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Introduction
An integrated curriculum helps students to identify the intended concepts when knowledge is transferred from different curriculum areas. The process of teaching the skills, values, and testing a student’s understanding is presented in meaningful contexts (Drake & Burns, 2004).
Forms of Curriculum
The official school curriculum consists of content that has been chosen. In addition, the official school curriculum follows an official standard. It includes a list of items that have to be delivered to students. This is appropriate because it guides teachers about the content that should be taught. Another form of the curriculum is “the taught curriculum”.
This is influenced by the content that teachers choose to teach. This is determined by the knowledge that teachers have in respect to the subjects, teaching experience, and interest in the given topics. The teachers’ attitude towards learners also influences the content delivered to students. This may lead to delivery of inadequate information to the learners when this is used as the sole form of curriculum (Wilson’s, 2005).
The hidden curriculum is influenced through the way a school is structured. It is also influenced by the manner in which the daily activities are run. It is also influenced by the behavior and attitude of instructors. This involves aspects such as room arrangement or posture of the teacher while in class.
These aspects indirectly influence the way in which students learn the concepts. This may have a negative or positive impact on the learners. However, this depends on the learners’ perspective. The null curriculum refers to what teachers do not teach. Therefore, students regard the null curriculum as unimportant to the leaning experience and society at large.
Thus, it is necessary for teachers to integrate all forms of teaching to ensure that they meet the students’ learning experience adequately. Interacting with students provides teachers with the opportunity to understand the student, and establish relevant concepts for teaching (Wilson’s, 2005).
Universal design for learning
Modern technology has enhanced the learning process and has motivated students to learn through interaction. Web quest provides a link between the pre-digital world teachers and modern students who knew about the technology even before they started school. It provides the chance to individuals to conduct research and learn from internet sources with universal designs that offer enquiry-based learning.
This form of learning is good for teachers. This is because they no longer instruct, but guide the students since all information required is available. Thus, the task is to direct students to the right sources and allow them explore. It is a convenient form of learning that accommodates students from diverse backgrounds.
These are students with different abilities and preferences. This universal experience is an advantage to students and instructors. This is because these parties interact and share significantly during the learning experience. The instructor can predict the students’ capabilities. This helps in establishing the right approach that should be applied to each student.
Through the universal design of learning, teachers can enhance their skills and learn how to apply what they expect from students. When teachers are exposed to a technology-based learning experience, they are likely to engage technology in their instructions. Innovation makes the learning experience a thrilling affair.
In addition, it motivates students to research and learn a lot through the guidance of teachers. It gives students an opportunity to research further rather than depending on the information provided in the classroom. Therefore, web quest is a continuous form of learning in which the instructors learn as the students learn. It is interactive and makes the learning experience fast and interactive.
Conclusion
An integrated curriculum exposes students to learn from real life experiences. Additionally, it allows students to reflect between the learnt concepts and the real world. It also gives teachers an opportunity to interact with students and enhance the learning experience.
References
Drake, S.M. & Burns, R.C. (2004). Meeting standards through integrated curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Tzuo, Y.C. (2011). Using Web quest as A Universal Design for Learning Tool to Enhance Teaching and Learning in Teacher Preparation Programs. Journal of College Teaching and Learning. 8(3), 21-29.
Wilson’s, L.O. (2005). Curriculum – Different Types. Web.
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