Curriculum Change
1. 1. 1
2. 2. The phenomenon of curriculumChange Presented to Prof Dr, Muhammad Asif Malik
Presented by Anila Yasmin Nadia Rafiq M.Naeem Ashraf
3. 3. Concept of change Change is a constant law of nature. It always bringsimprovement. It
always occurs Continuously.Technological advancement and explosion ofknowledge is the
basic reason of varying style ofchange. Change is an ongoing, almost unconsciousprocess
that involves reworking familiar elementsinto new relationship
4. 4. Using Change Concepts forImprovement While all changes do not lead to improvement,
allimprovement requires change. The ability todevelop, test, and implement changes is
essentialfor any individual, group, or organization thatwants to continuously improve. There
are many kinds of changes that will lead toimprovement, but these specific changes
aredeveloped from a limited number of changeconcepts.
5. 5. Forces driving change community technology political economy credibility: people want
more and more frompublic education complexity: competing demands of governmentsand
interest groups
6. 6. Features of change its a PROCESS not an EVENT: it requires - time- energy-
resources it is achieved incrementally and entailsdevelopment in feelings and skills in
usingnew programs. it should lead to improvement
7. 7. Features of change To work, it must be supported by individuals first. ( institutions cannot
change until the individualswithin them support the innovations) It is a learning process in
itself
8. 8. What are your drivers for curriculumchange? National imposition Local need Staff
dissatisfaction Parental Demands Student demands are all students achieving
/participating Standards can they be maintained in view of thechallenges of new courses?
Leadership - meaningful change and curriculumevolution
9. 9. Whats a curriculum for? A school curriculum is intended to provide childrenand young
people with the knowledge and skillsrequired to lead successful lives. Today, there is
growing concern that the taughtcurriculum needs to be reconsidered and redesigned. What
is a curriculum for at this time? It comprises achallenging selection of subjects that help
childrenand young people understand the world. It highlightsskills necessary for learning
throughout life, as wellas for work, and for ones personal development andwell-being.
10. 10. Whats a curriculum for? But a curriculum is also political. Decisions aboutwhats in
and whats out change from time to timedepending on political needs and aspirations.
11. 11. Curriculum Change: Process of Curriculum change may be assistedby permissiveness
and Support in aaccordance of with a helpful improvement inCurriculum. Changing
Curriculum Changesindividuals. At the time of Curriculum Change it mustbe necessary in
Consideration that Resourcesof implementation of Curriculum are availableor not.
12. 12. Curriculum development and change Successful curriculum development requiresbetter
use of change knowledge failureis often a result of neglecting it.Policymakers, education
leaders and teachersneed to know more about the drivers ofsuccessful curriculum change in
schools.Therefore, learning about educationalchange and its key features should
becomeintegral elements of any serious curriculumreform process.
13. 13. Curriculum development and change Reconceptualizing curriculum. Many
curriculumreforms are based on how the curriculum hastraditionally been organized. As a
consequence,many curricula have become overloaded,confusing and inappropriate for
teachers andstudents. Therefore, curriculum orientation shouldshift from a curriculum as
product model to acurriculum as process model. This would alsotransform the role of the
curriculum from apurely technical document into a morecomprehensive idea that also serves
as guidelinefor school improvement.
14. 14. Curriculum development and changeChanging the way teachers teach and studentslearn
requires specific approaches. Inservicetraining of teachers is not enough. Ifcurriculum
reform aims at changing the waysstudents learn and teachers teach, moresophisticated
implementation strategies arerequired. Therefore, helping teachers to createprofessional
learning communities and schoolsto learn from each other are recommendedapproaches.
15. 15. Types of curriculum change 1. Empirical-rational: Stress is laid on the need forchange
and the competence to implement. Thesechanges do not occur at school level as they are
notcapable of bringing such change. 2. Normative-re-educative strategies: It is based onthe
rationality and intelligence of humans. This kind ofchange can occur by approaching humans
convincingthem that there is a need to change their values,attitudes, understanding and
skills. 3. Power strategies: Changes should meet theexpectations of the superiors who are
in a higherpower. Such coerce strategies are used often inschools.
16. 16. According to John Mcneil the differenttypes of changes are: 1. Substitution: In this type
of change oneelement is substituted by the other, i.e. onecourse paper/one unit is replaced
with another.Mostly, this kind of change is easily implemented. 2. Alternation: If some
material, content, itemor procedure is introduced into the existingmaterial and is adopted, it is
consideredalteration. 3. Perturbation: Some changes when introduceddisturb the
programme for sometime and thenlater on they get adjusted or adopted into theprogramme
17. 17. 4. Restructuring: These changes lead tomodification of the system itself. For
instance,team teaching, project method or competency-based teaching and evaluation. This
change is likerestructuring. 5. Value-oriented change: This change basicallybrings a shift
from ones philosophy or basicideology towards a particular auricularprescription or
orientation. Most of them whoresist should adjust with the changes and acceptthe same. The
teachers who cannot adjust theirvalues to such changes may not be retained forlong.
18. 18. Need of curriculum change People improve with greatest enthusiasm when theydetect
the desire of the stimulator of improvement toimprove himself The direction of improvement
should be determinedcooperatively. Peoples goals differ; however, if theyare to work together
effectively, they must determinecooperatively the direction their efforts are to take. The
direction of improvement should be determinedcooperatively. Peoples goals differ; however, if
theyare to work together effectively, they must determinecooperatively the direction their
efforts are to take.
19. 19. People improve through experiencing. The kindof teacher one is may be determined
largely bythe kinds of experiences he or she has had.School systems should seek to provide
theirteachers with the best of in-service education. Stimulators of improvement should divide
theirtime between contacts with individuals andcontacts with groups. Research and
practiceshow that both individual conferences andgroup work are effective in helping
teachersimprove the quality of their work
20. 20. Whenever possible, improvement should beinduced in situations that involve problem
solving.People improve most when a stimulator ofimprovement helps them solve their
ownproblems Stimulators of improvement should help keepchannels of communi-cation
open. Psychologicalstatic easily gets between the sender and thereceiver of a message
Stimulators of improvement should use theirpower and influence with great care.Educational
leaders have largesse to distribute inthe form of position, salary, approval,
knowledge,prestige, disciplinary control/ and even affection.
21. 21. Stimulators of improvement should operateon a limited number of fronts at a given
time.Curriculum workers are learning thatsweeping, comprehensive improvementsrarely take
place
22. 22. FACTORS AFFECTING CURRICULUM CHANGE 1. Does the school have a well-
definedphilosophy? Is it accepted by the teachers? Whatcontradictions are there between
philosophy andpractice? 2. When was the school last evaluated by anoutside group? Were
there any keyrecommen-dations that were not acted upon? 3. Has the school participated in
educationalinnovations or experiments? 4. Does the school staff participates inprofessional
activities?
23. 23. 5. What provision is made for suitableequipment, facilities and instructional aids? 6.
What evidence is there of poorarticulation? 7. To what extent are administrative
andsupervisory practices democratic in nature?
24. 24. Developing a Program for CurriculumChange Develop a faculty consensus as to what
levelof involvement your program or school shouldand can play in curriculum If the decision
is made to proceed withnecessary curriculum change, undertake aprocess to develop and
implement this change
25. 25. Developing a Program for CurriculumChange Consider various funding possibilities.
Take into account changes in the regulatoryenvironment in your and neighboring states.
Consider all your constituencies that areaffected by the change process. External
organizations can influence thecurriculum innovation process.
26. 26. Developing a Program for CurriculumChange Institution missions, goals, and policies
have apervasive influence on the policies andprocedures in your program The way you
organize and run the departmentor school can have an important effect on theinnovation
process.
27. 27. Explosion of Knowledge(as a factor of change) Humanitys stored of knowledge has
shown anadditive increase in the past, but in recentyears the growth in knowledge has beer-
exponential. Not only has knowledgeaccumulated, but also there have been newways of
orga-nizing it and looking at it.
28. 28. The Community(as a factor of change) There are certain key questions that should
beasked about school-community relationships inseeking evidence of the need for
programmemodifications. 1. How does the community feel about theschool? What is being
done to improve school-community relations? 2. Has the population of the
communitychanged? If so, in what ways?
29. 29. 3. Does the school have an active parent-teacher association or similar organization?
4. What economic changes have taken placein the community? 5. For how much time and
to whom is theschool building open? How is it used? 6. What studies do teachers make of
theirstudents environmental backgrounds? 7. What community resources are available?
30. 30. The Society(as a factor of change)1. People conceive of the need2. People will draw
up plans to deal with thesituation.3. People will carry out these plans.
31. 31. Curriculum improvement Changing people. Making decisions. Co-operative action on
abroad base. Developing a functional educationalphilosophy. Studying pupils and their
environment. Keeping up to date with knowledge. Studying ways to improve instruction.
Carrying on evaluation.
32. 32. Other Factors Affecting CurriculumChange 1. Socio-political factors As the states
policies change, they have aninfluence on the educa-tional policies andschemes that they
undertake It also takes into consideration the socialneeds and demands and changing
trends inthe society with respect to various other issuesand contemporary developments
33. 33. Economic Factors Economic status of the people and the stateplay a role in the
curriculum change. Theaspirations of people, their demands andexpectations from particular
courses orcurricular inclusion at various stages ofeducation, all depend on he economic
status.
34. 34. Stages of curriculum change The first Stagefirst stage is that of initiation, in which ideas
forchange are launched and decisions are maderegarding the nature, direction and extent
ofchange.The second stage is said to be one oflegitimating, in which the sentiment on
behalfof change is being communicated.
35. 35. Stages of curriculum change The third stage in-volves congruence of theseparate
systems of values held by the personor persons seeking to create change and bythe person
or persons who are the targets orhuman subjects of the proposed change
36. 36. Thank youGod bless you
What does Evaluating Curriculum mean?
It means rendering value judgment to a set of experiences
selected for educational purposes.
It is a process that involves gathering information about the
effectives of Curricular and measurement is done in terms of
levels of achievement of the pre-set objectives.
Among the many reasons for undertaking Curriculum evaluation
we have the following:
To allow the curriculum developers and implementers be
certain about the functions of the curriculum put in place
(feedback)
It also gives information on the relevancy of the curriculum
in the society.
Information on the effectiveness of the instructional
materials is obtained through evaluation.
What do we evaluate at Classroom level?
Content/Subject matter
Teachers performance, this can be in terms of content
delivery methods or classroom control methods.
Pupils/Learners performance in terms of acquisition of
knowledge and skills.
The abilities of the learners to learn.
The teachers ability to pass on knowledge.
Etc
Why do we do evaluation in teaching and
learning?
To gather information for parents and guardians about the
performance of their children.
To create a basis for promotion from one level to another in
the school system
To motivate learners through the feedback in form report
cards.
To gather information for guidance and counseling.
To provide information about the various teaching methods
used in school system.
To provide basis for employers to make decisions in the
recruitment processes
The employers require evidence to show that an individual
has acquired a minimum level of education.
Types of evaluation in schools
Formative evaluation
Summative evaluation
Formative evaluation:
This takes place during the teaching and learning processes.
Examples include: Tests, home work, assignments of various
forms and continuous assessment aspects.
Summative evaluation:
This is evaluation that comes at the end of an education process.
Examples include, end of term examinations done in schools,
Primary leaving examinations, Uganda certificate of education
examinations, End of semester examinations Etc.
Question: Examine the advantages and disadvantages of both the
Summative and formative ways of evaluation in the school
system.
INDICATORS OF A GOOD EVALUATION SYSTEM
Comprehensive: A good evaluation system should have a
wide scope. All content taught /tasks carried out are included
in the evaluation tool.
Usability: The systems instruments and materials should be
easy to use. All stakeholders in the system should be in
position to work well with the evaluation system tools.
Compatibility: The match between content and objectives
should be visible and realistic. The evaluation system should
target to evaluate the pre set objectives.
Implications of Evaluation process to
teachers:
Teachers should give clear instructions for tests, class work
and examinations.
Set and examine content that has been taught and covered
in the syllabus.
Create a good atmosphere for learners during evaluation
periods.
Always be extra careful when handling evaluation matters
for learners.
Posted in Temporary
3 comments
1. Florida residential appraisal
April 6, 2013 at
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2. luka n njetile
April 2, 2013 at
your work is very good, keep on. it has helped me a lot thought it is short !
3. GALABUZI PETER
November 22, 2010 at
its a question . How can i send in my article onto your website concerning
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EDUCATION-AFRICA LINKS
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LEARNING ACTIVITY 2: "BULLETIN BOARD DISPLAY"
Name of FS Student: Nena Jona E. Baring
Course: BSEd- Mathematics
Year and Section: 3V
Resource Teacher:
Cooperating School: Camaman-an Elementary School
Your Goal
At the end of this activity, you will be able to appraise the display boards as
learning resources according to its effectiveness in conveying
messages/knowledge.
Your Tasks
Bulletin boards are the most common and readily available learning resource
in any school. In this activity, you are going to observe and describe the
bulletin board display of the school you visited.
Learning resources and bulletin boards of Camaman-an elementary school
A bulletin board is a surface intended for the posting of public messages, for example, to
advertise items wanted, announce and events, or provide information. In Camaman-an
Elementary School they have lots of bulletin board to post lots of information just like
schedules and their activities in a year.
Name of school observe: Camamanan Elementary SchoolLocation oif the
School: Camamanan Cagayan de Oro City
1. Number of bulletin board displays :
four
2.Location of the bulletin board display: An
The bulletin boards are at the principals office, computer laboratory room, entrance of evaluation
their gate and in their classrooms.
report of
3.Describe each BBD in terms of the following: a bulletin
board
.The messages it provides: display
Their bulletin boards have many purposes. At the office of principal, the bulletin board
contains the DTR of the teachers. It has also informations regarding about the school.There
are also bulletin boards in the classrooms which inform the month celebrations of the
schools.
.Images and color :
Mostly, the bulletins are made of cork. Bulletins at the classroom are colorful and
pleasing to the eye since the students are elementary.
.Arrangement of information/images:
The bulletin at the principal's office is very arranged from pictures to the informations.
Also, at the classrooms are arranged but the information are quite lacking.
4.Materials use in the display: plywood, cork board, paper and printed materials
5.Errors notice,if any : There are grammatical errors and some words can't be read easily
because it's so small.
6.Borders if any: The bulletins have borders and designs.
7.Clarity of messages: The messages and information could be understood especially the
elementary pupils.
8.Photo documentation if any:
CAMAMANAN ELEMENTARY SCHOOL BULLETIN BOARD
Location of the bulletin board display: At the principal's office, every classrooms, at the entrance
gate.
Description of the bulletin board: Each bulletin board has specific information according to their
objectives and title.
EVALUATION
EVALUATION STRENGTHS WEAKNESSES
Educational Content It enables the pupils to Some information are
(messages) analyze the information and be irrelevant and not that so
informed of the current news important. I observed that
and events of their school. some of their bulletins are
not updated.
Image/Color
colorful, pleasing to the eyes Though it's colorful, some text
especially to the students. are just too colored that it
can't be read by the readers.
Arrangement of Information
Well arranged, the information Some information are
are sorted according to its irrelevant and not that so
category important
Material Used
Affordable and simple, can be It will be weak if they used
used for a long period of time materials that can be easily
destroyed.
Recommendation or suggestion for improvement:
Their bulletin boards are good and it's simple but I think they should update it regularly. The
past events must be omitted and should be replaced by the new updates.
Your Analysis
Describe the board display design in terms of raising the target audience's interests.
Somehow, their bulletin boards provides important information and what it makes to be effective is
that it catch the attentions of the readers most importantly the students.
Use of language in making the target audience's understanding of the information.
The language which is mostly used is ENGLISH but there are also information that is vernacular. This is
because some parents could not understand well in deep English words and this a good idea. It enables
parents interact with the school's activity. Notice that, when there is a meeting in school, student's
were given weavers which is written in vernacular.
The intention of the board display is to inform the students in their daily activities and for the teachers to know their daily
schedules if their are activities.
Your suggestion
The information that is not relevant for the present should be keep so that the content of the bulletin board become orderly
arrange.
Based on your suggestions,purpose a bulletin board display by using the form below
PROPOSED BOARD DISPLAY
Theme: Encouragement of students to learn Mathematics
Board Title : Learning Numbers
Objectives: The students will be able to learn about math.
Best features of my Proposed Bulletin Enhancement: It has creative images
and colorful background which will catch the attentions of elementary students.
There are trivia also.
Content Resources (Name each needed resource and describe each)
1. Internet
2. Books
3. Magazine
4. Student's output
Materials for aesthetic Enhancement:
1. Cork board
2. cartolina
3. push pins
4. pictures
5. cutting materials
6. coloring materials
7. decorative papers
Tools to Assess Curriculum
1. Pencil-and-paper strategy
2. performance based strategy
3. observational
4. personal communication
5. oral
6. reflective
7. combination of strategies
PAPER-AND-PENCIL STRATEGY
ESSAY
Characteristics of an essay
* measures a student's ability
* includes a scoring plan which specifies attributes for a quality answer and
indicates value associated with each of the attributes
* affords the student a chance to construct his/he answer,demonstrating creativity
and/or originality
Teacher's Role:
The teacher uses professional judgment to develop the problem, question, or
statement and the scoring of the final product.
* the essay is less time-consuming to construct compared to objective item using,
but can require considerable time to evaluate
* essay is issued to assess separately the student's ability to communicate ideas,
write proficiently and comprehend context
Considerations in Essay
SELECT RESPONSE
- is a pencil-and-paper assessment where a student constructs response to a
question, topic, or brief statement.
SELECT RESPONSE
- is pencil-and-paper assessment in which the student is to identify the one correct
answer.
Characteristics:
* can be administered to large numbers of students at the same time
* can be scored very quickly
* is stated in clear, simple language
Teacher's Role:
- identifies the format
- selects the content to be covered
- designs the question
Considerations:
* the select responses is always influences by the student's ability to read and
understand the items;
*can utilized computer and optical scanning to save time and effort with item
development, item storage and retrieval, test printing and optical scan scoring.
The Performance-based Strategy
PERFORMANCE-BASED TASK
- is an assessment which requires students to demonstrate a skill or proficiency by
asking them to create.
Characteristics:
* can be diagnostic, formative or summative assessment
* uses ongoing feedback
* allows almost learners to participate successfully in varying degrees
* focuses on the process as well as the product
* provides contexts that have relevance to the students
Teacher's role:
- observes a student or group of students performing a specific task;
- shares with the student the responsibility of developing and organizing the
performance task, and setting assessment criteria
Considerations:
* provides an excellent way to assess reasoning skills
* must have clearly defined criteria for the assessment
DEMONSTRATION
- is used to assess progress in tasks that require students to be actively engaged in
an activity.
Characteristics:
* is often used in the Arts
* is either an actual situation or a simulation
* are used to test a variety of skills
Teacher's role:
assesses how well a student performs a practice, behaviour or skill.
Consideration:
* may require student initiative and creativity
* may be a competition individual students or groups
* may be a collaborative project that students work on over time
THE OBSERVATIONAL STRATEGY
OBSERVATION
- is a process of systematically viewing and recording student behavior for the
purpose of making programming decisions.
Characteristics:
* can be used every day to assess students of different ages, across subject areas of
strengths and in different settings;
* is structures wit a clear purpose and focus
Teacher's Role:
- watches students responds to questions, study, complete assigned task;
- listens to students as they speak and discuss with others;
- observes nonverbal forms of communication;
- observes the student's performance, then records observations on recording
devices
Considerations:
* observation are made using checklists, set of question, and/or a journal as a guide
to ensure focused and systematic observation;
* observation are of the only assessment tool for demonstration;
* can be collected by audio tapes or videotapes;
Personal Communication Strategy
CONFERENCE
- is a formal or informal meeting between/among the teacher and student and/or
parents.
Characteristics
* provides clear focus for discussion;
* may take place as the learner is exploring a new concept or topic;
* is brief, informal and occurs routinely
Teacher's Role:
- comes to conference with prepared specific questions to be answered;
- gives individual feedback and clarifies misconceptions;
- focuses on the process of reasoning followed by student
Considerations:
* the conference can be part of collaborative learning planning and decision
making;
* is assisted by prepared question;
* can be an extremely useful formative assessment strategy for students involved in
major projects or independent studies
Effective Schools Model
Curriculum > Literacy and Numeracy > Effective Schools Model
The Effective Schools Model is the conceptual organiser of the Literacy and numeracy 618 month
strategy: P10 improvement schedule for school leaders.
Accountability
Effective schools establish transparent and rigorous systems of accountability by which school and
student performance can be evaluated.
Focus on Teaching and Learning
Effective schools are focused primarily on teaching and learning and use student learning data to inform
planning and instruction. This focus guides the construction of rigorous and relevant learning for every
student.
High Expectations of All Learners
Effective schools expect every student to learninstruction is adapted to the individual needs of students,
including high potential and underperforming students.
Learning Communities
Learning communities include students, their families, all staff and interested members of the wider
community. They share common visions, values and objectives and they work collaboratively to enhance
the teaching and learning of every student.
Professional Leadership
Professional leadership includes identifying a clear sense of purpose for the school and developing
professional learning priorities that reflect the schools purpose. This provides a window into the learning
and growth of each learner and a platform from which to plan.
Purposeful Teaching
Purposeful teaching builds on students knowledge and matches the learning needs and styles of each
student. Teachers have a strong grasp of the content, skills and pedagogy of their discipline. It is at the
core of improving student learning outcomes.
Shared Vision and Goals
Effective schools demonstrate a clear and shared understanding of their goals, which are focused on
student learning, sustained improvement and problem-solving. Sharing the vision and goals captures and
communicates the schools core purpose and beliefs.
Stimulating and Secure Learning Environment
Resources, including learning spaces, technologies and staffing, are allocated to develop and maintain
classrooms that are conducive to high-quality literacy and numeracy learning and teaching. This space
provides students and staff with a secure environment to learn with others.
Curriculum
