Continuity, Sequence & Integration in Quality Curriculum Video

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  • 0:03 Beyond the Textbook
  • 0:41 Ralph Tyler and…
  • 1:10 Continuity
  • 2:23 Sequence
  • 4:15 Integration
  • 5:42 Lesson Summary
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Lesson Transcript
Instructor: Christine Serva

Christine is an instructional designer, educator, and writer with a particular interest in the social sciences and American studies.

In this lesson, you can learn about three major elements of quality curriculum design. Imagine examples of how to apply these ideas to the classroom, improving your ability to connect past, present, and future learning.

Beyond the Textbook

Imagine you're planning to teach a class in United States history from 1865 to the present day. You've been given the task of designing the curriculum and don't know how to go about the process.

You open the textbook for the class and decide to use it as the model for your curriculum. You start with Chapter 1:''The Beginning of Reconstruction Era'', wrapping up your curriculum plan with Chapter 12: ''Life in the New Millennium.''

Is following the textbook really enough to build a strong curriculum? You decide to investigate what experts have to say about quality curriculum design.

Ralph Tyler and Curriculum Design

Ralph Tyler was a 20th-century American educator who played a large role in guiding how curriculum would be developed. He identified the importance of three key principles in this process: continuity, sequence, and integration. If you know the TV show CSI: Crime Scene Investigation, this may help you remember the first letters of the terms. Now let's look at how you would apply Tyler's principles to your U.S. history curriculum.


Teaching curriculum by focusing only on following a textbook is a bit like having students walk down a narrow hallway. For example, let's say lesson one of your class covers events from 1865-1870. Your next lesson covers events from 1870-1875. Using this approach, your students never revisit the events of lesson 1 again. They simply move ahead from event to event as though they're walking down that narrow hallway. They don't get a good look back at the material until it's time to study for a test.

Continuity involves revisiting material more than once. This reinforces students' learning by allowing them to practice skills they learned earlier and to consider old information in a new way, reinforcing it.

This approach is more like a spiral staircase where a student can look around them as they make passes around the center. They can see what has come before and how it relates to what's in front of them now. This idea of curriculum that revisits learning over time is also referred to as spiral curriculum, per American psychologist Jerome Bruner.

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