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CURRICULUM IMPLEMENTATION - Coggle Diagram
CURRICULUM IMPLEMENTATION
Nature of Implementation
Incrementalation
It is a process of change
The change must result in improvement, which the improvement in students’ learnings and teachers’ actions
requires time.
Implementation of a curriculum designed to improve and not just change students’ acomplishments
latest program, the newest textbooks, or the
latest computer programs
does not
signal improvement.
The implementation process exhibits a control mentality. while individual groups demand that the curriculum and schools improve, they have little consensus as to what improvement looks like.
Communication
Vertical communication channel
Is more informal compared to formal communication
Among persons who consider themselves equals and who are equally involved in some curriculum change.
peers
same level of hierarchy
Horizontal communication channel
Between people at different levels of the school hierarchy
i.e: communication between a principal and a teacher
Support
Curriculum designers
-provide necessary support for recommended curricular innovations or modifications
Teacher
become highly knowledgeable about the new curriculum content
perfect new instructional approaches;
know how to manipulate the educational environment,
taking into consideration the backgrounds and learning styles of their students.
Implementation as a change process
Guidelines
Innovations designed to improve student achievement must be technically sound.
Changes should reflect research findings regarding what does and does not work, not designs that simply are popular.
Successful innovation requires change in the structure of a traditional school.
the way students and teachers are assigned to classes and interact with one another must be significantly modified.
Innovation must be manageable and feasible for the average teacher.
For example, one cannot innovate ideas concerning critical thinking or problem solving when students cannot read or write basic English
Implementation of successful change efforts must be organic rather than bureaucratic.
A bureaucratic approach of strict rules and monitoring is not conducive to change. Such an approach should be replaced with an organic and adaptive approach that permits some deviation from the original plan and recognizes grassroots problems and the school’s conditions.
Avoid the “do something, anything” syndrome.
A definite curriculum plan is needed to focus efforts, time, and money on sound, rational content and activities.
Resistance to change
Insecurity
People resist what appears to threaten their security. Few will venture into programmes with obvious threat to either job or reputation.
Norm incongruence
The assumptions underlying a new program must accord with those of the staff. Sometimes new programs represent philosophical orientations to education that are at odds with the staff’s orientations.
Loneliness
Few people desire to innovate alone. Collaborative action is necessary to implement new programs successfully.
Boredom
Successful innovations must be presented as interesting, enjoyable, and thought-provoking.
Lack of administration
People will not embrace change unless those officially responsible for the program have shown their support for the change.
Chaos
If a change is perceived as lessening control and order, it is likely to be opposed. We desire changes that make things more manageable and enable us to function more effectively.
Increased burdens
Often, change means more work. Many teachers are hostile to changes that will add work to their already-heavy schedules.
Differential knowledge
If we perceive those who advocate change as being considerably better-informed than we are, we may see them as having excessive power.
Lack of benefits
Teachers are likely to resist a new program if they are unconvinced that it will benefit students (in terms of learning) or themselves
Sudden wholesale change
People tend to resist major changes, especially changes requiring complete redirection.
Lack of ownership.
Individuals may not accept change if they think it is coming from outside their organization; interestingly, much of the current demand for school reform and restructuring is coming from national commissions or state legislatures.
Unique points of resistance
Unexpected circumstances and events can retard change. Not everything can be planned in advance; people or events outside the organization can impede our innovative
Types of change
Coercive change
one group determines the goals,
retains control, and excludes other people from participating.
managers. They value stability and efficiency in dealing with our volatile environment
Interaction change
there is a fairly equal distribution of power
among groups who mutually set goals and strategies of action.
Planned change
identify and follow precise procedures for dealing with the activity at hand.
Random change
occurs with no apparent thought and no goal setting.
Key Players
teacher
modify the curriculum to cater the needs of the pupils in class
supervisors
look into are the manner of teaching and the content of teaching in class
principals
create a nice atmosphere
students
agents of change
curriculum directors
help the principals and teachers to gain adequate knowledge about curriculum implementation.
curriculum consultants
help schools to analyse programs and workshops and assess them for future improvement.
parents and community members
children spend more time in the society rather than at school
Curriculum implementation models
Postmodernist models
They argue that there are gaps between plans and strategies and resulting actions. The plans, curricula, are essentially general and the actions suggested within the curricula are structurally unique.
Believe that there will be many unanticipated and even unknown varied learnings and emotions that students will grasp after experiencing a curriculum according to some specific plan
occurs
with no apparent thought and no goal setting.
celebrates uncertainty and that encourages educating students and the general society to live in compatibility with nature, to work cooperatively with fellow citizens rather than as competitors
Modernist models
Overcoming-resistance-to-change model
The success or failure of planned organizational change dependIng on leaders’ ability to overcome staff resistance to change
Stages of implementation
Stage 1: Unrelated concerns. (teachers do not see a relationship between themselves and the suggested change which they do not resist)
Stage 2: Personal concerns (individuals react to the innovation in terms of their personal situation. They are concern with how the new program will affect what they are doing.)
Stage 3: Task-related concerns (These concerns relate to the actual use of the innovation in the classroom.)
Stage 4: Impact-related concerns (These concerns relate to the actual use of the innovation in the classroom. The teacher might also want to determine the program’s impact on his or her own subject area.)
Organizational-development model
It is a long-range effort to improve an organization's problem-solving and renewal processes, particularly through collaborative diagnosis and management, The emphasis is on teamwork and organizational culture.
Ways of intervening in organization
Emphasis on teamwork for addressing issues
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
Realization that those in charge of the organization serve as consultants/facilitators
Appreciation of the organization’s ongoing dynamics within a continually changing
environment84
Concerns-based adoption model
Believe in individuals change. And through their changed behaviours, institutions change where the change occurs when individuals’ concerns are made known.
this model of implementation addresses teachers’ concerns regarding content, materials, pedagogies, technologies, and educational experiences.
Addresses only adoption (implementation) of curriculum, not development and design.
Sequence of teachers' concerns
Awareness of innovation
Awareness of information level
Concern for self
Concern for teaching
Concern for students
Systems model
realizing that curriculum change resembles an evolving solar system realizing that curriculum change resembles an evolving solar system.
in implementation, conflict must be managed so that
everyone can win: students, teachers, chairs, and principals.
.the curriculum is never complete; it is constantly expanding, contracting, in a somewhat chaotic cosmos
believe in varying degrees in “precise” approaches to implementing new curricula that have been created through careful reasoning.