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Curriculum theory (CT) is an academic discipline devoted to examining and shaping educational curricula. There are many interpretations of CT, being as narrow as the dynamics of the learning process of one child in a classroom to the lifelong learning path an individual takes.
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
The integrative model is an interdisciplinary organization that combines, rather than separates, academic subjects, faculties, and disciplines. A departmental structure may be in place for each field or discipline, but the physical organization of the educational facilities may place different subject-based classrooms or labs in groupings, such as in a defined area, wing, or small learning ...
Instructional theories are adapted based on the educational content and more importantly the learning style of the students. They are used as teaching guidelines/tools by teachers/trainers to facilitate learning. Instructional theories encompass different instructional methods, models and strategies. [9] [10]
Descriptive theories of curriculum explain how curricula "benefit or harm all publics it touches". [23] [24] The term hidden curriculum describes that which is learned simply by being in a learning environment. For example, a student in a teacher-led classroom is learning submission. The hidden curriculum is not necessarily intentional. [25]
Student development process models. Student development process models can be divided into abstract and practical. There are dozens of theories falling into these five families. Among the most known are: [7] Arthur W. Chickering's theory of identity development; William G. Perry's cognitive theory of student development
An educational approach associated with problem-based learning in which the educator introduces an 'anchor' or theme in which students will be able to explore (Kariuki & Duran, 2004). The 'anchor' acts as a focal point for the entire task, allowing students to identify, define, and explore problems while exploring the topic from a variety of ...
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
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