Didactic relation in the teaching-studying-learning processGhazally Spahat
The relation between general didactics and subject didactics is first analysed and the special characteristics of subject didactics are described. With help of didactic triangle the pedagogical relation between the teacher and the student is discussed. The core of subject didactics is outlined as the teacher´s relation to another relation, that between the student and the content. The manifest part of this later relation is expressed as studying and the latent part as learning. Finally the fact that every teacher has a didactics of his/her own is discussed.
Learning in the Preschool YearsTraditional education typically d.docxsmile790243
Learning in the Preschool Years
Traditional education typically divides content into specific segments, or subjects, such as reading, language, and mathematics. In fact, when children enter preschool, they may encounter this single-subject approach to learning for the first time, as teachers talk about getting ready for science, music, and art. For the most part, however, experiences in these subjects are not constrained by strict time schedules. Instead, in a preschool classroom with a developmentally appropriate program, in-depth explorations are valued in an environment that has been carefully prepared. For example, it is better to have children explore just a few topics "repeatedly in many different ways" rather than just touching on a wide variety. In this way, "they are able to organize what they know into deeper and more powerful theories or ideas" (Tomlinson & Hyson, 2009, p. 141).
Learning in the Primary Grades
By the time children enter kindergarten or primary grade classrooms, adult-defined academic subjects may take on an even greater role, as periods of time are devoted to reading or literacy, language arts, writing, math, science, social studies, music, art, and physical education (kindergartens may refer to movement). While each of these subjects is important in its own right, young children—even in the primary grades—do not think about their learning in such structured ways. Rather, left to their own devices, they engage in learning experiences that "follow data trails that crisscross disciplines naturally and take the problem solver along paths that meander into unexpected, unanticipated, thought-provoking, and often uncharted domains of learning" (Audet, 2005, p. 138). In fact, curriculum integration is an approach to learning based on a child's natural impulses; it disregards subject boundaries in favor of a more holistic view of learning, allowing children to follow their natural lines of inquiry.
Curriculum Creation as a Balancing Act
Recognizing that curriculum integration may be one ideal but that traditional subjects must also be adhered to, Sue Bredekamp (1997) suggests, "The best strategy . . . is to begin with the discipline frameworks and identify the connections, the ways that curriculum can be integrated and made more meaningful for learners" (p. xvi). Furthermore, curriculum designers must always keep in mind the importance and integrity of the individual subjects.
As they create curricula at each developmental level, curriculum planners should keep the following points in mind:
Infants and toddlers are provided their own natural curriculum by their physical environment, family, and society. The role of the curriculum planner is to make the environment and experiences welcoming and positive.
Preschoolers continue to learn much from all aspects of their environments. They are also ready for expanding their learning in ways that will lead them to more formal learning later on. Curriculum planners can identify c ...
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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1. Crafting the Curriculum
Lesson 1 – Curriculum Design Models
Crafting a curriculum is like writing a lesson plan. It is like making something with the
different components, and putting them together in a very creative way. It is a task that all
teachers should know and understand, or better still, to know how to craft one.
Generally speaking, a curriculum can be organized either horizontally or
vertically. Horizontally organization means, that the direction of the curriculum elements
is sideways. For example, the subject social studies move horizontally along history,
geography, civics and culture. Taking contents in mathematics and relating these to
science is also an example of horizontal curriculum design. On the other hand, using a
vertical arrangement or sequence of curricular elements follows a vertical design. For
example in social studies content, putting the “family” ahead the topic “community” is
vertical articulation or in science the bigger topic on “living things” comes ahead of
topics on “plants” and “animals”.
