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Curriculum for High Ability Learners: Issues, Trends and Practices

Reclaiming the CurriculumTheory, Research and Conceptions of Curriculum for High Ability Learners: Key Findings, Issues and DebatesIntroductionConcept-Based Curriculum and Meeting the Needs of High Ability LearnersKnowledge: Concepts, Forms and ProcessesKnowledge and DisciplinarityConceptual Thinking and Achieving Deeper LearningDialogic Teaching and Knowledge Co-construction for Conceptual ThinkingStudents’ Views About Knowledge and Learning ConceptsConclusionReferencesConcept-Based Curriculum and the Teacher: Galvanising Teacher AgencyIntroductionTeacher-Developed Curriculum, Deeper Knowledge and the High Ability LearnerConcept-Focused Learning and the High Ability Learner’s NeedsDeveloping Concept-Based Curriculum Galvanises Teacher AgencyConceptualisations of Teacher Agency: Focusing on Promoting Deeper LearningTeaching and Learning Conceptually: A Deleuzian PerspectiveEnhanced Teacher Agency in Concept-Based Curriculum DevelopmentConcept-Based Curricula Development Sparks Teacher Agency: A Case StudyImplications: Improvements in Teacher Expertise and Student LearningReferencesDesigning and Implementing Concept-Based CurriculumIntroductionRationale for a Concept-Based CurriculumKey Issues and ChallengesChoice of ConceptsConceptual UnderstandingsAssessmentTeacher ImplementationConsiderations and RecommendationsConceptual UnderstandingsFidelityProfessional DevelopmentConclusionReferencesConcept-Based Curriculum Design and Practice in the United StatesAn Introduction: Why Does Concept-Based Curriculum Matter?Concept-Based Curriculum Models and EfficacyWhy a Concept-Based Curriculum in US Classrooms?Models for Concept Development and the Efficacy of UseDesigning a Concept-Based CurriculumHow Do Educators Design a Concept-Based Curriculum?Key ConsiderationsStrategies to Help Link Concepts Across Multiple DisciplinesIntroducing Concepts in Practical WaysStrategies for Building Greater Sophistication of Conceptual UnderstandingConcept-Based Teacher Barriers in the United StatesWhat Can Leaders Do to Support the Institution of a Concept-Based Approach to Student Learning?ReferencesConcept-Based Curriculum: An Australian ExperienceIntroductionDefining Concept-Based Curriculum in the Australian ContextSituating Concept-Based Curriculum Within Australian Curriculum FrameworksWhat Does the Research Indicate?Teachers’ Beliefs and Perceptions of Concept-Based Curriculum DesignPrimary SchoolsSecondary ExperiencesChallenges and IssuesAssessmentWhole-School ApproachDisciplinary Knowledge and PragmaticsA Dialogic PedagogyMoving Forward: RecommendationsConclusionReferencesDeveloping Science Curriculum for Gifted Learners in South KoreaBackground of Curriculum Development in Gifted Education in KoreaConcept-Based Curriculum in Science Education and Thoughts for Science Gifted EducationPractices of Concept-Based Curriculum in Science Gifted EducationExamples of Concept-Based Lessons in Science Gifted Education ProgrammesSome Reflections and Issues with Concept-Based Curriculum in the Korean ContextReferencesLeading a Radical Shift in the Education of High Ability LearnersIntroductionThe Innovation Begins in National Junior College: A Case StudyThe GenesisPhases of Programme DevelopmentProgramme StructureAssessment of Learning Outcomes and Curriculum EvaluationLeading the ChangeIssues and Challenges Selection of TeachersCurriculum Design and DevelopmentTeaching LoadStaffingSelection of StudentsFundingConclusionReferencesDesigning a Concept-Based Curriculum: The Raffles Girls’ School (RGS) ExperienceIntroductionWhat Is a Concept-Based Curriculum?Changing Contexts, Changing CurriculumRGS: BackgroundWhy Did RGS Embark on a Concept-Based Curriculum?Getting Started: Change ProcessesRedesign Curriculum DocumentsReframing the CurriculumDevelop CapacitiesReview PracticesChallenges FacedSustainability of a Concept-Based Curriculum: FactorsWhole-School ApproachLeadershipTeacher Efficacy Through CollaborationReflective PracticeStudent EngagementConclusionReferencesConcept-Based Instruction in English: Issues and ChallengesThe English Language in SingaporeConcept-Based Instruction in EnglishThe Reality of High-Stakes ExaminationsA Concept-Based Curriculum for Enhancing PerformanceConcept-Based Curriculum as a Feature of Educational DifferentiationThe Place for a Concept-Based Curriculum as a Feature of All Thinking ClassroomsThe Consideration of Bloom’s TaxonomyConcepts and Conceptual ThemesA Concept-Based Sample in the English ClassroomAssessing Concept-Based Curriculum and Its ImplicationsSignificance of a Concept-Based Curriculum for Students and EducatorsChallenges Faced in Philosophy and ImplementationIssues in the Implementation of a Concept-Based CurriculumTeacher Belief and MotivationAdministrative and Leadership SupportMy Reflections on Implementing a Concept-Based CurriculumStudent Performance and AchievementStudent ProfileExpanding the Student ImpactThe Professional CommunitySustainability ConcernsConclusionReferencesProcesses and Issues in Concept-Based Curriculum for the HumanitiesIntroductionThe ContextConcept-Based Curriculum in GeographyFrom Theory to PracticeAn Eclectic Approach to Concept-Based Curriculum FrameworksEssential Understandings and GeneralisationsAn Example: A Concept-Based Unit in GeographyCritical Content and Key SkillsTopic and Developing Concepts for Deeper LearningGraphic OrganisersDeveloping Generalisations for the UnitTools for Conceptual UnderstandingGuiding QuestionsDeductive Concept DevelopmentPerformance TaskBenefits of Concept-Based CurriculumImplications of a Concept-Based CurriculumNeed for Suitable Teacher TrainingNeed for Adjustment of Teachers’ MindsetNeed for the Recognition of Challenges in the CurriculumWriting ProcessNeed for a Refocus on the Learning Process Instead of Merely Examination ExcellenceConclusionReferencesWorking with Concept-Based Curricula for MathematicsBackgroundUnderstanding the Structure of Mathematical KnowledgeModern Views on Mathematical Knowledge for TeachingMathematics Education in SingaporeChallenges to Delivering a Concept-Based CurriculumConcept-Based Learning in the Mathematics Classroom: Tools for the TeacherTool 1: Teaching Mathematics ConceptuallyTool 2: Use of Conceptual LensTool 3: Use of Socratic Questioning to Test Mathematical UnderstandingTool 4: Assessing Mathematical Understanding Through Formative MeansReflections of a Concept-Based Teaching and Learning PractitionerReferencesProcesses and Issues in Concept-Based Curriculum for ScienceIntroductionDeveloping an Understanding of Scientific ConceptsConcept-Based Instruction and CurriculumA Concept-Based Approach to Science CurriculumConcept-Based Teaching and Learning of ScienceExample of Concept-Based Teaching: The Concept of Chemical BondsAnother Example of Concept-Based Teaching: Mental Models of Chemical BondingUsing Questioning as an Instructional Strategy for Concept- Based TeachingConcept-Building Activities: Conceptual Change and MisconceptionsMaking Chemistry RelevantConcept-Based Biology Education: Preparing for a New Biology for the Twenty-First CenturyConcept Maps and Meaningful Learning in BiologyLearning Biology Conceptually: Real-World ScenariosChallenges of Concept-Based Approach: Meeting Student NeedsChallenges of Concept-Based Approach: Assessing Learning OutcomesMaking Connections with Gifted and Talented Learners and Science EducationReferencesCurriculum EvaluationWhat Is Curriculum?What Is Evaluation? What Is Curriculum Evaluation?Objectives, Goals, Philosophy and Rationales for Conducting Curriculum Evaluation for SchoolsWhat Are the Criteria in Evaluating Concept-Based Curriculum?Questions About the Concept-Based CurriculumMacro DocumentsPhilosophy./RationaleContentProcessAssessments and ProductsSuggested Process Used to Evaluate Concept-Based CurriculumWho Does the Evaluation?Communicating the Evaluation FindingsWhat Are the Intended Outcomes? How Do Schools Make Use of the Outcomes of Evaluation?Issue in Evaluating Concept-Based Curriculum: Conceptual Teaching and High-Stakes TestReferencesLessons Learned from Developing and Implementing the Concept-Based CurriculumCurriculum Perspectives and Teacher KnowledgeComplexities in Deliberating Curriculum and Situated LearningLessons Learned from Developing and Using Concept-Based CurriculumSchool Level: Strategic Direction for Curriculum Innovation and Changed PracticeTeacher Level: Activating Teacher Agency and Leveraging on Collective Teacher EfficacyClassroom Level: Reconfiguration and Meaning-Making in Learning and TeachingConclusionReferences
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