ASSIGNMENT NO. 1
CURRICULUM DEVELOPMENT: (8603)
WRITTEN BY: MADIHA AFZAL
PROGRAMME: B.ED (1.5)
SEMESTER: FISRT
ALLAMA IQBAL
OPEN UNIVERSITY
Question No: 1
What are the
deficienceis in the existing curriculum of the grade VIII? Discuss principles
of curriculum construction and suggest strategies to upgrade the existing
curriculum.
Answer:
1.
What are the deficienceis in the existing curriculum of the grade
VIII?
Curriculum
problems of Pakistan are lack of sequence, economic interference,
disapproval of society, lack of teaching material, economics problems and
outdated syllabi
Issues
in curriculum development are.
·
Curriculum is outdated.
·
Involvement of government officials.
·
Lack of academic research.
·
Absence of school teachers' involvement.
·
Result of weak academic skills of researchers.
·
2.
principles of curriculum construction
Principles
of Curriculum Construction are:
1. Principles of Child Centredness ;
2. Principle of Community Centredness ;
3
Principle of Activity Centredness ;
4. Principle of Variety ;
5. Principle of Co-ordinations and Integration;
6. Principle of Conservation
7.
Principle of Creativity;
8. Principle of Forward. Looking;
9. Principle of Flexibility;
10. Principle of Balance;
1. Principle
of Child Centeredness:
As
modern education is child-centred the curriculum should also be child-centred.
It should be based on the child’s needs, interests, abilities, aptitude, age
level and circumstances. The child should be central figure in any scheme of
curriculum construction. In fact, curriculum is meant to bring about the
development of the child in the desired direction so that he is able to adjust
well in life.
2. Principle of Community Centredness.
Though
the child’s development and growth is the main consideration of curriculum
construction, yet his social behaviour is also to be suitably developed, both
the individual development and the social development of the child deserve
equal attention. He is to live in and for the society.
Therefore,
his needs and desires must be in conformity with the needs and desires of the
society in which he is to live. The values, attitudes and skills that are
prevailing in the community must be reflected in the curriculum. However, the
society is not static. It is dynamic. Its needs and requirements are changing
with the rapid developments taking place in all fields. While working for the
development, this factor cannot be ignored.
3. Principle of Activity Centredness.
The
curriculum should centre round the multifarious activities of pupils. It should
provide well selected activities according to the general interests and
developmental stages of children. It should provide constructive, creative and
project activities. For small children, play activities should also be provided.The
purposeful activities both in the class-room and outside the class-room should
be provided. It is through a network of activities that the desired experiences
can be provided and consequently desirable behavioural changes can be brought
about in children.
4. Principle of Variety.
The curriculum
should be broad-based so as to accommodate the needs of varied categories of pupils,
so that they are able to take up subjects and participate in activities
according their capacities and interests.The needs of pupils also change from
place to place. For example, the pupils in rural areas, urban areas, and hilly
areas will have different needs. The needs of boys and girls are also
different. So these considerations should be reflected in the curriculum.
5. Principle of Co-ordination
and Integration.
Of
course, the pupils are to be provided with selected experiences through various
subjects and activities but these must be well integrated. Various subjects and
activities have to serve the same ultimate purpose, the achievement of the aims
of education. The activities and subjects should not be put in after-tight
compartments but these should be inter-related and well integrated so as to
develop the whole child.
6. Principles of Conservation.
One of the
main functions of education is to preserve and transmit our cultural heritage.
This is essential for human progress. Culture consists of traditions, customs,
attitudes, skills, conduct, values and knowledge. However, the curriculum
framers must make a suitable selection of the elements of culture, keeping n
view their educational value and the developmental stage of pupils.
7. Principle
of Creativity.
The
conservation of culture helps to sustain the society. The culture should not be
simply transmitted but also enriched. There should be provision in the
curriculum to develop he creative powers of the child so that he becomes a
contributory member society. Raymont says, “In curriculum that is suited to the
needs of today and of the future, there must be definitely creative subjects.”
8. Principle
of Forward Looking.
Education is to enable the child to lead a successful social life. So
the curriculum should not cater to the present needs of the child alone. The needs
of his future life should also be considered. The curriculum should also
include knowledge, skills, experiences, influences etc. which will develop in
the child abilities and power to make effective adjustments in the later life.
9. Principle
of Flexibility.
In our age, rapid
developments are taking place in various fields. Consequently the needs of
society are hanging. The content of curriculum cannot be same for all times to
come. It should not be static. It must be dynamic and change with the changing
times. It should reflect the latest trends in the field of education and
psychology.
10. Principle
of Balance.
The curriculum
must maintain a balance between subjects and activities, between direct and
indirect experiences, between academic and vocational education, between
compulsory and optional subjects, between formal and informal education,
between individual and social aims of education etc.
11. Principle of Utility.
Curriculum should be useful rather
than ornamental. It should not only include subjects which owe their place in
it to tradition. The curriculum must have practical utility for students. So
there should be some provision for technical and vocational education in the
curriculum. The various principles of curriculum construction should be kept in
mind. Various regional and national conditions should also be considered. It
fact, all considerations which will help in achieving the aims of education should
be given due consideration.
(12) Principle for utilization
of leisure:
Variety
of subjects such as games and sports, fine arts, subjects of aesthetic value
are to be introduced in the school programme to utilize leisure.
(13) Principle
of variety and flexibility:
The
curriculum should include such activities and experiences, which may facilitate
his normal development. The curriculum for girls should naturally be different
from that of boys; boys and girls have different needs and attitudes.
(14) Principle of time:
Relative
significance and importance of each subject in the curriculum has to be judged
and determined in the light of the time available in the timetable, which is
regarded as the mirror of the school programme.
Suggest
strategies to upgrade the existing curriculum.
·
Include more rather than less material. A
detailed syllabus is a valuable learning tool for students and lessens their
initial anxieties about the course
·
Provide basic information
·
Describe the prerequisites to the course
·
Give an overview of the course's purpose
·
State the general learning goals or objectives.
Q NO: 2
Define the
concept of content selection in curriculum development. Discuss the different
elements which usually affect the selection of curricular contents.
Answer
Define
the concept of content selection in curriculum development.
It involves
selection of content in line with the goals and objectives of the
curriculum. ... The selected content will have to be arranged in a form
that will help teacher in choosing and organizing appropriate learning
experiences for the classroom. Criteria for the Selection of Content There are
several criteria that need to be considered in selecting content. These
include: validity, significance and needs and interests of learners.
Validity The term validity implies a close connection between content and the
goals which it is intended to serve
1.
Validity:
The term validity implies a close connection
betweencontent and the goals which it is intended to
serve. In thissense, content is valid if it promotes the
outcomes that it isintended to promote.
2.
Significance:
Significance of curriculum content refers to thesustainability of the
material chosen to meet certain needsand ability level of the learners.
3.
Needs and
Interests of the Learner:
The needs and interests of the learners have to
beconsidered in the selection of content, to ensure
a relevantcurriculum to the student’s world. Also ensures
thestudents will be more motivated to undertake thecurriculum.
4.
Utility
In this context, subject
matter of a curriculum should beselected in the light of its
usefulness to the learner insolving his/her problems now and in the future.
5.
Learnability
Curriculum content
should be learnable and adaptable tostudents’ experiences. One
factor in learnability is theadjustment of the curriculum
content and of the focus oflearning experience to the abilities of the
learners. Foreffective learning the abilities of students must
be takeninto account at every point of the selection andorganization.
6.
Consistency
with Social Realities
If the curriculum is to be a
useful prescription for learning, its content and the outcomes
it pursues need to be in tunewith the social and cultural realities of the
times.Now go ahead and do the following
activity
Different
elements which usually affect the selection of curricular contents
Elements of Curriculum:
The elements of
curriculum would guarantee the success of a curriculum. The elements of
curriculum are: objectives, content or subject matter, methods or learning
experiences and evaluation.
According to Tyler, it is essential as a part
of comprehensive theory of organization to show what elements of curriculum will serve satisfactorily as organizing
elements. The appropriate coordination of elements of curriculum would
guarantee the success of a curriculum. There is no consensus among the experts
on elements of curriculum, but the most four common points of view concerning
this issue are: objectives, content or subject matter, methods
or learning experiences and evaluation.
These four basic elements of curriculum are essential and interrelated to each
other. Aims, goals, and objectives can be simplified as “what is to be done”;
the subject matter/content is “what subject matter is to be included”; the
learning experiences is “what instructional strategies, resources and
activities will be employed”; while curriculum evaluation is “what methods and
instruments will be used to assess the results of the curriculum”.
1. Curriculum Objectives:
The
curriculum aims, goals and objectives spell out what is to be done. It tries to
capture what goals are to be achieved, the vision, the philosophy, the mission
statement and objectives. Further, it clearly defines the purpose and what the
curriculum is to be acted upon and try what to drive at. We begin with this
element because it is difficult to plan a successful trip without a
destination.
Aims are often expressed in terms of state
standards, which are expressed in somewhat general terms, then broken down into
more specific goals, then further broken down into objectives. These
objectives are specific and written in behavioral terms so as to develop
learning structures and conditions. Sometimes the objectives are sorted
as cognitive, affective, and psychomotor.
There are four
main factors affecting the formulation of curriculum objectives. These are
- The
society
- The
knowledge
- The
learner
- The
learning process
All of these
factors are to be considered while selecting and formulating the curriculum
objectives.
2. Content or Subject Matter:
A second element is the content of the
curriculum. It contains information to be learned at school. It is an element
or a medium through which the objectives are accomplished. Content or subject
matter refers to the body of knowledge that the student will take away when the
course is done. It must assure that the curriculum objectives are properly met.
One of the
important considerations is the selection of content for a subject. At the time
of subject matter selection, the following factors are to be kept in mind:
- Available
sources and resources
- Demand of
the society
- International
needs
- Level and
age of the learner or student
- Methods of
content organization
- Number of
courses offered
- Quantity
and qualification of teaching staff
- Scope of
subject matter
- System of
examination
- Type of
society and culture
In organizing
the learning contents, balance, articulation, sequence, integration, and
continuity of the subject matter to develop a sound content.
3. Learning Experiences (Methods of Delivering Knowledge)
The
third element is the strategies and methods of teaching or the
learning experiences adopted by the teachers during instruction. It deals with the teaching-learning process
including methodology of teaching and learning experiences both within the
institution and outside, learning environments, teachers’ material as well as
students’ material. In his classic text on curriculum, Tyler defined the term
learning experiences as follows:
The term
“learning experience” is not the same as the content with which a course deals
nor the activities performed by the teacher. The term “learning experience”
refers to the interaction between the learner and the external conditions in
the environment to which he/she can react. Learning takes place through the
active behavior of the student
Tyler argues
that the teacher’s problem is to select learning experiences that will foster
active involvement in the learning process in order to accomplish the expected
learning outcomes. Tyler outlined five general principles in selecting learning
experiences:
- The
learning experience must give students the opportunity to practice the
desired behavior.
- The
learning experience must give the students satisfaction; unsatisfying
experiences hinder their learning.
- The
learning experience must “fit” the students’ needs and abilities.
- Multiple
learning experiences can achieve the same objective. Hence, a wide range
of experiences is more effective for learning than a limited range.
- The
learning experience should accomplish several learning outcomes and satisfy
more than one objective.
4. Curriculum Evaluation:
Curriculum
evaluation refers to the process of placing value on a curriculum. Evaluation
may focus on a curriculum’s design, including content and process; its
implementation; or outcomes. It identifies the quality, effectiveness of the
program, process and product of the curriculum.
Curriculum
evaluation is different from a student evaluation. It is a broader term being
used to make judgment about the worth and effectiveness of
curriculum. Curriculum evaluation is also important in a sense that one
could assess whether the aims and objectives have been met or not. It also
shows the effectiveness of strategy of teaching and other components. The
interpretation of evaluation provides the feedback to the curriculum and its
components. With the help of evaluation phase experts can modify the curriculum
by bringing about desirable changes.
Question NO: 3
Economic
Foundations of Curriculum can accelerate the developmetnt". Justify this
statement with specific arguments.
Answer:
Foundations of Curriculum:
Economical Foundations of Curriculum
Foundations are
the forces that influence the minds of curriculum developers.
In this way
they affect the content and structure of the curriculum. The five most
important foundations of the curriculum are;
1. Philosophical
foundation of Curriculum
2. Psychological
foundations of Curriculum
3. Socio
Cultural Foundation of Curriculum
4. Historical
Foundations of Curriculum
5. Economical
Foundations of Curriculum
Economical
Foundations
It focuses on:
• Job
or market oriented curriculum
• Skill
learning
The economical
foundation of curriculum gives importance to the vocational aspect of the
curriculum. The economic condition of a nation or a society guide
the curriculum of the country, because the stakeholder of the education wants
to employ such a curriculum which help them to build their economy and the
people have better jobs when they finish their schooling. In this kind of situations
the curriculum become job or market oriented. In this curriculum the curriculum
developer gives importance to skills acquisition which is the demands of the
time. Undeveloped nations try to prepare skill work force and send it to other
countries for jobs
Here are some
economical factor which influence the curriculum development process
3. Economic Factors
1.
Allocation of funds
The financial condition of a country reflects
its curriculum because without proper funding one can’t achieve the outcome of
a good curriculum. It is the financial aspect of a country which guide them to
adopt which type of curriculum, for example activity base or learner center
curriculum need more money in the process of the implementation of the
curriculum then subject matter curriculum
Because
activity base and learner center curriculum need more space and money then
subject matter, for that reason in Pakistan we adopted subject base curriculum
because we have shortage of schools, classrooms in schools, trained teachers.
In economical sound countries they have implemented all kind of curriculums in
their schools according to the need of the school and that society. Without
proper funding once can’t implement a good curriculum in the country and
achieve the benefits of that curriculum.
Lack of
resources due to finical constrains effect the developing and planning of the
curriculum. What type of a curriculum should have to support it through proper
funding? There are different factor in curriculum development, planning and
implementation process which need financial support e.g.
Schools lack
physical facilities including buildings, classrooms, furniture, Hostel, Play
grounds, mats and even very basic necessities like blackboard, chalk, and
charts.
Lack of other
resources water, Fan, Electricity
Lack of skilled
manpower
The lack of
skilled manpower due to financial restrains, without proper financial support
it is hard to train the people to support the teaching learning process. Only
through proper funding and the establishment of training institutions for
teachers and support staff. Teachers are the core of education system and
without proper training one can’t implement a curriculum and to support the
curriculum one need to train the entire teacher on that style of curriculum. So
the skills of the teachers also guide the direction of the curriculum, and to
develop these skills in the teachers need funds.
Lack of labs
due to financial problems
The
lack of labs and libraries also affect the curriculum development process
because without proper computer labs in cities and villages one can’t implement
computer education curriculum all over the country. In the same way without
proper libraries in all school one can’t implement a curriculum which needs
supporting or reference books.
Also without
proper health care system in the schools lot of activities can’t part of the
curriculum due to the risk factor to the health of the students and teachers.
The overburden
of the population is also one of the factors that affect the financial support
of the curriculum development, lack of facilities and implementation of the curriculum
in the country.
In
short we can say that economic play a vital role in the curriculum development
and implementation process in the country and it is the foundation of the
successful curriculum, without a good economic background a country can’t afford
a curriculum which needs huge financial support.
Question
NO: 4
Prepare
guidelines for writing textbooks of grade II learner.
Answer:
Once students
reach 2nd grade, they’re often ready to accelerate their learning. That’s
because at this point, they've adjusted to the more rigorous learning
environment initially encountered in 1st grade, and are able to further expand their skills
and knowledge in every subject area.
In 2nd grade,
your child becomes a more experienced writer and reader by practicing their
skills in more complex and comprehensive ways. Students read bigger and more
complicated books, and write longer and more in-depth pieces. What’s more,
second graders pursue projects that involve research and critical thinking.
Read on for
what to expect this year, and shop all books and resources at The Scholastic Store! For more book and reading ideas, sign up for our Scholastic Parents newsletter.
Reading in
Second Grade
Second graders
continue to develop their literacy skills as they learn more complex words
and absorb longer, more rigorous texts in a variety of genres including
fiction, non-fiction, and poetry. Students also expand their reading comprehension
skills as they talk about what they read, and develop more
advanced ideas around those topics. Just like in previous years, second graders
also continuously practice reading as they use texts for other subjects
throughout the day.
To build reading skills, your second grader:
i.
Reads more complex words, such as two-syllable
words.
ii.
Reads words with common prefixes and
suffixes, for example: pre-, re-, un-, -able,
-ad, and -er.
iii.
Reads grade-appropriate, irregularly spelled
words (consult your child’s teacher for a specific list of these words).
iv.
Reads a variety of texts including fiction, nonfiction, fables, and poetry.
v.
Understands the structure of a
story, specifically the purpose of beginnings (introducing the text)
and endings (concluding the text).
vi.
Understands the most important details of a
text—its main purpose and the “who,” “what,” “where,” “when,” “why,” and “how.”
vii.
Talks about characters’ responses, main events,
lessons learned, and important ideas or concepts.
viii.
Begins to make connections within and between
texts.
ix.
Compares at least two different versions of the
same story, such as two versions of a classic fairy tale.
x.
Reads at grade level with correct accuracy, pace, expression,
and comprehension.
xi.
Self-corrects mistakes and re-reads when
necessary.
Second Grade Reading Activities:
Make a “W” Chart: While you and your child read books together,
make a “W” chart. Fill out the "who," "what,"
"when," "where," "why," and "how" of
the book as your child discovers them.
Pay Attention
to Prefixes and Suffixes:
When your child uses a word with a prefix or suffix, occasionally stop to talk
about it. Break down the word and say what the prefix or suffix and root word
mean when they’re put together, and brainstorm other words that have the same
suffix or prefix.
Make Up Your
Own Version of a Story:
After your child reads a story, work together to create your own versions,
changing details such as setting, time, or even the ending. You can even
tweak the story so it occurs in places or with characters you know. This helps
them understand story structure and make comparisons.
Writing in 2nd
Grade
Second graders
write texts that are more detailed, lengthy, and varied, all of which refines
their writing skills. They also use technology to publish their writing (you
can help prepare them for this by going online at home together).
Similar to
reading, writing occurs throughout the day as students use it for a variety of
subjects.
To build writing skills, your second grader:
·
Writes a variety of types of texts including:
o Opinion Pieces:
Students state their opinions and provide reasons to support them, closing
with a conclusion.
o Narrative
Pieces: Students write about an event, describing actions, thoughts, and
feelings, and provide a conclusion.
o Informative/Explanatory
Pieces: Students introduce a topic, use facts and definitions to develop
points, and provide a conclusion.
·
Revises and edits writing to improve it.
·
Uses digital tools with the aid of the teacher to
publish writing.
·
Researches topics for shared, group, or
class-wide research and writing projects.
Second Grade Writing Activities:
Start
a Journal: Use it to
remember the trips, weekends, and special times your family has spent together.
Your child can both write and illustrate the journal — in fact, you can pick a
favorite entry from the journal and work with your child to write a longer
piece or story about that event, illustrating it with photographs or drawings.
Write What You
Think: Kids often
have very strong opinions! Ask your child to express their opinion about
something through writing and to explain the reasoning behind her thoughts.
Your child can then read the piece out loud to family members and take
questions from the “audience.”
Read Other
People’s Writing: Second grade
is a great time for your child to start reading magazines created specifically for kids. These
often have many types of texts, including narratives, fiction, non-fiction, and
opinion pieces for your child to absorb and learn from. Read the magazines
together and talk about the articles — doing so will help fortify their own
writing skills.
Question NO:5
Explain
briefly the approaches adopted for the developmetn of eductinal objectives.
Answer:
What is a
“Learning Approach”?
A
learning approach is a pretty self-explanatory term. Any learning method that
you use to gain knowledge is a learning approach.
The difference here is that a learning approach
is categorized based on the goals that it helps to achieve. So, if a learning
approach has proven to help memorize facts, it will be defined all around this
characteristic instead of the way the brain work, the information is retained
or any other scientific explanation.
Now what happens here is that a learner is
expected to opt for a learning approach that suits the learning aims. This is
what ensures that the process itself will prove effective. Each learning
approach is best suited for the respective objective and works seamlessly for
the learner regardless of their learning style.
6 Types of
Learning Approaches:
Since
learning is technically boundary-less, it is only right if there are numerous
learning approaches to match various learning goals. It is best to be aware of
all the available options so that you can choose the best one as per your
objectives.
1. Behavioristic Approach:
If you have a faint idea about the behaviorism
theory in learning, you’ll understand this approach very easily.
Basically, as the name suggests, this approach
is focused on behavior for the most part. Any sort of learning that is aimed
towards a change in behavior is learned best by this approach.
Several skills require a change in behavior
rather than the retention of information. It is mostly used in practical
learning.
The behavioristic learning approach emphasizes
repetition and reinforcement. To elaborate, you can look at the 8 types of
learnings introduced by Gagne. These include:
- Recognition: The
stage where the learner gets a signal of new knowledge or occurrence
- Stimulus:
The learner reacts to the received information
- Multiple
discrimination: In this learning, the
individual reacts but the responses are carefully chosen to be most
relevant to the information received
- Concept
learning: Based on the stimulus activated by the
information, the individual understands the meaning instead of the
information itself
- Verbal
chain learning: Based on whatever information
is received, the learner associates a certain verbal pattern with this new
knowledge
- Motor
chain learning: In this type of learning, the
individual follows a chain of actions that they deem necessary
- Acquisition
of rules: This is an extension of concept learning
where the learner behaves as per the understanding by creating certain
rules in their head
- Problem-solving:
the learner creates rules after understanding the concept and then uses
the entire information to come up with something creative
All these types technically define the types of
behaviors that any new information can stimulate.
2. Social Learning:
Social learning is very closely related to the
behavioristic approach. In fact, it is an extension of the same concept.
However, the social learning approach involves
the observations of others’ behaviors instead of focusing on the behavior of
the learner. For example, children do what they see their parents doing.
This approach also emphasizes the fact that
students of any age and in any environment will do as they see, not as they
hear.
Learn more about social learning in this
article: How Social Learning Helps You Learn
Faster
3. Constructivist Approach:
Constructing
basic knowledge is what the constructivist learning approach is all about. Skills
that require the learner to be creative should be practiced using this
approach. This technique puts a lot of focus on reflection and
reevaluation. This encourages the learner to brainstorm by creating connections
and links in their minds with prior knowledge. It also puts the learner in
charge of the route that the learning takes.
4. Cognitive Approach:
The cognitive
learning approach is focused on memorizing and remembering.
Don’t misunderstand to be a process of cramming information. Instead, it is a
deep method that allows the brain to understand the information and then
remembers it for long-term.
It is a great learning method to use for
anything that involves the memorization of bigger pieces of information. But,
at the same time, you want a solid understanding of every bit of knowledge that
gets imprinted in your mind.
5. Experiential Approach:
When you learn
something by doing it practically, you are following the experiential learning
approach.
There are various categories of experiences
that teach you something. This may be an observation of an event, being a part
of an occurrence, purposely trying out a new skill or process, or reflecting on
any of these experiences. Whatever the case, it is generally important that the
learner is an important part of the experience. this leads to first-hand
learning.
6. Humanist Approach:
The
humanistic theory is based entirely on the concept of goodness for all. It aims
for a united world that is at peace, where there is an even spread of
knowledge, and the learners gain skills and knowledge that have positive
effects.[2]
Now, you may have already guessed that this
approach works best for group tasks. Learning that has spiritual grounds or
aimed towards a community will be done right with this learning
approach. This technique starts by encouraging the learner to focus on the
right versus the wrong.
Moreover, the humanistic approach has two
forms:
Pedagogy is the mere transmission of knowledge
which is basic learning. However, andragogy makes things interesting by putting
all the learning control in the hands of the learner. Hence, this method is
well-suited for leaners that are highly motivated and do not like to be
controlled.
How to Apply
Different Learning Approaches?
1. Behavioristic
Approach
This learning
approach can be used for anything related to behavior. Improve your emotional
stability, practice anger management or go for other self-help skills.Also,
tasks that negatively trigger you can be handled with this technique.
2. Social
Learning
There’s a lot in
this world that requires you to interact with other people. Any skill that
falls under this umbrella is learned best by social learning. If you want to
learn PR management tactics or marketing strategies, social learning is a great
option. Similarly, this approach is also a successful method to gain the skill
of managing client services.
3. Constructivist
Approach
The
constructivist learning approach is useful for creative skills such as the
production of a film or writing a novel.
4. Cognitive
Approach
Since this
approach is aimed towards tasks that require memory, it is a wonderful
technique to use in research. Let’s say you wanted to create a business plan
that would prove successful in the coming decade. You could use the cognitive
approach to do some historical research and find out consumer behavior before
finalizing your plan.
5. Experiential
Approach
Anything that requires
a practical outlook should be tackled with this learning approach. So swimming,
playing instruments, and painting require this approach. Even if you observed
and memorized all the instructions, you’ll not do well unless you get in the
field yourself
6. Humanistic
Approach
The
humanistic approach can be used in any skill, the only difference is that the
learner is mostly in control. So skills that the individual is highly motivated
to learn will work best with this approach. It works even better for
community-based or spiritual learning.
Anything from cooking to coding to calligraphy
can be learned with this technique as long as you’re ready to be in charge with
responsibility!
The Bottom
Line:
Multiple learning approaches can be used
simultaneously to learn one skill or fulfill one task. For example, the
cognitive approach is suitable for learning chords of a song whereas the
behaviorist approach is needed to actually play these chords on an instrument. Lastly,
don’t be afraid to experiment and try out all the different learning approaches
and techniques. As said before, there is no right or wrong. It all just depends
on your personal style and goal.
At the end of the day, the learning game is all
in your hands. You can boost it or leave it stagnant. The best advice for you
is to avoid the latter. As you age, a continuous effort will keep you on the
track to betterment!
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