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CHAPTER 3: CONSIDERATIONS IN DESIGNING A CURRICULUM

LEARNING THEORIES, APPROACHES & METHODS

A learning theoryis a set of systematic, integrated concepts and research-based descriptions

of how individuals acquire knowledge, skills, and competencies, thus helping us understand

the inherently complex process of learning. (a set of principles that explains & relates certain

learning phenomena)

The relationship between curriculum and learning theories is a very close one.

Curriculum is essentially a roadmap for learning and as such focuses on competencies and

skills that are important to learn.

Learning theories are frameworks for educators to consider when designing a curriculum and

applying it to teaching and learning.

With a learning theory as a conceptual framework, curriculum and instruction can be structured

around making learning most effective.

There are many different theories of how people learn; therefore, it is hard to categorize

learning theories in exactly the same way.

In general, there are three main categories or philosophical and psychological frameworks

under which learning theories fall: behaviorism, cognitivism, and humanism.

Behaviorism Cognitivism Humanism

Asserts that knowledge is

finite.

Learning is said to be

overt, observable &

measurable using empiricalmethods.

This contributes to the

belief that learning is

observable through changes

in behaviour of the learner.

The subject matter &

stage of development

determine goals.

The process of learning

remains continuous in theorganisation &

reorganisation of

knowledge until the

learner achieves insight

thru addressing a

problem. The context &

stage of problem solving

will indicate what the

purpose of learning is.

Humanist theory posits a

natural desire of

individuals to learn.

The potential for growth

of an individual learner isconsidered boundless.

Learners need to be

empowered and to have

control over the learning

process & not to have

learning done to them.

Students learn best in a

non- threatening

environment & are more

likely to want to identifytheir own goals that are

specific to their needs.

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Learning is influenced by

external factors, as

opposed to internal

thought processes of

intrinsic motivation.

Learning is rewarded to

encourage desirable

results. Extrinsic motivation drives

students to do things for

tangible rewards/pressure.

It is the prospect of

receiving positive reward

that drives learning, such

as passing an exam i.e.

external motivation.

This type of LT requires

processing of information.

Motivation comes from

the learner i.e. intrinsic.

There is a need to

acquire, store, retrieve &

reorganise knowledge so

that a betterunderstanding may be

acquired.

The theory asserts that

human beings are innately

driven to learn.

Motivation is intrinsic i.e.

it comes fm within the

learner in their attempt to

improve themselves.

Insights & the learnersown experiences are said

to encourage reflection &

selfassessment.

There is a focus on physical

behaviour that can beobserved, controlled &

measured.

Though processes fall

outside the remit of the

controlled environment &

are therefore of little or no

concern.

Learning occurs where

specific stimuli are

introduced to the learnercausing certain responses

to occur which result in a

change in behaviour.

Learning usually takes

place in incremental steps

& can be increased

through repetition &

reinforcement.

A teacher (or organisation)

determines whatobjectives the learner

should achieve. These

objectives are said to be

met when the learner

responds in a certain way,

based on controlled

stimuli.

Cognitivism is based on the

principle that learningdevelops thru exposure of

information that is logically

presented, and that new

information can be more

easily understood when it is

linked to stg that is already

learned.

Learning is considered in

relation to the learnersunlimited potential for

growth.

Learners are encouraged to

take responsibility for their

own learning.

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Approachis the theoretical foundation of language tcg.

It depends on ones view of the nature of lang & the purposes of lang T&L.

Methodis the overall plan for the presentation of language material.

Techniqueis the procedure actually employed by the teacher to get his point across.

The choice of methods & techniques depends on the tcrs understanding of the nature & purpose

of lang learning (the theoretical side), the syllabus, examinations, textbooks, class size, level of

ability & etc. (the practical side)

e.g of approach: 1) situational approach (use reallife materials, use AVA to create series of real

life situations, doing things, playing games, have activities)

2) communicative approach

e.g of method: grammar translation method , direct method, audio-lingual method, etc

Some points / ques to consider:

Is there adequate variety? Do all students learn efficiently with same method? Is there a

best method?

Is it relevant? Is the learning similar to that outside the school?

Is it consistent with established learning theory? Are the principles of learning adhered

to?

Some principles of learning: learning is...Acitve rather than passive

Strongly influenced by motives and values of learner

Increased when it is reinforced

Enhanced when a variety of experiences allow for discrimination & generalisation

Dependent on inclinations toward different learning styles & methods.