Thematic curriculum approach

Abstract

Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum

Innovating school practice: Ways of improvement

“…Квалитативна сту-дија случаја коју представљамо у овом раду део је ширег научног пројекта (Šefer i sar., 2015;Šefer, Ševkušić, 2012;Šefer, Radišić, 2012 -концепти са-радње, иницијативе и стваралаштва) чији је циљ био да се наставници једне мање градске основ-не школе из Београда подстакну на иновирање праксе у школи, уз подршку истраживача из на-учноистраживачке установе. Интересантно је да се истовремено појављују друге студије у за-падним земљама које се темеље на сличним кон-цептима и идејама о иновирању школске прак-се (Kohler, Boissonnade & Giglio, 2015).…”