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importances of integrated curriculum
Establishing the critical elements that determine authentic assessment
importance of integrated curriculum
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Introduction/Definition
“The Integrated Curriculum Design or Subject Based Approach? You decide!” Educators are now at odds because of their view on which is the best practice approach to teaching young children. There are those that believe that teaching and learning should offer separate and distinct courses that are offered by the Subject Based Approach Curriculum. While others believe that teaching and learning, should involve the fusion of all the disciplines in the courses as offered by the Integrated Curriculum Design.
Historically the education system was mainly of the teachings and learning, that focuses is on content or discipline that was being taught. This type of teaching and learning is known as “Subject Base Approach or Subject Centered Approach”. In subject-centered curricula, the subject matter itself serves as the organizing structure for what is studied and how it is studied. In its purest form, the curriculum for each subject-area is designed by subject-matter experts and is intended to be studied using subject-specific methods and tools of inquiry (Burton, 2013). The Subject Base Approach is the process of the in-depth teaching and learning of specific subjects or disciplines in isolation. All focuses are placed on the subjects' or disciplines' (Mathematics, English, Languages, Science, Religious Education, Physical Education,...........) content area.
Integrated curriculum was first explored by educators in the 18th and 19th centuries (Brewer, 2007).Theorist had devise and developed a new way of teaching and learning, Known as the “Integrated Curriculum Design”. According to (Wishon,1998), integrated curriculum implies connects between and among disciplines, rather than isolation of subject areas. The inte...
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...g child (7th ed).New Jersey: Pearson Educational Inc.
Mueller,J.(2014). Authentic assessment toolbox. Retrieved from jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
Noor,M.(2013). Educational psychology. http://mehvishnoor26.wordpress.com/2013/10/03/vygotskys-zone-of-development-and- its-educational-implications/
Nowicki,J.(2000). Integrated curriculum: A group investigation project.Retrieved from www.users.muohio.edu/shermalw/edp603_group3-foo.html
Ornstein,A.(1982). Curriculum contrast; A historical overview.Retrieved from http://www.project2061.org/publications/designs/online/pdfs/reprints/2_ornstn.pdf
Taylor,P.H. & Richards, C.M.(1985). An introduction to curriculum studies (2nd ed). England: NFER-Nelson Publishing Co.Ltd
Wishon, P, Crabtree, K. & Jones, M.E. (1998). Curriculum for the primary years:an integrated approach. New Jersey: Prentice-Hall,Inc.
This integrative and alternative curriculum “would include cross-curricular objectives and be grounded on powerful learning environments” ones that include problem- and project- based tasks and promote student autonomy and control of the learning process (Alahiotis & Stavlioti, 2006, p.122). Inter- and intra- disciplinary knowledge is important to be included in curricular materials. Furthermore, it is noted that this approach is both content and process oriented and that is why is so deman...
In the beginning, there were basic schoolhouses to fulfill the needs of a newly industrialized society. The subjects taught had the sole aim of the student being able to secure a job with the ultimate goal of creating a large enough workforce to fill the new societal needs, creating a stigmatization that any subject that does not help to secure a job is useless. Now that that goal has been met, the bases of classical higher education have been fighting their way into primary education while trying to destroy the previously mentioned stigmatization against non-career-oriented subject matter. Only after hundreds of years, humans as a whole are figuring out that the only subject of education should life and all of its manifestations with no other distractions. Because of this, the main ideas of education should be few, but very important. The ideas taught should be applicable to many scenarios and students should be thoroughly taught their application in life. A...
By teaching thematically, it would enable me to integrate the four core National Curriculum subjects within a theme. This method of theme based units utilises and builds on children's interests and life experiences, therefore skills and knowledge are developed in meaningful ways.(Kerry. T (2011) Cross-curricular teaching in the primary school, Oxon: Routledge) The Intermediate Program Policy Grades 4 to 10 (1993) suggests that the more students become engaged in how and what they study, the more interested they are in learning. Likewise, Bruner also supports the notion of children to be involved in their own learning process, so that connections could be made through personal discovery and enquiry and not just being passive receivers of information. This clearly highlights the importance of children taking an active role of their learning. Therefore in my approach of delivering the core subjects, it would be necessary for me to collaborate ...
The National Curriculum is split up into stages, these stages are determined by age groups, key stage 1 ranges from ages 5-7 which is the year group 1 and 2, then there is key stage 2 which ranges in ages 7-11 this is year groups 3-6. Key stages 3 and 4 are secondary stages, so at key stage 3 the pupils are 11-14. At the final stage of the pupils development through the National Curriculum, key stage 5 they are 14-16, at this stage they get more choice in which areas of the curriculum they want to continue in. However some subjects which are part of the National Curriculum such as, english, maths and science are compulsory. At each stage expectations are set as to pupils performance levels. Targets are laid out for programmes of study for pupils. The national curriculum helps the school create a working relationship, not only with the pupils but also with the parents. The curriculum is a way to create many more opportunities for all levels of achievement. It can help with building on certain strengths in a pupils ability. When we consider the different structures to which the curriculum can take on we must look at the way in which the information set out through the curriculum is put across to the pupils through content and organization. David Scott a Professor of Educational Leadership and Learning at the University of Lincoln?s International Institute for Educational Leadership. He is an expert in curriculum studies, David Scott identifies and depicts six curriculum ideologies. These are Foundationalism, Conventionalism, Instrumentalism, Technical Rationality, Critical Pedagogy and Post-modernism.
Different theories present own opinion of the most effective way through curriculum models. ‘Curriculum models are approaches or procedures for implementing a curriculum’. (Wilson, 2009: 522) Commonly curriculum are described as product, process and praxis. While curriculum as a product depends on the objectives as the learning goals and the measured means, a process model focuses on learning and relationship between learner and teacher. Chosen curriculum model depends on teaching and assessment strategies in some cases determinate by awarding bodies, organisational constrains, funding body and political initiatives. The dominant modes of describing and managing education are today couched in the productive form. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. It is a way of thinking about education that has grown in influence in the United Kingdom since the late 1970s with the rise of ‘vocationalism’ and the concern of competencies. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. (Wilson, 2009)
Nations should not require that all students study the same national curriculum. If every child were presented with the same material, it would assume that all children learn the same and that all teachers are capable of teaching the same material in the same way. In addition to neglecting differences in learning and teaching styles, it would also stifle creativity and create a generation of drones. The uniformity would also lend itself to governmental meddling in curriculum that could result in the destruction of democracy. If every teacher is forced to teach a certain text, the government need only change that text to misinform an entire generation. Lastly, a standardized curriculum would also adversely affect students who come from lower
As a professional practice, settings are responsible for the delivery of core subjects, dictated through specific curriculums. The term curriculum ( or curricula) refers to a set of courses and their content offered in educational institutes, such as schools,(Doherty and Hughes, 2009). Its context is said to describe: a body of theory about teaching and learning, targeting the needs and characteristics of a particular group of learners,(Veale,2013). It often refers to the programmes’ objectives and goals, as well as its methods and materials, (Universal Design for Learning Guidelines, 2014). “Curricula are undoubtedly culturally shaped and cannot always be readily transferred from one environment to another,”(p.5, Miller and Pound. 2011).
Understanding by Design, Differentiated Instruction and Standards-based instruction are three methods that are used to instruct students in the classroom and help them succeed when learning. They can be used separately to plan and organize the classroom. Yet used together, they create and promote effective ways for the students to learn and insure that every student in the classroom can reach success. One must understand the different methods and how they work in the classroom before they are able to understand how to instruct with all the methods together.
So the curriculum will be designed and delivered using an approach that includes the following premises:
...itutional setting. The proposal drafted in this paper is to continue to employ the model by Morrison, Ross and Kemp because it promotes the most flexibility as well as continuous execution and evaluation of the instructional design (Hanley, 2009).
curriculum for all: The universal design process. in J. Thousand r. Villa & A. nevin
An understanding of the different pedagogical approaches is an essential element in order for educators to develop their students. The self-directed approaches should be limited in teaching and student-centered approaches should be encouraged in teaching methodology.
According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp...
The cumulative effect of social, cultural and biological evolution.” 2. “The exponential growth of knowledge and the emergence of the “additive curriculum.” 3. “Theoretical confusion about the relationship between “thinking, learning and knowing.” Cambourne elaborated and explained each of the origins and how teachers can help students learn through these in the best ways possible. For the first one, Brian says that we created scholarly disciples as a way of resolving this tension. We also created continuing exponential growth and expansion of knowledge. We need to emerge the additive curriculum and bring thoughts and ideas together. For the second one, he suggests that coverage is more important than depth and that students must first learn what to think and then how to think. Finally, for the third one, Cambourne states that teachers can help students’ become literate in all subjects if they are willing to teach how learning occurs in their field of skill and knowledge. We need to teach students’ how to decode the disciplines by showing and modeling for them as they are engaged with learning the
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.