pnu ctp ed 3 curriculum implementation through developments

CURRICULUMIMPLEMENTATION

The third basic phase of curriculum development

L T E A C H E R D V

S G I R A F F E F I

L H A P P I V I R O

A V A M S E T N I L

I E T Y L P O S E E

R M A O T T E T Y N

E I P H U C V R G Y

T T C E D E E U O L

A V A L E N T C R O

M Q W Y T O Y T P S

WO

RD

H

UN

T

L T E A C H E R D V

S G I R A F F E F I

L H A P P I V I R O

A V A M S E T N I L

I E T Y L P O S E E

R M A O T T E T Y N

E I P H U C V R G Y

T T C E D E E U O L

A V A L E N T C R O

M Q W Y T O Y T P S

WO

RD

H

UN

T

CURRICULUMIMPLEMENTATION

Curriculum Implementation Overview

Implementation is an interaction between those who have created the program and those who are charged to deliver it

The integration of instructional content, arrangement, interventions, management, and monitoring in the

classroom

It entails putting into practice the officially prescribed courses of study, syllabuses and subjects.

• Refers to how the planned or officially designed course of study is translated by the teacher into syllabuses, schemes of work and

lessons to be delivered to students (University of Zimbabwe, 1995)

Requires educators to shift from the current program which they are familiar with to the new or modified program; Involves changes in the knowledge, actions and attitudes of people

(Ornstein and Hunkins, 1998)

Curriculum Implementation Overview

CURRICULUM IMPLEMENTATION

THROUGH DEVELOPMENTS

Josephine Ann J. Necor

CONTENT ESTABLISHED

quality materials must be obtained to aid in planning and conducting meaningful

student learning experiences

TASK: IDENTIFY/SELECT or DEVELOP MEANINGFUL

MATERIALS ALIGNED WITH INSTRUCTIONAL OBJECTIVES

CURRICULUM MATERIALS

• physical resources used to support the presentation of and interaction with the curriculum content

• resources that, if used properly, can assist a teacher in bringing about an intended desirable behavior change in individual students.

TYPES OF CURRICULUM MATERIALS

• Printed Matter – those that rely mainly upon reading for comprehension and are currently printed on paper (e.g. manuals, workbooks, pamphlets, study guides, reference books, standard textbooks, magazines, newspapers, modules)

• Audiovisual Materials – may involve seeing and hearing at the same time, although not in all cases; require some type of equipment for their use (e.g. pictures, graphics, transparencies, filmstrips, posters, audiotapes, records, films, film loops, slide series, videotapes, microcomputers)

• Manipulative Aids – those that must be physically handled (e.g. puzzles, games, models, specimens, puppets/figures, learning kits, experiments, trainers, simulators)

DEVELOP MATERIALS

DEVELOP MATERIALS

IDENTIFY/SELECT MATERIALS

TEACHER SEARCHES FOR MATERIALS TO

FIT INSTRUCTIONAL

CONTENT

AVAILABLE

NOT AVAILABLE

AVAILABLE BUT DEFICIENT

SELECTING CURRICULUM MATERIALSFACTORS TO CONSIDER

1. General Information (a description of the materials)

2. Assessment areas• Bias• Readability• Content

• Presentation• Learning• Support• Cost-benefit

3. Strengths and Limitations

DEVELOPING CURRICULUM MATERIALS

• Even with the variety of curriculum materials available today, the curriculum developer is often faced with the need to produce new materials.

• This need becomes evident when materials are required for a certain instructional situation and are not available. Furthermore, they may be established when the available materials are not appropriate for an intended audience or when their use is limited by other factors that might prohibit a teacher from using them with established instructional objectives.

FACTORS TO CONSIDER IN MATERIALS DEVELOPMENT

1.Time Available and Needed2.Expertise Available

• Technical information• Editorial assistance• Media• Duplication

3. Money Available4. Decisions to Make Regarding Materials Development

• What materials should be developed and why?• Who should develop the materials?• When should the materials be developed?• Where should the materials be developed?

FACTORS TO CONSIDER IN MATERIALS DEVELOPMENT

5. Target Population6. Dissemination7. Support Needed8. Development Alternatives

• Individual Development• Team Development

FACTORS TO CONSIDER IN MATERIALS DEVELOPMENT

THE CURRICULUM MATERIALS DEVELOPMENT PROCESS

• Curriculum materials development must follow a systematic and logical process from beginning to end. Whether an individual or team approach is used, it is important to keep in mind that development consists of several stages, each of which contributes to the overall materials quality. When each stage in the development process is followed, materials produced will be of higher quality and well worth the effort involved.

STAGES IN THE DEVELOPMENT OF CURRICULUM MATERIALS

A. Preliminary development plan1. Determine curriculum content to be investigated2. Determine terminal and enabling objectives3. Identify special curriculum materials needed4. Review the literature to determine what materials are

available.5. Identify materials lacking in the content area.6. Establish priorities for needed materials.

STAGES IN THE DEVELOPMENT OF CURRICULUM MATERIALS

B. Finalize development plan1. Conduct an intensive literature review.2. Obtain relevant references and resources.3. Prepare a first draft of the materials.4. Edit the first draft. (technical accuracy, composition, applicability)

5. Prepare a second draft.6. Pilot-test the second draft.7. Prepare a third draft.8. Field test the third draft.9. Prepare the final draft.10. Duplicate the materials.

STAGES IN THE DEVELOPMENT OF CURRICULUM MATERIALS

DISSEMINATING CURRICULUM MATERIALS

• The curriculum materials development cycle is not complete until materials have been disseminated to the intended users.

• The value of disseminating curriculum materials is quite clear, since valuable and useful material may end up on a shelf and never be used if teachers are not made aware of their worth. Failure to provide plans for dissemination would be a great loss to those who might have benefited from the materials and a great waste of human and monetary resources to those who developed the materials.

• When devising plans for the dissemination of materials, several factors need to be considered in order to ensure that those who are to be reached during the dissemination are efficiently and effectively informed about how the materials may be used.

• Potential Audience• Geographical Considerations• Dissemination in relation to the cost

CURRICULUM MATERIALS ADOPTION PROCESS

• Awareness/Knowledge – the stage at which the educator or decision maker is exposed to curriculum materials, develops some understanding of their potential value, and visualizes how the curriculum materials might be used.

• Attitude Formation – the stage during which an educator or decision maker becomes more receptive to either adopting the materials or rejecting their use.

• Decision – the stage where previous experience leads an educator or decision maker to either adopt or reject adoption of the curriculum materials.

• Application – the stage at which an educator or decision maker uses curriculum materials in the actual learning environment.

• Validation – the stage at which an educator or decision maker continues to use curriculum materials to either reaffirm the earlier decision to adopt the materials or discontinue use of materials.

• IN-SERVICE/PRE-SERVICE MATERIALS ORIENTATION PROCESS

• UPDATING CURRICULUM MATERIALS

8 M’s of Teaching

• In school, we are dealing with the young who are immature and who lack the experiences in life which learning emanates. That is why the teacher assumes an important role in their development. The learners who are expected to undergo the learning process cannot do it on their own without adult help and supervision. That is what teaching is all about. It is the process of "helping" the learners learn economically, efficiently, and effectively. The success of a learning situation depends to a large extent on the skillful intervention of a professional person, the teacher.

1. Milieu: The Learning Environment

2. Matter: The Content of Learning

3. Method: The teaching-learning Strategy

4. Material: The Resources of Learning

5. Media: Communication in Teaching and Learning

6. Motivation: Arousing and Sustaining Interest in Learning

7. Mastery: The Be-all and End-all of Learning

8. Measurement: Getting Evidence of Learning

8 M’s of Teaching

8 M’s of Teaching vis-à-vis Plantilla

Learning Objective

Learning Content

Learning Experiences/Resources

Evaluation of Learning

Outcomes 

Matter MotivationMethod

MaterialsMedia

Mastery

Measurement

LESSON PLANS

• Lesson plans chart daily instruction.

• A lesson plan is simply an outline prepared in advance of teaching, so that time and materials will be used efficiently. Various types of lessons require different kinds of lesson plans. (Lawrence J. Peter)

• Various types of teachers, various types of learners, and various types of subject matter require different types of lesson plans. Various types of administrators and supervisors require different types of lesson plans.

• A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time.

• Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished

SUGGESTED FORMAT OF A LESSON PLAN

Goal: A unifying theme, an overall general purpose to accomplish by the end of the lesson period. e.g. Students will increase their familiarity with the conventions of telephone conversations

Objectives: Explicitly state what you want students to gain from the lesson.

What students will do:

• Be sure you know what it is you want to accomplish

• Preserve the unity of your lesson

• Predetermine whether or not you are trying to accomplish too much

• Evaluate students' success at the end of, or after,

• Materials & Equipment: Tape / tape recorder / poster / map / handouts / OHP

• Procedures: There is so much variation here that it is hard to give any “set recipes” but make sure your plan includes:

a. An Oral Test

b. An opening statement or activity as warm-up for the lesson itself

c. A set of activities and techniques in which you have considered appropriate proportions of time for :

-Whole class work, Group and / or pair work, Teacher Talk, Student Talk, Teacher / student Talk

d. Closure

e. Homework

f. Evaluation

ISSUES, CONCERNS, RECOMMENDATIONS

Issues and Concerns

• Poor quality of materials/lessons

• Instructional tasks of teacher versus instructional tasks of written materials

• Curriculum materials do not meet the objectives/insufficient that compromises student learning

Recommendations

• Teachers/developers must be guided and must work collaboratively with other teachers to

assess the effectiveness of materials

• There should be balance between the two; Teacher should have “required teaching actions” in

every material to show the division of labor

• Curriculum materials must be selected and developed carefully in relation to the instructional

objectives and of the lesson

THANK YOU!