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

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

Given the expanding velocity of swap and the data explosion worldwide, this e-book attracts recognition to the perform of educating for conceptual realizing, which has been heralded as an efficient process inside of many curriculum frameworks. This e-book is pivotal in documenting and examining efforts in growing concept-based curriculum and pedagogies for top skill newbies. individuals of this e-book talk about key innovations and tendencies of their curriculum improvement efforts for top skill inexperienced persons, in addition to the demanding situations and ideas of their paintings. Drawing from a large staff of educators – practitioners, curriculum writers, directors and researchers – this publication has assembled jointly more than a few views at the methods, results and implications of utilizing concept-based curriculum and pedagogies in a dynamic academic panorama. those educated views highlighted by means of the individuals will turn out insightful and inspirational to practitioners, coverage makers and different stakeholders alike.

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In this regard, the Integrated Curriculum Model (ICM) (VanTassel-Baska & Stambaugh, 2006) is a framework that aids in designing rigorous curriculum for high ability learners. At its core, the ICM draws attention to the issues, themes and concepts in the content in order to challenge high ability learners, which in turn becomes a conduit for promoting inquiry learning and conceptual understanding. e. conceptual understanding), the curriculum of practice and the curriculum of identity as a means of increasing depth, breadth and complexity while learning a discipline.

The concept-based curriculum leverages on learners’ questioning their prior experience and therefore brings logical and systematic thinking to student learning. Hence, rather than promoting rote learning, teaching and learning conceptually uses dissonance to further students’ learning. This zone of learning dissonance can propel students’ inner desires to know how the world works and lead them to deeper engagement in generating hypotheses and problem-solving (Cremin, Burnard, & Craft, 2006; Schwartz, Bransford, & Sears, 2005).

D. sg © Springer Nature Singapore Pte Ltd. S. Tan et al. D. Ponnusamy This chapter therefore discusses the role that teacher agency plays in teachers’ efforts at curriculum development, specifically in designing concept-based curriculum. The first part of the chapter explores teachers’ efforts at curriculum development and how it plays a role in building teachers’ capacity to address twenty-first-century learning needs. This is followed by a discussion of how teachers’ involvement in concept-based curriculum, with a particular focus on ensuring deeper learning, can affect teacher agency, and explores this line of thinking in current conceptualisations of teacher agency in the literature.

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