CURRICULUM IMPLEMENTATION

What is Curriculum Contents?

Curriculum contents is a postmodernism view knowledge as dynamic and evolutionary.  It is not static.  It is also a knowledge results from structuring and reconstructing of perceived realities.  Knowledge is that results from environment within which humans find themselves.

How to select content?

Content addresses the cognitive, social and psychological dimensions of the individual student.

What is Content??

Content is facts,  concepts, generalizations, and theories which are similar to disciplined knowledge, for example chemistry.  It is non disciplined, like, environmental education, both concern the advancement of understanding.

How contents are organized?

• Knowledge is organized based on theories.
• Knowledge is organized into domains, for example number and integer are within the domain of mathematics, physics has matter and energy.
• Contents should be systematic, practicality (based on current social and economic condition) and sequenced (emphasizes on different topics).

Criteria for selecting content

• Self-sufficiently
• Significance (significant/meaningful to student/s)
• Validity - authentic
• Interest (interesting)
• Utility (useful/can be used and applied into practice)
• Learnability (appropriate organization and sequencing of content)

CURRICULUM THEORY AND PRACTICE

The idea of curriculum is hardly new, but the way we understand and theorize it has altered over the years and there remains considerable dispute as to meaning.  It has its origins in the running chariot tracks of Greece.  It was, literally, a course.  In Latin curriculum was a racing chariot; currere was to run.  Kerr defines curriculum as, 'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.(quoted in Kelly 1983).

Learning is planned and guided.  We have to specify in advance what we are seeking to achieve and how we are to go about it.

The definition refers to schooling.  We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson.

There are four ways of approaching or looking at curriculum theory and practice

1. Curriculum as a body of knowledge to be transmitted.
2. Curriculum as an attempt to achieve certain ends in students - product
3. Curriculum as process.
4. Curriculum as praxis.

CURRICULUM DESIGN

What is Curriculum Design?

Curriculum design is the total plan that arranges the four components into the curriculum which is objectives, content, learning experiences and evaluation.

What is Instructional Design?

Instructional design refers especially to one components, the potential experiences for the student, learning activities (methods and organization).

Malaysia Curriculum Design

The national curriculum promotes unity through the use of a single medium of instruction ( the national language) and the provision of the same core subject for all pupils in all school within the National Education System.

However, the cultural diversity of different ethnic groups in Malaysia is preserved through the existence of National Type Schools, which are allowed to use other major ethnic languages as the medium of instruction.  The underlying theoretical principle of national curriculum formulation is that of general education, using an integrated approach in curriculum planning.

The curriculum comprises content and skills, with emphasis on the development of basic skills, the acquisition of knowledge and thinking skills.  Each subject must also incorporate the inculcation of moral values and attitudes.  The curriculum comprises content and skills, with emphasis on the development of basic skills.

CURRICULUM EVALUATION

In relation to curriculum, evaluation is the process of making value judgments about the merit or worth of a part or the whole of a curriculum.  The nature of a curriculum evaluation often depends on its audience and purpose.  The potential audiences include policy makers and other stakeholders (administrators, teachers, students, parents, communities), donors and researchers.

Scientific vs. Humanistic Evaluation

Scientific evaluation is more focused on quantifiable data gathering.  It uses tests results of experimental subjects and also analyzes data statistically.

Humanistic evaluation is more focused on qualifiable data gathering.  Humanistic relies on impressions of what is observed.  It is engages in actual incidents that are observed for example, when they trying to tie their shoes. Can they do it or not?  Today, most evaluators use both types of evaluation.

Formative and Summative Evaluation

Formative(part) evaluation is collecting data on those activities undertaken to improve an existing program during the development and early piloting of a course or program.

Summative(whole) is collecting data on an existing program after it has been developed and implemented.  Summative focuses on the effectiveness of the course or program and it is also a terminal judgement.

Phases of Evaluation

Focusing on the curricular phenomena to be evaluated (what), collecting the information, organizing the information, analyzing the information, reporting the information and recycling the information (continual update).

Goals and Roles of Evaluation

Goals is what it is supposed to do for example, determine the progress of learners achieving the aims, goals, and objectives of the curriculum.

Roles is what it is used to do.  For example, honor role, clubs, punishments, promotion, rewards and so on.

PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM

          Concerned with the question of how people learn.  It provides a basis for understanding the teaching and learning process.  Both processes are essential to curricularists because it is only when students learn and understanding curriculum and gain knowledge and power to use it that the curriculum has actual worth.

Three Major Theories of Learning

1. Behaviorist or association that deals with various aspects of stimulus response and reinforces.
2. Cognitive-information processing theories, which view the learner in relationship to the total environment (information) and consider the way the learner applies information.
3. Phenomenological and humanistic which consider the whole child including his or her social, psychological, and cognitive development.

Jean Piaget's Stages of Cognitive Development

Cognitive development is Jean Piaget's theory.  Through the series of stages, Piaget proposed four stages of cognitive development : the sensorimotor, preoperational, concrete operational and formal operational period.

• Piaget's cognitive stages presuppose a maturation process in the sense that development is a continuation and is based on previous growth.
• Assimilation is the incorporation of new experiences into existing experiences.
• Accommodation stage is where the child's existing cognitive structures are modified and adapted in response to his or her environment.
• Equilibration is the process of achieving balance between those things that were previously understood and those yet to be understood.

Lawrence Kohlberg  Six Developmental Types of Moral Development

• Preconvention level. Children at this level have not yet developed a sense of right or wrong.
• Conventional level. At this level, children are concerned about what other people think of them.
• Post conventional level. Children's morality is based on what other people feel or on their precepts of authority.

Vygotsky Zone of Proximal Development (ZPD)

The zone of proximal development (ZPD) has been defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p.86)

Howard Gardner Theory of Multiple Intelligences

Maslow Theory of Human Needs Hierarchy

PHILOSOPHICAL FOUNDATIONS OF CURRICULUM

Philosophy is a combination of the Greek word "philos" (love) and "sophia" (wisdom) which translated means "love of wisdom".

Philosophers are people who seek after wisdom and curious about the world seeking to understand the nature of things.

Philosophy of Education

The philosophy of education recognizes that the development of a civil society depends on the education of the young as responsible, thoughtful and enterprising citizens which is a challenging task requiring deep understanding of ethical principles, moral values, political theory, aesthetics and economies; not to mention an understanding of children themselves.

Philosophy and Curriculum

"Philosophy is the beginning point in curriculum decision making and is the basis for all subsequent decisions regarding curriculum" - John Goodland

Tyler's View Of Philosophy In Relationship To School Purpose

Major Philosophies

1. Idealism
2. Realism
3. Pragmatism
4. Existentialism

Educational Philosophies

1. Perennialism
2. Essentialism
3. Progressivism
4. Reconstructionism

Adventist Philosophy

• Philosophical base: Theism
• Aim: Restoration of man to God's image
• Knowledge: Bible Values.  To prepare responsible citizen for the world today and the world to come.  Balance Education - Spiritual, Mental, Social (Wholistic Education)
• Role of teacher: Lead student for Christ
• Teaching Method: Faith, Integration, practical, living by example (modeling)

THE ROLES OF CURRICULUM WORKERS

Curriculum Workers

          Curriculum workers are people who work on curriculum engage in many different types of endeavors.  had the first time approach that appeared both comprehensive and workable.  They are advised to concentrate on student behaviors in devising objectives for a unit to emphasize appropriate learning experiences rather than simply identifying content to be covered.  They are curriculum practitioners, classroom teachers, school administrations and curriculum disseminators.

Curriculum Evaluator

          Curriculum evaluation is historically as rich as education.  The evaluation concept is so comprehensive that contains several evaluation activities with the common function of investigating a certain curriculum in a given administrative context.

~Curriculum Evaluator Roles~

• To collect, examine and assess data for the purposes of reporting on the effectiveness, efficiency, and worth of the endeavors and creations of other curriculum workers.
• Employed by a private testing service, the central administration of a school district, a government-monitoring agency, a publishing company, or a curriculum development group.
• Their reports are meant to aid in decision making concerning curriculum materials, student achievement, teacher effectiveness, and school accountability.

Curriculum Advocates

           Curriculum advocates are educators and members of the general public who are concerned about and attempt to influence what is taught in schools and how it is taught.

          A curriculum advocate might be a parent attempting to influence the curriculum decisions of his child's school, a citizen trying to influence the curriculum decisions of the state department of education, or a politician (perhaps a president, governor, or legislator) attempting to implement her curriculum ideas through the political process.

Curriculum Developers

           Curriculum developers intentionally create curriculum materials and strategies for others to use in the instructional arena.  The important ideas here are for "others to use" and "instructional".

           Curriculum developers can be textbook writers, teachers who work on school curriculum committees, curriculum specialists who work for private educational organization or concerned citizen who design instructional materials for homeschooling.

Curriculum Theorists

          Curriculum theorists examine the philosophical and ideological underpinnings of existing curricula.  They study how curricula are used, disseminated, created, and evaluated; study the endeavors and intents of other curriculum workers.

          Curriculum theorists also speculate on what curricula should accomplish; probe the "whys" of their own examinations and write books such as this one, all of the purpose of contributing to the general body of knowledge about effective curriculum practice, dissemination, advocacy, development, and evaluation.

Teachers as Developers

          Three competencies were identified as being central to teachers engaging in curriculum development.  Professional knowledge, commitment to change and team work.

          Teacher professional knowledge involved content knowledge (what you teach), general pedagogical knowledge (how you teach) and pedagogical content knowledge (why you teach this way).

Roles Of Curriculum Workers

1. Coordination of curriculum planning and development
2. Definition and application of curriculum theory
3. Design and application of curriculum research
4. Provision of aid in filling in-service needs of staff