Curriculum Fundamentals and Learning Transfer in Education
1. Curriculum: Acquired Attitudes and Values
Unplanned Attitudes and Values Acquired by Students: This section addresses the attitudes and values students acquire unintentionally.
Cross-Thematic Learning
Integration of Attitudinal Content: This involves incorporating attitudinal teaching content, such as education for equality, environmental education, and education for respect, implicitly within the curriculum.
Meaningful Learning
Student Awareness and Transfer of Learning: This emphasizes making students aware of their learning process to facilitate the transfer of knowledge to new tasks. Students can leverage their prior experiences to acquire new learning by connecting it to what they already know.
Interdisciplinarity
Enhancing Learning through Subject Interaction: This promotes richer learning experiences by fostering interaction between different subjects.
2. Curriculum Fundamentals
The curriculum is grounded in sociological, epistemological, and psychological foundations.
Sociological Foundations
Assessment for Individual and Social Purposes: Assessment serves both individual student needs and broader societal goals. The compulsory curriculum should be open and flexible to accommodate diverse interests.
Epistemological Foundations
Content of the Curriculum: This refers to the specific content covered in the curriculum, such as the agenda for action and physical education.
Psychological Foundations
Building Upon Prior Knowledge: The most crucial factor influencing learning is the learner’s existing knowledge. Key considerations include:
- Building upon prior knowledge.
- Ensuring significant levels of learning.
- Acquiring and expanding schemas and structures.
- Encouraging independent learning (learning to learn).
- Transferring learning strategies and thinking patterns.
- Modifying existing schemas.
- Promoting student activity and practice.
- Facilitating student engagement in activities they couldn’t previously perform.
Educational Foundations
- Motivation: Create situations that connect with student interests and expectations.
- Presentation of Objectives: Organize objectives coherently, interconnectedly, and meaningfully.
- Promote Functionality of Learning: Emphasize the practical application of learned concepts.
3. Importance of Planning
Effective planning addresses key questions: Where are we going? (objectives), How do we get there? (activities), and How do we know we’ve arrived? (evaluation).
Planning Functions
- Foreseeing and adjusting for potential discrepancies.
- Promoting reflection on teaching practice.
- Facilitating the achievement of psychological principles.
- Providing information to all stakeholders.
Planning can be long-term or short-term.
Factors Influencing Planning
- Teacher’s Personal Factors: Training, motivation, experience, curriculum conception, student conception, resources, and tradition.
Principles of Planning
- Systematicity (systematic planning).
- Vertical Hierarchy: Aligning actions with evaluation intentions.
- Horizontal Hierarchy: Ensuring continuity and progression in complexity over time.
- Adequacy: Adjusting to all factors involved.
- Flexibility and Adaptability.
- Utility: Usefulness in all areas.
- Innovation and Creativity.
4. Transfer of Learning
Transfer of learning refers to how a learned task can influence another task.
Types of Transfer
1. Relation to Improvement or Deterioration:
- Positive: Learning one task benefits another.
- Negative: Learning one task hinders another.
2. Temporal Function of Time:
- Proactive: Existing knowledge influences new learning.
- Retroactive: New learning influences existing knowledge.
The goal is to facilitate learning by leveraging previously acquired knowledge.
Factors Facilitating Positive Transfer
- Form of gesture.
- Rhythmic structure of movement.
- Perception of body-environment relationship.
- Type of motor coordination.
- Mastery of simple implements.
- Psychological characteristics.
Principles of Transfer
:
· Principle of identical elements: the transfer will occur in the number of identical elements.
· Principle parts to whole: the principle states that if the components are practiced separately from the more complex learning task that exists only if the task is almost complete, because the subject does not waste time on the components you already know.
· Top of variavilidad in practice: this principle is especially important in habiertas skills that is where one must constantly adapt to changing situations. The variable PRACTICES forces the student to a deeper processing of the elements of the task. Raises the oblivion of a previous solution (concrete) having to find a new solution each time, having to entrnar the ability to adapt.