How would you define the facilitation of learning through an Emergent Curriculum approach?
An Emergent Curriculum should take care of the expectations of all the stake holders - Students, Teachers, Institution/Faculty/University, Administration, Society.
I really like Krishnan's response, but with one small modification:
An Emergent Curriculum should navigate variations in expectations held by all the stake holders - Students, Teachers, Institution/Faculty/University, Administration, Society.
Dear Robert,
from my perspective, the emergent curriculum approach seems to be a half-hearted attempt to reconcile the (constructivist) idea of self-determination of the individual and self-organization of the group (or interaction system) on the one hand with the "facilitator's" desire to retain a minimum of control on the other hand. If we speak of a curriculum there is still the idea that we have an insight into the actual state of the pupils' learning processes and, even more: that we have an idea concerning his or her next steps which we can assist or scaffold (Vygotski's "zone of proximal development).
From a systems theoretical perspective, I do not believe in the transparency of learning processes and thus, it makes no sense for me to plan the next steps – even if this planning proceeds participatory and situative.
Kind regards,
Franz
@ Franz
- In reality the children’s ideas are important source for curriculum but it is only one of many possibilities.
- They will be introduced to various support areas such as intellectual, social and moral development.
- To observe children closely and listen to their ideas and understand, what they know and how they perceive the world around them.
- It reveals the teaching and learning process for both Educators and children .
these books and articles may provide you with some insights:
http://eric.ed.gov/?id=ED382343
http://web.mbrsd.org/sandbox/groups/mbhsftcvisioningteam/wiki/welcome/attachments/1a1cd/ten_ways_to_integrate.pdf?sessionID=5f0d0fbf224bed331e83ca259b479cf9360c94e6
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