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.