Implicit Curriculum Theory
The implicit curriculum theory is an approach to learning through teachers’ values, the behaviors they display, and the interactions they have with their students. It also immerses students in real-life experiences that promote critical thinking skills. The article, Bridging the Explicit and Implicit Curricula: Critically Thoughtful Critical Thinking, leads the reader through a scenario of social work training opportunities emphasizing the use of implicit and explicit experiences. These training exercises help students grasp the details of the profession through authentic experiences in the field. This style of curriculum stems from the early theorists of John Dewey and Paulo Freire whose foundation of learning centers on individual experiences, critical thinking, and student-centered activities.
“Students in this way develop their critical thinking skills through the explicit curriculum via content and assignments and through the implicit curriculum via, among other things, immersion in social work values; direct experience with diversity; and the relationships established with fellow students, community partners, and their instructors as critical pedagogues” (Miller, Tice, & Hall, 2011, p. 43).
This article is from EBSCOHOST peer-reviewed library where several other articles cover similar learning examples in various educational settings. The decision to select this particular article centers on the combination of both implicit and explicit opportunities in the field of social work and the description of student-centered activities that outline the application of the curriculum.
Problem-based curriculum integrates learning through performance activities and solving problems through the application of skills. This style of curriculum stems from early theorists such as Robert Gagne and Gilbert Ryle. Ryle’s approach to this problem-based learning originates from the late 1940’s. “Knowing how to sew, write a persuasive essay, and solve quadratic equations are all examples of Ryle’s know-hows” (Posner, 2004, p. 80). In the article, Designing and Implementing a PBL Course on Educational Digital Video Production: Lessons Learned from a Design-based Research, the author steps the reader through curriculum development of a digital video production in the classroom setting. Students work in groups and discuss the components of equipment and the processes to create digital projects. This article outlines a wide-range of skills students will obtain through projects and activities including, “domain-specific knowledge and skills, self-directed learning, learning-to-learn, collaboration and co-operation, creative thinking, problem solving” (Hakkarainen, 2009). The selection of this article from EBSCOHOST centers on the attraction of problem-based learning through a digital media project.
The basis of integrated learning is a curriculum that applies theory and...