Is ‘Curriculum Integration’ in the New Zealand context considered ‘21st learning?
APA reference:
Boyd, S. (2013). Student inquiry and curriculum integration: Ways of learning for the 21st century? (Part B). set. Research Information for Teachers, 1, 3- 11.
Boyd (2013) will provide context for considering the status of curriculum integration [CI] in New Zealand [NZ] education for 21st century learners. The following critical evaluation will be framed through two quotes; “educators need to make more use of inclusive and ‘emergent’ processes such as participatory democracy” (Boyd, 2013, pp. 5) and, learning experiences “aim to support learners to be in the world” (Boyd, 2013, pp. 7). Thus, the points of critique will be; do ‘inclusive …show more content…
Indeed, to cater for processes such as developing a culture of continuous learning and finding meaningful integration of different subjects to illustrate the structure of knowledge to learners, Boyd (2013) indicates that a single inquiry approach may not do justification in authentically catering for diversity as required in 21st century learning. Thus, teaching with the ethos of connecting learners to “be in the world” (Boyd, 2013, p. 7) a ‘learners in action’ (Boyd, 2013; Boyd & Hipkins, 2012) approach finds relevance when drawing knowledge from more than one discipline or subject area and aligning student learning to a CI teaching …show more content…
Brough (2012) highlights the presence of NZ schooling National Standards having influence over the chosen structure of classroom delivery, noting that ‘teaching to the test’ becomes the priority. Beane’s (1995) ideas argue towards the insistence of changing these existing paradigms noting that CI is a fundamental shift away from organising the curriculum around subject-specific lines calling the separate subject approach ‘deadening’ to both students and teachers
APA reference:
Boyd, S. (2013). Student inquiry and curriculum integration: Ways of learning for the 21st century? (Part B). set. Research Information for Teachers, 1, 3- 11.
Boyd (2013) will provide context for considering the status of curriculum integration [CI] in New Zealand [NZ] education for 21st century learners. The following critical evaluation will be framed through two quotes; “educators need to make more use of inclusive and ‘emergent’ processes such as participatory democracy” (Boyd, 2013, pp. 5) and, learning experiences “aim to support learners to be in the world” (Boyd, 2013, pp. 7). Thus, the points of critique will be; do ‘inclusive …show more content…
Indeed, to cater for processes such as developing a culture of continuous learning and finding meaningful integration of different subjects to illustrate the structure of knowledge to learners, Boyd (2013) indicates that a single inquiry approach may not do justification in authentically catering for diversity as required in 21st century learning. Thus, teaching with the ethos of connecting learners to “be in the world” (Boyd, 2013, p. 7) a ‘learners in action’ (Boyd, 2013; Boyd & Hipkins, 2012) approach finds relevance when drawing knowledge from more than one discipline or subject area and aligning student learning to a CI teaching …show more content…
Brough (2012) highlights the presence of NZ schooling National Standards having influence over the chosen structure of classroom delivery, noting that ‘teaching to the test’ becomes the priority. Beane’s (1995) ideas argue towards the insistence of changing these existing paradigms noting that CI is a fundamental shift away from organising the curriculum around subject-specific lines calling the separate subject approach ‘deadening’ to both students and teachers