By Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek
Given the expanding velocity of switch and the data explosion around the globe, this publication attracts recognition to the perform of educating for conceptual realizing, which has been heralded as a good method inside of many curriculum frameworks. This publication is pivotal in documenting and reading efforts in developing concept-based curriculum and pedagogies for top skill inexperienced persons. members of this e-book speak about key strategies and traits of their curriculum improvement efforts for top skill novices, 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 ebook has assembled jointly a variety of views at the procedures, results and implications of utilizing concept-based curriculum and pedagogies in a dynamic academic panorama. those educated views highlighted by way of the individuals will turn out insightful and inspirational to practitioners, coverage makers and different stakeholders alike.
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Extra info for Curriculum for High Ability Learners: Issues, Trends and Practices
Upper Saddle River, NJ: Prentice-Hall. O. (2000). Are there kinds of concepts? Annual Review Psychology, 51, 121–147. Myhill, D. (2006). Talk, talk, talk: Teaching and learning in whole class discourse. Research Papers in Education, 21, 19–41. , & Fisher, R. (2005). Informing practice in English: A review of recent research in literacy and the teaching of English. London: Her Majesty’s Inspectorate. S. (2016). Critical assessment of gifted education in Singapore. D. C. 77–96). New York: Information Age Publishing.
And how the answer to this essential question frames the multiple actions of the teacher during curriculum implementation, interpretation, change and subversion. In traditional transmission-based models of teaching and learning, teacher agency is called on when teachers refine externally developed curriculum in order to socialise the learner into understanding the concepts that are the norm of the discipline. However, teacher agency in concept-based curricula emphasises the teacher’s role in facilitating deeper understanding by questioning current mindsets and conceptions and in the process inviting the learner to create fresher links in the subject that was not seen hitherto.
It has also discussed the key research findings and issues around what teaching and learning concepts mean and how this affects the work of teachers and learners in the classroom. Teachers’ and students’ views of a subject and its discipline have an impact on the way in which they approach learning in the domains. This implies there is a need for teachers to be knowledgeable in employing strategies that will inductively lead to conceptual change and understanding in the learner. In the following chapters, this book will examine scholarly contributions about the beliefs and philosophies of curriculum developers, as well as issues and chal- Theory, Research and Conceptions of Curriculum for High Ability Learners: Key… 21 lenges in developing, implementing and assessing concept-based curriculum in different continents and education systems (Chapters 4, 5, 6 and 7).