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 some 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 difficult 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
Works cited
Stern, Barbara S, and David J. Flinders. Curriculum and Teaching Dialogue. Charlotte, N.C: Information Age Publishing, 2010. Print.
