Group 7 Curriculum Implementation and Evaluation PDF

Curriculum Implementation and Evaluation G PP up ro G JennerCup Princess MoRizza Bubliandr Cheriss a BlossJane Discussan Inte...

Curriculum Implementation and Evaluation G PP up ro G JennerCup Princess MoRizza Bubliandr Cheriss a BlossJane Discussan Intended Learning Objectives Distinguish the different dimensions using a graphic organizer of curriculum implementation and evaluation; Classify various implementations and evaluations strategies that is used in the curriculum; and; Design a comparative table that presents the relationship and differences of the various processes of curriculum implementation and evaluation.  l o Topics Covered H e l The Stakeholder’s Role in the Process of the Curriculum Development ! The Process of Implementation H i! The PIE Model (Planning, Evaluation, Implementation) The Stakeholder’s Role in the Process of the Curriculum Development The Teacher The Students They play an important role in curriculum decision-making They too must have a voice in because they are the one who curriculum development. Their makes the parts of the inputs are significant in their curriculum, which should be own right, accepting them to newly-adopted or on-going, participate in curriculum time to be spent in developing developments also inspires basic or critical-thinking skills. them and encourages them to Teachers must also be involved take responsibility for matters in every level of curriculum that concern them. development. Principals The Parents On the other hand, the parents For successful curriculum support and influence the planning in a school or school implementation of the system, the principals must be curriculum through financial involved because their task is resources. Moreover, the not just solely on the parents may help teachers to managerial perspective as a monitor the behavior and whole but also to give social development of the attention to the curricular students, especially for activities. students with special education needs. Continuation Curriculum Superintendent Specialists They play a major role in s They have the responsibility to matters before the school curriculum development and boards, initiate curriculum implementation while activity, start program for in- curriculum coordinators or service training of teachers, directors usually are known as inform all district personnel of curriculum generalists have changes occurring in other the same function. These schools, and process demands specialists are responsible for from outside the system for ensuring that programs are change or maintenance of conceptualized, designed, and educational offerings. implemented.. School Boards National Government They They are playthe school's a major legal role in and it's agency They have the responsibility to matters before the school agents because curriculum they areand development boards, initiate curriculum responsible for the schools' implementation while overall management headed The national activity, government start program for in- curriculum coordinators or affects thetraining service curriculum in many of teachers, by the directors local mayor usually or are known as executive. They must ensure inform all ways. district legislatures National personnel of curriculum generalists have changes occurring in other that the curriculum advances frequently publish guidelines the same function. These the school system's goal and schools, and process demands specialists on what will be taught. they have are the responsible final say as tofor from outside the system for ensuring whether that a newprograms program are is change or maintenance of conceptualized, designed, funded or implemented and widely. educational offerings. implemented.. The PIE Model PLANNING IMPLEMENTATION P I E EVALUATION  TABA’S GALEN SAYLOR AND TYLER’S RATIONAL GRASSROOTS WILLIAM ALEXANDER LINEAR MODEL RATIONAL MODEL CURRICULUM MODEL Deductive Inductive APPROACH Student-teacher based Administrator-based Teacher-based Teacher input, diagnosis of needs, Educational purposes, Personal development, human selection of content, FOCUS experiences, organization relations, continued learning organization of content and evaluation skills and specialization and learning experiences Gives teachers greater Clarity, objectivity, flexibility involvement, Emphasizes flexibility and STRENGTHS and emphasis on emphasizes objectives freedom for teachers and assessment and evaluation and sees curriculum as students a plan for learning  Planning phase Identification of training needs Identification of objectives Selection of assessment methods Selection of organization of learning experiences Selection of organization of learning resources Pilot testing Implementation phase Using selected methods and strategies Providing learning process Promoting learning process Monitoring of implementing procedures  Evaluation phase Evaluating students, teachers, and learning materials Revisiting instructional objectives Suggesting revisions and modifications  The Process of Implementation  Curriculum implementation may mean to teach what has been written in the lesson plan, use the plan as a guide to engage learners in the process, involve different strategies of teaching with the support of instructional materials, and put the curriculum into operation with different implementing agents. 1.Substitutio 2. Alteration n Introducing minor Replacing the curriculum with changes/modifications on the new one. current curriculum. Example: Changing an old Example: Instead of using a book to entirely new one, not graphing paper for merely a revision. mathematics teaching, this can be altered by using a graphing calculator.  3. 4. Perturbation Restructuring Changes in the curriculum happen in a very short time. Introducing major modifications on the current Example: If the principal curriculumto the point of changes the time schedule restructuring the curriculum. because there is need to catch up with the national testing Example: Using the “In-school time or the dean, the teacher Off-school” or a blended has top shorten schedule to curriculum. accommodate unplanned extra-curricular activities.  5. Value Presentation Responding to shifts in the curriculum through a reorientation of the vision/mission of the school. Example: When new teachers who are recruited in religious schools give emphasis on academic and forget the formation of values or faith, they need a curriculum value orientation.  Curriculum Implementation  -Teaching what has been written in the lesson plan Curriculum implementation -Implementation means using the means putting into practice plan as guide to engage the the written curriculum that learners in the teacher-learning has been designed in process syllabi, course of study, curricular guides and -It involves the different subject. strategies of teaching with the SADC Class- support of instructional materials MoE room Africa Content Other Omstien meaning Curriculum implementation and means putting the curriculum -Shift from what is current of to a new or enhanced Hunkskins into operation with the curriculum different implementing curriculum agents. It takes place in a class, a school, a district, etc. -Change requires efforts; It requires time, money, hence, goals should be personal interaction, personal contacts and support.  Two Forces of Education Driving Force Restraining Landscape Force If driving force If the restraining force is overpowers the stronger than the driving restraining force, the force, change is prevented change will occur Thanks a lot for listening! Powerpuff Curriculum Quest: Teamwork in Action!  Mechanics (10-15 mins) 1. The class will be divided into 4 groups. 2. The activity are split into 3 rounds: Easy, Average, and Difficult. 3. In the Easy round, it will be a Multiple-choice type of test containing 3 questions with 1 point each and students will only be given 10 secs to answer 4. In the Average, it will be an Identification type of test, 3 items and 2 pts each. 5. The scores from the Easy and Average round will be combined and the 3 groups who will gain the highest point will proceed to the Difficult round while the rest of the groups will be eliminated. Easy  Easy 1. They are responsible for ensuring that programs are conceptualized, designed, and implemented. a. Curriculum Specialist b. Principals c. Teachers  Easy 1. They are responsible for ensuring that programs are conceptualized, designed, and implemented. a. Curriculum Specialist b. Principals c. Teachers  Easy 2. They are the school's legal agents because they are the ones responsible for the school's overall management headed by the local mayor or executive. a. Parents b. School Boards c. Superintendents  Easy 2. They are the school's legal agents because they are the ones responsible for the school's overall management headed by the local mayor or executive. a. Parents b. School Boards c. Superintendents  Easy 3. They have the responsibility to matters before the school boards, initiate curriculum activity. a. National Government and it’s Agency b. Principals c. Superintendents  Easy 3. They have the responsibility to matters before the school boards, initiate curriculum activity. a. National Government and it’s Agency b. Principals c. Superintendents Average  Average 1. A process in making the plan of action.  Average 2. A process in which the plan are taken into action.  Average 3. An initial test or miniature version conducted before a larger-scale of study or experiment. Difficult  Difficult 1.In Kurt Lewin’s Force Field Theory, what happens when the restraining force is stronger than the driving force?  Difficult 2. In curriculum implementation, which category of change happens in a short time due to sudden adjustments, such as altering schedules to accommodate national testing.