You will complete a paper regarding the assigned textbook readings. The synthesis will provide thoughtful analysis, insight, understanding, and application of topics reviewed written in current APA fo

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EDUC 871

Much more thought has come into designing curriculum than ever before. Curriculum leaders are

charged to consider several components when designing curriculum. Curriculum leaders must recognize how

schools and schools’ systems mirror the surrounding societal environment. Thus, an essential aspect of

curriculum leadership is the evolution of social forces and projected trends. Additionally, curriculum leaders

must pay heed to human development during adulthood. Being knowledgeable in this area will allow leaders to

design curricula that is shaped by nature and individual needs. The last criteria of curriculum design are the

nature of learning and learning styles. Knowing how students learn is critical aspect for curriculum leaders.

Although a universal definition of learning has not been defined, most researchers agree that learning is a

change in an individuals’ knowledge or behavior that results from experience (Parkay et al. 2014). This paper

will unveil descriptions of factors that influence curriculum development and leadership. The factors in question

are social forces, human development, learning and learning styles. While these are not the only factors that

influence curriculum development, they are a major aspect of it.

Social Forces

Key trends and issues have a major impact on education at all levels in the future: increasing ethnic and cultural

diversity, the environment, changing values and morality, the family, the technological revolution, the changing

world of work, equal rights, crime and violence, lack of purpose and meaning, and global interdependence

(Parkay et al. 2014). Each social force shapes the individual lives of students as they are all interconnected. As

such, curriculum leaders have the duty to integrate these social forces when designing curriculum. However,

there are some social forces that are out of the scope of what curriculum leaders can control. The particular

issues consist of the environment, cultural diversity, and family stress. As a fifteen year-veteran teacher, I was

unaware of the social forces that should be considered when developing curriculum. Nor did I consider the

many aspects that are considered social forces. After reading Chapter 2, it was disheartening to see how much This study source was downloaded by 100000767590739 from CourseHero.com on 06-09-2024 20:34:02 GMT -05:00

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EDUC 871

the family dynamic has changed. So many families are dealing with stresses that are overwhelming to cope

with. Families are struggling with financial situations, substance abuse and violence. As a result, students are

experiencing more emotional and health problems than ever before. These social forces will have an impact on

how students perform in school. I can see how so of my students are impacted by family stressors and I want so

badly to make their situations at home better. I often reflect on how I can make their day better while they are in

my presence. My primary goal is for my classroom environment to feel safe, free and their opinions matter.

Once students realize that I care, some will put in a lot of effort to perform even though they experience with

family stresses.

Human Development

Human development has always been at the forefront into exploring how people grow and behave. Especially in

the world of education, theorists have regarded the study of child and adolescent development an important

factor for curriculum leaders to understand. Knowledge in this capacity empowers curriculum leaders to design

curricula that is shaped by the environment and individual learners (Parkay et al., 2014, p.127). Parkay et. al

(2014) suggests effective leaders strive for a deep understanding of how the informal, or unseen, curriculum at

the district and or school levels affect the growth and development of students. Knowing how the brain works

and develops at different stages in the learning process is critical when planning curriculum with fidelity.

Several theorists’ ideologies about human development have immensely served as a guideline for

curriculum leaders. They theorized that human development takes place in a fixed way and is followed stage by

stage (Parkay et al., 2014, p.128). Thus, professional decisions on comprehension, detailed information about

stressors students face in their homes and communities all serve as the foundation for curriculum leaders

(Parkay et al., 2014, p.130). While reading Chapter 3 I began to see the importance of understanding how the

brain develops. The theorists and their ideals brought into light how the brain develops at different stages. I

normally focus on how individuals learn more not realizing how the brain development impacts learning.

Examining the way in which the brain develops gave me the insight as to why students are able to learn certain

things at different stages; and when things should be taught. This study source was downloaded by 100000767590739 from CourseHero.com on 06-09-2024 20:34:02 GMT -05:00

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EDUC 871

Learning and Learning Styles

Understanding how students learn is another aspect curriculum leader have to consider when designing

curricula. While a universal definition of learning is yet to be defined, most researchers and theorists would

agree that learning is a change in behavior or knowledge that results from experience (Parkay et al., 2014,

p.224). Several theorists have researched the nature of learning and learning styles. Behavioral theorists suggest

learning is a conditioning process where a person acquires a new response, while motivation is the urge to act

that stem from a stimulus (Parkay et al., 2014, p.224). Cognitive learning theorists focus on the mental

processes one would use as they acquire new knowledge and skills. Additionally, they focus on the

unobservable processing, storage, and retrieval of information from the brain (Parkay et al., 2014, p.224).

Constructivist learning theorists focus on how learners process new information and the way in which they

construct meaning of what they already know. Their research of learning has led other researchers to focus on

students’ learning styles which the is the best method to learning that works best for them. Moreover, learning

styles refer to an individual’s normal way of processing information and in quest of understanding (Parkay et

al., 2014, p.230).

I was intrigued and disappointed while reading Chapter 4 on learning styles. I was intrigued of the

neuroscience perspectives definition of learning. “Learning occurs at the cellular level where a cell is able to

send a message to another cell based on physical conditions of the cell and the cells environments” (Parkay et

al., 2014, p.236). An educator may not know whether a student is learning at the cellular level. However, the

research about how cells function and learn provide a different perspective to educators believe is learning. With

this information, educators may change their traditional strategies and focus how children truly learn (Parkay et

al., 2014).

I was disappointed when the research stated that learning styles have not proven to show any

effectiveness of in how students learn. They are not supported by any sound or consistent evidence. Therefore,

my enthusiasm for their application to classroom practice should be reduced because there is no evidence of real This study source was downloaded by 100000767590739 from CourseHero.com on 06-09-2024 20:34:02 GMT -05:00

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EDUC 871

power of enhancing student learning besides the initial assignment of learning something new (Parkay et al.,

2014, p.273). I consistently allow my students to use a multiple intelligence choice board to show evidence of

learning. After reading this chapter, that strategy may not be the best strategy for learning.

Conclusion

Effective curriculum leaders must consider three elements when designing curricula: social forces,

human developments, and the nature of learning and learning styles. These elements will allow curriculum

leaders to choose best approach to maximize student learning. According Parkay et al. (2014) schools and

school districts have the autonomy to produce their own measures to examine social forces, human development

and the nature of learning and learning styles. All stakeholders need to be on one accord to create a curriculum

that is most advantageous for their school.