JXT2 Task 3 Task 3 Learner Centered Approaches.docx (1) Task 3 Learner Centered Approaches JXT2 There are many ways to add learner-centered approaches to the classroom. One way to add a curriculum content strategy t
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JXT2 Task 3 Task 3 Learner Centered Approaches.docx (1) Task 3 Learner Centered Approaches JXT2 There are many ways to add learner-centered approaches to the classroom. One way to add a curriculum content strategy that is learner centered is to add to the curriculum additional tasks or experiences. For example, if students have shown that they can efficiently add to 10 on an assessment, but the curriculum focuses on that as a skill, an addition might be addition to 20 practice or addition to 10 with story problems. This would change the sequence of concepts and be more appropriate for students as extensions. This is a curriculum content strategy because it makes a change to what is being taught and as Amanda Knapp-Witt (2017) said, curriculum modifications may take the form of additions, and it can be a change to a sequence of concepts. I believe this curriculum content strategy adheres to a learner-centered ideology because it helps focus on the needs and concerns of individuals. Not only does this help students extend their abilities, but it doesnt bore students with something they already understand how to do. If you add a few lessons or a unit to curriculum based either on student interest or on their abilities (extensions or so forth), adding something to the curriculum can be seen as learner-centered. I think in the context of adding more complex math situations when students have shown they understand a simpler one (adding to 10) allows students to extend their learning and helps guide their learning to continue keepin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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