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    Crafting A Curriculum?: Dr. Reynaldo B. Inocian

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    KeishaAaliyah
    This document discusses concepts related to curriculum design, including learning objectives, domains, multiple intelligences, and criteria for selecting subject matter. It addresses perspectives on learning as well as content areas including facts, skills, attitudes, and values. The document also covers left and right brain functions and Hermann's four-quadrant brain model involving rational, safekeeping, feeling, and experimental selves. Finally, it outlines Gardner's three domains of multiple intelligences.

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    Crafting A Curriculum?: Dr. Reynaldo B. Inocian

    Uploaded by

    KeishaAaliyah
    51 views15 pages
    This document discusses concepts related to curriculum design, including learning objectives, domains, multiple intelligences, and criteria for selecting subject matter. It addresses perspectives on learning as well as content areas including facts, skills, attitudes, and values. The document also covers left and right brain functions and Hermann's four-quadrant brain model involving rational, safekeeping, feeling, and experimental selves. Finally, it outlines Gardner's three domains of multiple intelligences.

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    3 Intended Curriculum

    Original Title

    3 Intended Curriculum

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    This document discusses concepts related to curriculum design, including learning objectives, domains, multiple intelligences, and criteria for selecting subject matter. It addresses perspectives on learning as well as content areas including facts, skills, attitudes, and values. The document also covers left and right brain functions and Hermann's four-quadrant brain model involving rational, safekeeping, feeling, and experimental selves. Finally, it outlines Gardner's three domains of multiple intelligences.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    51 views15 pages

    Crafting A Curriculum?: Dr. Reynaldo B. Inocian

    Uploaded by

    KeishaAaliyah
    This document discusses concepts related to curriculum design, including learning objectives, domains, multiple intelligences, and criteria for selecting subject matter. It addresses perspectives on learning as well as content areas including facts, skills, attitudes, and values. The document also covers left and right brain functions and Hermann's four-quadrant brain model involving rational, safekeeping, feeling, and experimental selves. Finally, it outlines Gardner's three domains of multiple intelligences.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 15

    Crafting a Curriculum?

    Dr. Reynaldo B. Inocian


    Full Professor
    Cebu Normal University

    RECA
    P

    The Heritage of Learning Objectives


    Brain Focus

    Domains

    Learning
    Perspective
    s

    Multiple
    Intelligence
    s

    4 Pillars of
    Learning

    Cerebrum
    (Upper Brain)
    is for Thinking

    Cognitive
    (KCAASE)

    Cognitivist
    (Information
    Processing)
    Cognition
    Development

    Analytic
    Domain (LRN)

    Learning To
    Know
    Quadrant A

    Cerebellum
    (Mid Brain) is
    for Feeling

    Affective
    (RRVOC)

    Humanistic
    (Affect
    Development)

    Introspective
    Domain
    (VEI)

    Learning To
    Live Together
    Quadrant C

    Brain Stem
    (Lower Brain)
    is for Acting

    Psychomotor
    (IMPAN)

    Behaviorist
    (Skill
    Development)

    Interactive
    Domain
    (LIK)

    Learning To
    Do
    Quadrant B

    Triune Brain
    (wholistic
    Learning)

    Metacognitive
    Thinking
    outside of the
    box

    Constructivist
    (Total
    Development)

    Smart
    Learning
    (utilizing the 4
    brain
    quadrants)

    Learning to Be
    Quadrant D

    Learning Content
    1. Contents (facts, principles, theories, laws,
    definitions, etc.)
    2. Skills (competencies in terms of perceptual
    abilities, non-discursive communication, and
    motor skills)
    3. Attitudes (manner, feelings, interest,
    dispositions)
    4. Values (convictions, beliefs, ideologies)

    Criteria for Subject Matter Selection

    1. Self-sufficiency refers to the economy in terms of teaching effort and


    educational resources, economy of students effort, economy of subject matter
    generated.
    2. Significance is the degree to which the curriculum contributes to basic
    ideas, concepts, principles, and generalizations of the overall aims of the
    curriculum.
    3. Validity refers to the authority of content.
    4. Feasibility is the viability of content in terms of time allotment, resources
    available, and expertise of staff.
    5. Learnability refers to the placement and sequencing of subject content
    usually from easy to difficult.
    6. Interest covers the meaningfulness of the curriculum.
    7. Utility supposes the usefulness of the curriculum content. It uses the
    Pragmatic criterion of truth.

    Right and Left View of the


    Human Brain

    LEFT BRAIN

    Works with logic


    Deals with words
    Deals with parts and specifics
    Deals with analysis
    Deals with sequential thinking
    Is time bound
    Left governs the right sides of
    the body
    Emotional inhibitions
    Remembers names
    Linear
    Objective
    Explicit
    Factual
    Logical in solving problems
    Gives verbal instructions
    Reads for details
    Likes to improve existing things
    Likes well structured
    assignments
    Responsive to appeals of Logic

    RIGHT BRAIN

    Works with emotion


    Deals with pictures
    Deals with wholes and
    relationships among the parts
    Deals with synthesis
    Deals with holistic thinking
    Is time free
    Right governs the left side of
    the body
    Strong emotional response
    Remembers faces
    Spatial
    Subjective
    Implicit
    Experiential
    Intuitive in solving problems
    Demonstrates instructions
    Read for main ideas
    Likes to invent new
    things
    Likes open-ended assignments
    Responsive to emotional
    appeals

    Hermann Brain Dominance (http://www.fitco-

    A:
    B:
    C:
    D:

    The Rational Self (Upper or Cerebral Left Brain) It answers What /analyze
    The Safekeeping Self (Lower or Limbic Left Brain) It answers How/organize
    The Feeling Self (Lower or Limbic Right Brain) It answers Who/personalize
    The Experimental Self (Upper or Cerebral Right Brain) It answers Why/strategize

    A Rational Self
    1.
    2.
    3.
    4.
    5.
    6.
    7.
    8.

    knows how things work


    knows about money
    likes numbers
    is realistic
    is critical
    is logical
    quantifies
    analyzes

    B Safekeeping Self
    1.
    2.
    3.
    4.
    5.
    6.
    7.

    plans timely
    is neat
    organizes
    is reliable
    gets things done
    establishes procedures
    takes preventative action

    D Experimental Self
    1.
    2.
    3.
    4.
    5.
    6.
    7.
    8.

    infers
    Imagines
    is curious/plays
    likes surprises
    breaks rules
    Speculates
    is impetuous
    takes risks

    C Feeling Self
    1. feels
    2.talks a lot
    3. is emotional
    4. is expressive
    5. is supportive
    6. touches a lot
    7. likes to teach
    8. is sensitive to others

    3 Domains of Multiple Intelligences

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