As Frymier (2001) has indicated:
Thirty different textbooks would be more appropriate than 30 copies of the same book. Three Thousand articles on geography … would be … [more enriching] than one geography textbook…. Big pieces of material … [with] numbered pages, tend to force teachers and students to accept a given sequence of limited amounts of information…. If curriculum materials are small in size, … superb in quality and great in number, teachers and students have an opportunity to create various patterns of sequence and use of materials. Such variety increases the likelihood of meeting … [the needs of all students]. (p.62)
Original source material: Frymier, J. (2001). After thirty years of thinking about curriculum. Theory Into Practice, 25(1), 58-63.
The complexity of coursework (i.e. curriculum) and the type of learning that is expected are primary determinants of precisely how “dynamic” your curriculum may become. In cases when a technical objective (i.e. competency requirement) is identified as the intended outcome; your ability to formulate a dynamic strategy (as described by Frymier) is restricted by the structural mechanism (i.e. lesson plan) that you establish. Therefore, we must recognize that “non-technical” curriculums (which ought to be aligned with student-centered outcomes) are most conducive to employing “dynamic mechanisms” and facilitating “applied” learning.
The cognitive nature of applied learning is described by Bottoms, Presson and Johnson (1992) as follows:
Applied learning is actively student-oriented, characterized by lively … discussions, absorbing group projects, meaningful homework assignments, laboratory experiments, live and video … presentations, and other hands-on activities. The purpose of applied learning is to create an environment that actively engages students and teachers in a collaborative learning process. (p.50)
Original source material: Bottoms, Presson & Johnson (1992). Making high schools work. Georgia, Southern Regional Education Board.
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