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CD Unit 5: Curriculum and Society (Designing curricula for diverse…
CD Unit 5: Curriculum and Society
Curriculum implementation: success and failures
Influences in curriculum implementation
Fullan (2001)
Existence and quality of innovations
the degree of the perceived need to implement and innovation
Advocacy from central administration
decisions are made by the top management of the MOE
External change agents
non-government organisations, media, and industries have hidden power to communicate their ideas on what need to be included in the curriculum
Community pressure, support and/or apathy
communities
put pressure on government or curriculum stakeholders
oppose certain decisions
do nothing
New policy
changes in national policies affect the education policies and affect the way curriculum is being implemented
Stages of curriculum change
Fullan and Stiegelbauer (1991)
Initiation
school communities may be unsupportive of any new changes introduced in the beginning
reasons are lack of information on the new changes, lack of knowledge and skills to implement it, and inadequate facilities to carry out the new initiative
Implementation
school communities would have more exposure to the new initiative
people are more ready to accept the new initiative, change their own teaching practices and perhaps adopt new teaching and learning materials as deemed necessary
Continuation
new initiative has been integrated and built into an organisation's routine
Whether or not the new initiative continues to be implemented depends largely on several factors
factors including lack of funding to continue the new initiative, lack of interests from the Ministry and key stakeholders to implement it, and changes in existing policies that affect its continuous implementation
Priorities and relevance to the workplace
Education as business: Producing industrial workers versus producing citizens
Role of curriculum in the development of society
Developing a world-cultures curriculum
Six basic discipline areas of a world-cultures curriculum
Language
Second language
Individuals and society
Mathematics and computer science
Experimental sciences
Arts
Developing a global worldview curriculum
developing a greater understanding of world regions, cultures, and global issues through professional learning opportunities and international travel, as well as integrating a global perspective into every subject area of the curriculum at every grade level
KEY concept
addressing global challenges in the subject matter to engage the students
learning through international collaboration
Russo and Osborne FIVE characteristics of globally competent student
Have a diverse and knowledgeable worldview
Comprehend international dimensions of his/her major field of study
Communicate effectively in another language and/or cross-culturally
Exhibit cross-cultural sensitivity and adaptability
Carry global competencies throughout life
Designing curricula for diverse learners
Exploring the diversity in a classroom
Diversity
: the condition of having or being composed of differing elements or qualities
Burden and Byrd (2010) THREE commitments of teachers
get to know all of your students
create an inclusive classroom by modifying your instructional and management approaches baed on the understnading of the students
create a classroom environment that promotes positive behaviour and enhances student learning
Sources of student diversity
Cognitive area
higher mental process such as thinking, imaging, and problem-solving
Howard Gardner MULTIPLE INTELLIGENCES
linguistic
enjoy using words and languages to express themselves. good in reading, writing, engaging in conversations, telling stories, and anything involving words
musical
prefer anything that is related to sounds, rhythms, and music. they may remember or repeat something in rhythms and may also insert rhymes in it
logical-mathematical
good with numeric, symbols, and logic. good at problem-solving and connecting the puzzles.
spatial
have the ability to form a mental model and visualise things in their exact form. illustrations, diagrams, charts, and photographs are helpful for them in their learning
bodily kinaesthetic
prefer doing activities which involve their physical skills such as motor skills and bodily movements
naturalistic
love interacting with their natural surroundings, especially nature and animals. they love to touch, feel, and do hands-on activities with their environment
interpersonal
ability to understand other people; what motivates them, how they work, and how to work cooperatively with them. they love social experience when they are interacting and dealing with other people
intrapersonal
the capacity to form and accurate, veridical model of oneself and to be able to use that model to operate effectively in life. prefer to work independently and has a good understanding of their own self
Affective area
related to moods, feelings, attitudes, emotions, and beliefs
Physical area
psychomotor or physical skills: involve a person's motor skills when conducting a certain act or physical activity
Learning styles
the way individual begins to process, internalise, and concentrate on new materials, where every person learns in a unique way and has different learning channels
Gender
brain differences between genders in terms of structural, processing, and chemical differences
Language
mother tongue or environment
Cultural diversity
values, beliefs, ethnics, and religion. MINORITY GROUPS.
Socioeconomic status
household income, parents' occupation, and education level
A multicultural classroom
Burden and Byrd (2010)
creating a supportive and caring environment
offer a responsive curriculum
vary the classroom instruction
provide assistance when needed
the role of teachers to bridge gender divide in the classroom
incorporate movement in instruction
make learning visual
give students choice and control
provide opportunities for social interaction
encourage equal participation to avoid bias