CURRICULUM IMPLEMENTATION.pptx
- 2. CURRICULUM it is a standard- based sequence of planned experiences where students practice and achieve proficiency in content and applied learning skills. designs generally provide instructional suggestions, scripts, lesson plans, and assessment options related to a set of objectives.
- 3. CURRICULUM IMPLEMENTATION focuses on the actual implementation of curriculum from national level to local school context refers to how teachers deliver instruction and assessment through the use of specified resources provided in a curriculum.
- 4. ORNSTEIN AND HUNKINS (1998) curriculum implementation implies as the following: 1. Shift from what is current to a new or enhanced curriculum a. Analysis b. Design c. Development d. Implement e. Evaluate f. Revise
- 5. 2. Change in knowledge, actions, attitudes of the person involved 3. Change in behavior using new strategies and resources 4. Change which requires efforts hence goals should be achievable
- 7. NATURE OF CURRICULUM Curriculum is that which makes a difference between maturity and immaturity, between growth and stasis, between literacy and illiteracy, between sophistication (intellectual, moral, social and emotional) and simplicity. It is the accumulated heritage of man’s knowledge filtered through the prisms of contemporary demands and pressures. It is that wisdom considered relevant to any age in any given location. It is that we choose from our vast amount of heritage of wisdom to make a difference in the life of man.
- 8. THREE CRITICAL COMPONENTS TO CONSIDER WHEN ATTEMPT TO IMPLEMENT A NEW CURRICULUM 1. The speed of the implementation
- 9. Questions to consider during incremental implementation of curriculum How do we define improvement? What do teachers and students think of the change(s)? What is a quality in relation to the curriculum and education?
- 10. 2. Communication during the implementation In general, it is easier to speak with peers rather than with one’s boss. However, normally it is the boss who pushes an implementation. This makes it necessary to speak with them and indicates how the processes are going. A break down in communication can lead to a great curriculum. 3. Support during the implementation A new curriculum cannot be dumped on a teacher. There must be support provided as the teacher acclimate to the new curriculum. Teachers need in- service training, staff development, money, and more to acquire the skills needed to use a new curriculum.
- 11. IMPLEMENTATION AS A CHANGE PROCESS
- 12. SCOPE OF CHANGE The scope of change relates to the amount of disruption change will cause. The scope of change can fall along a continuum with two main categories: • Incremental change involves making minor adjustments to an existing organization or school. • Transformational change involves change that has a more significant influence on the function of the institution.
- 13. Although not related directly to scope, strategic change is a type of change that helps an institution align its tasks with the mission and objectives of the institution. For example, when schools moved online (transformational change), they had to continue providing quality education. AS such a strategic change might provide training to faculty to deal with the change to online learning while also providing a quality experience.
- 14. LEVEL OF CHANGE Is another way of saying how many people are affected by the change. The level of change moves along a continuum of three levels: individual, group, and organization. These levels are primarily self- explanatory
- 15. INDIVIDUAL CHANGE Involves helping individuals make changes to rectify a weakness or boost performance.
- 16. GROUP-LEVEL CHANGE focuses on helping people work together and involve team-building activities and or training as examples. ORGANIZATIONAL CHANGE change across the entire institution.
- 17. INTENTIONALITY relates to the fact that the changes brought, regardless of scope or level, were either planned or unplanned.
- 18. PLANNED CHANGE is thought out in advance and implemented at the discretion of the individuals involved. For example, an institution develops a new attendance system to improve efficiency. Such a change helps to achieve the specific goals of the institution. Naturally, this is the preferred way of doing things for most institutions. UNPLANNED CHANGE is a change that is ad hoc or in response to an emergency. Generally, this type of change may not necessarily help an institution to achieve various goals and objectives that it may have. For example, moving online was an unplanned change. Few schools were dreaming of such a move, and it had a considerable impact on achieving the goals and objectives of providing education for students.
- 19. CONCLUSION Change is a significant factor of life that impacts the world in various levels of breadth and depth and whether it was planned or not. Leaders need to be aware of these multiple factors that shape the change experience their institutions may have.
- 21. OVERCOMING-RESISTANCE-TO- CHANGE MODEL (ORC MODEL) This model focuses on gaining advocates and sharing power equally between administrators and teachers. The ORC model focuses on allowing for the personal needs of the teachers to be addressed through maintaining high flexibility in the implementation.
- 22. The ORC model focuses on change from the perspective of the teacher. In this model, there are four stages: 1. Unrelated concerns 2. Personal concerns 3. Task-related concerns 4. Impact-related concerns
- 23. UNRELATED CONCERNS The first stage is a stage of indifference. A teacher is aware change but do not see how it relates to their own life. As such the teacher is not worried about whatever innovation is coming. An example might be hearing about efforts to bring online learning to a school. The teacher knows this innovation is out there but it has not impacted them yet.
- 24. PERSONAL CONCERNS The teacher is now concerned with how the new innovation or curriculum will impact their life personally. For example, an English teacher wrestling with how using online learning will affect what they are trying to do in the classroom.
- 25. TASK-RELATED CONCERNS In stage 3, the teacher is thinking about how to use the new curriculum or innovation. Questions begin to go through their head in terms of application. For the online learning example, the teacher may wonder about such problems as how much time will it take to learn this? What are the best ways to use this new innovation? What kind of support will I get? These are just some of the many questions that are possible.
- 26. IMPACT-RELATED CONCERNS Now the teacher has taken their focus of their performance and is now worried about how this will affect students. At this stage, teachers are focusing on their students, peers, and school. For the online learning example, teachers start to wonder how online learning will benefit the students. A teacher may start to wonder how other teachers are doing as they try to use this new innovation. The shift here is from self to others.
- 27. CONCLUSION Change involves a reaction. For the ORC model, the reaction involves four clear steps. Every teacher may not go through these four stages. However, these stages help to explain what a leader can anticipate when trying to implement curriculum.
- 28. LEADERSHIP OBSTACLE COURSE MODEL (LOC MODEL ) this model treats staff resistance to change as problematic and proposes that we should collect data to determine the extent and nature of the resistance in implementing curriculum.
- 29. THIS CAN BE CARRIED OUT BY THE FOLLOWING: a. The organizational member must have a clear understanding of the proposed innovation b. Individual within the organization must be given relevant skills so that they possess capabilities requisite for carrying out the innovation. c. The necessary materials and equipment for the innovation must be furnished d. If need be, the organizational structure must be modified so that it is compatible with the innovation being suggested e. The participants in the innovation must be motivated to spend the required time and effort to make the innovation a success.
- 30. LOC MODEL CONSIDERS EDUCATIONAL CHANGE AS A SEQUENCE OF THREE STAGES: a. Initiation b. Attempted implementation c. Incorporation
- 31. LINKAGE MODEL This model recognizes that there are innovators in research and development centres such as universities
- 32. RAND CHANGE AGENT MODEL (RCA MODEL) This model suggest that organizational dynamics seem to be the chief barriers to change.
- 33. 3 STAGES IN THE CHANGE PROCESS: a. Initiation b. Implementation c. Incorporation
- 34. THE ASSUMPTION BEHIND THIS IS THAT THE SUCCESS OF THE IMPLEMENTATION IS A FUNCTION OF: a. The characteristics of the proposed change b. The ability of the academic and administrative staff c. The readiness of the local community d. The organizational structure During the incorporation stage the changes implemented become part of the established program. At this stage the program implemented is provided with the necessary personnel and financial support.
- 35. Thank you! Presented By: Kathy D. Degala, RN