This document discusses curriculum change and innovation. It defines change as embracing concepts like improvement and renewal, while being an incremental process. Innovation is defined as intentional improvements. Curriculum change can be in response to societal or technological factors, and occurs through different strategies like substitution or restructuring. Models of change include the research-diffusion model and social interaction approach. Factors driving changes in English language teaching in Malaysia include exam results and globalization. Effective planning involves identifying problems, solutions, and stakeholders, while teachers act as agents of change through professional development.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
This presentation suggests various curriculum development models. This presentation was utilized by me when I acted as a Resource Person for the workshop organized by Center for Educational Research, Madurai Kamaraj University, India, at V.V.V.College for Women (Autonomous)
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Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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unwillingness to rectify this violation through action requires accountability.
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students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Overview
Contexts of Curriculum Change
Strategies of Evaluation
Planning and Implementation
Factors Affecting Change in ELT in Malaysia
The Teacher as Agent of Change
3. Definition of Change
Embracing the concepts of innovation, development,
renewal and improvement in curriculum.
A process not an event; requires time, energy and
resources.
Achieved incrementally and entails development in feelings
and skills in using new programmes.
Lead to improvement.
Making the different in some way, to give it a new position
or direction. Often means alteration to its philosophy by
way of its aims and objectives, reviewing the content
included, revising its methods and re-thinking its evaluatory
procedures.
4. Definition of Innovation
An intentional and deliberate process to bring out
desired effects and change. (Harris et al., 1995)
Any improvement that is deliberate, measurable,
durable and unlikely to occur frequently.
5. Curriculum Innovation and
Change
Curriculum innovation is defined as deliberate
actions to improve a learning environment by
adapting a method of presenting material to students
that involves human interaction, hands-on activities
and student feedback, according to the Annual
Review of Applied Linguistics.
Changes in curriculum may involve innovation, but in
general, change in terms of curriculum involves
adapting a new educational method and not
necessarily a method with human interaction.
6. Curriculum Change and Innovation
Curriculum Change Curriculum Innovation
Dictated by the changes in the
economic, social and technological
aspects of a society.
Ideas or practices that are new and
different from those that exist in the
formal prescribed curriculum.
Has magnitude and direction and
takes place within a definite time
frame.
Occurs when human and material
resources are created, selected,
organised and used in ways where
the outcomes are higher
achievement of curriculum goals
and objectives.
May occur in response to external
events
Always planned.
Become meaningful and effective if
they are planned and organised.
7. Sources of Change and
Innovation
National imposition
Societal needs
Technology
Stake- holder views
8. Contexts of Curriculum Change
Occur when the central authority decides to
adopt a new idea.
Usually made known through a circular.
Example: Kurikulum Standard Sekolah Rendah
(KSSR).
The desire of authorities at various levels to
deliberately change established practices.
To tackle existing problems
Identify new problems
Seek ways in dealing with those problems
9. Due to development of technology.
Adaption on the use of computers in education.
Using online technology in lessons.
10. Types of Curriculum Change
Hardware change
New classrooms
Equipment
Books
Playgrounds
Software change
Affect the content of the curriculum
Related to the methods of delivery of curriculum
12. Substitution.
new textbooks, new equipment, replacement of
teachers and administrators.
Alteration.
Change in existing structures rather than a complete
replacement of the whole curriculum, syllabus or
course of study.
Addition.
Introduction of a new component without changing old
elements or patterns.
Ex: audio- visual aids, workshops and equipment.
13. Restructuring.
Rearrangement of the curriculum to implement
desired changes.
Sharing of resources among a group of schools
or institutions.
14. Strategies of Evaluation
A strategy of innovation refers to the planned
procedures and techniques used in the desire
for change.
Participative Problem- Solving
Planned Linkage
Coercive Strategies
15. Participative Problem-
Solving
This strategy focuses on the users, their needs and
how they satisfy these needs.
The system identifies and diagnoses its own needs,
finds its own solution, tries out and evaluates the
solution and implements the solution if it is satisfactory.
The emphasis is on local initiative.
16. Planned Linkage
The intermediate agencies, such as schools, bring
together the users of the innovation in this model.
Hoyle (1993), linkage process is based on the link between
the school and the various specialized/ centralized
agencies linkage centres may be in form of Professional
Centres, Resource Centres, ICT Centres, ect.
These agencies are the linkage point between the national
agencies of curriculum development, change and
innovating schools, to provide consultancy services and to
offer in- service training for teachers and users.
17. Coercive Strategies
Work on the bases of power and coercion by those in
authority, using laws directories, circulars and others.
Change is accomplished through application of power
with those holding greater power enforcing compliance
by those with less power.
An already- prepared curriculum, developed by
government educational sectors such as National
Curriculum Development Centre in the form of a
syllabus document, was given to teachers to
implement.
MOE generally used these strategies.
18. Models of Curriculum
Change and Innovation
Tanner and Tanner (1980), suggest 3
principal models which demonstrates how
change takes place.
The research, Development and Diffusion
Process Approach or Model
Problem- Solving Model
The Social Interaction Approach
19. The Research, Development
and Diffusion Model
Innovation is thought out at the head or centre and
then fed into the system.
The processes of change as a logical sequence of
phases in which an innovation is;
Invented or discovered
Developed
Diffused
Disseminated to the user
20. Problem- Solving Model
Also called problem reduction model.
Built with the user of the innovation in mind.
The user of the innovation will follow the steps
below:
1. Determine the problem
2. Search for an innovation
3. Evaluate the trials
4. Implement the innovation
21. Social Interaction Model
Involves the transmission of knowledge by social group of
school.
Change proceeds or diffuses of new ideas, practices or
products through formal or informal contacts between
interacting social groups.
Stresses the importance of interpersonal networks of
information, opinion, leadership and personal contact.
22. The spread of new ideas or practices through
contacts between and among teachers within a
school, among schools, between teachers and
supervisors, among all others (education bodies)
Based on:
Awareness of innovation
Interest in the innovation
Trial
Adoption for permanent use
23. Factors Affecting Change
in ELT in Malaysia
Poor results of the national English exam.
Malaysia might ‘lose its economic competitiveness and find
it hard to progress in the industrial and technical fields’.
English education benefited a selected few who were
referred to as the ‘elitist class of Malayan’ and side-lined the
others especially the Malays from the rural areas.
A major agenda on a national unity.
Old curriculum was thought to be too subject content-
biased, too much emphasis on rote- learning, too exam
oriented, and excessive dependence on textbooks.
24. Globalization
Major role in determining the educational as well as
curriculum reforms in Malaysia and other countries around
the globe.
Revolution in information and communication
technologies (ICT) made globalization possible and
knowledge became highly portable.
The need for skills like languages, mathematical
reasoning, scientific logic and programming has
emerged as the front runners of a nation’s development
and English is the language of globalization, internet,
trade and science
Education Ministry inline with Malaysia’s aspiration to
produce knowledge workers and to compete with other
developing countries.
25. Planning and
Implementation
According to Bishop 1986 there are 4 factors;
1. The change agent - teachers, school heads, local
authorities or the ministry of education
2. The innovation - executing the change itself; put it into
use/operation
3. The system users– relates to the person or group of
people at which the innovation is directed
4. Time – innovation is a social process which takes place
over a period of time.
26. The Innovation Process
1. Identify a problem
dissatisfaction / need that
requires attention
5. Evaluate the proposed solution
2. Generate possible solution 6. Review the evaluation
3. Select a particular and
appropriate solution or innovation
7. If the innovation has solve the
identified problem, implement it on
a wide scale
4. Conduct a trial 8. Adopt the innovation or search
for another solution
27. Innovation Planning
Elements to be considered
1. Personnel to be employed
2. Specification of the actual task
3. Strategy or procedure to be used
4. Equipment needed
5. Conducive environment
6. Cost and time involve
7. Social context
8. Sequencing of activity
9. Rational for undertaking the innovation
10. Evaluation of the consequences of the innovation
28. Teacher as Agent of
Change
Use various pieces of technology by learning to be
constructivist that can incorporates technology into
their curriculum
Develop own professional learning, encompass
strategies and interpersonal skill
Update and improves the culture of the school
Becomes more collaborative, reflective, flexible, and
more responsive to the development of their own
professional learning
29. Conclusion
When curriculum innovation or change is made in the
classroom;
It can enhance the social skills of students and focus on
unique methods for teaching historical, technological,
organizational or political lessons.
May encourage students to use online tools, multimedia
software applications or hands-on lab experiments and
outdoor archaeology adventures.
Encourages educators to defy the norm and think outside of
the box to reach all types of learners with individualized styles
instead of focusing on lessons that are effective for just a few
average students in a classroom.