Relationship between Curriculum & Instruction , teaching , learning

Relationship  between Curriculum & Instruction

The definition of instruction and curriculum is subjective. Both curriculum and instruction may take on different meanings based on the purpose or interpretation whether political, social, or educational. Curriculum is what is taught in schools, instruction is how curriculum is delivered and learning is what knowledge or skill has been acquired. The most common definition of curriculum is based on overt curriculum which supports an intentional instructional agenda of an educational institute   Furthermore, curriculum is the content of what is being taught and instruction is the implementation of teaching according academic curriculum.

The relationship between curriculum and instruction is intimate. The relationship being so intimate that curriculum and instruction is often said as though the terms are one word. We may describe the relationship between curriculum and instruction as a parent and child relationship. Curriculum takes the role of a parent who is independent and may function without instruction; whereas, academic instruction is inherently dependent upon curriculum—much like a child is dependent upon a parent. Curriculum provides direction for instruction since instruction is the method of delivering academic curriculum. Instruction may exist without curriculum but would serve no direct purpose. Curriculum and instruction must be compatible and maintain a close relationship in order to maximize student learning. The design of curriculum influences student learning. Curriculum is a vessel that helps learners gain knowledge, develop skills and broaden understanding and has outcomes that may be measured . Instruction, on the other hand, is as capricious as an unpredictable child. The design of instruction is influenced by an educator’s philosophy and instructional beliefs. Instruction design is developed according to curriculum but maintains individuality while being dependent upon curriculum and standards. The prioritization of information found in overt curriculum and what instruction techniques are used is reflected by a teacher’s philosophy. Teachers are individuals composed of different biases, attitudes, and personal philosophy—this human element plays a role in instructional practices. Teachers instruct according to their personal philosophy. Curriculum and instructional design alters according to society and is influenced by new technology and information. The parent-child relationship of curriculum and instruction suggests opportunity for growth as both the parent and child learn from each other. Knowledge of the relationship between curriculum and instruction may help educators strive to provide a quality education to students.

The Art and Science of Teaching :

 Teaching effectively requires the skill of a knowledgeable and experienced educator. An understanding of  the definition of teaching aids the educator by providing perspective on different teaching approaches. Teaching can be convincingly debated  as being an art or a science or defined collectively as an art and a science. The different approaches and ways to teach make teaching an art but the necessary knowledge of the material being taught also makes teaching a science. To properly assess the full spectrum of approaches which teaching encompasses, it is important to understand the different concepts concerning and defining teaching as an art and a science. 

 Teaching as a Science:

 Science refers to skills and knowledge that are uniform and structured. The science of teaching is also in reference to the credentials and qualifications of the teacher. Standards are scientific as they are used to represent an absolute. Standards used to test a teacher’s knowledge and ability is based upon pre-determined criteria. The tests to determine aptitude have the standards and criteria down to a science. However, such criteria  does not calculate the teacher’s individual personality traits and ability based on the attitude and character of the instructor. A teacher with knowledge might not be able to reach students as effectively as one who, although less knowledgeable, is entertaining and witty. However, the science knowledge aspect of teaching might also represent a specific learned skill. An instructor’s teaching portfolio is another example of  how teaching is also a science. The term “portfolio” is often used by artists to represent a collection of an artist’s noted works that give evidence of the artist’s skills, ability and talent. Likewise, an instructor’s portfolio is a collection of samples that demonstrates the teacher’s knowledge, skills and ability

Teaching as an Art : In teaching, as in art, there is no consistency. Teaching performance is based on competence for a variety of genres besides scholastic subjects such as narration, computers, dance, drama, instrumental music, and art. How a subject is being taught is directly related to the effectiveness of the lesson. Teaching requires intuition which is ideally described as an art  In art, individualism and expression are the norm. As in teaching, there are numerous styles and approaches on teaching. The attributes that make a teacher effective and able to reach the students might be unique to the individual. A certain disposition and one’s individual way of expression, such traits are difficult to duplicate. A knowledgeable educator might not necessarily be an effective educator since it is often the personal attributes of the educator that capture the attention of the student

Interpretation, perception and reception of  information suggest that not only teaching but learning also is an art and a science. Individual learning styles are often unconsciously used as teaching styles by educators. If the class is comprised of kinesthetic or tactile learners, and the instructor is a visual learner, then the instructor is more likely to teach visually rather than kinesthetically or tactually. Teaching styles are affected by individual perception and internalized knowledge.

Our opinion, although teaching is both an art and a science, the art aspect of teaching is more evident in modern teaching strategies. Technology and different teaching styles share the same purpose of trying to maintain the student’s attention and interest. To motive the class and keep the students interested in learning is a challenge. Students need to be taught to be involved in their own learning. Distractions and lack of attention in the class prevents students from obtaining their learning potential.