First Examination

Curriculum is the subjects comprising a course of study in a school or college, thus,

creating a concept of this takes a lot of time and effort. Having sort of many studies,
fundamentally can lead to a curriculum that can change the students who are studying it. The
main reasons why curriculum has change includes social and cultural, psychological, economic,
technological and environment adaptation. Having this reasons, greatly affects the current and
future curriculum that could benefits the one who studies it, furthermore, it brings the adaptation
of the current innovative world.

Cultural factors that have been related to social anxiety disorder include a society’s
attitude towards shyness and avoidance, impacting ability to form relationships or access
employment or education. Problems in developing 'social skills' may be a cause of some social
anxiety disorder, through either inability or lack of confidence to interact socially and gain
positive reactions and acceptance from others, thus, having this studies, curriculum has been
thoroughly examined for the betterment of future knowledge and self-esteem that could be
develop through socialization within our culture.

A comprehensive view of the curriculum requires a consideration of the nature and needs
of the individual, the aspirations and requirements of society, and the process by which the
individual grows and develops by age and experience. With one’s maturation of their
development, needs a proper knowledge accordingly, likewise it will greatly enhance by the
proper change of the curriculum.

A college in a remote rural environment would not design a curriculum the same way a
college in a major urban environment, thus, it seems reasonable that essential facets of course
design would align with one another regardless of particular environment - but realistically
design differences would exist as well as the design of teaching a certain curriculum to
elementary and high school where economic plays a role on variety of teaching subjects.

The curriculum sets out what all learners are entitled to learn, but they don’t all need to
experience it at the same rhythm or in the same locations. Technology makes it possible to be
more flexible about when and where teaching and learning take place, and makes it easier for the
curriculum to build on learners’ interests and abilities. It also cause of change in the curriculum
impacting on how we access and gain knowledge and a provider of the tools and resources
required to make the changes that can inspire learners to succeed.

One must consider social and cultural, psychological, economic, technological and
environment adaptation before planning to making new method on teaching. The system on how
we change the curriculum is very complex that we consider many elements that could decide and
affect the future of the learners. Making a correct and inspired change, it will produce a diamond
from a rock and stand out to be one of the results because of the changes.
Second Examination

Curriculum is a developmental process of constructing knowledge. It is the heart of any

learning institution in which schools does not exist without curriculum. The curriculum serves as
the process for “manufacturing” the students. The concern over curriculum would be on
benchmarking. In designing curriculum, teachers will identify what will be done, who will do it,
and what schedule to follow. As teachers, they need to update on the content and techniques. For
example, simplify the teaching of mathematics? What is the best way to simplify a complex
formula? It is pathetic to see a teacher teaching students the parts nof the flower by drawing a
flower on the blackboard when he/she could have made the lesson more interesting by telling
each student to pick and have a flower in each hand to illustrates the parts. Teacher also have to
consider the students and to what type of curriculum that is best for the needs of all the diverse
learner in the school system.

There are three types of curriculum design: subject-centered, learner-centered, and

problem-centered. A subject-centered curriculum is more focus on the subject matter rather than
the individual. For example, in math subject, teachers have the list of things to what they need to
teach their students, and with specific example of how these things should be taught. In contrast,
learner-centered curriculum considers the interests and needs of the students. Through this they
will be motivated or engaged in what they are learning. This design also requires teachers to
balance the interests and wants of students with what they need to know. In problem-centered
design, students will be exposed to real-life issues or problems. Focus on teaching students to
solve problem and think of possible solutions. With this, it will help them to develop their skills.

Curriculum design is purposeful. Based upon research, in the learning sciences, that using
the Universal Design for Learning (UDL) framework will help culturally diverse learners as well
as increase learning opportunities for all student. The framework was developed after an
extensive review of empirical studies in the learning sciences from which key findings were
extracted and translated in order to create a set of research-based instructional design principles.
By pointing to areas where learners are most likely to vary, these principles help teachers design
their instruction for a variety of learning needs (Meyer & Rose, 1998; Meyer 8c Rose, 200S;
Rose 8c Meyer, 2000, 2002). As described by Meyer and Rose, it is the students in the margins
of the bell curve, the atypical learners, that first drew attention to the necessity of providing
options for access and learning. Therefore, the original aim of the UDL framework was to cater
to students with special needs and to provide and promote an inclusive learning environment for
all children. Anyone who designs a curriculum have educational purpose in mind. The goal is to
improve students learning and to enhance their skills. We have to make sure that learning goals
are aligned and complement each other from one stage to the next. For example, if high school
curriculum is designed without taking prior knowledge from elementary school, it can create real
problems for the students. This would probably hard for them to catch up and learn complex
things without knowing the basics.
Reference

Meyer, A., & Rose, D. H. (1998). Learning to read in the computer age. Cambridge, MA:
Brookline Books.

Meyer, A., & Rose, D.W. (2000). Universal design for individual differences. Educational
Leadership, 58(3), 39—43.

Meyer, A., & Rose, D. H. (200S). The future is in the margins: The role of technology and
disability in educational reform. In D. H. Rose, A. Meyer, & C. Hitchcock (Eds.), The
universally designed classroom: Accessible curriculum and digital technologies (pp. 13-35).
Cambridge, MA: Harvard Education Press.