1.
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.

4.
Figure 3
Teaching Process

5.
Implementation phase
Requires the teacher to implement what has
been planned.
Two important players: Teacher and the
Learner.

6.
 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.

8.
 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 inquires into his o her
actions and provides deep and critical
thinking.

9.
Assumptions
That teaching is goal oriented with the change of
behaviour 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.

10.
Process of good teaching
 Well planed 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.

11.
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 behaviour caused by the experiences or self
- activity.
 Behavioural learning theories
 Cognitive learning theories.
 Discovery learning of Jerome Bruner states that the
individual learns from his own discovery of the
environment.

12.
Events of learning by Robert Gagne
Motivation phase
Apprehending phase
Acquisition phase
Retention phase
Recall phase
Generalization phase
Feedback phase

13.
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.

14.
Teaching and Learning Go Together
Teaching as a process cannot be taken
independently into its 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.

15.
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

16.
Ways of learning
• Learning by trial and error.
• Learning by conditioning
• Learning by insight
• Learning by observation and imitation through
modelling.

17.
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.

18.
Thank You For Listening
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