Implementing the Designed Curriculum as a Change Process

IMPLEMENTING THE DESIGED CURRICULUM AS A CHANGE PROCESS

PREPARED BY: AMIHAN, ROMUALDO FARRAH M.

SUBMITTED TO: PROF. FIDELITO LAGOS

Contnuing Professional Educa Educaton ton CURRICULUM DEVELOPMENT II Saurday !"# PM o $"# PM Daed %uly !& '#() CURRICULUM IMPLEMENTATION *+(

I,-le, I,-le,ent entng ng .e .e Desi Designe gned d Curri Curricul culu, u, as as a C.ange C.ange Proces Processs / 0y Castll Castllo o M+ 1

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I,-le, I,-le,en enss a Curr Curricu iculu, lu, Daily Daily in .e .e Clas Classr sroo, oo, / 0y 0y Magos Magos R+ and and 2a3ane 2a3ane 1+

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T.e Role Role of of Tec.n Tec.nolo ology gy in Deli4 Deli4eri ering ng .e Curric Curriculu ulu, , / 0y Ca3uds Ca3udsan an 2+

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T.e Role Role of of Sa6e Sa6e.ol .older derss in Curr Curricu iculu, lu, I,-le, I,-le,en enato aton n / 0y 0y 7ri8in 7ri8inal al L+ and EsoEso-a a N+

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Pu9ng ino -ractce .e :ri;en curriculu, .a .as 3een designed in .e sylla3i& course of sudy& sudy& curricular guides g uides and su38ecs+

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Iect4ely in .e sociey+

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 as Ornstein and Hunkins –  as

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 .ey Loucks and Lieberman –  .ey

.e iner acton 3e:een .e curricula .a .as 3een :ri;en and -lanned and .e -ersons ?eac.ers@ :.o are in c.arged o deli4er i+ deAned i as .e rying ou of a ne: -ractce and :.a i loo6s li6e :.en acually used in sc.ool syse,+ syse,+ I si,-ly ,eans .a i,-le,enaton i,-le,enaton s.ould 3ring desired c.ange and i,-ro4e,en+ i,-ro4e,en+

CONCEPT OF CHANGE 

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C.ange is a consan consan la: of naure+ I 3ring i,-ro4e,ens+ i,-ro4e,ens+ C.ange is an ongoing -rocess+ -rocess+ No all c.anges lead o i,-ro4e,en& i,-ro4e,en& 3u all i,-ro4e,en re=uires c.ange+ T.e a3iliy o de4elo-& es and i,-le,en c.anges is essental for any indi4idual& grou- or organiBaton .a :ans o contnuously i,-ro4e+

FEATURES OF CHANGE

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I
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I re=uires t,e& energy and resources

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I is ac.ie4ed incre,enally and enails de4elo-,en in feelings and s6ills

PROCESS OF CURRICULUM CHANGE May 3e assised 3y -er,issi4eness and su--or in accordance of :i. a .el-ful i,-ro4e,en in curriculu,+ C.anging curriculu, c.anges c.anges indi4iduals+ indi4iduals+ I ,us 3e necessary in consideraton .a .e resources of i,-le,enaton of curriculu, are a4aila3le or no+

CATEGORIES CA TEGORIES OF CURRICULUM CHANGE (+ Substuton  / Re-lace .e -resen :i. a ne: one '+

Al!"ton  / Inroduce ,inor c.anges or ,odiAcaton on .e curren one

"+ Rs!u#u!$n% / 0uilding a ne: srucure :ould ,ean ,a8or c.ange or ,odiAcaton in .e sc.ool syse,& degree -rogra, or educatonal syse,+ syse,+ 5+ P!u!b"tons  / T.ese are c.anges .a are disru-t4e& 3u eac.ers s.ould ad8us o .e, :i.in a fairly s.or t,e+ *+ &"lu O!$n"ton  / To McNeil& .is is a y-e of curriculu, c.ange+ Per.a-s .is classiAcaton :ill res-ond o s.i in .e e,-.asis .a .e eac.er -ro4ides :.ic. are no :i.in .e ,ission or 4ision of .e sc.ool or 4ice 4ersa+

CURRICULUM IMPLEMENTA IMPLEMENTATION AS A CHANGE PROCESS

 'URT LE&IN(S FORCE FIELD THEORY AND CURRICULUM CHANGE 

ur Le4in ?($*(@ as .e 7a.er of Social Psyc.ology e-lains .e -rocess of c.ange+

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In .e educaton landsca-e& .ere are al:ays al:ays :o forces .a o--ose eac. o.er+ o.er+ T.ese are .e dri4ing force and .e resraining resraining force+ F.en .ese :o forces are e=ual& .e sae is e=uili3riu,& or 3alance+ T.ere :ill 3e a saus =uo& .ence .ere :ill 3e no

c.ange+ T.e siuaton or conditon :ill say .e sa,e+ Go:e4er& Go:e4er& :.en .e dri4ing force o4er-o:ers .e resraining force& .en c.ange : ill occur+ occur+ If .e o--osie .a--ens .a is :.en .e resraining force is sronger .a .e dri4ing force& c.ange is -re4ened+ T.is is .e idea of ur Le4in in .is 7orce 7ield T.eory+ 

Fe s.all use .is .eory o e-lain curriculu, c.ange+ T.e illusraton 3elo: s.o:s .a .ere are dri4ing forces on .e le and .e resistng forces on .e rig.+ If you loo6 a  .e illusraton illusraton .ere is e=uili3riu,+

BASED ON 'E&IN(S FORCE FIELD MODEL

D!$)$n% Fo!#

2o4ern,en Iner4enton Sociey
Tec.nological C.anges no:ledge E-losion

1d,inisrat4e Su--or

Rs!"$n$n% Fo!#s E *  U I L I B R I U M

7ear of .e un6no:n Negat4e 19ude o c.ange

Traditonal 4alues Li,ied Resources

O3solee e=ui-,en

IMPORTANT ELEMENTS IN THE PROCESS OF CHANGE

(+ D)lo+n"l-  i s.ould de4elo- ,ult-le -ers-ect4es& increase inegraton and ,a6e learning auono,ous& creae a cli,ae o-enness and rus and a--reciae and aHr, sreng.s of .e eac.ers+ '+ P"!t#$+"o!- 7or curriculu curriculu, , i,-le,en i,-le,ena aton ton o succeed& succeed& i s.ould s.ould 3e -artci-a -artci-aory ory&& es-eci es-eciall ally y o.er o.er sa6 sa6e.o e.older lderss li6e li6e -eers -eers&& sc.ool sc.ool leader leaders& s& -aren -arens s and and curri curricul culu, u, s-ecialiss are necessary+ Partci-aton 3uilds a learning co,,uniy in :.ic. is 4ery necessary in curriculu, i,-le,enaton+ "+ Su++o!t)-  Maerial su--or li6e su--lies& e=ui-,en& e=ui-,en& conduct4e learning en4iron,en en4iron,en li6e classroo,s and la3oraory s.ould 3e ,ade a4aila3le+ 7or any inno4aton o 3e fully

i,-le,ened& -eriod of .ree o A4e years o instutonaliBe a curriculu, is suggesed+ Ti,e is needed 3y .e eac.ers o -lan& ada-& rain or -ractce& -ro4ide .e necessary re=uire,ens re=uire,ens and ge su--or+ Su--or fro, -eers& -rinci-als& eernal sa6e.olders sa6e.olders :ill add o .e success of i,-le,enaton+ END Source 0il3ao& Puria P+ Ed+ D+& e al+J Curriculu, De4elo-,en for eac.ers