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CURRICULUM IMPLEMENTATION - Coggle Diagram

- - - - implementation of curriculum designed to improve and not just change students' accomplishments requires some agreement regarding what constitutes improvement.
  - - - nowadays communication take place through spoken, written and seen
- - - - Involvement
        
        participate to being members of the curriculum advisory committee- develop opportunities as curriculum innovators
      - Need more than 1 or 2-day skill-training workshops
        
        need time 1) to make sense of new curricula slated for implementation,
        
        2) time to gain competence in new instructional practices that engage students
  - - - Compared to experienced teachers, they give beginning teachers more structure; need more supervisor-teacher conferences and more in-service training for such staff members to deliver the new curriculum
    - - Classroom observation
      - Demonstration teaching
      - Supervisor-teacher conferences
      - Staff-development meetings
  - - - Std must be included in discussions about the organization of curricular programs
      - Educators must form partnerships with students in designing and implementing the curriculum
        
        That way 1) students claim some ownership of the new curriculum 2) They also learn valuable approaches for organizing their own learning inside and outside of school
  - - - Should be familiar with the latest research and theorizing about innovation
      - Have the skills to communicate their knowledge to the school's staff
      - should help teachers and principals gain the pedagogic and curricular knowledge requisite
  - - - Determine organizational climate and support the people involved in change; good working relationships exists among teachers
      - Must be a community activist
        
        Speak and act for teachers, students, and the community
        
        Listen to what these individuals have to say
  - - - 'Partnership' exist teachers and community
    - - For example, teacher extracts culture, religion into the content subject
- - - - Neal Gross: rests in the assumption that the success/failure of planned organizational change depends on leader's ability to overcome staff resistance to change
        
        gain advocates by addressing peoples' fears and doubts (by convincing the new program takes values and perspective into account)
        
        Strategy: give school administrators & teachers equal power.
      - Gene Hall and Susan Loucks
        
        Stage 1: Unrelated concerns
        
        Teachers do not see a relationship between themselves and suggested change
        
        Stage 2: Personal concerns
        
        Individuals react to the innovation in terms of their personal situation
        
        Stage 3: Task-related concerns
        
        Relate to the actual use of the innovation in the classroom
        
        Stage 4: Impact-related concerns
        
        A teacher is concerned with how the innovation will affect students, colleagues, and the community.
    - - Was suggested by Richard Schmuck and Matthew Miles (1970s)
        
        a long range effort to improve an organization's problem-solving and renewal process (collaborative diagnosis & management)
      - Seven characteristics (separate OD from traditional ways of intervening in organizations) by Wendell French & Cecil Bell
        
        Emphasis on teamwork for addressing issue
        
        Emphasis on group and intergroup processes
        
        Use of action research
        
        Emphasis on collaboration within the organization
        
        Realization that the organization's culture must be perceived as part of the total system
        
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    - - related to the OD model
        
        believe that all change originates with individuals
        
        Individuals change - changed behaviours = institutions change
        
        addresses only adoption (implementation, NOT development & design
        
        Believes that in addition to the needs of students, the innovation also addresses the teachers' concerns.
        
        It assumes that teachers and other educational workers already analyzed the needs of the school
        
        have created or selected a curriculum for the school or school district that meets those needs.
      - Concern stages relating to implementing an innovation
        
        Concern for students
        
        Concern for teaching
        
        Concern for self
        
        Awareness of innovation
        
        Awareness of information level
    - - the school is an organisation of loosely coupled units: departments, classrooms and individuals
        
        realising that curriculum change resembles an evolving solar system
        
        interacts continually with the people teaching and learning it.
        
        never complete the task of introducing the new program
        
        it is taught and experienced differently each year.
  - - - reject conception between precise plans and ensuing action results.
        
        argue that there are gaps
        between plans and strategies and resulting actions.
        
        Modernists who believe
        their plans will result in specific planned learnings are misguided.
        
        the students’ abilities, interests, social situations, and cultural backgrounds, teacher’s competence, interest in the subject matter, teacher’s social and cultural background.
        
        consider something
        new, something that enables students to participate competently in an evolving world dynamic.
      - the cause that results in the effect of students’ specific learnings.
- - - - Planned change (ideal change): have equal power; they identify and follow precise procedures for dealing with the activity
        at hand.
      - Coercive change: One group determines the goals, retains control, and excludes other people from participating - rigid managers.
        
        Strengths: value stability and efficiency in dealing with our volatile environment.
        
        Weaknesses: fosters discord, distrust, and outright anger in whatever product the group produces.
      - Interaction change: Fairly equal distribution of power among groups who mutually set goals and strategies of action.
        
        Weaknesses: participants often lack deliberateness and are uncertain as to how they should implement the desired changes.
      - Random change: Occurs with no apparent thought and no goal setting.
        
        Modified in response to unanticipated events such as new legislation or pressure from special-interest groups.
      - Complex types of change (John McNeil):
        
        Substitution
        
        Alteration
        
        Perturbations
        
        Restructuring
        
        Value-orientation changes
      - Following various precise steps to produce
        programs that are conceived with exactitude and can be confirmed with a high degree of accuracy.
    - - A dynamic movement and cluster of attitudes in constant flux, continuously operating within chaos and complexity accompanied by uncertainty - continuous evolution.
      - Improvisational theater: One has the general idea of the play with a particular act. But, the person entering the situation does not have precise dialogue mastered; he or she senses the situation, and with playfulness, reacts, improvises responses, and engages in spontaneous, unplanned actions to advance the “theatrical event.”
        
        Interpretative analysis: A cluster of processes that accompanies both curriculum development and curriculum implementation.
        
        Individuals engage in interpretive analyses of
        their “playful” theatrical actions to assess meanings and also impacts on the various other actors and audience members.
        
        Analyze the value and meaning of information organized into courses and then scrutinize the procedures employed in implementing the specific curriculum.
  - - - Lack of ownership
        
        Lack of benefits
        
        Increase burdens
        
        Lack of administrative support
        
        Loneliness
        
        Insecurity
        
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    - - Easier to keep things as they are.
        
        The rapidity of change
        
        Lack of knowledge about latest research
        
        No financial or time support is given to the effort
  - - - Implementation: involves presenting innovation and getting people to question, and perhaps rethink, their perceptions of the purposes of education within a complex and chaotic world community.
        
        Maintenance: the monitoring of the innovation after it has been introduced.
        
        actions required for the continuation of the innovation