Curriculum Change Processes

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Questions and Answers

What is a key component of developmental curriculum implementation?

  • Focusing solely on teacher strengths
  • Limiting participation from stakeholders
  • Creating a climate of openness and trust (correct)
  • Emphasizing standardized testing

Which of the following describes the participatory aspect of curriculum implementation?

  • Focus on teacher-led initiatives only
  • Involvement of all stakeholders, including parents and school leaders (correct)
  • Engagement solely from teachers
  • Implementation without feedback from peers

What type of support is highlighted as necessary for supportive curriculum implementation?

  • Supportive supplies and human support from school leaders (correct)
  • Increased administrative paperwork
  • Restriction of resources and equipment
  • Focus on individual teaching approaches

What is the first step in the process of developmental curriculum implementation?

<p>Orientation and preparation (A)</p> Signup and view all the answers

Which statement best reflects the approach of participatory curriculum implementation?

<p>Collaboration among peers and specialists is essential. (D)</p> Signup and view all the answers

What happens when the driving force and the restraining force are equal according to Lewin's force field theory?

<p>No change will happen. (A)</p> Signup and view all the answers

Which category of curriculum change involves a complete replacement of the current curriculum?

<p>Substitution (D)</p> Signup and view all the answers

What does the term 'perturbations' refer to in the context of curriculum change?

<p>Disruptive changes requiring quick adjustments. (A)</p> Signup and view all the answers

Which of the following best describes 'value orientation' in curriculum change?

<p>A shift in curricular emphasis contrary to the school's vision. (D)</p> Signup and view all the answers

What is one characteristic of 'alteration' in curriculum change?

<p>Minor changes to existing curriculum elements. (D)</p> Signup and view all the answers

According to McNeil's categories of curriculum change, which one involves significant modifications across the entire educational system?

<p>Restructuring (C)</p> Signup and view all the answers

What is a key implication of Kurt Lewin's force field theory in the educational context?

<p>Driving forces must be clearly identified and enhanced. (B)</p> Signup and view all the answers

Which of the following scenarios is an example of 'substitution' in curriculum change?

<p>Replacing an outdated textbook with a brand new one. (C)</p> Signup and view all the answers

Flashcards

Developmental Curriculum Implementation

Curriculum implementation that emphasizes the development of diverse perspectives, increased integration of knowledge, autonomous learning, open and trusting environments, and acknowledging teachers' strengths.

Participatory Curriculum Implementation

Curriculum implementation that involves active participation from various stakeholders, including peers, school leadership, parents, and curriculum specialists.

Supportive Curriculum Implementation

Curriculum implementation that provides necessary support for successful change, including resources (supplies, equipment), a conducive learning environment, and human support, particularly from school leaders.

Orientation and Preparation

A stage in developmental implementation that involves preparing and orienting stakeholders for the upcoming change process.

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Refinement

A stage in developmental implementation focused on refining and improving the curriculum after initial implementation.

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Kurt Lewin's Force Field Theory

This theory explains that change happens when the driving forces outweigh the restraining forces. It's like a tug-of-war, with both sides trying to pull in opposite directions.

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Driving Forces in Curriculum Change

These are the elements that push towards change, creating momentum for something new. They are like the reasons someone would want to change.

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Restraining Forces in Curriculum Change

These are the elements acting against change, hindering its progress. They are like the objections or challenges to implementing new ideas.

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Substitution in Curriculum Change

This type of curriculum change involves a complete replacement of the old with a new curriculum. It's like starting from scratch with a brand new system.

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Alteration in Curriculum Change

This type of curriculum change involves small adjustments or modifications to the existing curriculum. It's like fine-tuning a system, making minor improvements.

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Restructuring in Curriculum Change

This is a significant overhaul of the entire school system or educational structure, affecting a wide range of aspects. It's like restructuring an entire building!

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Perturbations in Curriculum Change

These are unexpected disruptions or interruptions that require teachers to adapt quickly. It's like dealing with unplanned emergencies.

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Value Orientation in Curriculum Change

This category focuses on aligning the teacher's emphasis and actions with the school's mission and vision. It's like making sure everyone is on the same page.

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Teacher's Value Orientation

This refers to the teacher's personal approach and emphasis in teaching, which might differ from the school's overall vision. It's like having a unique teaching style.

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Study Notes

Change Processes

  • The presentation is about change processes, specifically in curriculum.
  • The presentation objectives include explaining force field theory, categories and elements of change processes, and determining the importance of curriculum change.

Kurt Lewin's Force Field Theory

  • Kurt Lewin is considered the father of special psychology.
  • His theory explains the process of change.
  • The theory proposes that in any situation, there are driving and restraining forces.
  • Driving forces promote change.
  • Restraining forces resist change.
  • If the driving forces are equal to or greater than the restraining forces, change will occur.
  • If the restraining forces are stronger, no change will happen.

Force Field Theory Illustration

  • A visual representation of driving and restraining forces, with equilibrium in between.
  • Driving forces are depicted with arrows pointing to the right.
  • Restraining forces are depicted with arrows pointing to the left.
  • Forces are shown with varying strengths.

Examples of Driving Forces

  • Government interventions
  • Society's values
  • Technological changes
  • Knowledge explosion
  • Administrative support

Examples of Restraining Forces

  • Fear of the unknown
  • Negative attitude to change
  • Tradition values
  • Limited resources
  • Obsolete equipment

Categories of Curriculum Change (McNeil, 1990)

  • Substitution: The current curriculum is replaced by a new one.

    • Example: Replacing an old textbook with a new one.
    • Example: Changing the class flow.

  • Alteration: Minor changes to the current curriculum.

    • Example: Switching from graphing paper to a graphing calculator.
    • Example: Using television instead of a projector.

  • Restructuring: Major changes to the school system, degree program, or educational system.

    • Example: Transition from K-12 to a specific curriculum.
    • Example: The use of distance learning due to the COVID-19 pandemic.

  • Perturbations: Disruptive changes that require quick teacher adjustments.

    • Example: A class suspension due to heavy rain.
    • Example: Extracurricular activities that shorten the schedule.

  • Value Orientation: Curriculum shifts based on changes in teacher emphasis or the school's mission/vision.

    • Example: A teacher who needs to be oriented with the school's given emphasis.

Elements of Change Processes

  • Developmental: Curriculum implementation should foster multiple perspectives, strengthen integrations, support autonomous learning, create trusting environments, and acknowledge teacher strengths. Orientation, preparation, and refinement are necessary for implementing this approach.
  • Participatory: Implement curriculum changes by involving stakeholders like peers, school leaders, parents, and specialists.
  • Supportive: Curriculum changes need the backing of resources such as supplies, equipment, a constructive learning environment, and especially support from school leaders.

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