There are many people and leaders that have been involved in the recent changes witnessed in many sectors in the society including curriculum of education among others. Leaders do provide direction and guide on how to arrive at set objectives and goals. History, on the other hand, tells us how things were conducted in the past and allows us to compare and contrast in terms of workability and functionality in terms of the methods and processes being forwarded. As a result, we are able tell the history and changes that have occurred and the successes realized as well as people behind those developments.
Curriculum history allows us to note the developments that have resulted over time. It shows us how content was executed, and the impact that such method had to the general class and individuals at large (Stern & Flinders). In the past, it was developed in such a way that, at the end of each chapter or sections, there were multiple questions presented to help readers try to grasp and master the content. This way ad method of teaching and executing knowledge has worked differently for both students that have a varied cognitive capacity. Experts have pointed out that, in this kind and, method requires recognition or even higher cognitive processes rather than mere recall. At the end of each and any reading, recall of what was taught is necessary to help the students grasp the concepts being taught unlike the method being used of multiple choices. It is noted by experts that such method encourages students and readers to cram and master certain answers regarding the subject, and in the situation, where application of the content read was required, it would prove to be tricky and challenging to the students and readers, as well. The essence of education and curriculum should be designed to help students apply the concepts in real life situation and get the knowledge
Consensus on the exemplary leader mentioned in the chapter
Robert Marzano has contributed greatly to development of curriculum in learning institutions in the country. He has done extensive research on education and theory on the topics of standards-based assessment, high- yield and cognition. He has extensive experience in education and training and holds a PhD degree. He has written several books that have shaped and informed many about classroom teachings techniques and competencies that have recognized worldwide and appreciated.
The selected Leader: Carol Ann Tomlinson
I selected Carol Ann Tomlinson as an exemplary leader because of her work in differentiation in instruction. She illustrates how to structure a differentiated lesson to classroom teachers. Since classrooms are inclusive, it is important for educators to have knowledge of how to educate all students. Tomlinson uses the latest research so that lessons are relevant to today’s children. Her commitment to identifying and responding to the needs of all learners has done a great deal to provide instructional support for teachers and enriches the education of students.
Tomlinson has vast experience in the education sector, which includes more than 20 years as a public school teacher and about 12 years as a program administrator of special services for struggling and advanced learners. Currently she is William clay parish junior. Professor and chair of educational leadership, foundations, and policy, and also a faculty member at the University of Virginia’s Curry school of education where she named outstanding Professor and received several awards. She has had an interest in curriculum and instruction for struggling and advanced learners, effective instruction in heterogeneous setting, as well as encouraging creative and critical instructions in the classroom, and has written several articles chapters and books regarding teaching instructions.
Second Selected Leader: Francis W. Parker
I believe that an exemplary leader mentioned in the chapter is Francis W. Parker. Francis W. Parker is considered the “father of progressive education” by John Dewey. Francis W. Parker advocated for child centered education, and curriculum. When I read that Francis W. Parker believed that “common schools were the key to human advancement,” it made me feel like Mr. Parker knew what methods needed to be used in order to better society. Mr. Parker is such an exemplary leader that many schools were built based on his beliefs alone. The Francis W. Parker School in Chicago states, in their mission statement, that they “want our children to grow in self-confidence, knowledge and skills that can serve them throughout life as worldly, creative citizens.” This aligns directly with what Parker believed, he believed in the child, and believed in joining different races to give children a natural environment; in order to build up democracy all through public schools. Comment on two postings:
Stern, Barbara S, and David J. Flinders. Curriculum and Teaching Dialogue. Charlotte, N.C: Information Age Publishing, 2010. Print.
Carol Tomlinson. http://www.caroltomlinson.com/