Curriculum Development For Different Learning Styles
Knowledge, it is often said, is power. This is an old but nevertheless true aphorism. Indeed, the word “Knowledge” is a fitting name for it is the one thing that most people need to have in order to survive in the modern world. And yet, at times, knowledge proves to be more of a burden than a blessing. At such times, one must seek out knowledge for what it really is and not for its supposed rewards.
There are various methods or means to achieve knowledge. Students may gain knowledge by participating in classroom discussions, reading books on the subject, taking part in researches done by their teachers, going to seminars on the subject, etc. Education has its own rhythm and pattern, which students must recognize and conform to if they want to gain something from it. Given below are some of the common types of knowledge obtained by students:
The earliest form of knowledge is typically knowledge-based. Knowledge is built upon skills-based activities. Early childhood education revolves around these two forms of knowledge. In this system, students learn through play, hands-on activities, problem-solving, and application of knowledge. Learning is directly linked to the imagination, and this leads to creativity and conceptualization. The aim of this form of early childhood education is to equip students to utilize and apply the scientific methodologies of knowledge creation, as well as to develop an understanding of how knowledge works.
Another early childhood education method is empirical knowledge. Empirical knowledge is built upon specific domain knowledge. It is often called prior knowledge because it is built upon factual evidence. Empirical knowledge is useful because it helps in making predictions; it can provide a test of one’s theoretical knowledge; it can be used as a guide to action.
The third form of knowledge is a posteriori knowledge. Pervalihentary knowledge is also called supposition knowledge because it is developed through the process of inference. The learners are given several plausible possibilities as they negotiate an environment. This knowledge is not grounded in any particular domain, but is rather constructed from various possibilities that emerge out of the process of interpretation and reflection.
Formulating a curriculum is not complete without having a knowledge base. A knowledge base is a systematic way of tracking knowledge development. It tracks the different types of instructional techniques used and the ways that these techniques are applied in different classroom situations. It also tracks the different types of procedural knowledge that are needed for different types of lessons.
Curriculum is designed to serve various purposes. At every grade level, a curriculum needs to address the different types of knowledge needed in different subjects. At each grade level, there needs to be a sequence of activities intended to construct learning at that grade level and introduce students to the subject matter that will be covered at later grades. The sequence of activities is what is important in building a curriculum.
A curriculum is a set of structured lessons that provide students with instruction and allow them to use factual information to solve many problems. The curriculum lays the foundation for a student’s academic success. Without a curriculum, many educators feel that they are operating less efficiently with their teaching and learning. Curriculum is also what provides the foundation for many teachers’ professional development. As stated above, the curriculum is the “backbone” upon which most teachers build their professional development efforts.
One of the goals of developing curriculum is that it is relevant to students. Teachers have a number of objectives when they are working on curriculum. They want to make sure that the lesson is interesting, that the topic is understood, and that students can apply the knowledge learned to solve the problem. Many educators believe that all students are capable of gaining and using knowledge at different grade levels. They also want to have an easy way for students to learn what they need to know in order to pass the state tests.
In terms of the types of knowledge that are covered at different grades, most curricula include both language arts and math. Many language arts programs incorporate literature and creative non-lexical processes as well as instructional practices that teach students how to express themselves through words. Math curricula often incorporate measurement and basic arithmetic and some also incorporate more difficult mathematics concepts such as algebra. Art programs often incorporate visual applications that integrate the senses with the creative faculty. In terms of curriculum development, many educators believe that age-appropriate content should be incorporated regardless of ability or desire of any particular student.
At the language arts and math levels, additional content may be required to support the lesson. For example, for the math curriculum, additional lessons may be required such as discrete math, algebra, probability and statistics. In terms of the language arts, additional lessons may include storytelling, creative writing, critical thinking, expressive writing, and oral presentations. At each grade level, additional content may be required to support the lesson such as instruction on the basics of the alphabet, color recognition, sequence, and the sounds of the alphabet. Finally, a final topic may be added to the curriculum at the high school and college levels to reinforce the concepts taught within the lesson.
