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SYNTHESIS OF CURRICULUM ISSUES
Synthesis of Curriculum Issues
Social Forces
Society often goes through developmental changes, which is the driving force behind the
need for education reform that must meet the needs of the ever-evolving society. It is, therefore,
the onus of curriculum leaders to examine the current and future social forces that shape
education to determine their relevance to the curriculum (Parkay et al., 2014, p. 44). Because
society often experiences changes, it becomes a daunting task for curriculum developers to
infuse an unpredictable future with the curriculum (Parkay et al., 2014, pp. 44 & 45).
The social environment is closely related to curriculum development, which is often seen
through the viewpoint of vocation, citizenship, and self-fulfillment. These are regarded as
developmental tasks, which regularly experience rapid change. This rapid change demands a
change also in educational programs which must transform with them (Parkay et al., 2014, p.
52). There are three levels of social forces that also influence the curriculum (Parkay et al., 2014,
p. 53). Curriculum leaders are, therefore, tasked with designing a curriculum that addresses all
three levels, from the national and international levels to the local community and cultural levels
(Parkay et al., 2014, p. 53).
Despite the unpredictability of the future, curriculum leaders should observe the current
trends which will provide a set of directions that guides how they plan for the future (Parkay et
al., 2014, p. 57). A successful and effective change in education would, therefore, require a
collaborative effort from all stakeholders to determine changes that are necessary to prepare our
children for the present as well as the future (Parkay et al., 2014, p. 57).
Personal Insights
The information on social forces provided me with an in-depth knowledge of societal
changes that require curricula that address the current and future needs of society. The job of
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SYNTHESIS OF CURRICULUM ISSUES
curriculum development is, therefore, an admirable one because as a comprehensive process,
curriculum development requires a great deal of planning which seeks to prepare our children for
the present as well as the future (Parkay et al., 2014, p. 57). My appreciation for curriculum
leaders has grown tremendously, especially since the pandemic, when curriculum leaders rose to
the occasion, quickly shifting curriculum focus to address the abrupt changes we experienced.
Using the online platform as the new method of learning, proved most challenging to many;
however, the curriculum leaders made it so easy for both students and teachers to manipulate.
Application
From the information garnered from the chapter on social forces, I will ensure my
classroom reflect current and evolving trends in education. One way of achieving this is by
embracing ethnic and cultural diversity in the classroom. This can be done by creating a space
where students are encouraged to extend their learning through their own culture and learn to
respect and appreciate differences in others. Another way is through technology. The pandemic
has revolutionized the way instruction is provided and has greatly encouraged and increased the
use of technology in the classroom as a learning tool. By encouraging the use of technology in
my classroom, I will continue to my students adapt to the current and evolving trends of society.
Human Development
Curriculum developers need to have in-depth knowledge of the stages of human
development when designing the curriculum, as understanding learners’ needs at every
educational level is necessary for creating a curriculum that has relevance today (Parkay et al.,
2014, p. 126). A curriculum that matches the learner’s developmental stage is, therefore, very
important to increase the learner’s mental capacity while they grow and develop (Parkay et al.,
2014, p. 127).
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SYNTHESIS OF CURRICULUM ISSUES
Curriculum leaders often draw from the body of knowledge provided by theorists and
researchers on human development to develop curriculums that match learners’ developmental
stages (Parkay et al., 2014, p. 128). Because the curriculum not only focuses on the learner’s
cognitive development, curriculum leaders also rely on knowledge from theorists and researchers
who focus on the learner’s moral development, biological and psychological needs in addition to
other important areas of human development (Parkay et al., 2014, p. 129).
Personal Insights
The chapter on human development has broadened my knowledge of the stages of human
development. It has helped me to realize that knowing the different stages of human
development is very important for curriculum development. It has also helped me to understand
a great deal of work that goes into curriculum development, in making sure that the curriculum
matches the developmental stages of the learner. In addition, I have realized the extent to which
curriculum leaders plan, as they not only focus on the learner’s cognitive development but other
areas of human development.
Application
Using the knowledge I gained from perusing this chapter on human development, I will
plan and execute lessons that are not only age-appropriate but appropriate to students’ current
developmental stage. I say this to emphasize that although students may be in a particular age
group and are expected at that age group to effectively work on tasks specific to their current age
group, there may be a huge gap between their age and their developmental stage. I will,
therefore, use this knowledge to tailor my lessons to meet the needs of individual students in my
class.
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SYNTHESIS OF CURRICULUM ISSUES
Learning and Learning Styles
As the third curriculum basis, learning and learning styles demonstrate how learning
occurs and is of very importance to curriculum leaders. A comprehensive understanding of the
nature of learning is, therefore, explored under two broad headings of learning theories, namely
behavioral and cognitive theories. The distinction between each broad headings of learning
theories is that behavioral theories stress the changes in people that are observable, whereas
cognitive theories look at the knowledge and skills people get through mental processes. It is also
important to note that within each broad heading of learning theories exist subgroups. (Parkay et
al., 2014, p. 224).
Learning styles refer to the different and best ways information is processed by
individuals. Learning styles concepts have changed the whole view of learning that everyone
does not learn the same way. Learning styles are often influenced by nature and nurture. Howard
Gardener’s Multiple Intelligence theory provides one of the best explanations of the concept of
learning styles, as he proposed that everyone acquires at least eight intelligences and has his or
her preferred combination of these. The learning style concept has, therefore, gained a lot of
recognition from curriculum developers and educators alike, as knowledge of the concepts from
these theories has been used to guide curriculum development and guide classroom instructions
(Parkay et al., 2014, p. 230 - 231).
Personal Insights
The chapter on learning and learning styles have provided me with a wealth of
information. I now have a renewed understanding of the nature of learning, as a “one size fits
all”, approach to learning is not effective. Again, we see the magnitude of work done by
curriculum leaders when it comes to curriculum development, in developing curricula that meet
the individual needs of the learners. In creating a curriculum that accomplishes its desired
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intention, curriculum development must provide opportunities for curriculum executers or
teachers to use their creativity in ensuring students can demonstrate their learning through their
preferred styles of learning rather than prescribed learning styles (Parkay et al., 2014, p. 331).
This is important for the success of our students as they grow and develop.
Application
With a comprehensive understanding of the nature of learning and learning styles, I will
create more avenues for students to learn and demonstrate their understanding of the concepts I
teach daily. What I have done and will continue to do is, rather than prescribing and
characterizing students’ intellectual profiles, I will create a wide array of choices students can
choose from to show their understanding. In my current practice, I provide for students weekly,
a menu of activities on a choice board that covers all or most of Gardener’s multiple
intelligences. Students are, therefore, encouraged to do activities they wish to use to demonstrate
their learning and share their thinking. With the renewed understanding gained from this
exercise, I will continue with this practice.
