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1) Come Up With A Concrete Concept of A Curriculum Through A Concept Web

A curriculum through a concept web is a blended learning approach that combines both online and in-person learning experiences. It allows students to learn about the same topics both online and in the classroom in a way that complements each other. Blended learning is seen as a reform strategy that can lead schools to reexamine schedules and interactions with students. When creating a concept web, it is useful for introducing new subjects, defining concepts, and studying for exams.

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Maela Pollen Elumba Yema
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34 views5 pages

1) Come Up With A Concrete Concept of A Curriculum Through A Concept Web

A curriculum through a concept web is a blended learning approach that combines both online and in-person learning experiences. It allows students to learn about the same topics both online and in the classroom in a way that complements each other. Blended learning is seen as a reform strategy that can lead schools to reexamine schedules and interactions with students. When creating a concept web, it is useful for introducing new subjects, defining concepts, and studying for exams.

Uploaded by

Maela Pollen Elumba Yema
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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1) Come up with a concrete concept of a curriculum through a concept web

A curriculum through a concept web is a term of blended learning that is generally


applied to the practice of using both online and in-person learning experiences
when teaching students. In a blended-learning course, for example, students
might attend a class taught by a teacher in a traditional classroom setting,
while also independently completing online components of the course outside
of the classroom. In this case, in-class time may be either replaced or
supplemented by online learning experiences, and students would learn about
the same topics online as they do in class on the online and in-person learning
experiences would parallel and complement one another.

Online learning may be a minor component part of a classroom-based course,


or video-recorded lectures, live video and text chats, and other digitally
enabled learning activities may be a student’s primary instructional
interactions with a teacher. In some cases, students may work independently
on online lessons, projects, and assignments at home or elsewhere, only
periodically meeting with teachers to review their learning progress, discuss
their work, ask questions, or receive assistance with difficult concepts. In other
cases, students may spend their entire day in a traditional school building, but
they will spend more time working online and independently than they do
receiving instruction from a teacher. Again, the potential variations are
numerous.

Since curriculum is one of the foundational elements of effective schooling and


teaching, it is often the object of reforms, most of which are broadly intended to either
mandate or encourage greater curricular standardization and consistency across
states, schools, grade levels, subject areas, and courses.

● Today’s students need consistent, at-the-ready access to computing


devices throughout the day and, ideally, at home.
● Teachers can only take full advantage of new learning technologies and
online educational resources when all students are equipped with a
computing device.
● Teaching technological literacy and computing skills needs to be a priority
in today’s schools.
● Equipping all students with computing devices and incorporating
technology into every course is the surest way to take full advantage of
new learning technologies and produce students who are technologically
skilled and literate.

Given the fact that the internet and most digital learning technologies are still
relatively new, instructional alternatives such as blended learning could be seen as
de facto reform strategies—i.e., by incorporating blended learning, schools and
teachers are forced to change the ways in which they have historically instructed and
interacted with students. For example, if students begin learning both in-person and
online, it might lead schools to reexamine their traditional school schedule and rethink
how the typical school day is structured. In many cases, blended learning is one
component of a larger reform initiative in a school or district.

When to Use Concept Webs

A concept web may be used for many purposes. Lessons that introduce a subject
of study to even studying for an exam work well. Any time learners need to
define thoughts, concept webs may be used.

The following are a few representative arguments that may be made by critics of
computer-adaptive testing:

● The sophisticated technology needed to score open-ended questions and


essay sections on computer-adaptive tests is not yet ready for widespread
use in schools. Systems may not have been sufficiently tested and others
may be prone to glitches and errors, which could lead to inaccurate results
that can disadvantage the students taking the tests, resulting in the need
for human scoring.
● The use of computerized tests could disadvantage students with lower
technological literacy and less access to digital technology, such as
students from lower-income households and students in rural areas with
less-reliable internet access.
● Transitioning from paper-and-pencil exams to computer-adaptive tests
entails, in many cases, significant logistical challenges and financial
burdens, particularly for cash-strapped states, districts, and public
schools. The sophisticated software required for the tests—whether it is
custom developed or an off-the-shelf product—can be expensive and
potentially cost-prohibitive.
● For schools with few computers or inadequate computing networks—or
both—it may be prohibitively difficult to allocate the time and computers
needed for all students to complete a test.
● Computer-adaptive testing typically requires robust technical support
because broken or malfunctioning systems can derail test administration
and significantly disrupt school scheduling and operations.
● For districts and schools that still rely on paper-based processes,
transitioning to online, computer-adaptive testing might be burdensome or
infeasible because a school may not have sufficient resources, devices,
and on-staff technical expertise.

● The computers may not be used effectively, or they may not produce the
desired results or benefits. For example, the computers may end up being
used as expensive word processors, not as the transformative learning tools
they were advertised to be. If teachers do not embrace the new technology,
if they are not provided with adequate training, or if they use computers to
teach in the same traditional ways, then one-to-one programs are unlikely to
produce the desired benefits to or changes in teaching methods.

2.) Differentiate atleast 3 types of curriculum using a graphic


organizer.
Types of Curriculum

LEARNER CENTERED
CURRICULUM• In learner
centered curriculum there is
a link between courses and
children psychology. Hidden curriculum
refers to messages
• It is according to the communicated by the
Core Curriculum organization and operation
interest and tendency of
children. of schooling apart from the
is the set of common
courses required of all official or public
• It facilitates the mind of undergraduates and statements of school
children because it fulfills considered the mission and subject area
their psychological and
necessary general curriculum guidelines. The
education for messages of hidden
mental requirements. students, irrespective curriculum usually deal
of their choice in
with attitudes, values,
major.
beliefs, and behavior.
● The computers will erode instructional time. Teachers may need to spend
more time managing online behaviors and distractions, while technical
glitches, broken machines, and other problems can eat up valuable
classroom time.

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