The seek of achieving efficient, coherent and effective learning seems to be an overwhelming situation that comes to overload the existing multiple tasks that educational programmers and lesson planners already have. However, the solution though not simple, lies on the fact of being clear that convenience or desired goals must be focused and based on the students´ interests and needs. Interests and needs will be fulfilled once the schools tasks address learners not anymore towards content as the outmost target point, but towards the acquisition and development of their capabilities and competences to deeply and comprehensively understand and use what they are learning.
Understanding, on the one hand, will be reflected on the ability to answer big and essential questions, to do complex tasks and solve problem creatively, whereas on the other, may be also reflected on the depth and way of thinking, defining, critizing, revising and organizing the acquired input that will be used to produce expected and appropriate outcomes lately.
Diferent ideas regarding the use of textbooks and approaches for curriculum frameworks have been suggested to achieve this purpose.
Dewey(1938) claims for the spiral curriculum to describe how subject matter should be organized to move from problem to problem causing knowledge to increase in depth and breath. In this way, coursework could develop student thinking and interest in a purposeful and ystematic way, pointing toward the full fruits of each discipline.
If we take this suggestion or any other included in this chapter, in connection with the type of curriculum framework and ideas about the ways of asking essential questions or presenting challenging situations to students I think we will be able to do a better learning process in our classrooms. Enthusiam and optimism might help.
