1. Module I
Lesson 3
Teaching-Learning Processes and Curriculum
Development

2. Take Off
• One of the most often repeated definitions
of a curriculum is that curriculum is the
total learning experience.
• This lesson will focus on the teaching
learning processes as salient components
of the curriculum.

3. Teaching as a process in
curriculum
• Good teaching is difficult to agree
upon.
• Because of the changing
paradigms of teaching, several
definitions have evolved based on
the theories of teaching and
learning that have come about.
• Some view teaching as an
organization of meaningful
learning.
• Teaching process: PLANNING,
IMPLEMENTING, and EVALUATING.

5. Planning Phase
 The needs of the learners
 The achievable goals and objectives to meet the needs
 The selection of the content to be taught
 The motivation to carry out the goals
 The strategies most fit to carry out the goals
 The evaluation process to measure learning outcome

6. Implementation phase
• Requires the teacher to implement what has been
planned.
• Two important players: Teacher and the Learner.
• In planning phases:
• Need of the learners
• Achievable goals and objectives to meet the needs.
• The selection of the content to be taught.
• The motivation to carry out the goals
• Strategies most fit to carry out the goals and
• The evaluation process to measure learning outcomes.

7. Evaluation Phase
• A match of the objectives with the learning outcomes will
be made.
• The evaluation phase will answer the question if the plans
and implementation have been successfully achieved.
• In all three phases of teaching, a continuous process of
feedback and reflection is made.
• Feedback - reflection on the feedback
• Reflection - is a process embedded in teaching where the
teacher inquiries into his or her actions and provides
deep and critical thinking.

8. Assumptions
• That teaching is goal oriented with the change of
behavior as the ultimate end.
• That teachers are the ones who shape actively
their own actions.
• That teaching is a rational and a reflective
process.
• That teachers by their actions can influence
learners to change their own thinking.

9. Process of good teaching
• Well planned and where activities are inter-related to each
other.
• Is one that provides learning experiences?
• Is based on the theories of learning.
• Is one where the learner is stimulated to think and
reason?
• Utilizes prior learning and its application to new situations.
• Is governed by democratic principles.
• Embeds a sound evaluation process.

10. Learning as a process in Curriculum
• "To teach is to make someone to learn"
• Learning is usually defined as a change in an
individual's behavior caused by the experiences
or self - activity.
• Behavioral learning theories
• Cognitive learning theories.
• Discovery learning of Jerome Bruner states that
the individual learns from his own discovery of
the environment.

11. • Reception Learning of David Ausubel poses a contrast to the
discovery learning of Bruner
• Events of learning by Robert Gagne
Motivation phase
Apprehending phase
Acquisition phase
Retention phase
Recall phase
Generalization phase
Feedback phase

12. Describing learning
• Does not take place in an empty vessel.
• Is a social process.
• Is a result of individual experiences and self-
activity?
• Is both observable and measurable.
• Takes place when all the senses are utilized.
• Will be enhanced when the learner is stimulated.
• Each learner has his own learning styles.

13. Teaching and Learning Go Together
• Teaching as a process cannot be taken
independently into it’s entirely.
• The hand concepts of learning have become
so vast that the simple stimulus-response
theory alone cannot explain it.
• Teaching is the cause and effect of learning.

14. Some ways of doing teaching and
learning
• The different methods of teaching can be clustered
according to the number of students being taught.
• Inductive method
• Deductive method
• Type study method
• Project method
• Laboratory method
• Question and answer method
• Lecture method

15. Ways of learning
• Learning by trial and error.
• Learning by conditioning
• Learning by insight
• Learning by observation and imitation
through modelling.

16. Teaching and learning in the
curriculum
• One of the crucial issues raised today in education is not
what the students should learn but rather how the student
should learn how to learn.
• Teaching and learning give life and meaning to the
curriculum.
• Each complement and supplement each other.
• The value placed in teaching will reap the same value of
learning, thus a good curriculum can be judged by the
kind of teaching and the quality of learning derived from
it.