Blueprints for Building Curriculum

By Edling, Walt H.; Loring, Ruth M. | Techniques, November-December 1997 | Go to article overview

Blueprints for Building Curriculum


Edling, Walt H., Loring, Ruth M., Techniques


INTEGRATING ACADEMIC AND VOCATIONAL CURRICULA CAN BE A DAUNTING TASK, ESPECIALLY IF YOU'RE STARTING FROM SCRATCH AND YOU NEED TO FACTOR IN ACADEMIC AND SKILL STANDARDS. THE "CURRICULUM INTEGRATOR," DESIGNED BY A NETWORK OF EDUCATION GROUPS, AIMS TO GIVE TEACHERS A FRAMEWORK.

Curriculum integration can be a lot like building a house. Even the best materials and skills cannot produce a sturdy structure without a sound blueprint to follow. To help educators make sense of the mountains of government, association and industry standards, a group of education organizations joined forces to create the Integrated System for Workforce Education Curricula (ISWEC). Led by the Center for Occupational Research and Development in Waco, Texas, ISWEC has developed the Curriculum Integrator, a blueprint educators can use to systematically integrate curriculum while including academic and vocational skill standards. To make that possible, the Curriculum Integrator includes "Integrated Curriculum Standards" synthesized from three categories of standards - employability, occupational and academic. So far, CORD has released 149 integrated standards in three career clusters - Business, Marketing and Management; Engineering and Science; and Manufacturing and Production Technology. About a third of the standards are applicable to all three clusters and are identified as core standards. Examples of these include: listening, oral communication, teamwork, written communication, leadership and problem solving.

Schools in 27 states participated in the system's development, and 14 pilot sites are testing sample curricula developed for the clusters.

The big first step

Take the Business, Marketing and Management cluster, for example. A comprehensive high school taking the big first step toward integrating academic and vocational skill standards in its marketing education program could employ the Business, Marketing and Management standards to build curriculum or apply the Curriculum Integrator to its own standards. The entire integration process takes eight steps. (See box on the next page.)

First educators must establish a curriculum integration team. In this case team members might be the high school marketing education teacher, an English teacher, a guidance counselor, the principal, a marketing teacher from the local community college and a representative from a local business specializing in producing commercial brochures. Together they will identify occupational areas of interest to students. The Curriculum Integrator further breaks down the Business, Marketing and Management cluster into five career majors - management, finance, administrative services, marketing and computer network systems. Under the marketing subhead, there are five occupational fields - advertising, public relations, real estate, fashion merchandising, sales and insurance. Team members can stick with the Curriculum Integrator model, which suggests projects that the teachers can use to bridge their curricula, or apply their own career majors or occupational fields to the cluster structure. If the team chooses to introduce more factors, then it will take the next step in the implementation process, which is to augment the standards database by localizing the integrated standards. The team will have to develop its own standards for any additional occupational fields.

If the team chooses or is able to stick with the Curriculum integrator model, then it can skip step four entirely by using the standards provided. Here are some examples for the Business, Marketing and Management" cluster.

* Marketing - Acquire, analyze and evaluate information to develop a marketing plan to promote or enhance sales of a product or service. Consider the cultural, economic, governmental, ethical and technological factors.

* Business law - Analyze the relationship between ethics and the law and describe the sources of the law, court system structure and classifications of procedural and substantive law. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Blueprints for Building Curriculum
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.