What is your opinion of Bruner's breakdown of unit construction?  Are there parts still prevalent in and/or relevant to a typical classroom? Are there elements that seem outdated? Give details.
Bruner believes, among other things, that school administrators make teaching tools open and user-friendly in order to cater to as many teachers as possible, not just gifted ones, because they realize that if they are frustrated by burdensome activities, their humanity shines through. Bruner envisions teachers in general coping with the day-to-day exhaustion of dealing with younger students. He simply wants school administrators to make it easier for these teachers, which is a positive thing. As a consequence, he proceeds to define the unit or elements that make up the research course. Bruner's elements are a series of materials and tasks that can be done in a few days or as little as half a class period. He believes that teachers should be able to use these materials in any way that is both comfortable and practical for them. Six characteristics of the following elements were noted by him:
• Devices
• Model exercises
• Documentaries
• Supplementary materials

• Talks to Teachers
• Queries and contrasts
Bruner disagreed with Piaget's definition of preparation, arguing that schools waste time deciding what level of difficulty is acceptable for a child. As a result, teachers are holding students back. Bruner assumes that a child is capable of comprehending complex information and advises that learners develop their own knowledge by organizing and categorizing data using a coding system. The most effective way to build a coding system is to explore it rather than rely on the teacher for information. Students build their own awareness for themselves, which is what we call a constructivist approach today, according to the concept of discovery learning. Bruner's six elements aren't out of date; in fact, they were ahead of their time.
Aside from obvious changes as in using film loops when teaching, what other areas of unit constituency in today's approaches to curriculum differ from Bruner's six (6) elements?

One thing I'd like to address, while not a difference in curriculum approach, is the specialization of teachers, which I believe is very relevant and should not be ignored within today's curriculum approach. Bruner (1965) suggests the concept of students being able to communicate with teachers in his first point. I assume that most teachers are not actually teaching a topic that they are passionate about, and that even though they are eligible to teach a specific subject, they lack enthusiasm, which affects lesson planning, performance, and, eventually, student curiosity and passion for a subject. Teachers who teach a topic they are passionate about will bring more time into lessons and, as a result, will give better advice and answer questions from students more effectively than teachers who teach a subject they have to or are not as informed about as other subjects. Bruner (1965) mentions that they are having trouble preparing reading material; I agree that this was a concern, but great strides have been made in this field, with many books and materials published specifically for curriculum and education in this context.