By: SRI MARASI LM ARITONANGObjectives After 1 hour discussion, the learner should be able to: Explain the curriculum planning and its factor Analyze the implementation of curriculum changes Discuss the approaches to curriculum design CURRICULUM PLANNING Is the process whereby the advance arrangement of learning opportunities for a particular population of learners is created Curriculum Planning Is a process whereby the advance arrangement of learning opportunities for a particular population of learner is created A growing awareness of a need for rational curriculum curriculum development Curriculum Planning Developing a curriculum: Identifying relevant substantive decisions at increasing levels of specificity and precision Checking for consistency between and among the endsand-means.decisions by a two way process of derivation and evaluation at each stage and by referring to data sources for basic information . which build students’ knowledge. learning and assessment programs. The full range of learning needs of students are addressed . as well as their interdisciplinary and/or physical. personal and social capacities.IMPORTANCE OF CURRICULUM PLANNING Curriculum planning develop well-coordinated. quality teaching. skills and behaviors in the disciplines. IMPORTANCE OF CURRICULUM PLANNING Curriculum planning ensures: A shared vision Shared understandings and a common language in the school community Optimum coverage of all domains within the curriculum Continuity of learning between domains across year levels The full range of learning needs of students are addressed . . learning and assessment practices Elimination of repetition of learning activities without depth or breadth across levels Improved student learning outcomes. Students are given opportunities to develop deep understanding Cohesiveness in teaching. The Curriculum is likely to be good one if there is good curriculum planning. and conversely. the curriculum is likely to be mediocre one if there is a mediocre curriculum planning. THE BASES OF CURRICULUM PLANNING • • • • • • History Philosophy Social forces Psychology Religion Contemporary Issues . the nature of knowledge. or rather on the needs of the society? Will the selection depend on tradition.The Need for Curriculum Framework What learning objectives should be included? What will be the bases for the choice of objectives? Will the choice be based on the learners’ needs and interests. or the learners’ characteristics? What philosophical and psychological theories regarding the nature of learners as well as the learning process will underpin the organization of the content? Will the choice of methodology be in line with accepted teaching-learning principles? Will the evaluation procedure be able to measure the learning that is taking place? . National or State and Local curriculum control. . Relationship of Stakeholder. and elementary school and secondary school and collegiate educators in curriculum planning.2 MAJOR ISSUES AS TO WHO PLANS THE CURRICULUM 1. academic scholars. 2. parents and etc. NATIONAL OR STATE AND LOCAL CURRICULUM CONTROL The existing uniformity and the national influences in the curriculum are frequently cited as an argument for stronger national curriculum control. . However. many curriculum leaders have observed that the real progress in curriculum development is on a broken front. ROLE OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION Stakeholders are individuals or institutions that are interested in school curriculum. • . • These stakeholders shape the school curriculum implementation. Learners in all levels make or unmake the curriculum by their active and direct involvement.For a particular curriculum design mentioned earlier. the learner is placed at the center. They are the ones who are directly influenced by it. • The learners are the very reason a curriculum is developed. • . interests of the learners by creating experiences from where the students can learn. • .Planning and writing the curriculum are the primary roles of the teacher. needs. a unit plan or a yearly plan. A teacher is a curriculum maker. He/she writes a curriculum daily through a lesson plan . • The teacher addresses the goals. teachers are part of textbooks committees.CONTINUATION: The teacher designs. • As a curriculum developer. school evaluation committee or textbook writers themselves. faculty selection boards. • . enriches and modifies the curriculum to suit the learner’s characteristics. No curriculum will succeed without the learners • . At this point. teachers’ role shift from a developer to an implementer. • Which of the plans should be put in to action and how should it be done are decisions which the teachers should make. the learners. To do this. there is the need of another actor. • Curriculum implementation is now giving life to the written material.From a designer or technician to a decision maker. Choice of the activities Methods to be utilized Materials to be used . ”What can you give if you have nothing to give? Applies to this demand of teaches in curriculum implementation”. • But as the old saying goes .Teachers shape the school curriculum by sharing the experiences that they have and the resources they are capable of giving or imparting to the learners.Marianna • . for school principals.In a school organization. select and recruit new teachers. there is always a curriculum manager or school administrator. In fact. procure equipment and materials needed for effective learning. admit students. • They supervise curriculum implementation. They also plan for the improvement of school facilities and physical plants. one of their functions is being a curriculum manager. • . mission and objectives. • They provide necessary leadership in evaluating teaching personnel and school program..Ceres • . philosophy. Keeping records of curriculum and reporting learning outcomes are also the manger’s responsibilities.Why are school administrators and curriculum managers important to curriculum implementation? The school administrators play an important role in shaping the school curriculum because they are the people who are responsible in the formulation of the schools’ vision. .How do parents shape the curriculum and why are they considered stakeholders? Here are some observations: 1. The parents involvement extends from the confine of the school to the homes. In most schools the Parent Association is organized. 3. Effective parental involvement in school affairs may be linked to parent educational programs which is central to high quality educational experiences of the children . 2. This organization is provided by law. The parents become part of the environment of learning at home. Checking for consistency between and among the ends— and—means decisions by a two—way process of derivation and evaluation at each stage and by referring to data sources for basic information 1.2 FACTORS IN CURRICULUM PLANNING Identifying relevant substantive decisions at increasing levels of specificity and precision 2. . CHARACTERISTICS OF A CURRICULUM PLANNER Open-minded Willing to listen Ready to Adapt . OPENMINDED Is an indispensable characteristics in those who plan the curriculum Understanding of the values of the past practices and of school community and traditions is important. Must analyze and evaluate all aspects of the program of schools to make certain in providing the best program. . And to avoid hindering the acceptance of new ideas. Remediation of the curriculum ills strengthen the school program.WILLING TO LISTEN Well-founded criticisms on the curriculum and education must be listened to by the curriculum planners. . and programs that will be useful in improving the curriculum of our country. . Curriculum leaders should critically and thoroughly educational practices in other countries seeking new plans. methods.READY TO ADAPT There is a wisdom adopting relevant foreign educational practices and must not resist change and experimentation. THE USE OF RESEARCH IN CURRICULUM PLANNING Research affects many curriculum in many ways like for example: 1. People who are engaged in curriculum planning can do their jobs effectively because they are aware of the latest or least review. (Hypotheses to be tested by actual tryout in school programs 2. related studies about curriculum change and etc. Sound proposals presented for considerations. . Professional.Organizations.INTERNAL: Teachers. Students.Parents.Business Organizations . Administration. DepEd/CHED EXTERNAL Alumni. this lead to curriculum changing. .Implementing Curriculum Change World is changing so does the needs of people. There must be an examination for the actual process of installing new curricula in schools. There is a need for carefully planned programs of change in the curriculum. the presence of new knowledge is not sufficient for change. . However. Change results from new knowledge. So. to change. People generally are reluctant to change because they are comfortable with what they are currently doing. they must recognise the need for change. People are more likely to recognise the need for change if they understand change and how it works. Change and the curriculum development A curriculum developer must : Have some knowledge of the change process Plan the consequence Maintain the relevance A curriculum developer must concern about the personnel administration . Equilibrium Driving Forces Restraining Forces a) Fear of the unknown a) Government intervention b) Society’s values c) Technological changes knowledge/skills d) knowledge explosion e) Administrative processes b) Threats to power c) Obsolete d) Limited resources Force Field Model (Kurt Lewin. 1951) . Factors That Influence Curriculum Implementation Teachers Learners Resource Materials and facilities Interest Groups The School Environment Culture & Ideology Instructional Supervision Assessment . Available resources 5. Type of desired change 3.Factors Affecting the Choice of Implementation Model 1. Level of Resistance 2. Urgency of the situation . Available expertise 4. . . The learner is expected to acquire this body of knowledge skills. each of which embodies a body of knowledge and skills.Organized on the basis of separate and distinct subjects. Continuation This approach considers thefollowing: The primary focus is the subject matter The emphasis is on bits and pieces of information which are detached from life The continuing pursuit of learning outside the school is not emphasized. Learning should only take place inside the classroom The subject matter serves as a means of identifying problems in living . CHILD .CENTERED . Continuation This approach considers the following: A new respect for the child is fundamental A new freedom of action is provided The whole activity is divided into units of work Self-discovery and self-direction is embraced . PROBLEM . children experience problem. .CENTERED A framework in which the child is guided toward maturity within the context of the social group. It assumes that in the process of living. Continuation This approach is characterized by : The learners become independent learners The learners are responsibile through direct participation in different activities Recognize the concerns and problems and in seeking solutions. The learners are considered problem solvers . BEHAVIORAL APPROACH This is based on a blueprint. The learning outcomes are evaluated in terms of goals and objectives set at the beginning. contents and activities are also arranged to match with the learning objectives. . behavioral approach begins with educational plans that start with the setting of goals or objectives. These are the important ingredients in curriculum implementation as evaluating the learning outcomes as a change of behavior. In education. where goals and objectives are specified. The change of behavior indicates the measure of the accomplishment. School administrators are less concerned about the content than about organization and implementation. the principal is the curriculum leader and at the same time instructional leader who is supposed to be the general manager. They are less concerned about subject matter.In this approach. establishes the direction of change and innovation. and planning and organizing curriculum and instruction. Curriculum managers look at curriculum changes and innovations as they administer the resources and restructure the schools. methods and materials than improving the curriculum. . The general manager sets the policies and priorities. .This was influenced by systems theory. where the parts of the total school district or school are examined in terms of how they relate to each other. The following are of equal importance: a) administration b) counselling c) curriculum d) instruction e) evaluation. The organizational chart of the school represents a systems approach. It shows the line-staff relationships of personnel and how decisions are made. . It considers the formal or planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration.This approach is rooted in the progressive philosophy and child .centered movement. The learner s at the center of the curriculum.