lesson 3& lesson 4 oscar may an

7/31/2019 Lesson 3& Lesson 4 Oscar May An

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PRESENTOR:

OSCAR DOMINGO GATCHALIAN

MARY ANN C. CORPUZ

PROFESSOR:

DR. MANUEL T. LIBAO


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Philosophy of Education playsa role in making changes,

hence it contributes to changewhen needed and types of

change caused byphilosopher deal withimportant values of life.


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The way teachers think influences

the act of teaching. Our values

and our views of the totality ofexistence will affect ourrelationship with others. If the

teachers have good rapport withstudents, the teachers belief and

value system will affect the pupils.


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Philosophy of Education doescontribute to change but only when

such change is needed. Itscontribution may either be indirect ordirect. The type of change caused by

the Philosopher deal with importantvalues of life and therefore is likely bemonumental change.s.


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As our culture changes, so do our

moral standards. Teachers mustbe concerned with ethics or in anysociety, education serves to help

initiate its young into its culture,and certainly moral beliefs are a

large part of any culture.


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To help clarify

concepts such ascause, self, mindand good.


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6. A ProcessKant his pupil : You will notlearn from my philosophy but

how to philosophize, not torepeat but how to think. Animportant role of educationalphilosophy is to make as awareof the need for asking question.


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.

Curriculum development as an instrument ofeducation is based on Philosophy which hasman as its focal point. Philosophy studies mannot only in himself but also his relation withGod. Philosophy is concerned with mans bodyand mind, passions and emotion, intellect, willand freedom, immortality, values and

behaviour patterns, culture, history andscience. With regards to mans relation withreality, philosophy is concerned with the nature

of reality, what man can know. With regards to


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Advocates believe that the schoolshould be Re-constructed to remove fromour society such culture crisis as poverty,

ignorance, employment etc. Preparesstudent to make critical analysis on themajor problems of society. Emphasis is on

behavioural science.Schools should originate policies

and programs which would bring aboutsocial reforms in the social order.


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They believe that human being is

creator of his own essence and hecreates his own values through

freedom of choice or individualpreference.

Believe that the only meaning of

life is what each individual makes of it.What is important is the present andtherefore individuals should be free to

do what makes them happy (eat, drink


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Aims at the total

development of the childeither through experience,

self-activity or learning bydoing.


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Truth is universal and

unchanging and thereforea good education is also

universal and constant.


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THE MAIN THEORIES OF

LEARNING


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ASSOCIATION THEORIES


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FIELD THEORIES


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THE GESTALTIST

Explains learning as the

formation of behaviourpatterns according to certainorganismic laws interpretedas being an actual growth ormaturation of the organism.


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THE PERCEPTUAL THEORIES

Consider learning as self-perception. They more concerned

with knowing and perceivingactivities. They believe that learningis part of a larger problem of

organization, namely, perceptualorganization. Their emphasis is on a

functional holistic approach.


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THE NATURE OF LEARNING

THE LEARNING CURVE

Learning may be defined

as a process which brings about achange in the individuals way of

responding as a result of practiceor other experience or as arelatively permanent change in

behaviour.


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LAWS OF LEARNING


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MINOR LAWS OF LEARNING

CONDITION AFFECTING


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CONDITION AFFECTING

LEARNING

1. Learning will be the most effectivewhen the learning situations are relatedto life as realistically as possible.

2. Learning will be most effective

when the learner gains confidence in hisability and also acquires favorableattitudes and good work habits.


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3. Learning will be most

effective when the environmentcontributes positively to theleaning situations.

4. Learning will be mosteffective when the learning

experiences help the learner gainan insight through practical use ofthe relationship with which he is

having experiences.


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5. Learning situations will bemost effective when they are

adapted to the needs,capacities, and interest of

learners.


effective when the learners feelthe need for experiences andoutcomes.


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effective when the students arefree from emotional tensions.

8. Learning experiences will

be most effective if they areadapted to the normal growth ofthe learners.


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effective in situations thatprovide satisfactorily for

student participation inplanning and learning.


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LEVELS OF LEARNING


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CURRICULUM DEVELOPMENTAND MANAGEMENT OF LEARNING


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OBJECTIVE PRINCIPLES OFLEARNING

1. People differ in their rate oflearning.

2. Forgetting is more rapid than

learning.

3. Review is essential to retain what

has been learned.4. Learning is more effective when

followed by appropriate rewards.


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5. Habits are better formed whenthe sequence of continuous,intermittent, and reward schedulesare followed.

6. When the preceding schedulesare followed, the behavior canbecome self-rewarding.

7. Generalization permits thelearning of large amounts ofinformation.


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8. Discriminationpermits appropriateusage of informationlearned throughgeneralization.

LEARNING


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LEARNING

Distributed practice -when there is a largeamount of information to be learned such as

complex directions, it is best to distribute the totallearning time into separate periods.

Massed practice learning to solve a problem orlearning an entire sequence at one time with no rest

or interruptions.


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LEARNING BY FEEDBACK,

INTEGRATIVE ANDEXPERIMENTAL LEARNING


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INTEGRATIVE LEARNING

Learning by wholes tendsto be better than learning by

parts because one sees thetotal pictures and

understands the materialbetter.

EXPERIMENTAL APPROACH TO


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EXPERIMENTAL APPROACH TOLEARNING


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There are five experimental educationas criteria to verify whether it is useful

philosophy of education1. Learning must be Current

2. Learning must be Eclectic

3. Learning must be Inclusive

4. Learning must deal with the

Essential, Not Structures and Forms.5. Learning must be

RECALLING AND


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RECALLING AND

LEARNINGRecall is a very important factor in

learning because the more we can

recall effectively the more we learn.

Several ways of recalling:

1. Self-recitation while the materialis being learned.


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2. Over learning helps thelearner to have a better

memory since he recall moreefficiently over learned

materials.3. Periodic review helps tocut down the effects of

forgetting.4.Following a logical pattern

makes us remember the GUIDELINES FOR CURRICULUM


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GUIDELINES FOR CURRICULUMDEVELOPMENT


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The SOCIOLOGICAL basis of thecurriculum has reference to the Filipino

life----- its problems, its conditions, itschanges and developments. In otherwords, Filipino society has its unique

needs and conditions which educationas a whole and educational planningand curriculum planning in particular

must take into account in theeducation of the Filipino.

The PHYSOCOLOGICAL basis of


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The PHYSOCOLOGICAL basis ofthe Curriculum

It has three components.1. the nature of the learner

2. the learning process

3. the learning situation

All three are focal areas of educationalpsychology.


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The three focal areas of

educational psychology, anapplied branch of psychologyconcerned with helpingteachers understand theproblems of teaching and

learning. A TEACHER ISEXPECTED, to develop an

understanding of the three


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The PSYCHOLOGICAL basis ofthe curriculum pertains to the

nature of the learner that is, theFilipino learner- the learning

situation. It is essential thateducators know the ways in which |Filipino children and youth grow,

develop and learn, for it is knowingthat understanding is achieved

O f h h l i l


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One part of the psychologicalbasis is the LEARNINGPROCESS. It is the process inwhich people acquire changes

in their behavior, improve theirperformance, reorganize their

thinking, or discover new waysof behaving and new conceptsand information.

S G


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The word UNDERSTANDING used herehas at least five meanings:

1. It means seeing relationships in humanbehavior that are not apparent at firstglance.

2. It means being able to explain behaviorfrom various aspects and points of view

3. It means developing an awareness of

important factors in behavior4. It means identifying the causes of

behavior.

5. It means making accurate predictions

FOUNDATIONS OF THE


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FOUNDATIONS OF THECURRICULUM IN THE SCHOOLS

TEACHING AND LEARNINGSome people claim that when

learning has occurred, teachinghas occurred and vice versa. Wedeny this. There can be learning

where there has been no teachingand good can result in little or nolearning at all.

lesson 3& lesson 4 oscar may an

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