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elcome to eduquo. Eduquo is online education website that assists students improving their studies by providing useful articles related to their academic subjects, particularly in the areas of education, management, and psychology. With subtopics: online teaching and learning, counseling psychology, education psychology, psychology, and human resource management.

Curriculum: a Definition

Earlier we mentioned four broad purposes of continuing education:

To help people survive for example, by providing job training, coping skills tor day-to-day living, skills tor interpersonal relationships, etc.
To help people discover a sense of meaning in their lives by helping them to enjoy personal creativity, satisfaction from excellence, and the benefits of emotional and intellectual discovery.
To help people learn how to learn.
To help people in a community (society) provide a more humane social, psychological, and physical environment for all its members.

Methods and culture

What methodology?

With so many different approaches and methods available, many teachers are unsure of which to choose and how to go about making that choice. In this section we will look at some of the cultural implications of the methods we use, and come to some conclusions about the bases on which we can decide on our approach to teaching.

Methods and culture

The writer Adrian Holliday has come up with the term native speakerism to describe the way that British and American teaching methodology and practices have been exported around the world, almost without question by the exporters, though they are increasingly questioned by commentators, both native speaker and non-native speaker alike. Holliday's worry about native speakerism is that it is often premised on a view of 'us' and 'them'. Native speakerism, he worries, 'cuts into and divides by creating a negatively reduced image of the foreign Other of non-native speaker students and educators'. In this section, however, it is methodology and its relationship with educational and social culture which concerns us.

Popular methodology: Approaches, Methods, Procedures and Techniques

This chapter looks at how theory has been realized in methodological practice. Within the general area of methodology, people talk about approaches, methods, techniques, procedures and models, all of which go into the practice of English teaching. These terms, though somewhat vague, are definable:

Approach
People use the term approach to refer to theories about the nature of language and language learning which are the source of the way things are done in the classroom and which provide the reasons for doing them. An approach describes how language is used and how its constituent parts interlock - it offers a model of language competence. An approach describes how people acquire their knowledge of the language and makes statements about the conditions which will promote successful language learning.

Self-Instruction and Learning

As we have emphasized throughout this book, the instructional events designed to be carried out during an act of learning (several of which may occur during a single lesson) have the purpose of stimulating, activating, supporting, and facilitating the internal processes of learning. Any of these events may be useful in achieving these purposes for any specific lesson or lesson component, or all of them may be. However, it should be clear that the particular events which need to be planned for any given learner, or for any group of learners, cannot be predicted with precision. Individual differences among students are large, at all ages, and must be taken fully into account in the planning of instruction.

Essentials of Learning for Instruction

Learner's memory

Education

These are often referred to simply as motives. There are many kinds of motives fundamental wants like the need for food; social motives such as desire for social approval, prestige, and affection; personal motives like curiosity and the desire for power or dominance. It is not possible to deal with varieties of motives in this book or do little more than acknowledge their existence. The desire for mastery or effectance, appears to be one of the most dependable motives on which to base the design of instruction. However, many different motives may play a part in learning on any particular occasion. Discovering what they are and setting them into motion is an important task for the teacher to undertake in lesson planning.

Factors Involve in Select Instructional Strategies

Concepts of Learning Psychology

One selection approach is to study learning psychology and determine what various writers have to say about selecting the appropriate instructional strategy for a given objective. This information is presented by writers in several ways, but a common one is the cone of experiences. There are various renditions of this, depending upon the writer. The cone can represent a continuum from the simple to the complex from direct experience to wholly vicarious, or any other continuum the writer wishes to select. The difficulty with this approach is that it assumes that there is a continuum, and that concept is debatable. It also puts selection on a one-dimensional plane that excludes the variables of the material, the previous experience of the learner, and the style of the learner, and it usually completely ignores two other factors that will be discussed later in this section.

The cones have some worth, for they organize the instructional strategies into usable patterns. The problem is with the Designer who seeks answer from the cones or continuums as the variables are complex. A single instrument will not permit the luxury of a quick and easy selection.

Curriculum: Select Instructional Strategies

To select instructional strategies that are appropriate for the curriculum, the learner, the instructor, and the organization. To revise the lesson plans, to reflect the decisions about instructional strategies.

The emphasis first on the curriculum and then on the instructional strategies is based on a concept stated about 150 years ago by an Italian architect who said. "Form follows function." We could develop a tortuous alliteration for our field. but to avoid any ambiguity let us put it in direct terms: "Instructional strategies follow the curriculum."

This is not an easy rule to abide by. for the selection of instructional strategies is far from an automatic procedure. There are some general guidelines. which we will explore, but there are so many variations that it is generally impossible to list a particular element of the curriculum and automatically state that there is one way (that is. instructional strategy) to learn that element.

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