Quiz0105-3.docx

**1.4.0. Component of Curriculum Implementation** Curriculum implementation is a stage where, in the midst of learning activities, teachers and learners are involved to share ideas and promote learning. The teacher adopts the appropriate teaching methods and resources to guide learning outcome. Ful...

**1.4.0. Component of Curriculum Implementation** Curriculum implementation is a stage where, in the midst of learning activities, teachers and learners are involved to share ideas and promote learning. The teacher adopts the appropriate teaching methods and resources to guide learning outcome. Fullan and Pomfret (1977) defined curriculum implementation as the "actual use" of curriculum/syllabus or what it consists of in practice. Therefore, it is exclusively within the realm of the school and the teachers to actualize the planned curriculum. Equally, the teachers themselves form the barriers for the proper implementation of the curriculum. The success or failure of the curriculum depends largely on what the teacher does in the instructional process. But planned curriculum always accommodates review and innovation. Innovation however requires educators to shift from existing programme which they are familiar with to the new or modified programme in order to meet the needs of the learners. Implementations involve changes in the knowledge, actions, and attitudes of people. However, the implementation of any curriculum will take the teacher a considerable period of time as he or she needs to become competent and confident in its use. **3.4.1 Curriculum Content:** The contents of the curriculum are bodies of knowledge systematically arranged to cater for the needs of the society. The contents must be applicable to the solutions of the problems affecting the people who use it. It is divided into bodies of knowledge, for example Mathematics, Science, Technology, Languages, Geography and Agricultural Sciences. It also includes cherished skills and caters to ideological, vocational, and technical consideration; such content must be structured into programme of activities; and to select the materials and equipment that give out useful products. **3.4.2 Curriculum Resources:** For an effective teaching and learning to take place, curriculum resources which refers to instructional materials must be employed by the teacher to aid him in teaching and learning processes. Instructional materials can be referred to as proto-type objects, models, other instruments that facilitate effective teaching. The materials can be used for demonstration, practicals, experiment and disseminating information. The resources for an effective curriculum implementation are: i. **Audio Aids:-** these are materials that appeal to the sense of hearing They include recorder and recordings on CD ,VCD,DVD, and flash drive. ii. **Visual Aids: -** these are materials that can be seen. They include pictures, transparencies, slides and objects. iii. **Audio Visual Materials**: - these materials provide audio and visual experiences by appealing to the hearing and seeing organs at the same time. They include motion pictures, films, television programmes etc. iv. **Computer Assisted instruction**; It is automated instructional technique in which computers are used to present instructional programmes to the learners through active interaction process. Examples are drills and practices on the arithmetic programm, tutorial and simulated programme etc. v. **Electronic Distance Learning**: It is where the teacher and the students interact electronically. vi. **Online Education Resources (OERs):** Is the internet connectivity to provide online materials like textbooks, journals, publications, magazines, research findings, projects and conference papers. They also include\ Visual classroom using online, satellite communications, digital collaborations and YouTube in form of video coverage and conference accessibility. It has changed the role of the teacher from classrooms dominance and the custodian of knowledge to wide space interactive education without restriction of time and space. vii. **Instructional Facilities:** These are facilities provided by the government or school proprietors to accommodate teachers and students. These facilities include classrooms, hostels, laboratories, libraries, assembly halls, cafeteria, theatres and sick-bays. Others are games field, equipment, play courts and play theatres. viii. **Support facilities:** these are services provided by human beings in terms of medical service, transport service, library service, catering service, information service, time management, and financial support. **3.4.3 Methods of teaching;** It means using good strategy when presenting a lesson to pupils/students. Method is a skill the teacher displays to impart knowledge to pupils/students and can be done if the teacher sets a particular goal for himself and for his pupils/students and work towards that goal. The effective method that yields proper result is identified as a good method. It is important for a teacher to establish an interactive environment in the classroom so that the pupils can speak out or develop interest on the subject. The principles that underline effective method of teaching are complete dedication towards teaching profession. The commonly used teaching methods include demonstration, dedication, and class participation. Play way, activity, lecture, storytelling, drama, inquiry, problem solving and computer assisted learning. The methods are divided in to two categories, teacher-centered and students centered methods. i. **Teacher-Centered Method:** This is the oldest method which is easier, cheap and most familiar but least effective in many respects and circumstances. It is characterized by the active teacher who does all the talking during the lesson presentation, while the learners merely remain passive listeners or take down notes of the important points. Example of teacher-centered methods include lecture, storytelling, demonstration and questioning techniques. ii. **Pupils/Students centered methods:** This is a method of teaching which involves doing something concrete and practical. Sometimes this method of teaching is motivated, generated and directed by the learners. The pupils/students method include project, discovery, drama, tutorials, inquiry, problem solving and Computer Assisted Learning (CAL). One of the advantages of pupils/students centered method is that it enables the pupils to make use of their own experiences. However, it is time consuming and expensive, because it requires many resource materials. **3.5 Curriculum Process** This is a systematic organization of what will be taught. who will be taught and how it can he taught successfully. Each component affects and interacts with other components. **3.5.1 Curriculum Planning**: Curriculum planning means to involve representatives of the various groups who may be affected by the curriculum. It has to involve so many people in making educational decisions. This is because what is planned in the curriculum affects learners, educators, parents and the society in general. Those involved in making decision about the curriculum must respect such decisions reached. Thus curriculum planning requires that it involves making a series of choices often based on values. Those who represent certain values in the society should be part of curriculum planning and this will provide a "balance sheet" to the educational system. The values to be represented in the curriculum include: religion, ethnics, diversity, norms and traditions, trade unions, learners' needs, teachers' needs, women, child-care and non-governmental organizations. Another reason for involving all concerned groups in curriculum planning, is for the purpose of accountability. The school has to give an account of its activities and progress to those who established it. This requires the participation of the following bodies. a. The federal government and its education ministry and agencies. b. The state government and its education ministry and agencies. c. The Local Education Authority. d. The teachers. e. The pupils/students. f. Professional organizations related to education. g. Book publishers and the media organizations. h. The parents. i. Non-governmental organizations related to education. Factors Influencing Curriculum Planning include: - i. Broad General Factors: These are factors that directly touch on the general educational programmes. They include school hours, dressing, school facilities, graduation requirements, quality of teachers, the learners and the labour unions. ii. National objectives: These are objectives that influence educational outcomes. For example, manpower development, freedom of speech, dynamic economy and living peacefully among members of the society. iii. Society and Culture: The fact that the school transmits culture and socialize youths, curriculum planners must consider the norms and values of the society.