CURRICULUM GUIDE

Curriculum Guide

Curriculum Guide

The curriculum is relate to the special education teacher, who teaches high school, in this context, higher learning has taken on new importance in today's knowledge society. To succeed in the contemporary workplace, today's students must prepare for jobs that are rapidly changing, use technologies that are still emerging and work with colleagues from (and often in) all parts of the globe. The challenges that graduates face as citizens during their lives are similarly complex and also are affected by developments around the world (Tyler, 2008).

The value of a Curriculum guide for the student

American high school students choose from among hundreds of fields of study, often with scant information to guide them in that choice. This Curriculum guide because it clearly defines the learning that each degree should reflect, regardless of the major field of study should help all students develop and pursue a coherent, meaningful and efficient education plan. In effect, it can serve as a roadmap for navigating the often-fragmented landscape of higher education options. We know, of course, that students must become high schools of the content and methods in the fields they study in depth. The Curriculum guide contributes to that goal by providing general reference points for acquiring field-specific knowledge and competence — core dimensions of higher learning that specific fields will elaborate in greater detail. But we also know that most students will change jobs and even fields many times during their lives. Therefore, the Curriculum guide strongly emphasizes the kinds of crosscutting competencies that graduates need for continuous learning in complex and changing environments. Students who understand the purposes of the courses they take usually learn more effectively. Therefore, the Curriculum guide seeks to create a transparent and intentional environment to guide their learning. Such an environment should prove particularly hospitable to working adults and returning students because it will enable them to apply what they have learned elsewhere to their postsecondary degree programs. Indeed, by emphasizing what students can do with their knowledge, the Curriculum guide supports the idea of validating and awarding academic credit for the learning acquired in work, military or other life settings. Thus, it should encourage efforts to expand the assessment of many different forms of experiential learning.

Two types of knowledge: Specialized and Broad/Integrative

The effective application of learning must reflect the acquisition of knowledge that is both specialized and broad deep enough to assure high schooly of strategically chosen subject areas, broad enough to support inquiry into the relationships among subject areas and the integration of related realms of knowledge. This Curriculum guide significantly modifies the traditional distinction between Specialized Knowledge and Broad, Integrative Knowledge. It does so by emphasizing the importance of both and the particular importance of the relationship between them through the integration of ideas, theories, methods, practices and applications. Outcomes proposed for the associate, elementary's and high school's levels thus begin with the major field (at the associate level, this is most applicable in applied degree programs) and define levels ...