PROCESS OF CURRICULUM in Knowledge and Curriculum
- 1. PROCESS OF CURRICULUM CONSTRUCTIVISTS ORIENTATION
- 2. Authentic learning :Authentic learning refers to a teaching and learning approach where students engage with real-world problems, scenarios, or tasks that are relevant to their lives and communities. This method emphasizes the application of knowledge in practical settings, leading to a deeper understanding and more meaningful learning experiences. It focuses on developing skills that students can apply beyond the classroom, fostering critical thinking, problem-solving, and collaboration. Authentic learning in real life contexts leading to knowledge construction
- 3. Features of Authentic Learning in Real-Life Contexts: • Real-World Problems: Learning is centered around complex, real-world issues that do not have predetermined solutions. This encourages students to think critically and creatively as they work through challenges. • Contextual Relevance: Students engage with learning that is directly tied to the context of their lives, future careers, or current societal needs. This makes the learning process more engaging and meaningful.
- 4. • Inquiry-Based Learning: Students take on the role of active researchers or problem-solvers, asking questions, conducting investigations, and finding solutions. The process involves exploration, discovery, and reflection. • Collaboration: Authentic learning often involves collaborative projects, where students work in teams to share ideas, build on each other's strengths, and collectively solve problems.
- 5. • Interdisciplinary Approach: Real-life tasks often require knowledge and skills from multiple disciplines. Students may apply concepts from various subjects (e.g., math, science, literature, social studies) to address the issue at hand. • Reflection: Students regularly reflect on their learning process, discussing what worked, what didn’t, and how their thinking has evolved. This reflection leads to deeper understanding and knowledge construction. • Use of Technology: In today's context, authentic learning often incorporates technology, which students can use to gather data, collaborate with peers, or present findings in innovative ways.
- 6. Outcomes of Authentic Learning: • Knowledge Construction: Instead of merely memorizing facts, students actively construct their own understanding by engaging with information and applying it to real situations. • Critical Thinking and Problem Solving: Students learn to analyze situations, think critically about potential solutions, and make decisions based on evidence and reasoning. • Motivation and Engagement: Learning becomes more relevant to students when they see the connections between what they are learning and how it will be used in the real world. • Transferable Skills: The skills developed in authentic learning scenarios—such as teamwork, communication, time management, and adaptability—are applicable in future academic and professional settings.
- 7. Examples of Authentic Learning in Real-Life Contexts: Community Service Projects • Real-life Context: Students collaborate with local community organizations, helping with food banks, environmental clean-ups, or organizing fundraising events. • Authentic Learning: Students learn by working directly on issues that matter in their communities, practicing problem-solving, teamwork, and social responsibility while making a tangible difference. Science Fair with Real-World Application • Real-life Context: Students research and design experiments that address current environmental or societal issues, such as climate change, pollution, or renewable energy. • Authentic Learning: Students apply scientific methods and principles to solve real-world problems, gaining hands-on experience in research, data analysis, and critical thinking.
- 8. Field Trips and Cultural Experiences • Real-life Context: Students visit museums, historical sites, or cultural events where they can connect classroom learning to real-world experiences (e.g., a history class visiting a local museum or a geography class going on a field trip to a natural reserve). • Authentic Learning: Students see and experience history, culture, or science first-hand, deepening their understanding through direct engagement with the world around them. Math in the Real World • Real-life Context: Students use mathematics to solve practical problems, such as budgeting for a class event, designing a garden layout, or calculating distances for a road trip. • Authentic Learning: This involves applying mathematical concepts to real- world situations, helping students understand the relevance of math in everyday life.
- 9. Steps to create authentic learning in classroom situation: • Step 1: Teacher’s tasks:Introduction to the topic of natural disasters. The teacher asks the students to think and identify all the different types of natural disasters that occur throughout the world and the students name various disasters, and the teacher writes them on the board. Students’ tasks:Students listen and call out various answers as the teacher writes them on the black board. Purpose:Arouse interest in the topic, activate background knowledge of the topic.
- 10. • Step 2: Teacher’s tasks:After the teacher and students discuss various keywords associated with the topic, teacher asks the students to form small groups to investigate about a particular disaster of interest. Students’ tasks:Students actively perform an investigation on natural disasters of choice. Purpose:Through collaboration, students are able to identify key concepts and characteristics of a particular natural disaster analysing and synthesizing new information.
- 11. • Step 3: Teacher’s tasks:The teacher asks the students to share the results of their investigation. Students’ tasks:Students orally share their results. Purpose:Students report what they have analysed and evaluated to each other and to the teacher in group discussion • Step 4: Teacher’s tasks:The teacher presents a current news article related to the natural disasters topic and asks the students to take turns on reading portions of the article loud. Students’ tasks:Students take turns and read the portions of the article aloud. Purpose:Students orally read passages from articles to practice reading fluently with proper pace, pause and intonation.
- 12. • Step 5: Teacher’s tasks:Teacher asks students to share personal experiences of any natural disaster. Students’ tasks:Students take turns and orally sharing their own experiences. Purpose:Students use higher order thinking skills to express their thoughts.
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