Exploratory Curriculum
Exploratory Curriculum
Exploratory Curriculum
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ED447970 2000-12-00 Exploratory Curriculum in the Middle School. ERIC Digest. Page 1 of 7
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Another benefit for many students is that exploratory courses such as art, drama, and
technology actively engage students, allowing them to learn new skills and try out new
ways of thinking. The purpose of exploratory courses, whatever the label and whatever
the content, is to offer wide-ranging opportunities and experiences that students would
not otherwise have.
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support core courses, and how do core courses support exploratory courses? In short,
what should constitute the middle school curriculum? Too often, in their zeal to offer a
wide variety of courses, administrators and teachers offer too many different courses for
short time periods, which result in students being "exposed" but leaving little time for
true exploration of a subject. To combat this problem, some schools focus on fewer
courses for longer periods of time.
Another problem is the lack of communication and collaboration between core and
exploratory teachers. Since exploratory teachers most often form their own teams, they
may be excluded from essential decision making and discussions by the academic
teams. Doda and George (1999) suggest options through extended teams where
exploratory teachers serve as representatives on academic teams, rotating team
connections, core-exploratory liaisons, and connections through homebase/advisory
alliances.
FUTURE DIRECTIONS
Exploratory experiences in middle schools are more important than ever for young
adolescents. The current emphasis on standards and testing should not limit students'
opportunities to pursue varied interests and build on their strengths. Given current
expectations and conditions in middle schools, there are at least three major directions
for middle schools in regard to exploratory curriculum:
* Articulate more clearly how exploratory courses are an integral and critical part of the
middle school curriculum. In many schools, the role and purpose of exploratory curricula
are not understood even by a school's faculty and students. The exploratory function is
too often viewed as an extra, taking away from the core curriculum.
* Ensure that everyone understands that exploratory and academic are complementary,
not competing or opposing concepts. Exploratory courses or activities engage students
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in ways that core courses often do not. Certainly, a middle school curriculum that is
totally exploratory-allowing students wide options from which to choose, different ways
to view the world, and various opportunities to succeed-goes a long way to meet the
needs of young adolescents.
* Align exploratory offerings more closely with the regular curriculum. Beane's (1993)
suggestions for an integrative curriculum arising from students' questions and concerns
about themselves and the larger world suggest a way to effectively and meaningfully
integrate both core and exploratory offerings. For example, when students identify
saving the environment as a focus for study, exploratory areas like health, technology,
and art become part of the overall curriculum, joining language arts and science as tools
to explore this complex issue.
CONCLUSION
Middle schools continue to embrace exploration as a guiding principle across the school
curriculum. The importance of exploratory experiences in the middle school curriculum
is supported by both practitioners and the limited research available. Where the middle
school curriculum becomes more integrated and less subject centered, exploratory
experiences play a pivotal role, as they are integrated into every aspect of schooling.
Even in separate subject contexts, exploratory courses provide students with
meaningful learning that directly relates to their known need for a wide variety of
experiences.
FOR MORE INFORMATION
Beane, J. (1993). A MIDDLE SCHOOL CURRICULUM: FROM RHETORIC TO
REALITY. Columbus, OH: National Middle School Association.
Bergman, S. (1992). Exploratory programs in middle level schools: A responsive idea.
In J. Irvin (Ed.), TRANSFORMING MIDDLE LEVEL EDUCATION (pp. 179-192).
Boston: Allyn and Bacon. ED 354 598.
Doda, N., & George, P. (1999). Building whole middle school communities: Closing the
gap between exploratory and core. MIDDLE SCHOOL JOURNAL, 30(5), 32-39.
Epstein, J., & Mac Iver, D. (1990). EDUCATION IN THE MIDDLE GRADES: AN
OVERVIEW OF NATIONAL PRACTICES AND TRENDS. Columbus, OH: National
Middle School Association.
ED447970 2000-12-00 Exploratory Curriculum in the Middle School. ERIC Digest. Page 5 of 7
www.eric.ed.gov ERIC Custom Transformations Team
Gruhn, W. T., & Douglass, H. R. (1947, 1956, 1971). THE MODERN JUNIOR HIGH
SCHOOL. New York: Ronald Press.
Van Til, C., Vars, G., & Lounsbury, J. (1967). MODERN EDUCATION FOR THE
JUNIOR HIGH SCHOOL (2nd ed.). Indianapolis: Bobbs-Merrill.
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