7.8
The final destination of any curriculum is the classroom. As we enter the classroom, decision making becomes the responsibility of the teacher. Up to this point curriculum implementation was discussed at the programme level and decision making was of a programmatic nature (though we did discuss briefly the role of the teacher). Now classroom teachers will take over and make decisions of a methodological nature. They will be answering question like: • What objectives do I hope to accomplish as a result of instruction? • What topics or content will I have to cover?
• What teaching methods or strategies should I use to direct learning and achieve the objectives?
• How do I evaluate instruction to determine whether I have successfully achieved the objective?
Figure 7.2: An example of an instructional model
Implementing instruction in the classroom includes specifying instructional or learning goals (discussed in Topic 5), selecting content, selecting learning experiences and choosing techniques or tasks to evaluate instruction (see Figure 7.2). Where and how does the teacher begin to plan for instruction? LetÊs look at three examples of planning for instruction.
• Teacher X takes the textbook and divides the number of topics by the number of weeks in the school year. For example, one topic may be taught over two or three lessons. The sequence and subheadings of the respective topic guides the presentation of content. He or she may prepare some notes for students, ask some questions during class (which may come from the textbook) and give group assignments to clarify points in the topic or topics.
• Teacher Y selects a topic for study for the week or over a number of lessons using all kinds of resources related to the topic. The resources may include the textbook, reference books, websites, magazines, etc. A problem-solving approach is adopted where students look through various sources of information to solve a problem.
• Teacher Z comes to class without knowing what he or she will cover. A theme or issue is written on the blackboard and students are expected to contribute their understanding and interpretation about the theme or issue. While some may argue that this is spontaneity, others, less kind, might term it non-planning.
These three approaches may be extreme, but there are many teachers who fall into one of these categories. These teachers may follow the curriculum or follow the plan in general terms. All three approaches may not specify the instructional objectives or learning outcomes students are expected to accomplish. In most cases, teachers adopted an eclectic approach, i.e. they combine one or more methods.
Instructional objectives or learning outcomes are statements indicating what you want students to know, to do and to value after having completed a lesson. Why instructional objectives? [The issue of instructional objectives has been discussed in Topic 1 and Topic 5]. Instructional objectives:
• make it clear to teachers what changes they want students to achieve.
• help in choosing the appropriate learning experiences to achieve the changes or learning desired.
• inform students of what is expected of them.
• indicate what will be important in assessing the lesson.
In planning for instruction lesson plans are used. A lesson plan is "simply an outline prepared in advance of teaching, so that time and materials will be used efficiently" (Peter, 1975. p.194). Ideally, different lessons require different lesson plans and different students require different lesson plans. The following is generic outline for a lesson plan which consists of: (see Figure 7.3):
(a) objectives
(b) pre-requisite knowledge
(c) learning experiences (teaching methods and learning activities) (d) instructional aids and resources
(e) assignment
(f) evaluation tasks or techniques
The teacher with less experience will have more details included in the lesson plan. However, it is desirable for both experienced and inexperienced teachers to prepare complete lesson plans to fully communicate their ideas. It is common practice for experienced teachers to simplify or shorten lesson plans. As teachers gain experience, less detail in planning is possible. Once the lesson plan has been made, the teacher can begin to demonstrate his or her style and skills of teaching.
Date: When is the lesson to be conducted? Time: Time when the lesson is to be conducted. Duration: How long will the lesson take? Grade Level: State what level.
Topic: From one topic two or lessons plans may be developed. Objectives:
(a) Cognitive
1. Mastery and understanding of the content (e.g. able to give three characteristics, able to give reasons).
(b) Affective
2. The affective outcomes desired (e.g. express an opinion, take a position, empathise with the issue discussed).
Pre-Requisite Knowledge:
1. List all skills and content knowledge needed prior to teaching this lesson.
Instructional Aids and Resources:
1. The instructional aids that will be used (e.g. maps, pictures, video- clip).
2. Show how they will be used. Learning Experiences:
1. Set induction: how the lesson will begin (e.g. review previous lesson). 2. The teaching strategy used (e.g. inductive approach).
3. Questions posed (to increase understanding and thinking).
4. What students will be required to do (e.g. listen, manipulate data). 5. How students interact with the instructional aids.
6. Closure: ask students questions and summarise lesson. Assignment:
1. Learning activity students are required to do after the lesson (e.g. refer to newspaper article).
Evaluation Techniques:
1. How will student learning be assessed? (e.g. oral questioning). 2. What criteria or rubric will be used to evaluate the lesson?
• Curriculum implementation is an interaction between those who have created the programme and those who are charged to deliver it.
• Implementation is the carrying out of something or the practical application of a method, procedure or desired purpose.
• According to Lewin change is determined by driving forces and restraining forces. To bring about change, it is better to reduce the power of the restraining forces rather than increase the driving forces.
• People resist change because they lack understanding, competencies, ownership, incentives and time.
• Curriculum change can take the following forms: substitution, alteration, perturbations, restructuring and value orientation.
• The factors influencing curriculum implementation in schools are: adequacy of resources, time, school ethos, professional support, professional knowledge, professional attitude and interest.
• An instructional model consists of the following four components: learning objectives, content, learning experiences and assessment tasks.
• Principals and headmasters play an important role in the successful implementation of curriculum.
Curriculum implementation Force field model
• Restraining forces • Driving forces
Forms of Curriculum change
Resistance to change • National curriculum • Local curriculum
• Curriculum in the classroom • Lesson plan
• Role teachers • Role of students
1. Identify some problems in the implementation of the Primary School Integrated Curriculum (KBSR) and the Secondary School Integrated Curriculum (KBSM)?
2. Describe how the teaching of science and mathematics in English was implemented in your school?
3. "New curriculum often fail to become established in schools because the importance and complexity of the implementation phase is not understood." Discuss.
Ben-Peretz, M. (1990). The teacher-curriculum encounter. Buffalo: State University of New York Press.
Chapter 1: Patterns of teacher's involvement in the curriculum endeavour. Chapter 3: Teacher's concerns about curriculum issues.
Chapter 7: Implications for teacher education and staff development. [Available at eBrary].
Ornstein, A., & Hunkins, F. (1998). Curriculum: Foundations, principle and issues. Boston, MA: Allyn & Bacon.
Chapter 10: Curriculum implementation.
Sowell, E. (2000). Curriculum: An integrative introduction. Upper Saddle River, NJ: Prentice-Hall.
Chapter 1: Overview of curriculum processes and products.
Bennie, K. & Newstead, K. (2004) Obstacles to implementing a new curriculum. http://academic.sun.ac.za/mathed/MALATI/Files/Statistics99.pdf
Keys, P. (2000). Developing a good science syllabus for an optimistic future: A classroom teacherÊs perspective.
T
Tooppiicc
8
Curriculum
Evaluation
X
8
By the end of this topic, you should be able to: 1. State what is curriculum evaluation; 2. List reasons for evaluating the curriculum; 3. Explain the characteristics of the CIPP model;
4. Describe the features of Stake's model of curriculum evaluation; 5. Explain the characteristics of Eisner's Connoisseurship model; and 6. Compare the different instruments of data collection.
'Don't Make Physical Education (PE) an Examination Subject' The ministry of education has
asked ministry officials to look into introducing physical education (PE) as an examination subject. I think PE should not be an exam subject.
In the 1950s, 1960s, 1970s and 1980s, PE was never an exam subject and yet the country produced world-class sportmen and sportwomen in badminton, weightlifting, hockey, athletics and other events. People like Jegathesan, Mokhtar Dahari, Tan Aik Huang, Rajamani, Ng Boon Bee, Nurul Huda, Marina Chin, Karu Selvaratnam, Nastar Singh, Zaiton Sulaiman, Ghani Minhat, Tan Aik Mong, Dhanapal Naidu, and many others.
We had no sports schools in those days. All schools were sport schools. How did we produce excellent sportmen and sportwomen. We had supportive parents, interested headmaster, dedicated and comitted PE teachers, coachersand disciplined sportmen and sportwomen.
The sporting calendar for Term 1 (January to April) had football, athletics, cross country. In term 2 (May to August), it was athletics and cricket. In term 3 (september to december) it was hockey and rugby. As for the court games, they were played all around the year.
There were inter-house games and if your school has six houses would paly at least five matches for your house. There were inter-school gamesare extinct and even they do have them, it is on a knock-out basis. It is the same for inter-school games.
Sporting activities have become a burden for a schools. There is little organisation and the faster they are over, the better. The school saves money and teachers have more time for completing the syllabus and revision in preparataion for national examinations.
- Retired Physical Education Teacher
Source: Letters to the Editor, New Straits Times, February 1, 2005
X
INTRODUCTION
In Topic 7, we discussed the implementation of the curriculum plan. We looked at why people resist change, the role of teachers, students, administrator and parents in ensuring the successful implementation of change. In this topic, we will focus on determining
whether the curriculum plan implemented has achieved its goals and objectives as planned. In other words, the curriculum has to be evaluated to determine whether all the effort in terms of finance and human resources has been worthwhile. Various stakeholders want to know the extent to which the curriculum has been successfully implemented. The information collected from evaluating a curriculum forms the basis for making judgements about how successfully has the programme achieved its intended outcomes and the worth or value of the programme.
ACTIVITY 8.1
Read the newspaper report „DonÊt Make Physical Education (PE) an Examination Subject‰ at the beginning of the chapter and answer the following questions.
1. Do you think physical education be made an 'examination subject'? 2. Do you agree with the writer's opinions on the state of sports in
schools?