Researcher's Learning, Capability, Styles & Curriculum Innovation

This presentation delves into a researcher's learning journey, highlighting their capabilities and the styles employed throughout the process. It discusses the concept of curriculum as the coursework students undertake to define their degree, emphasizing the importance of diploma and degree courses for comprehensive knowledge acquisition. Drawing on Piaget's theory, the presentation underscores the need for a preschool curriculum that enhances learning for both students and teachers. It also proposes a curriculum innovation model incorporating theorists, diffusers, and classroom teachers, alongside a parent education program focused on teacher development. The curriculum, guided by principles like challenge, breadth, and relevance, is designed to be applied at various levels, considering the unique needs of children and young people. Furthermore, the presentation touches upon the significance of ESOL for business students and its role in distance learning, concluding with a list of references and a bibliography.

Task 9

INTRODUCTION
This presentation has been made regarding researcher's own learning and capability
along with the styles, researcher has been used in the overall journey of working.
At the same time, it is also discussed in the research study regarding the model that will
be followed for curriculum.
Different approaches will be discussed in the presentation.

Contd.
Curriculum is the coursework which students need to adopt to continue the studies and
through which students can define the degree which he will be emphasizing during work
processes.
As per the outcomes, it can be said that students must emphasize on several diploma
courses and degree coursework so that all type of knowledge can be derived from the
research material.
However, being a graduate student, it is essential for me to emphasize post graduate
degree in business studies so that I can enhance my potential level.

Contd.
As per the theory of Piaget, it is essential for the students to develop a preschool
curriculum which can be used in the classroom as well in the home tutorial. This can
increase the learning level of students and teachers both. This is based on Piaget's theory of
the sequential development of intelligence.
To develop a model of curriculum innovation in a school system that can be utilized at the
time when required through including a triad of theorists, diffuser and classroom teacher.
To organize a program which should be based on a group parent education program and
that should be primarily focused on teachers so that they can probably develop the caliber
of employees.
In so far according to Piagetian curriculum is concerned, young and children can get more
opportunities of growth and success respectively.

Contd.
The curriculum has been developed with these principles and standards:
Challenge and enjoyment
Breadth
Progression
Depth
Personalization and choice
Coherence
Relevance

Contd..
These principles are required to be considered for all the children and young people as they apply
this curriculum to the organizational level.
These principles will assist the teachers and schools in their practice and this can also be called as
a basis for continuing review, evaluation and improvement.

Contd.
The chosen model should be apply to the curriculum at national, education authority,
school and individual levels and it is also required to be taken into account for all
children and young people. The particular segment has been considered because these
are the only people who are more focused towards their career and professional aspects.
Although all should apply at any one stage, the principles will have different emphases
as a child or young person learns and develops.

Contd.
ESOL (English or for speakers of other languages) is essential for business students
because they have to show their capability and potential in studies.
It is also another source for distance learning in which students can acquire knowledge
through sitting at other places.

Bibliography
http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/
howisthecurriculumorganised/principles/
https://scholar.lib.vt.edu/ejournals/JITE/v32n2/hansen.html
http://files.eric.ed.gov/fulltext/ED027966.pdf

References
Fante, R. M., 2008. A Comparison of Three Training Methods on the Acquisition and
Retention of Automotive Product Knowledge. ProQuest.
Lee, B., 2010. Jump Rope Training. 2nd ed. Human Kinetics 1.
Pike, R. W., 2003. Creative Training Techniques Handbook: Tips, Tactics, and How-
to's for Delivering Effective Training. 3rd ed. Human Resource Development.
Lyons, P. R., 2011. Scenistic methods for training: applications and practice. Journal
of European Industrial Training. 35(4). pp.368 – 384.
Lyons, P., 2010. Scenistic methods in training: definitions and theory grounding.
Journal of European Industrial Training. 34(5). pp.416 – 431.