Theories of Instruction & Curriculum
I. Introduction
II. Definitions of
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This paper discusses whether teachers and administrators can and should seek a theory of instruction separate from a theory of curriculum in approaching a means to effective education. "Curriculum" is what is taught but also implies the way in which subject matter is communicated to students, while "instruction" suggests the methods used and the underlying philosophies that drive those methods. To some extent, the two are inseparable: instruction requires content, while curriculum that is not imparted by some specific means is simply stored knowledge. Yet considering each element individually before they are combined to create the educational process offers educators the opportunity to consider more clearly what they believe about both method and content. This paper considers the two issues separately and then as a connected whole, arguing that such a consideration provides a more carefully-considered approach to teaching and to learning that benefits both teacher and student. Education has been the focus of considerable research and theoretical discussion. Opinions regarding its purpose, its methods, what should be taught, and how its effectiveness can best be measured continue to be the source of hot debate in academic circles. The professional educator in contemporary America may hold wildly differing philosophies of his or her work, influenced by differing ideas about how human beings function, how individuals develop and learn, and what constitutes a quality edu
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what constitutes basic education, freed from the presumptions of teaching a subject simply because it has always been there" (p. 145).
What should be taught (and, more importantly, what should actually be learned) is very much a matter of opinion. By formulating a theory of curriculum, educators can establish the groundwork from which to make specific decisions about the subject matter to be approached. This theory must also take into account the cultural scope of what is being taught. Tony R. Sanchez (1996, January-February) notes the importance of including "instructional materials that provide diverse but accurate perspectives" (p. 172).
Some educators may consider the current trends toward developing a multicultural curriculum to be merely a passing fad, but a comprehensive theory of curriculum needs to address this issue specifically, defining the individual's opinions as to whether or not embracing other perspectives and cultures in the materials used and the subjects taught is important. Multiculturalism has become an important issue in the academic process; a comprehensive theory of instruction has to address it, even if the theory concludes that it is an unnecessary distraction.
One of the most essential quest
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Approximate Word count = 2305
Approximate Pages = 9 (250 words per page)
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