate the following graduate attributes vis-à-vis the
following Institutional Learning Outcomes: