By: SRI MARASI LM ARITONANG

Objectives After 1 hour discussion, the learner should be able to:

Explain the curriculum planning and its factor

Analyze the implementation of curriculum changes

Discuss the approaches to curriculum design

CURRICULUM PLANNING Is the process whereby the

advance arrangement of learning opportunities for a particular population of learners is created

Curriculum Planning Is a process whereby the advance arrangement of

learning opportunities for a particular population of learner is created

A growing awareness of a need for rational curriculum curriculum development

Curriculum Planning Developing a curriculum:

Identifying relevant substantive decisions at increasing levels of specificity and precision

Checking for consistency between and among the ends-and-means- decisions by a two way process of derivation and evaluation at each stage and by referring to data sources for basic information

IMPORTANCE OF CURRICULUM PLANNING

Curriculum planning develop well-coordinated, quality teaching, learning and assessment programs, which build students knowledge, skills and behaviors in the disciplines, as well as their interdisciplinary and/or physical, personal and social capacities.

The full range of learning needs of students are addressed

IMPORTANCE OF CURRICULUM PLANNING

Curriculum planning ensures: A shared vision Shared understandings and a common language

in the school community Optimum coverage of all domains within the

curriculum Continuity of learning between domains across

year levels The full range of learning needs of students are

addressed

Students are given opportunities to develop deep understanding

Cohesiveness in teaching, learning and assessment practices

Elimination of repetition of learning activities without depth or breadth across levels

Improved student learning outcomes.

The Curriculum is likely to be good one if there is good curriculum planning; and conversely, the curriculum is likely to be mediocre one if there is a mediocre curriculum planning.

THE BASES OF CURRICULUM PLANNING

History Philosophy Social forces Psychology Religion Contemporary Issues

The Need for Curriculum Framework What learning objectives should be included?

What will be the bases for the choice of objectives?

Will the choice be based on the learners needs and interests, or rather on the needs of the society?

Will the selection depend on tradition, the nature of knowledge, or the learners characteristics?

What philosophical and psychological theories regarding the nature of learners as well as the learning process will underpin the organization of the content?

Will the choice of methodology be in line with accepted teaching-learning principles?

Will the evaluation procedure be able to measure the learning that is taking place?

2 MAJOR ISSUES AS TO WHO PLANS THE CURRICULUM

1. National or State and Local curriculum control.

2. Relationship of Stakeholder, academic scholars, and elementary school and secondary school and collegiate educators in curriculum planning, parents and etc.

NATIONAL OR STATE AND LOCAL CURRICULUM CONTROL

The existing uniformity and the national influences in the curriculum are frequently cited as an argument for stronger national curriculum control.

However, many curriculum leaders have observed that the real progress in curriculum development is on a broken front.

Stakeholders are individuals or institutions that are interested in school curriculum.

These stakeholders shape the school curriculum implementation.

ROLE OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION

For a particular curriculum design mentioned earlier, the learner is placed at the center.

The learners are the very reason a curriculum is developed. They are the ones who are directly influenced by it. Learners in all levels make or unmake the curriculum by their active and direct involvement.

Planning and writing the curriculum are the primary roles of the teacher.

A teacher is a curriculum maker. He/she writes a curriculum daily through a lesson plan , a unit plan or a yearly plan. The teacher addresses the goals, needs, interests of the learners by creating experiences from where the students can learn.

The teacher designs, enriches and modifies the curriculum to suit the learners characteristics.

As a curriculum developer, teachers are part of textbooks committees, faculty selection boards, school evaluation committee or textbook writers themselves.

CONTINUATION:

From a designer or technician to a decision maker.

At this point, teachers role shift from a developer to an implementer.

Which of the plans should be put in to action and how should it be done are decisions which the teachers should make.

Curriculum implementation is now giving life to the written material. To do this, there is the need of another actor, the learners. No curriculum will succeed without the learners

Choice of the activities

Methods to be utilized

Materials to be used

Teachers shape the school curriculum by sharing the experiences that they have and the resources they are capable of giving or imparting to the learners. But as the old saying goes , What can you give if you have nothing to give? Applies to this demand of teaches in curriculum implementation- Marianna

In a school organization, there is always a curriculum manager or school administrator. In fact, for school principals, one of their functions is being a curriculum manager. They supervise curriculum implementation, select and recruit new teachers, admit students, procure equipment and materials needed for effective learning. They also plan for the improvement of school facilities and physical plants.

Why are school administrators and curriculum managers important to

curriculum implementation?

The school administrators play an important role in shaping the school curriculum because they are the people who are responsible in the formulation of the schools vision, philosophy, mission and objectives. They provide necessary leadership in evaluating teaching personnel and school program. Keeping records of curriculum and reporting learning outcomes are also the mangers responsibilities.- Ceres

How do parents shape the curriculum and why are they considered stakeholders? Here are some observations:

1. Effective parental involvement in school affairs may be linked to parent educational programs which is central to high quality educational experiences of the children .

2. The parents involvement extends from the confine of the school to the homes. The parents become part of the environment of learning at home.

3. In most schools the Parent Association is organized. This organization is provided by law.

2 FACTORS IN CURRICULUM PLANNING

1. Identifying relevant substantive decisions at increasing levels of specificity and precision

2. Checking for consistency between and among the endsandmeans decisions by a twoway process of derivation and evaluation at each stage and by referring to data sources for basic information

CHARACTERISTICS OF A CURRICULUM PLANNER

Open-minded

Willing to listen

Ready to Adapt

OPENMINDED Is an indispensable characteristics in those who plan

the curriculum

Understanding of the values of the past practices and of school community and traditions is important.

Must analyze and evaluate all aspects of the program of schools to make certain in providing the best program. And to avoid hindering the acceptance of new ideas.

WILLING TO LISTEN Well-founded criticisms on the curriculum and

education must be listened to by the curriculum planners.

Remediation of the curriculum ills strengthen the school program.

READY TO ADAPT There is a wisdom adopting relevant foreign

educational practices and must not resist change and experimentation.

Curriculum leaders should critically and thoroughly educational practices in other countries seeking new plans, methods, and programs that will be useful in improving the curriculum of our country.

THE USE OF RESEARCH IN CURRICULUM PLANNING

Research affects many curriculum in many ways like for example:

1. Sound proposals presented for considerations, (Hypotheses to be tested by actual tryout in school programs

2. People who are engaged in curriculum planning can do their jobs effectively because they are aware of the latest or least review, related studies about curriculum change and etc.

INTERNAL:

Teachers, Students, Administration, DepEd/CHED

EXTERNAL Alumni,Parents,Professional,Organizations,Business

Organizations

Implementing Curriculum Change World is changing so does the needs of people, this

lead to curriculum changing.

There is a need for carefully planned programs of change in the curriculum.

There must be an examination for the actual process of installing new curricula in schools.

Change results from new knowledge. However, the presence of new knowledge is not sufficient for change. People generally are reluctant to change because they are comfortable with what they are currently doing. So, to change, they must recognise the need for change. People are more likely to recognise the need for change if they understand change and how it works.

Change and the curriculum development A curriculum developer must :

Have some knowledge of the change process

Plan the consequence

Maintain the relevance

A curriculum developer must concern about the personnel administration

Driving Forces Restraining Forces

a) Government intervention

b) Societys values

c) Technological changes knowledge/skills

d) knowledge explosion

e) Administrative processes

a) Fear of the unknown

b) Threats to power

c) Obsolete

d) Limited resources

Equilibrium

Force Field Model (Kurt Lewin, 1951)

Factors That Influence Curriculum Implementation Teachers

Learners

Resource Materials and facilities

Interest Groups

The School Environment

Culture & Ideology

Instructional Supervision

Assessment

Factors Affecting the Choice of Implementation Model 1. Level of Resistance

2. Type of desired change

3. Available expertise

4. Available resources

5. Urgency of the situation

Organized on the basis of separate and distinct subjects,

each of which embodies a body of knowledge and skills. The

learner is expected to acquire this body of knowledge skills.

Continuation This approach considers thefollowing:

The primary focus is the subject matter

The emphasis is on bits and pieces of information which are detached from life

The continuing pursuit of learning outside the school is not emphasized.

Learning should only take place inside the classroom

The subject matter serves as a means of identifying problems in living

CHILD - CENTERED

Continuation This approach considers the following:

A new respect for the child is fundamental

A new freedom of action is provided

The whole activity is divided into units of work

Self-discovery and self-direction is embraced

PROBLEM - CENTERED

A framework in which the child is guided toward maturity within the

context of the social group. It assumes that in the process of living, children

experience problem.

Continuation This approach is characterized by :

The learners become independent learners

The learners are responsibile through direct participation in different activities

Recognize the concerns and problems and in seeking solutions.

The learners are considered problem solvers

BEHAVIORAL APPROACH

This is based on a blueprint, where goals and objectives are specified, contents and activities are also arranged to match with the learning objectives. The learning outcomes are evaluated in terms of goals and objectives set at the beginning. In education, behavioral approach begins with educational plans that start with the setting of goals or objectives. These are the important ingredients in curriculum implementation as evaluating the learning outcomes as a change of behavior. The change of behavior indicates the measure of the accomplishment.

In this approach, the principal is the curriculum leader and at the same time instructional leader who is supposed to be

the general manager. The general manager sets the policies and priorities, establishes the direction of

change and innovation, and planning and organizing curriculum and instruction. School administrators are less

concerned about the content than about organization and implementation. They are less concerned about subject

matter, methods and materials than improving the curriculum. Curriculum managers look at curriculum changes

and innovations as they administer the resources and restructure the schools.

This was influenced by systems theory, where the parts of the total school district or school are examined in

terms of how they relate to each other. The organizational chart of the school represents a systems

approach. It shows the line-staff relationships of personnel and how decisions are made. The following

are of equal importance: a) administration b) counselling c) curriculum d) instruction e) evaluation.

This approach is rooted in the progressive philosophy and child - centered movement. It considers the formal or

planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is

the prime consideration. The learner s at the center of the curriculum.