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

Given the expanding velocity of swap and the knowledge explosion worldwide, this ebook attracts realization to the perform of educating for conceptual figuring out, which has been heralded as an efficient technique inside of many curriculum frameworks. This booklet is pivotal in documenting and examining efforts in growing concept-based curriculum and pedagogies for top skill beginners. members of this booklet speak about key recommendations and developments of their curriculum improvement efforts for prime skill inexperienced persons, in addition to the demanding situations and suggestions of their paintings. Drawing from a large staff of educators – practitioners, curriculum writers, directors and researchers – this publication has assembled jointly a variety of views at the strategies, results and implications of utilizing concept-based curriculum and pedagogies in a dynamic academic panorama. those proficient views highlighted by means of the participants will turn out insightful and inspirational to practitioners, coverage makers and different stakeholders alike.

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Extra resources for Curriculum for High Ability Learners: Issues, Trends and Practices

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Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Chi, M. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in Science.  129–186). Minneapolis, MN: University of Minnesota Press.  U. M. (2004). A nation deceived: How schools hold back America’s brightest students. Iowa City, IA: Belin-Blank Centre. Corson, D. (1988). Oral language across the curriculum. Clevedon, UK: Multilingual Matters. , & Craft, A. (2006).

Furthermore, the notion of differentiating curriculum and instruction for high ability learners by focusing on conceptual understanding capitalises on the innate, intellectual strengths of such learners. The desired student learning outcomes in the curriculum would therefore require open-ended learning tasks that allow learners to discuss multiple perspectives or engage in mathematical and scientific investigative processes. Open-ended discussions will be needed to create a learning environment that encourages risk-taking behaviours and promotes self-directedness.

Boston: Pearson Educaiton, Inc.  P. (2012). A comparative analysis of international frameworks for 21st century competencies: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. 668938 Vosniadou, S. (2012). Reframing the classical approach to conceptual change: Preconceptions, misconceptions and synthetic models.  J.  J.  119–130). Dordrecht, The Netherlands: Springer. , & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science.

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