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Chapter Assessment
Assessment
The chapter on the approaches to curriculum development presents varying perspectives
on how to develop a curriculum. It suggests that rather than using information from single
research, curriculum leaders should draw from a body of interrelated research to guide the
decision-making process regarding the curriculum (Parkay et al., 2014, pp. 297 – 298). The
chapter further explains that even though curriculum designs are often influenced by models,
these models don’t offer a sequential guide to curriculum development (Parkay et al., 2014, p.
298).
The chapter also highlights the importance of understanding curriculum dimensions and
presents two such dimensions. The first of the two, known as Focus of Curriculum, views the
curriculum at the micro and macro levels. It suggests that understanding the curriculum at the
macro level means that curriculum leaders make curriculum decisions that impact the education
system nationally, while understanding the curriculum at the micro-level means curriculum
leaders make curriculum decisions that impact specific schools or classrooms (Parkay et al.,
2014, p. 299). The other dimension, Time Orientation, determines the time frame for curriculum
development and instruction (Parkay et al., 2014, p. 300).
In addition to discussing curriculum dimensions, the chapter explores the process of
developing the curriculum. It suggests that prior to developing the curriculum, curriculum
developers must examine what all students are expected to learn at the end of each course of
study (Parkay et al., 2014, p. 301). One of the main focuses of curriculum developers, as cited in
the chapter, is developing standards-based education (SBE) with the aim of leveling the
education playing field for all learners in public schools (Parkay et al., 2014, p. 302). Since SBE
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has been developed, it has had mixed responses that reflected ambiguity, and discoordination,
among other responses (Parkay et al., 2014, p. 303).
A call for unambiguity and coordination gave rise to the Common Core State Standards
(CCSS), as noted in the chapter. Since their release in 2010, the Common Core State Standards
have been adopted by most states. Their adoption by states was because of several reasons, one
being the incentives in the form of federal funding that states would receive. The adoption of the
Common Core State Standards was seen as an approach to improving the quality of the nation’s
education (Parkay et al., 2014, pp. 304 & 305).
The curriculum has been reformed several times to reflect current and future trends. As
an additional curriculum perspective, the 21st Century skills were instituted to reflect mastery that
goes beyond content knowledge. These skills, as noted in the chapter, reflect lifelong learning
skills that are necessary to prepare our children for the present as well as the future (Parkay et al.,
2014, p. 307).
Personal Analysis
The chapter on approaches to curriculum development provided insights on varying
developmental curriculum approaches. Amidst all the different approaches to curriculum
development, I like that curriculum leaders draw from not just one but from a body of
interrelated research to guide the decision-making process regarding the curriculum. I believe
this is important to cater to a wide cross-section of society. Understanding societal changes, such
as increased diversity, and technological advancement, among other changes, is necessary for
curriculum leaders to also reflect in the curriculum.
I also find interesting, the development of standards-based education (SBE) with the aim
of leveling the education playing field for all learners in public schools. I favor this the most, as I
think a leveled educational playing field is necessary for a changing society that comprises
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children from varying backgrounds. For instance, there must be accommodations made,
especially, for our English language learners, and learners with other special learning needs.
These learners, like all other learners, should be provided with the same curriculum objectives
and activities that will help them be successful in the classroom.
The reformation of the curriculum to reflect unambiguity and infusion of 21st-century
skills were two other interesting curriculum initiatives reviewed in this paper. A curriculum that
outlines clear and precise curriculum objectives is important if teachers are to effect positive
changes in the classroom. I believe that teachers are better able to execute the curriculum if they
know exactly what to teach and will, therefore, by themselves, plan how to teach it. In addition, a
curriculum that reflects skills that students need to prepare them for the present, as well as the
future, is relevant and reflects the change in time.
Application
The curriculum has been reformed consistently to reflect the changing society as outlined
in the assessment paragraph above. As skills that prepare our students for the present, as well as
the future, 21st-century skills are necessary for student success. With this idea, I will ensure that
I apply these skills more in my daily instructions. One way I can apply this is to provide more
opportunities for students to collaborate while they communicate as they work on classroom
activities. These are important skills that help students to function in the real world as they work
with others. This also prepares students for the world of work, where they will need to
collaborate and communicate with others they will work with within the workplace.
I will also encourage students’ creativity whenever they work on classroom activities.
This is also an important skill that will help students to use their creative ideas to invent
