Issue
|
Competence
(also called an acquisition competence
approach, or an ‘integrated’ curriculum)
|
Performance
(also called a transmission performance
approach, or a ‘collection’ curriculum)
|
Learner
|
∙has control over the selection, sequence, and pace of learning
∙assumption that all learners can learn but will do so in different ways and at different speeds.
|
∙has little control over the selection, sequence, and pace of learning.
∙assumption that not all learners can learn at all levels; as learning proceeds vertically, some learners are excluded.
|
Teacher
|
.indirect role as facilitator of Learning.
∙control is personally negotiated
|
∙direct teaching role; transmits knowledge according to defined pedagogical rules.
∙control is hierarchical, the teacher decides.
|
Pedagogy
|
∙learner-centered.
∙integrated ‘learning areas’. ∙strong links to learner experience and everyday knowledge.
|
∙teacher- and subject-centered
∙clearly demarcated subject areas
∙little link between formal school knowledge and everyday knowledge.
|
|
