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THEORY OF INSTRUCTION.

Discusses whether teachers and administrators should seek a theory of instruction apart from a theory of curriculum. Differences between the two theories. Approach to methods of effective education. Benefits to both teachers and students. Purpose of instruction. Educational philosoophy. What constitutes basic education. Importance of content. Outline.

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OUTLINE

I. Introduction

II. Definitions of instruction, education, and learning

A. What is learning? (Randle, Dultz)
B. Why and how do we learn? (Ebeling)
C. Developmental issues (Dultz)

III. Definition of curriculum

A. What should we learn? (Allen)
B. Multiculturalism (Sanchez)

relevance (Dultz, Ehrlich)IV. Inga Randle (1997,November-December) defines the end result: "Learning is the extraction,from confusion, of meaningful patterns" (p. Sanchez, T. (1996, January-February). (1996, January-February). (2 , November). What is learning? Combining instructional theory and curriculum; impediments to learning (Dultz, Ebeling) C. Learning can, of course, occur without a teacher, but it isimpossible without some kind of instructional program by which theinformation of knowledge is organized. One cannot exist in a vacuum without the other.Instruction needs the content of curriculum, while what is being taughtmust have a structure and method by which it is shared with the student. R. (Randle, Dultz) B. G. 48). . The measure of success:Integrated thematic instruction. The professional educator incontemporary America may hold wildly differing philosophies of his or herwork, influenced by differing ideas about how human beings function, howindividuals develop and learn, and what constitutes a quality education.By developing a personal theory, first of education and instruction andthen of curriculum, the professional educator can understand more clearlyhow to do the most effective work possible. Both theories lead naturally to the consideration of testing, theprocess of determining whether instruction has been successful, learninghas taken place, and curriculum has been imparted. Theycaution, "In all subject areas, it is important that we take a close lookat what constitutes basic education, freed from the presumptions ofteaching a subject simply because it has always been there" (p. At this point, the theory of instruction combines with the theoryof curriculum, since it is here that technique meets the object of itsactions, the student. Dultz (1999, September-October)argues that genuine learning cannot occur without the consent andparticipation of the student, and that this involvement includes having asay in what is being taught. Yet it can be especially useful to consider the two issuesindividually before they must be combined and then reevaluating both asthey come together to form a cohesive whole. 172). Multiculturalism (Sanchez) C. Education has been the focus of considerable research and theoreticaldiscussion. Sanchez (1996, January-February) notes the importance of including"instructional materials that provide diverse but accurate perspectives"(p. Can we truly consider one without the other?V. The student's role (Dultz) B. 86). S. 49). 247). Curriculum planningcontinues to be a major activity for boards of education across thecountry, as teachers, administrators, researchers, and other experts in thefield grapple with spelling out the classroom content of the instructionalprocess. He writes,"Anything that is taught, and any method of teaching, that violates thevarious developmental processes is unworthy of being included in thelearning curriculum" (p. (1997, November-December). Phi Delta Kappan, 82(3), 247-25 . Yet mosteducational research has shown that learning does not take place withoutdesire and acceptance on the part of the student. Considerable thought anddiscussion has gone into the formulation of lists of "great books" andessential skills (such as critical reading and the ability to perform basicmathematical equations) necessary for a comprehensive curriculum. Looking at curriculum as a separate issue can then help the educatorto specify what a student "ought" to know. While teachers play animportant role in providing and structuring the learning experience, theend result, the impact of the process on the student, is the true test ofthe success of the exchange. Designing a learningcurriculum that addresses a young person's actual learning needs. Classroom practice: Adapting yourteaching to any learning style. To some extent, the two areinseparable: instruction requires content, while curriculum that is notimparted by some specific means is simply stored knowledge. Dultz (1999, September-October) argues that caution is needed at this stage: Because learning has far-reaching consequences for the individual and society, it is naturally essential that there be a way of testing the learning that students do to see if it has accomplished its intended result . Why and how do we learn? Ebeling (2 , November) writes, "Youmight prefer Howard Gardner's multiple intelligences, Bernice McCarthy's 4-Mat system, the Myers-Briggs personality type indicators, or the colloquial'beaver-lion-otter-golden retriever' analogy of Gary Smalley and JohnTrent" (p. [but] a test to see if a student has successfully memorized certain information or knowledge - the current method of deciding if students have accomplished one of the intended results of educating - does not determine if what has been learned has been learned in the right way or for the right reasons; nor does it tell us if something was worthy of being learned or if it was appropriate for a particular student to have learned it (p. At this stage, the effective educator must focus on the ways in whichhis or her theory of instruction and curricular philosophy come together.It is possible to formulate incompatible theories, approaches that do notblend well together to encourage a true learning process, especially onethat inspires the student to embrace the curriculum and learn what theteacher intends to impart. By then combining these two perspectives - an understanding ofinstruction's objectives and a belief in the specific purposes ofcurriculum - the educator can then begin to consider how to structure theclassroom experience. Content vs. What should be taught (and, more importantly, what should actually belearned) is very much a matter of opinion. If learning is, in fact, extracting meaningful patterns fromconfusion, curriculum must embrace information and knowledge that canmatter to individual students, not merely be drawn from the larger body ofindiscriminate knowledge. Improvingour unacknowledged national curriculum. Dultz (1999, September-October) contends that teachers must havea clear understanding of the level of development of their students andtheir readiness for the instructional methods being used. Teachers can carry out effective instruction without firstformulating a theoretical basis from which to work. While formulation of a theory of instruction is an essential firststep for a successful educator, formulation of a theory to guide theselection and design of curriculum is just as vital. 56). 145). Clearing House, 69(3), 171-175.----------------------- 11 educational system presently embraces, albeitunintentionally, a national curriculum defined by tradition and marketed byprofit-driven textbook companies and testing services" (p. Itcan help the educator to understand his or her thinking about why educationis important, what it aspires to accomplish, and its value for students andteachers alike. Conclusions This paper discusses whether teachers and administrators can andshould seek a theory of instruction separate from a theory of curriculum inapproaching a means to effective education. (Allen) B. In addition, as Ebeling (2 , November) pointsout, "With all the diversity of students in your class, it should beexpected that somebody won't get it" (p. Dwight W. In most cases, this organization iscarried out by a teacher, who then facilitates the learning process, usingone or more methods of teaching based on an educational philosophy ortheory of instruction. Clearing House, 69(3), 14 -145. Nevertheless, bybeginning with a solid theory of what instruction is and how learning takesplace, and adding to that a philosophy of what constitutes curriculum, theprofessional educator can begin the process of deciding what and how toteach. Without these essential ground rules, however, it is nearlyimpossible to determine whether real teaching has taken place, since theeducator must first understand what he or she means by using the term. Serious educators could spend the rest of their careers debating thespecific materials that such a list ought to include. "Curriculum" is what is taughtbut also implies the way in which subject matter is communicated tostudents, while "instruction" suggests the methods used and the underlyingphilosophies that drive those methods. By formulating a theory ofcurriculum, educators can establish the groundwork from which to makespecific decisions about the subject matter to be approached. Is thestudent merely a passive receptor of knowledge, and does the student havelegitimate input into the selection and design of the curriculum, beyondchoosing to enroll in a particular course? The teacher who begins by developing a clearunderstanding of his or her basic beliefs about what learning is, why itshould be done, and how its effectiveness can be determined has establisheda foundation from which to select curriculum, choose methodology, and adaptthose methods to the individual needs of students and the academic demandsof the school system in which he or she is working. Formulating a theory ofinstruction can help the individual educator clarify his or her beliefsabout the educational process and the human beings who are part of it. Curriculummust balance the desire to impart specific facts and figures with the valueof teaching students more fundamental elements that will give those factsrelevance. The way in which the theory is applied depends in part on thestudents who are being taught. Ehrlich, T. This theorymust also take into account the cultural scope of what is being taught.Tony R. By having formulated a solid theory of what constitutes learning,what instruction is and should accomplish, and the purpose of curriculum,teachers can then begin to decide how to evaluate their work mostefficiently. 49). David G. W., & Brinton, R. Ron Dultz (1999, September-October) argues,"Learning occurs the moment a person personalizes information or knowledge,. Definition of curriculum A. Some educators may consider the current trends toward developing amulticultural curriculum to be merely a passing fad, but a comprehensivetheory of curriculum needs to address this issue specifically, defining theindividual's opinions as to whether or not embracing other perspectives andcultures in the materials used and the subjects taught is important.Multiculturalism has become an important issue in the academic process; acomprehensive theory of instruction has to address it, even if the theoryconcludes that it is an unnecessary distraction. Randle, I. Change, 32(5), 55-59. It may even affectthe instructional underpinnings, causing the educator to reevaluate his orher thinking about the definition of learning and instruction. 47). C. ClearingHouse, 73(1), 47-52. However, definingone's philosophy of education, instruction, and the learning process canmake a considerable difference by clarifying and streamlining the workbeing done in the classroom. Allen and Robert C. Learning about learning fromAlverno. Ebeling, D. This paperconsiders the two issues separately and then as a connected whole, arguingthat such a consideration provides a more carefully-considered approach toteaching and to learning that benefits both teacher and student. OUTLINEI. A theoryof instruction informs a theory of curriculum, affecting the choice ofmaterials and in turn being affected by it. While a fundamental theory of instructioncan provide the universal basis for all classrooms, more specific methodsand considerations must be adapted to the age and other needs of thestudents. Testing: Assuring that learning has taken place (Dultz) D. Clearing House, 71(2), 85-9 . Dultz, R. Multiculturalism:Practical considerations for curricular change. IntroductionII. Considering the two questionsseparately and then looking at the ways they blend together is essential tothe establishment of a useful foundation for doing good work. Putting the two together A. Brinton (1996, January-February)observe, "The U. Yetconsidering each element individually before they are combined to createthe educational process offers educators the opportunity to consider moreclearly what they believe about both method and content. when one adopts certain information or knowledge as one's own bydistilling what one wishes of it and integrating it into the way one'sparticular mind works and is organized" (p. Dultz (1999, September-October) argues that an effective curriculummust include three basic categories of learning, "those things that astudent desires to learn; those things that are necessary to learn tosurvive in this world as an autonomous and fully functioning human; andthose things that inspire us to be good and kind members of the human race"(p. Developmental issues (Dultz)III. (2 , September). 49). Instruction determines what is being done and how it is beingaccomplished, while curriculum determines the content of the instruction.Testing is then necessary to understand whether the instruction has beeneffective and the curriculum has been communicated. Instruction is the act of imparting knowledge and educating a studentthrough the facilitation of the process of learning. . (1999, September-October). (Ebeling) C. He writes, "The single most important task ofthose who design and those who implement learning curricula is to fosterthe impulse to learn - and then encourage it and not interfere once it hastaken hold" (p. What should we learn? Opinions regarding its purpose, its methods, what should betaught, and how its effectiveness can best be measured continue to be thesource of hot debate in academic circles. . Having formulated a theory of instruction which then helps todetermine appropriate methodology for the students in his or her classroom,the teacher must next consider what is being taught. Whatever the specific approach used, teachers start fromsome understanding of why and how learning takes place, whether thatunderstanding is based on intuitive experience, a thorough grounding ineducational research, or some combination of common sense and philosophicalconviction. Definitions of instruction, education, and learning A. This first category may be the most controversial, and theeducator who views instruction as imposing knowledge on the blank slate ofthe student's mind will have a very difficult time accepting the conceptthat the student is an active part of the instructional process. Educationalresearchers and academic theorists can keep the two processes separate, butthe teacher or administrator working within the classroom cannot. References Allen, D. Yet suchlists are more useful and likely to be more complete when they arise from atheoretical grid that addresses the basic questions of what essentialpurposes curriculum should seek to fulfill. Thomas Ehrlich(2 , September) quotes from the curricular approach used at AlvernoCollege, whose curriculum has often been cited by professionals as being anideal model: "A curriculum needs to include opportunities for self-reflection, especially on how learning in multiple contexts affects who thelearner is becoming as a professional and as a person" (p. This is the point at which the theorist must confront his or herviews about the student's role in the instructional process and the impactof the student's needs and interest on the selection of curriculum. 248). . 14 ). One of the most essential questions in formulating a theory ofcurriculum is the question of the importance of content.

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