This document discusses curriculum change and summarizes various frameworks and approaches. It outlines Hilda Taba's stages of curriculum development, John McNeil's types of curriculum change, and Bennis' types of organizational change. It also describes the roles of students, teachers, and educational administrators in curriculum change. Finally, it discusses factors influencing curriculum change, principles for implementing new curricula, the scope of curriculum research, and types of research in curriculum studies.

1. Webinar Series-II
Curriculum Change

2. Manonmaniam Sundaranar University
Tirunelveli
Patron
Prof. K. Pichumani
Hon’ble Vice Chancellor
Manonmaniam Sundaranar University
Tirunelvei-627012

3. Manonmaniam Sundaranar University
Tirunelveli
Organizing Secretary
Prof. B. William Dharma Raja
Dean, Faculty of Arts
Head, Department of Education
Manonmaniam Sundaranar University
Tirunelvei-627012

4. Manonmaniam Sundaranar University
Tirunelveli

5. S. Bebina
Prospective Teacher Educator
Department of Education
Manonmaniam Sundarnar University
Tirunelveli- 627 012

6. Meaning
• Curriculum is a dynamic process
• Change is learning, brings improvement
• Concept-Innovation, development and adoption
• Change the existing practices and modes of thinking
• Fullan’s four core change- Initiation, Implementation,
Continuation, and Outcome.

7. Curriculum Change
Curriculum change
-learning process of teachers and their schools
-Changing social needs relevant to the time
-Cannot be a uniform curriculum
-Current information not on the past information
-Focus on the vision of the future

8. How to be the Curriculum Change:
• Updating the curriculum content
• Reflects the needs and aspirations
• Way of teaching and specific approach for
learners
• Strengthen the gender equality, promote
special education
• Harness the potential of ICT and aware of
trends and issues

9. Hilda Taba Curriculum Development
Diagnosis of
needs
Formulation of Objectives
Selection of Content
Organisation of content
Selection of
Learning
Experience
Organization of
Learning experience
Determination of what to
evaluate and how to do it

10. Types of Change
Planned Change
Coercion
Interaction Change
Bennis
Types of
Change

11. Planned change
• Involved persons-Have equal Power
• What everyone needs to do
• Preferred change
• Everyone is moving together

12. Coercion
• Serious imbalance of power
• Goals and power-one group
determines
• Common type of change in education
• People need ownership to motivate

13. Interaction change
• Interest persons- Equal amounts of
power
• Communication and Execution-
problem
• Interaction is unsuccessful- lack of
follow through

14. Types of Curriculum Change
Empirical-
rational
•Competence to
implement
•Not occur in
School level
Normative –re-
educative
strategies
•Rationality and
Intelligence
•Values, attitudes,
understanding and
skills
Power strategies
•Meet the
expectations of the
superiors
•Often used in
school

15. National
State
Districts
School
Classroom
Stages of Curriculum Change

16. John McNeil types of Change
• Substitution- Easily Implemented
• Alternation- Introduce to existing material,
adopted
• Perturbation- Disturb the Programme,
adjusted
• Restructuring-Modification of the system
itself
• Value oriented Change- Shift one ideology to
particular auricular prescription

17. Dewal- Prerequisites of curriculum
change
• Teacher training for suitable transaction of
the curriculum
• Development of support materials for
teachers
• Provision of instructional facilities which
enables every school to function for 180 days
5 hours each day
• Teachers should ensure learner participation
during classroom instruction

18. Contd…
• Evaluation should be continuous and learner
friendly
• Involvement of NGO's along with the
government agencies for management of
curriculum change and
• For a complete implementation of the
curriculum, education administrators and
curriculum designers have to function as
change agents

19. Factors affecting Curriculum Change
• Well defined philosophy in School-
acceptance of teachers
• Last Evaluation outside the group
• School Participation – Innovation or
experiments
• Staff Participation- Professional activities
• Democratic in nature-Administrative and
supervisory practices

20. Approaches to curriculum change
• Approach – It is a way of dealing with
something, a way of doing or thinking
about something(Merriam- Webster)
• Curriculum approach-It is way of
dealing with curriculum, way of
doing/creating/designing thinking
about a curriculum

21. Contd..
• Behavioral approach
• Managerial approach
• Systems approach
• Humanistic approach

22. Behavioral approach
• Achieve efficiency
• Fredrick Taylor-Proponent
• Based on Blue Print
• Specified goals and objectives
• Contents and activities- arranged and
match
• Outcomes are evaluated
• Measure of accomplishments

23. Managerial approach
• Dominant in 1950-60
• Principal- Curriculum leader
- Instructional leader
- General Manager

24. General Manager
• Sets the policies and priorities
• Establishes the direction of change
and innovation
• Planning and organizing- curriculum
and instruction

25. • School Administration
Less concerned- content,
subject matter, methods and
materials.
• Curriculum Mangers
Curriculum changes and
innovations, administer the resources
and restructure the schools

26. Roles of the curriculum supervisor
(Ornstein and Hunkins, 2004)
• Help develop the school educational
goals
• Plan Curriculum with students, parents,
teachers and other stakeholders.
• Design programmes of study by grade
levels
• Plan or schedule classes for school
calendar
• Prepare curriculum guides or teacher
guides by grade level or subject areas

27. Contd...
• Help in the evaluation and selection of
textbooks
• Observe teachers
• Assist teachers in the implementation of
the curriculum
• Encourage curriculum innovation and
change
• Develop standards for curriculum and
instructional evaluation

28. Systems approach
• Systems theory- George Beauchamp
• ACCIE- Administration, Counseling,
Curriculum, Evaluation
• Examined- District schools relate to each
other
Organizational chart
• Line staff relationship
• How decisions are made

29. Humanistic Approach
• Rooted- Progressive philosophy and
child centered movement
• Consider- formal or informal
curriculum
• Prime Consideration- total
development of the individual
• Curriculum- Learner is the centre

30. Role of Students in curriculum change
• Accept the changes in curriculum
• Prepare themselves for innovation
• Clarify their doubts regularly
• Utilize for professional development
• Realize the values offer for future

31. Role of Teachers
• Psychology of the learner
• Teaching methods and strategies
• Assessment of learning outcome
• Advance to the next grade level
• Flexible to add personalized
components

32. Contd…
• Creating experience where learners
can
• Enrich and modify-suit to learners
characteristics
• Experience with the colleagues
• Collaborative work

33. Role of educational administrators
• Curriculum Committee
• Curriculum Implementation
• New Teachers
• Student
• Equipments
• Materials

34. Contd.....
• Ensure the goals and policies properly
reflected by the curriculum
• Effective implementation-Realization
of the curriculum goals
• Proper Priorities- different
programmes at different levels
• Plan-improvement of facilities

35. Administrators interest on curriculum
change
• Goal Focus
• Communication adequacy
• Resource utilization
• Cohesiveness
• Morale
• Innovativeness
• Problem solving approach

36. Lachiver & Tardif (2002)
curriculum change is managed in a logical five-step
process:
1. an analysis of the current offerings and context
2. the expression of key program aims in a mission
statement
3. a prioritization of resources and development
strategies
4. the implementation of the targeted curricula change
and
5. the establishment of monitoring tools and processes.

37. Seven principles of Implementing a new
curriculum
 Making sense of why a new curriculum is
necessary
 Understanding the change process
 Capacity‐building
 Developing cultures of learning
 Developing cultures of evaluation
 Developing leadership for change
 Utilizing the ideas that already exist in schools

38. Scope of curriculum research
• Study of problems- Scientific Methods
• Systematic investigation
• Organization of curriculum
• Understand the components of curriculum
• Adaptation of curriculum organization
• Structure –subject matter
• Adequacy of content
• Analysis of Textbooks
• Development of Techniques and AV aids
• Evidenced based education

39. Types of Research in curriculum studies
Subject-
Centered
Learner-
Centered
Problem-
Centered

40. Subject centered
• Not student centered
• Less concerned- Individual learning
styles
Learner centered
• Student- needs,interest,goal
• Empower learners - through choices.
• Create pressure on the educator

41. Problem centered
• Students -look at a problem and
formulate a solution
• Develop skills - transferable to the real
world
• Encourages-creativity, innovation and
collaboration in the classroom
• Does not always consider individual
learning styles

42. Summary
• Curriculum change
• Hilda Taba curriculum development
• Types of curriculum change
Planned,Coercion,interaction(Bennis)
Sustitution,Alternation,Perturbation,
Restructuring,Value oriented
change(John McNeil)
• Stages of Curriculum Change
• Factors affecting Curriculum Change

43. Curriculum change
-Role of Student
-Role of Teachers
-Role of Educational Administrators
 Administrators interests on Curriculum
Change
 Seven principles of implementing a
curriculum change
 Scope of Curriculum Research
 Types of Curriculum Research-Subject-
centered, learner-centered, Problem-
centered

44. Thank You