Curriculum Innovation Overview

Curriculum Innovation

• Curriculum innovation involves adopting new ideas, practices, or objects within an educational system to improve effectiveness and efficiency.
• It encompasses emerging knowledge, theories, practices, and designs from educational and other academic fields.
• Curriculum innovation is often linked with curriculum change, which can be planned or unplanned.

Core Changes in Educational Context

• Michael Fullan identified four core changes shaping curriculum innovation:
  • Changes to school structure (e.g., regrouping, new groupings).
  • Adoption of new curriculum materials.
  • Adjustments in teaching practices (e.g., activities, skills, behavior).
  • Shifts in beliefs about curriculum and learning.

Educators as Change Agents

• Educators act as change agents, equipped with expertise and deep understanding of pedagogy and the school system.

Types of Curriculum Innovation

Standards-Based Curriculum

• A standards-based curriculum is designed based on content standards established by experts.

• It defines what students should know and be able to do.

• It has three key aspects:

  • Knowledge Standards: Topics and concepts students learn throughout their education.
  • Skills Standards: Thinking and process skills to be acquired.
  • Dispositions: Attitudes and values students should develop.

• This approach improves educational quality, offers a framework for instructional delivery, promoting creativity in teaching methods.

• Benefits of standards-based curriculum: Ensures learners acquire 21st-century skills; gives educators guidelines for meaningful outcomes; allows flexibility in course design while maintaining essential educational goals.

Multicultural Curriculum

• AIMS at promoting cultural literacy and understanding among students.

• Schools employ diverse strategies and approaches for developing cultural literacy and understanding.

• Five dimensions for implementing multicultural curriculum (Banks, 1994):

  • Content Integration: Using diverse cultural examples.
  • Knowledge Construction Process: Helping learners understand how cultural assumptions affect knowledge.
  • Prejudice Reduction: Developing democratic attitudes.
  • Equity Pedagogy: Modifying teaching methods for diverse learners.
  • Empowering School Culture: Restructuring the school culture for quality education for all.

• Six goals (Bennett, 1999):

  • Developing multiple historical perspectives.
  • Strengthening cultural consciousness.
  • Strengthening intercultural competence.
  • Combatting racism, sexism, and other forms of prejudice and discrimination.
  • Increasing awareness of global dynamics.
  • Building social action skills.

Indigenous Curriculum

• Indigenous curriculum aims for relevance and responsiveness by integrating indigenous knowledge systems with existing educational content. This links curriculum with culture and history of the community.
• Framework for indigenous curriculum development:
  • Constructs knowledge based on personal experiences and cultural context.
  • Uses instructional strategies promoting success for diverse cultures.
  • Integrates content reflecting learners' culture, history, and traditions.
  • Utilizes community resources in curriculum development.
• Suggests strategies at the school level: integrating content reflecting learner culture, history, and traditions; using indigenous languages for instruction; involving community members and teachers; developing local instructional materials and learning experiences outside the classroom; using instructional strategies relevant to indigenous learning.

Brain-Based Education

• Prominent advocates (Caine & Caine, 1997) advocate that curriculum should be based on brain research, applying principles for effective classroom learning.
• Key principles emphasize:
  • The brain functions as a whole system, integrating physiology, emotions, and imagination.
  • Learning is influenced by interactions with the environment and others.
  • Emotions are critical to the learning process.
  • Learning involves focused attention and peripheral input.

Gifted Education Curriculum

• Aims to develop the potential of gifted learners through specialized educational experiences.
• Its purpose is to:
  • Nurture the potential of gifted students.
  • Provide differentiated learning experiences matching advanced capabilities.

Schoolwide Enrichment Model (SEM)

• Developed by Joseph Renzulli and Sally Reis, this model provides enrichment for all students, focusing on gifted learner needs.
• Goals of SEM:
  • Develop talents in all children.
  • Provide a range of advanced-level enrichment experiences.
  • Provide advanced follow-up opportunities based on strengths & interests.

Parallel Curriculum Model

• Designed by Carol Ann Tomlinson, it emphasizes parallel learning paths catering to varying abilities and interests.
• Curriculum parallels in this model:
  • Core Curriculum
  • Curriculum of Connection
  • Curriculum of Practice
  • Curriculum of Identity

Autonomous Learner Model

• Aims to promote independent and self-directed learning in gifted learners.
• Created by Betts & Kercher.
• Levels of Curricular Offerings:
  • Prescribed Curriculum
  • Differentiated Curriculum
  • Learner-Differentiated Options
• Dimensions: Orientation, Individual development, Enrichment activities, Seminars, In-depth study

Integrated Curriculum Model

• Promotes an interdisciplinary approach connecting subjects.
• Dimensions guided by VanTassel-Baska model (1987) for developing curriculum:
  • Advanced Content
  • Process/Product
  • Issues/Themes

Kids Academia Model

• Provides excellent science experiences targeting gifted children in Japan.
• Selection: A checklist from the Gifted Behavior Checklist (Primary Science).
• Phases: Group meeting/brainstorming; selection of contents; lessons design.

Differentiated Curriculum

• A philosophy that enables teachers to strategically plan to meet diverse learner needs.
• Features: dynamic, learner-centered approach, planning based on learner nature and needs.
• Steps in planning for differentiated learning (Gayle Gregory & Carolyn Chapman, 2002): setting standards, defining content, activating prior knowledge, acquiring new knowledge, applying and adjusting learning, assessing learning.
• Framework for selecting different activities: climate, knowing the learners, assessment, learning tasks, instructional strategies.

Technology Integration in Curriculum

• Technology improves teaching and learning, presenting opportunities for discovering and sharing information.
• Innovations from basic to graduate education use technology integration, including: distance education, online libraries, computer-assisted instruction, webinars, online journals, e-books, online learning, and teleconferencing.
• Importance of ICT literacy for both learners and teachers.

Outcome-Based Education (OBE)

• An educational approach focusing on demonstrable learner competencies.
• Emphasizes what learners can do after instruction.
• Connects intent, content, and learning elements of the curriculum.

Levels of Outcomes in OBE

• Different Levels:
  • Institutional Level (Philosophy, Vision, Mission, Aims)
  • Program Level (Program Goals, Program Competencies)
  • Course Level (Instructional Objectives, Course Objectives)

Essential Principles in OBE

• Clarity of Focus: Alignment of activities with learning outcomes.
• Designing Backwards: Curriculum based on desired outcomes.
• High Expectations: Setting high standards for all students.
• Expanded Opportunities: Promoting successful learning for all learners.

Features of Outcome-Based Learning

• Driven by needs

• Driven by outcomes

• Design-down approach

• Specifies outcomes and levels

• From teaching to learning

• Holistic outcome framework

• OBE curriculum is mission-driven. Institutions should align their offerings to vision, mission and philosophy of the institution.

• Process for designing OBE:

  • Phase 1: Developing institutional outcomes.
  • Phase 2: Developing program outcomes
  • Phase 3: Developing course learning outcomes

• Steps for developing learning outcomes. -Developing Course Competencies, -Developing a Curriculum Map, -Developing the Syllabus.

• Each set of competencies should reflect course nature, embody course description, and focus on learner learning. Emphasize including habits of mind in course outcomes. Curriculum maps (sample provided); Syllabi are developed by faculty based on the curriculum map and program learning outcomes.

Explore the concept of curriculum innovation, which involves integrating new ideas and practices to enhance educational effectiveness. Examine the core changes identified by Michael Fullan that shape curriculum innovation and the role of educators as change agents in schools. Learn about standards-based curriculum and its application in educational contexts.