By Liang See Tan, Letchmi Devi Ponnusamy, Chwee Geok Quek
Given the expanding velocity of swap and the knowledge explosion all over the world, this publication attracts recognition to the perform of educating for conceptual knowing, which has been heralded as an efficient strategy inside of many curriculum frameworks. This booklet is pivotal in documenting and interpreting efforts in developing concept-based curriculum and pedagogies for top skill inexperienced persons. participants of this booklet talk about key recommendations and developments of their curriculum improvement efforts for prime skill beginners, in addition to the demanding situations and recommendations of their paintings. Drawing from a large staff of educators – practitioners, curriculum writers, directors and researchers – this publication has assembled jointly a number views at the strategies, results and implications of utilizing concept-based curriculum and pedagogies in a dynamic academic panorama. those knowledgeable views highlighted by means of the members 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
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). When designing the curricula, experts tend to answer the question about what learning experiences 1 Both curriculum development and innovation are used interchangeably in this chapter.
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