Curriculum for High Ability Learners: Issues, Trends and by Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek

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By Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek

Given the expanding pace of switch and the knowledge explosion all over the world, this e-book attracts recognition to the perform of educating for conceptual realizing, which has been heralded as a good strategy inside of many curriculum frameworks. This booklet is pivotal in documenting and studying efforts in growing concept-based curriculum and pedagogies for top skill rookies. members of this ebook speak about key suggestions and traits of their curriculum improvement efforts for prime skill newcomers, in addition to the demanding situations and recommendations of their paintings. Drawing from a large workforce of educators – practitioners, curriculum writers, directors and researchers – this publication has assembled jointly a number of views at the tactics, results and implications of utilizing concept-based curriculum and pedagogies in a dynamic academic panorama. those proficient views highlighted by means of the members will end up insightful and inspirational to practitioners, coverage makers and different stakeholders alike.

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Transmission-based, content-focused curricula do not provide enough of such opportunities for learners, and therefore what is learned tends to be fossilised. The incremental, thoughtful process in concept-focused learning is highly important for high ability learners as such learners often have a wider knowledge repertoire and exhibit faster thought processes. Often educators who work with such learners have to keep these fast thinkers engaged, and this is better done by getting the learners to exercise their own discretion through the use of a wider conceptual approach.

However, in this chapter, curriculum development refers to the planned changes that are conceptualised and undertaken by classroom teachers to meet learners’ needs. 1 Traditionally, curriculum has been developed by subject specialists and disciplinary experts, with a clear focus on the rigour and depth of the discipline, whilst schools have acted as the implementers of the curriculum (Skilbeck, 2005). This process has continued in most educational systems which are centrally controlled and has been the case in most Asian contexts (Kennedy & Lee, 2008).

K. Tan Knowledge: Concepts, Forms and Processes What knowledge is and how it should be taught are two persistent questions in the field of learning sciences. , 2001), as well as whether knowledge should be transmitted or co-constructed with the learners (Scardamalia & Bereiter, 2002). Moreover, proponents of concept-­ based curriculum provide the following contrast: deep conceptual understanding rather than a shallow or surface knowledge (Bennet & Bennet, 2008; Biggs, 1999). The basic building block of cognition and knowledge is known as a concept.

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