instructional considerations to curriculum implementation

7/29/2019 Instructional Considerations to Curriculum Implementation

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Instructional Considerations in

Curriculum Implementation


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Instructional Considerations

Classroom-level implementation of curriculum

plans

Instructional considerations include such

minutiae as content, grouping, materials,

pacing/sequencing, grading, and many more

variables.

These decisions should be made according to

the overall curriculum plan.


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Instructional Considerations in

Curriculum Implementation

Managing the Curriculum Contents

Managing the Curriculum Methods

Managing Instructional Materials Managing Evaluation of Instruction


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Managing the Curriculum

Contents


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Content should be relevant and significant.

Because technology is advancing so quickly,

subject matter in curriculums may become too

old before they become printed or be seen in

audio-visual form.

Books must always be updated, whether in

accordance to knowledge or technological

externalities


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We always have to ask ourselves: What is basic?

The back-to-basics movement, which stressed

emphasis in basic skills such as reading, writing,

and arithmetic. However, emphasizing theimmediate present too much may have a trade-

off: curriculum experiences may stress less

emphasis on preparation for the future.

Responsiveness to society is one of the main

features that a public school should have.


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Curriculum planners must be aware of changestaking place in the world today.

One of the most important activities ofcurriculum planners is to develop loyalty todemocratic human values.

There should also be a balance betweenintellectual proficiency and societal perspective.

According to Hilda Taba, technology requires thatwe arent only technologically proficient. It alsorequires that we are morally and sociallygrounded as well.


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Managing the Curriculum

Methods


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Teachers must be able to:

Identify and separate the contributing elements constituting a

given teaching-learning situation

Conceptualize the relationships between those interacting

elements

Select and plan appropriate instructional strategies

Develop and sharpen suitable skills in order to translate the

selected strategies into practice

Acquire reliable and meaningful feedback in the form of

empirical and objective data

Evaluate the effectiveness of the selected strategies

Modify and revise strategies for future improvement


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Selecting optimal teaching methods should prompt teachers to

ask:

Who are my students? What should they learn?

How should they learn?

When should they learn it?


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Methods of presenting content will be easier once teachers

have data from the students.

These data include, but not limited to: physical andintellectual characteristics, age levels, maturity, IQ,

performance evaluations, and reading ability. Attitudes of

students, learning styles, and cultural backgrounds are also

valuable cues.


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Here are the teaching methods that

teachers can apply:

Comparative Analysis

Conference

Demonstration

Diagnosis

Directed Observation

Discussion

Drill

Experimentation

Field Experience

Field Trip

Group Work

Laboratory Experience

Lecture

Manipulative and Tactile Activity

Modeling and Imitation

Problem Solving

Programmed Instruction

Project

Reading Recitation

Role-Play

Seminar


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Managing Instructional Materials


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While the abundance of instructional materials may

provide plenty of opportunities for students to learn

in diverse ways, it may also confuse the teacher.

Instructional materials should be selected primarilyon the basis of its relevance to the goal-seeking

activity involved.

Another consideration is accuracy (factual and

cultural).

Lastly, instructional materials should be appropriate

to the needs and interests of learners.


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Common Sources of Instructional Materials

Teachers

Schools

School districts Regional agencies

National networks

Professional associations

Commercial publishers and other businesses

Professional journals


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Types of Instructional Materials

Textbooks

Other Printed Materials Self-pacing materials

Games and Simulation

Computer-assisted Instruction

Educational films

Educational Television

Powerpoint presentations


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Managing Evaluation of

Instruction


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Managing Evaluation of lnstruction

When we are talking about evaluation of

instruction, we are taking about evaluation of

teaching methods with an aim for revision and

improvement of methods. Teaching improvement requires behavioral change

that arises after careful analysis and feedback of

information.

Any curriculum program is only as good as the

teacher who implements it.


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Flanders System of Interactional Analysis

Interaction analysis is a method of determining the

verbal dimension of teacher-pupil interaction in the

classroom. Flanders method determines the amount of verbal

interaction that takes place between teachers and

students.

The system allows an observer to find out whether

the teacher is controlling (decreases students

freedom of action) or not (increases students

freedom of action)


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John Hough modified Flanders system of ten

categories and turned it into 13 categories.

Hough differentiated teacher statements as either

indirect or direct. A teacher is indirect if hemaximizes students freedom of response and direct

if otherwise.

Hough also classified student talk into four

categories.


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Indirect Teacher

Accepts feeling

Praises or encourages

Accepts or uses ideas of student

Asks questions Answers student questions

Direct Talk

Lecture Gives directions

Corrective feedback

Criticizes students/justifies

authority

Student Talk

Teacher-initiated student talk

Student questions

Student-initiated student talk

Silence or confusion


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Continuous use of interactional analysis revealed:

Excessive teacher talk. This happens when teacher

talk accounts for 2/3 or more of classroom time.

Recitation. Majority of teacher talk involved askingand reacting to questions that called for factual

answers. Solicitation-response is the most common

verbal exchange in the classroom.


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According to Marie Hughes, the most frequent teaching

acts involve plenty of control:

Goal-setting and directing children to precise thingwhere they will pay attention

Identification of content for pupils

Specific answer (and solution)


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There are reports that indicate that questioning today most likely

involves no more than recall of memorized material. Questions

should go beyond mere recall and should also do the following:

Simulate student participation

Initiate a review of materials previously covered

Initiate discussion of topic or issue

Involve students in logical thinking

Diagnose student knowledge and thinking ability Determine the extent to which objectives have been

mastered

Encourage student participation in class discussion


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Nonverbal communication

Analyzing nonverbal communication also counts in

evaluation of instruction.

Facial expressions, body movements, and vocal tonesall count in nonverbal communication.

Students are sensitive to nonverbal communication;

thus, teachers must be consistent. For instance,

teachers should not praise a students work verbally

and at the same time gesture disapproval of the

work nonverbally.


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While nonverbal communication is quite difficult to

analyse objectively, teachers should know the

significance of the nonverbal messages that they

send. The more teachers can analyze the way they

communicate nonverbally, the more they can

answer: What does my behaviour mean to students?

How is my behaviour interpreted by students?


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Classroom Management

Jacob Kounins system of analysing classroom

management deals with transitions from one unit to

another. Here are some examples: Group alerting/thrusting

Stimulus boundedness

Overlappingness

Dangle

With-itness (timing/accuracy)


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Evaluation

These guidelines are important to remember when using

evaluation instruments:

Evaluation instruments should be as objective as possible.

Evaluation instruments should be relatively simple,

understandable, and convenient to use.

Evaluation criteria should focus on performance.

All personnel should be familiar with instruments used along

with the procedures to be followed.

Personnel should be encouraged to evaluate themselves

before others perform formal evaluations using instruments.

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