By Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek
Given the expanding pace of swap and the knowledge explosion world wide, this ebook attracts realization to the perform of training for conceptual knowing, which has been heralded as an efficient method inside of many curriculum frameworks. This publication is pivotal in documenting and studying efforts in growing concept-based curriculum and pedagogies for top skill beginners. participants of this e-book talk about key strategies and traits of their curriculum improvement efforts for top skill newbies, in addition to the demanding situations and recommendations of their paintings. Drawing from a large team of educators – practitioners, curriculum writers, directors and researchers – this booklet has assembled jointly more than a few views at the strategies, results and implications of utilizing concept-based curriculum and pedagogies in a dynamic academic panorama. those knowledgeable views highlighted by way of the participants will turn out insightful and inspirational to practitioners, coverage makers and different stakeholders alike.
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Additional resources for Curriculum for High Ability Learners: Issues, Trends and Practices
School-based efforts have become test-beds to change instructional practices that have traditionally relied on centrally controlled, linear models of curriculum development (Brady, 1995; Gopinathan & Deng, 2006; Law & Nieveen, 2010). Teachers’ role in curriculum has become important in leading the bottom-up approach to curriculum, and factors such as teachers’ curricular expertise in selecting and conveying content suited to the learner in particular contexts (Ennis, 1994), professional learning opportunities (Cochran-Smith & Lytle, 1999; Timperley, Wilson, Barrar, & Fung, 2007) and teacher agency (Campbell, 2012; Fenwick & Edwards, 2010; Priestley, 2011; Priestley, Edwards, Priestley, & Miller, 2012) have become significant considerations in school-based curriculum development efforts.
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