The Curriculum Design And Development

Behaviorism and humanism are two theories of learning. Both theories are very important, and have many good qualities, which makes it difficult to say that one is better than the other. When it comes to learning, behaviorism does not consider mental processes, rather it looks at our response to stimuli in our environment. Whereas, humanism sees learning as personal, and is dependent on each individual self. Even though the two theories seem completely opposite of each other, there are some similarities between them pertaining to learning.

Task analysis is the process of obtaining information about a job by determining the duties, tasks, and activities involved and the knowledge, skills, and abilities required in performing each task. There can be broken down into six

In Psychology learning is seen as a change in behaviour caused by an experience. Behaviorism, is seen as a learning theory; an attempt to explain how people or animals learn by studying their behaviour. The Behaviourists Approach has two theories to help explain how we learn, Classical conditioning and operant conditioning. In this task I will attempt to describe and evaluate this approach.

Behaviorism believes that when we are born, our mind is a sort of blank slate, and over time our experiences and environment influence a persons behavior over time, this is where things such a classical conditioning comes in to play. For example if we receive positive reinforcement for an action, we are statically more likely to repeat that action as we have now associated the behavior with a positive reinforcement, the same would apply to a action that we received a negative reinforce or punishment for, we would then be less likely to repeat that behavior or action because we have now associated it a negative reinforce or punishment.

Criterion 4.1: The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning outcomes and program outcomes consistent with contemporary practice.

The behaviourist school of thought sought to prove that behaviour could be predicted and controlled. Often using animals in their experiments, they studied how changes in environment can affect behaviour. It was their belief that learning begins with a clean slate and that behaviour is acquired by conditioning. They suggest that the learner’s response to stimuli can be reinforced and directed using positive or negative feedback.

The behavioral approach is the idea that observable behavior is a result of environmental components and past experiences. These components are known as the stimuli and the behavioral effect that it produces is called its response. The explanation behind this idea is based on how individuals learn, which is through classical and operant conditioning. Classical conditioning is a process that associates two stimuli, which then creates a new learned response every time those stimuli are paired together. The stimuli begins as being neutral, however, proceeds to turn to one that is conditioned. An excellent example of this idea is in Pavlov's dog experiment where the dogs learned to associate a bell with food. Operant conditioning is a process that correlates the likelihood of actions happening based on associating its positive or negative consequences. For instance in Skinner's rat experiment, the rat knew to instantly go to the lever in its box once it figured out it would drop food which was positive reinforcement. Negative reinforcement was also demonstrated when it would be removed and instead the rat would be electrocuted when not on the lever, eventually the rat learned to go to the lever instantly to avoid the electricity. In the story, Dibs: In Search of Self by Virginia Axline, the main character Dibs often supported behaviorism. For instance, when Dibs was in the playroom and began to play with the doll house and the way he would repeat “Dibs

Students explore the idea that anyone can publish on the Internet, so not all sites are equally trustworthy. They need to carefully evaluate the sites they use for research, and then decide which ones they can trust.

This is the behaviorist concept of human learning. This view states that learning is occasional, hard work, obvious, limited, intentional, dependent on rewards and punishment, based on effort, individualistic, easily forgotten, assured by testing, an intellectual activity, and memorization (Smith, 1998). An example of a bottom-up approach that was employed in the school systems is No Child Left Behind.

“Behaviorism is predominantly concerned with evident and measurable aspects of human behavior. In defining behaviour, behaviourist-learning theories emphasise changes in behavior that result from stimulus-response links made by the learner. Behaviour is directed by stimuli. An individual selects one response instead

Behaviourism is a theory of learning based upon the idea that all behaviours are attained through conditioning. Behaviourists believe conditioning occurs when we interact with the environment and that the environment we are in determines the way we respond to a stimulus. The behaviourist approach believes we learn behaviours through association between response and consequence. For instance, by touching a hot iron you will feel pain. Therefore, we learn from this, and know not to touch a hot iron as we associate feeling pain as a consequence of this action. There are two forms of conditioning within the behaviourist approach; classical conditioning and operant conditioning. Behaviourists believe that individuals are born without built-in mental content, known as a ‘blank slate’ and that all behaviours arise from experience or perception.

A curriculum is any planned educational experience. Ideally, the learning objectives should incorporate the acronym “SMART”: Specific, Measurable, Attainable, Relevant, and Targeted to the learner. Systematic Curriculum and Instructional Development (SCID) is a successful model for curriculum development customized to complement the needs of career and technical educators as well as business and industry trainers. It has five phases: design, development, implementation, evaluation. Since curriculum reflects the models of instructional delivery chosen and used, some might indicate that curriculum could be categorized according to the common psychological classifications of the four families of learning theories “Social, Information Processing, Personalist, and Behavioral” as defined by Cortes (1981). Cortes

According to Eggen and Kauchak (2012) behaviorism is a theory that explains learning in terms of observable behaviors and how they’re influenced by stimuli from the environment. It defines learning as a relatively enduring change in observable behavior that occurs as a result of experience (Schunk,

According to John Delnay (1959) “Curriculum is all planned learning for which the school is responsible. The curriculum is all the experiences learners have under the guidance of the school. How do we define Curriculum? According to Bandi and Wales (2005), the most common definition derived from the word Latin root, which means racecourse. Bandi and Wales (2005), also stated that for many students, the school curriculum is a race to be run. A series of obstacles, or hurdles (subjects) to be passed. This implies that one of the functions of a curriculum is to provide a template or design which enables learning to take place. Curriculum development is carried out as a planned development, implementation and review cycle. Educational psychologists and pedagogues have determined different principles of learnings. One of them is Tyler (1949), he developed the objectives model, which was later modified by (1965), and Veness (2010). This model proposed that learning is defined in terms of what learners should be able to do at the end of the course. It uses systematic approach to planning, and it is learning outcome driven. There are four steps to curriculum design:

Behaviorism is the point of view where learning and behavior are described and explained in terms