The Importance Of Collaborative Education
It is a matter of conviction that if schools could be organized on right lines and become dynamic centres of progressive educational movements, the whole task of educational reconstruction would be greatly facilitated. However, teachers being the curriculum implementers are faced with barriers which hinder the successful implementation of the curriculum. They are restrained and directed about the teaching methodologies as stated by Kallos and Lundgren.
Being a teacher, I have several constraints in planning the curriculum. There is now a public acknowledgement that the current system of schooling imposes enormous burden on our children. Indeed, this burden arises from an incoherent curriculum structure that is often detached from the social
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Learner centred approach places students at the centre of the classroom respecting their learning needs, strategies and styles. Students can be observed working individually or in pairs on distinct tasks. Dewey attributed to the teacher a key role in enabling children “to discover, articulate, and expand their interests and thereby direct their attention”. For McClintock, the teacher’s purpose is to “incite” the students’ “passion” for study. I think that the concept of collaborative learning can also be sought as a means to overcome this issue. Collaborative learning refers to an instruction method in which learners of various performance levels work together in small groups towards a common goal. The learners are responsible for one’s another learning as well as their own. Advocators of collaborative learning claim that the active exchange of ideas within small groups increases interest among participants and promotes critical …show more content…
Inclusive education refers to a philosophical position as well as an arrangement of school facilities and processes. This is to ensure equal access to and conditions of success in education for everybody, including those in the margins. The aim is to create an integrated school setting, providing equal opportunities to children with special abilities, varied social backgrounds and diverse learning needs. I believe that the NCF should provide a ‘No child left behind’ policy where in teachers are held responsible for students learning as measured by standardised examination. In this light, teachers need to be given appropriate training for such roles demand that we be equipped with an adequate understanding of curriculum,
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