Integrating curriculum with multiple discipline areas

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Integrating curriculum with multiple discipline areas

Introduction

Integrated curriculums refer to the teaching guidelines that are delivered through other disciplines. These discpline are most relevant to the students. Through integrated curriculums, teachers have been able to break the difficulties in subjects. this makes the learning process easy. The development of this modern type of curriculum has undergone many processes. Additionally, barriers displaying how complex the process of educating children can get (Drake, 2007).

In his book, Brandt explains the education of the youth and children in a different perspective. He attempts to research into the past methods, techniques and programs of teaching children. He then compares them with what is at the present. He also makes recommendations on what should happen to rectify the mistakes made by former scholars. Curriculum development, according to Brandt (2000), always seems to remain the same no matter how much it changes. In the modern interpretation, curriculum development involves preparation of the material to be taught in schools. This is done into an official document that can regulate and standardize teachers.

In attempting to describe the curriculum development process, perhaps the best illustration was put forward by Elliot W. Eisner. he used five curriculum orientations namely cognitive processes, academic rationalism, personal relevance, social adaptation and social reconstruction and lastly, technology (Eisner & Vallance, 1979). Eisner used these five orientations to explain on the different ways in which the curriculum changed. However, Eisner made an oversight. he categorized these methods of developing the curriculum in that all the five orientations focused on one aspect of learning and neglected the other aspects. In all these studies by both Eisner and Brandt, the findings tended to make bulky the development process. Learning should be a multi-dimensional activity

These earlier approaches to developing curriculums that were supposed to dictate the quality of education failed in several ways. One, since the sources of these curriculums were varied, the overall curriculum was ineffective in teaching school goers. According to Kliebard (1988 p 203), this approach created an “absence of purpose” in school curriculums. This is because any of the five orientations working simultaneously. This will result in confusion among the teachers, administrators and guardians.

The difficulty with which students and teachers alike have in discarding one curriculum and picking up a new one can be attributed to specific reasons. The values and beliefs of the stakeholders is an impediment towards accepting curriculum change. Students’ level of learning is influenced by the pre-existing ideas that they have already acquired elsewhere (Anderson, 1994). For effective learning to occur, the students must be able to do more than just remember ideas that were memorized. They should go further and contribute their own thoughts, opinion and aspects to a certain academic phenomena. The curriculum change should therefore incorporate this aspect.

Conclusion

In the present-day setting, curriculum development has evolved through many stages. Currently, educational institutions in America have adopted highly participatory curriculums. This will ensure that the learning process is more effective. Second, more students can participate in the learning process. In this way, they can fully embrace the subject being taught hence get involved in understanding it. The past approaches might have worked but the need for a change in the curriculum adds more value to the education process more than retaining the old system.

References

Anderson, R. D., University of Colorado (System). & United States. (1994). Issues of curriculum reform in science, mathematics, and higher order thinking across the disciplines. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Research.

Brandt, R. S., & Association for Supervision and Curriculum Development. (2000). Education in a new era. Alexandria, Va: Association for Supervision and Curriculum Development.

Drake, S. M. (2007). Creating standards-based integrated curriculum: Aligning curriculum, content, assessment, and instruction. Thousand Oaks, CA: Corwin Press.

Eisner, E. W., & Vallance, E. (1974). Conflicting conceptions of curriculum. Berkeley, Calif: McCutchan Pub. Corp.

Kliebard, H. M. (1988). The struggle for the American curriculum, 1893-1958. New York: Routledge & Kegan Paul.

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