Integrating Educational Curriculum with Teaching, Learning, and Instruction and the Legal Conflicts with the No Child Left Behind Act

Integrating Educational Curriculum with Teaching, Learning, and Instruction and the legal conflicts with the No Child Left Behind Act.

MTE 501
July 5, 2010

Abstract
This paper describes through research the relationship between Learning, Teaching, and Instruction and how they correlate with curriculum and the legal issues established by the No Child Left Behind Act.   Learning is subjective to the style of teaching.   Teaching is at the current time dependant on the instruction that is to be delivered based on the current demands of the curriculum that is put forth by the state department of education.   Curriculum does serve as the framework of the educational system but is also driven by the philosophy of the individual school.   The educational standard that is put forth by the state designed curriculum is evaluated through performance test, which hold teachers and students accountable for education.   Learning styles, instructional methods, and teaching strategies are discussed as how they pertain to the curriculum now that the No Child Left Behind Act is in full force.

                  For a long time now a debate continues, how can the curriculum be designed to better adapt to teaching, instruction, and learners.   Basically, instruction is designed so students can learn what is taught, students learn what the teachers teach, and teachers teach what is mandated by the state curriculum standards.   Yes, it sounds simple, but nothing is simple in education.   In order to understand the current philosophy of the educational system one must first understand how curriculum ties into instruction, teaching, and learning.   Curriculum drives instruction, which drives teaching, in hopes that students will learn the objectives that are taught.
States currently design and mandate course objectives that are to be taught based on national standards.   “Curriculum is, no doubt, an integral source of the design process.” (Wenzlaff, Fager, and Coleman 1999)   The No... [continues]

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