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This learning session is facilitated by Teachers Michael Pabualan, Rodelo Jr. Lungay, and Remark Hepolito with the lesson objective of "analyze the psychological and socio-cultural factors that affect curriculum decisions, particularly, in Science and Mathematics."
In today's education learners have multiple intelligences and they have different characteristics and behavior. Though, they are sometimes labeled to be no focus, and addict to social media and computer games. Yet, they are also recognized for their talents and skills. We can use this data in our decisions in crafting a curriculum by considering the differences in the learner's intelligence and using it in the concept of our curriculum. Consider the talents and skills they have in crafting a curriculum to be able to cater to the type of learners we have today.
Learning may be studied in general terms of Behaviorism, cognitive development, and phenomenology are the three primary theories. We feel that change is necessary. Occurring inside one of psychology's three primary areas. Behaviorism is the earliest learning theory and is being used today. Converted into numerous modern teaching-learning paradigms, including customized learning, direct instruction, and group instruction as well as mastery learning. Each learning theory is insufficient on its own. However, all three models have much to offer in explaining various elements of classroom and school behavior and learning. Readers should form their own opinions. judgments on which features of each theory may be used usage for their own classroom instruction and curriculum development.
Values, actions that are acceptable to society, and different cultures and backgrounds influence what and how students learn. Since society is where the students interact the most, the things taught in school are applied in society. Whether one positively or negatively learns, the environment and the people around the students greatly affect them. That is why teachers and curriculum developers need to carefully consider what culture the students have and the environment that they are in so that what is in the curriculum aligns with students' backgrounds or cultures.
I realized that teachers should use different kinds of assessment tools. We should use an assessment tool for the output and also another tool for the process. With this, we can see appropriately whether the intended outcomes are achieved. Another thing, as a mathematics teacher, I should only be their guide in their problem-solving activities. Motivating them that learning Mathematics is fun and not a subject to be afraid of, for this will help them in easing their anxiety in the learning process. If I continue to reduce their anxiety, they may learn Mathematics meaningfully.
After all, without realizing these factors affecting us and the curriculum, we wouldn't grow.
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