Educ chapter 7 curriculum and education, Study notes of Educational Psychology

Download Educ chapter 7 curriculum and education and more Study notes Educational Psychology in PDF only on Docsity! CHAPTER 7 CURRICULUM INNOVATION the concept of curriculum innovation and nt examples of curriculum innovations across different on from preschool to tertiary level. In this chapter, you 1 Sefine curriculum innovation; € the different types of curriculum innovations; and eppreciate the positive contribution of curriculum innovations n the education system Curriculum Innovation " genera’, innovation may mean a new object, new idea or the process by which a new object, idea, or Practice comes t n group or organization (Marsh & Willis, 2007). annec application of ends or means, new to the adoptin, ntended to improve the effectiveness and efficiency of t um innovations are new knowledge about curri anding curricular practices, new curriculum, or metim veloped out of a research in educatio and academic fields. , ideal practice, ‘© be adopted by It may also mean the & educational system, he system (Henderson, culum, new Curriculum new curriculum designs N or other Studies from Oftentmes, curriculum innovation is associated with curricul term in curriculum studies which means any changes in the curriculy planned or unplanned. Curriculum innovations, therefore, are Positive changes or improvements that are happening in the education system Particularly in the area of curriculum. Michael Fullan (1989) identified Tour core changes in educational content that shape the definition of curriculum innovation. The ore changes in Schoen um change, A ™ that is either include A . . some forms of regrouping or new grouping (structure); 5 s 5 Jum materials; 2 new curricu ; . i me aspects of teaching practices (new aCtivitieg w changes in so! behavior); and _ in beliefs or understandings vis » Skills, -vis curriculum and learnin 4 a change ° At the heart o - agents facilitating 2 ocala innovation are educators committed as change professionals with expertise j Plementation of any curriculum innovation. They are pedagogy. They understand the various disciplines and with extensive knowledge in it. They developed curriculu © school system and other variables that may influence changes and holistic develo m innovations that are designed to bring about positive on the classroom or scho Thee for the learners. Curriculum innovations may focus discipline. In this book, ¢ o level, or they could be changes specific to a particular : , Curriculum innovations are clustered into several ideas that continue to shape curriculum and education systems in general. A. Standards-based Curriculum A standards-based curriculum is designed based on content standards as explicated by experts in the field (Glatthorn et al., 1998). Curriculum standards include general statements of knowledge, skills, and ‘attitudes that students should learn and master as a result of schooling (Marzano, 1996; Glatthorn et al., 1998). They are statements of what students should know and be able to do. Standards generally include three different aspects: knowledge, skills, and dispositions. 1. Knowledge or Content Standards describe what students should know. These include themes or conceptual strands that should be nurtured throughout the students’ education. 2. Skills Standards include thinking and process skills and strategies that students should acquire. 3. Dispositions are attitudes and values that should be developed and nurtured in students. Curriculum standards are different from competencies. Standards are broader while competencies are more specific and prescriptive in terms of the scope of knowledge, skills, and values that students should learn. Curriculum standards provide more creativity and freedom for educators to explore various learning opportunities and better forms of assessing students’ achievement (Morrison, 2006). Literatures offer many reasons or positive benefits for developing curriculum standards. For instance, curriculum standards provide a structure that allows students mn skills, and values. They give direction or framework in tol mon knowledge, es og , ; Uesigning 2 course. VanTassel-Baska (2008) identified varieties of benefits of using curriculum standards to education: 1 Ensure that students learn what they need to know for high-| the 21st century. : . — 2. € ducational quality across school districts and educational institutions. : nsure e| 3. Provide educators with guideposts to meaningful outcomes to work on. um template within which teachers and ca onal delivery techniques that work. evel functioning in mark the way to providing students with ndidates are able to 4. Provide a curricul focus on instruct CHAPTER 7 heres 87 Activity 29, (continued) _ ‘eerie sraensenannne eee 2. What are the possible benefits of a multicultural curriculurn? C. Indigenous Curriculum The idea of an indi Curriculum relevant and re: links th genous curriculum was a product of a vision to make Sponsive to the needs and context of indigenous people. It e curriculum with the society's culture and history. It values the importance of integrating indigenous knowledge systems of the people to the existing curriculum, The Author’s earlier studies on indigenous curriculum provided a framework for linking indigenous knowledge with the curriculum and provide that serve as a framework for the development of an indigenou 1. Construct knowledge so that young children ui Personal views, and other peoples’ ideas in scientific concepts and scientific knowledge. d several dimensions s Curriculum: nderstand how experiences, fluence the development of 2. Use instructional strategies that promote academic success for childre n of different cultures. 3. Integrate contents and activities that reflect the learners’ culture, history, traditions, and indigenous knowledge in the curriculum. 4. Utilize community’s cultural, material, and human resources in the development and implementation of the curriculum, Specifically, indigenous curriculum may consider usin, : 8 and implementing the following strategies at the school level: 1. _ Integrating contents and activities that reflect the learners’ c : : ulture, history, traditions, and indigenous knowledge in the curriculum 2. Using the local language as the medium of instruction for seve like Math, Science, Social Studies, Physical Education, Mu Education, and Home Economics and Livelihood Education ral Subjects Sic, Values 3. Involving community folks and local teachers in the development Of the curriculum 4. Developing local instructional materials and learning outside the Classroom by utilizing various community resources that are available for conducting observations and investigations 5. Using instructional strategies that are relevant to indigenous learning system : THE TEACHER AND THE SCHOOL CURRICULUM © A GUIDE TO CURRICULUM DEVELOPMENT PRACTICE AS a form of j : 'nnovatio) indi traditions, worldyj ", an indigenous ¢ i on view, culture, and spitualty of ae is wpunded on the way of life, cognizes wi € people, and it is a path knowledge is very influent ee embedded in indigenous knowledge. Thi tiligenous their daily life since the tin to the development of young children. It is embedded in setting—family, commun e they were born. They grow up into a social and cultural curriculum, therefore isa ys social class, language, and religion. An indigenous 7 !S a noble way of responding to the needs of indigenous people. In me of reference for developing a curriculum must history, and its people (Pawilen, 2006, 2013) an indigenous Curriculum, the first fra be the community, its environment, it: Activity 30. Answer the following questions: 1. What indi at indigenous knowledge can be integrated in the curriculum? 2. | Whatare examples of indigenous curriculum implemented in the Philippines? D. Brain-based Education minent advocates in brain-based education, Caine and Caine (1997) ruction from a brain-based approach. They begin with derived from brain research findings and apply these gning a curriculum. These principles are: Pro considered curriculum and inst brain-mind learning principles principles in the classroom and in desi le system and includes physiology, emotions, imagination, brain is a who! y 1 The in. These must all be considered as a whole. and predispositio 2. The brain develops i and with others. A quality of bein, Peoplecreatemea n relationship to interactions with the environment g human is the search for personal meaning. ningthrough perceiving certain patterns of understanding, to the patterns people perceive. . ‘tical otions are critica fm formation into both parts and wholes at the same The brain processes in time. 7. Learning include: av BY 5 both focused attention and peripheral input. CHAPTER 7 " 91 Liv i WNOVATION 8. Learning is both unconscious and conscious. , i di 9. Information (meaningful and fragmented) is organized memory. fferently in 10. Learning is developmental. + i ortive but 11. The brain makes an optimal number of connections in a vee of threat challenging environment; however, when there are percep! ’ the brain may inhibit learning. 12. Every brain is unique in its organization. Another advocate of brain-based education, Resnick (1987), theorized that learners learn more if they are given several ways to look at a problem and if they are asked to give more than one way of solving it, Caine and Caine (1991) also cited studies showing that the brain learns best when it works to solve problems or accomplishes specific tasks instead of merely absorbing isolated bits of information and that the brain’s primary function is to seek patterns in new learning. In addition, Sylwester (1995) pointed out that classrooms in the future may focus more on drawing out existing abilities rather than on precisely measuring one’s success with imposed skills, encouraging the personal construction of categories rather than imposed categorical systems, and emphasizing the individual, personal solutions of an environmental challenge over the efficient group manipulation of the symbols that merely represent the solution. Brain-based education has some direct implications in the development of curriculum. It postulates that brains do not exist in isolation. The brain exists in bodies, which in turn exist in a culture; the culture in which one happens to live becomes an important determinant of the brain’s structure and organization (Gardner, 2000). This offers an immense possibility for including social concerns and cultural matters in the curriculum. Activity 31. | Answer the following questions: mene ee 1. How can teachers develop an ideal curriculum and learning environment that support the principles of brain-based education? 2. What are examples of brain-compatible curric ulum impl : Philippines and in other countries? Plemented in the na te 1 | THE TEACHER AND THE SCHOOL CURRICULUM © 92) A Guide TO CURRICULUM DEVELOPMENT PRACTICE 5. Kids Academia is a Program for young Japanes developed by Dr. Manabu Sumida in 2010. The p Process/Product embedded activiti Opportunities Dimension 5 that for ind incorporates direct instruction and Promote higher-order thinking skills and create e Issues/Th “Pendent pursuit in areas of student interest. emes Dimension is where doing SO, students are able to devel ultimately promote understanding Kids Academia Model learning experiences are organized. In op deeper ideas and philosophies that of the structure of knowledge learned. se children ages 5-8, which was rogram is designed to provide excellent science experiences for gifted children in Japan. The kids who participated in the Program were rigorously selected using a checklist adopted from the Gifted Behavior Checklist in Science for Primary Children. Faustino, Hiwatig, and Sumida (2011) identified three major phases that are followed in the development of the curriculum. a. Group Meeting and Brainstorming Activities. The teachers and teaching assistants hold several meetings and brainstorming activities to decide on the themes that will be included in the program. A general orientation of pl the program is also done during this phase. b. Selection of Contents for Each Theme. The teachers and teaching assistants carefully select the lessons and topics that are included in the theme. A rigorous study of the topic is done in this phase. c. Designing Lessons. This phase includes the careful prepa ration of lesson plans and other instructional materials needed for implementing each lesson. The activities for each lesson were selected based on the following guidelines developed by Dr. Sumida: Stimulates the interest of the children b Allows children to express their own ideas and findings c. Uses cheap and easy-to-find materials d. Teaches the correct use of scientific terms e. Uses simple jaboratory equipment f. Allows individual or grouP activities es socio-emotional development Bes to other subjects and to everyday life experiences : coer ok related to family and community ials connected to family and community ae rh ildren learned to their families and society k. Applies what chi dapted the Wheel of Scientific Investigation and In addition, the program 202P °F tag children. This model was adopted Reasoning as a 6U ide for developing 5! R7 95 of the College from the Scientific Wheel Model of the Center for Gifted Education © | pendent researcr of William and Mary to develop scientific habits of mind for indepen investigations The Kids Academia Model isa form of curriculum innovation that shows how experts in tertiary education could help strengthen teaching and learning " basic education. It is a form of collaboration between the university, the home, and the local school. It is a kind of partnership among professors, parents, and basic education teachers. This model is now reaping various awards in Japan. Activity 32. Answer the following questions 1. Identify examples of curriculurn models for gifted learners in the Philippines 2. What are the special features of these gifted curriculum models implemented in the Philippines? F. Differentiated Curriculum Differentiation is a philosophy that enables teachers to Plan strategically in order to reach the needs of the diverse learners in classrooms today. A differentiated curriculum, therefore, is a curriculum that considers the unique characteristic learning styles, thinking preferences, intelligence, need, cultural backgrounds, interests, gender, and other unique characteristics of the learners. It is curriculum that enhances learning, making it learner-centered and dynamic. Differentiated curriculum enables teachers to plan the curriculum based On the nature and needs of learners. It enables fast learners and slow learhers to have equal Opportunity to master the lesson and to develop holistically, Y As a curriculum innovation, differentiated Curriculum jis designed to help learners experience learning and to be engaged in doing several Meaningful classroom activities. In differentiated curriculum, the lessons are Carefully selected learning experiences are carefully designed based on the learnin, , B styles of the | i i earners, and are varied. According to Gayle G 7 theassamen oe Yie Gregory and Carolyn Chapman j THE TEACHER AND THE SCHOOL CURRICULUM 96 A GUIDE TOC URRICULUM DEVELOPMENT PRs ¢ (2002), there are six step: define content; (3) activa and adjust the learning: a Sin plannj ; . Planning differentiated learning: (1) set standards; (2) te pri te Prior knowledge: (4) acquire new knowledge; (5) apply (6) assess learning. These Procedur es : respond to different types of Useful in developing differentiated classrooms that a framework for selectin mcarners. Gregory and Chapman (2002) also suggested framework can help teachers wane experiences for differentiated learning. This . S select j i jee i" grouping students: and ie t instructional Strategies; suggest strategies for : ct on what t particular lesson, ype of assessment tools can be used for a Framework for Selecting Activities for Differentiated Instruction Climate Knowing the. Assessment Learning Instructional Learners L | Tasks Strategies ¢ Nurturing Learning . Traditional * Total © Brain-based * Inclusive Styles Assessment = Group, Constructivist ° Multi- ° Thinking -¢ Authentic * Alone ., Cooperative sensory Styles Assessment. , Paired Learning * Stimulating | * Small © Responsive to + camp | con] melee * Challenging | (TAPS) Learners i * Questioning * Developmentally Appropriate ¢ Culturally Relevant and Responsive ers coming to school to learn requires a curriculum and a | . . tt that are more inclusive and learner-centered. Differentiation Sarning environmét uality of instructional materials used in schools. Several can also improve the ‘ to gender sensitivity, cultural sensitivity, and other issues curriculum issues relate ifferentiated curriculum. Itis, therefore, important to provide may also be resolved Oye aining on the use of differentiated learning strategies and teacher orientation 4! approaches. The diversity of learn wer the following questions: Activity 33. Ans fferentiated curriculum respond to the needs of special er es di 1. How do gular classroom? learners ina rel CHAPTER 7 CURRICULUM, INNOVATION 97 g THE TEACHER AND THE SCHOOL CURRICULUM : 100 THE TRACER” een Peaee Figure 18 shows the different levels of outcomes in OBE. At the ation, They evel, this includes the philosophy, vision, mission, and aims, of the institution. 3 2 are statements of what a HEI hopes to contribute to the society. At tne ree “ level, these are the goals, program competencies, and course outcomes that a students should master and internalize. At the instructional level, outcomes include the learning objectives for every course in higher education. At any level, outcomes should be mission-driven, evidence-based, and learning-focused. Institutional Level i Program Level | Course Level { en © Course : wes hy Program Goals, Objectives * Mission * Program * Instructional ¢ Aims | Competencies Objectives Figure 18. Different Levels and Types of Outcomes OBE as a curriculum design enables higher education institutions to develop various curricula based on the needs of students and the demands of society. \t encourages educational institutions to clearly focus and organize the learning environment that supports the development of students and the implementation of the curriculum. This means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure this learning ultimately happens. OBE is an approach to planning, delivering, and evaluating instruction that requires administrators, teachers, and students to focus their attention and efforts on the desired results of education (Spady, 1994). Hence, it is a process that involves the restructuring of curriculum, assessment, and reporting practices in education to reflect the achievement of high- order learning and mastery rather than accumulation of course Credit. It is important that when designing a curriculum for OBE, the competencies and standards should be clearly articulated. Writing the learning outcomes in OBE closely resembles Robert Mager’s guidelines (1984) that include expected Performance, the Conditions under which it is attained, and the standards for assessing quality. According to Spady (1994), there are two common approaches to an OBE curriculum, namely: 1. Traditional/Transitional Approach emphasize traditional subject-related academic outcomes on subject-specific content) and Cross-discip| ability to solve problems or to work cooperati S student (usually with a line outcomes ( ively). mastery of Strong focus such as the 2. Transformational Approach emphasizes outcomes that are related directly to Studen being a productive worker or a responsible ci long-term Cross-curricular ts’ future if . roles (such as tizen or a parent), Spady (1994) also identified four essential Principles of OBE.T 1. Clarity of focus means that everything teache, on what they want learners to ultimately be hese are as follows: st be Clearly focused lo Successfully, Ts do mu: able tod 3. 4. Designing curriculum based curriculum relevant and responsiv shift in teaching and learnin based learning. Designing back be a clear defin by the end of t Means that the starting point for all curriculum design must mon Of the significant learning that students are to achieve heir formal education, High expectations for all students. Expanded Opportunities for all learners. on OBE principles is a noble process of making e to the students’ needs and requires a paradigm 8- Malan (2000) identified several features of outcomes- It is needs-driven. Curricula are designed in terms of the knowledge, skills, and attitudes expected from graduates and. aim to equip students for lifelong learning. ‘ Itis outcomes-driven. The model has a line that runs from taking cognizance of training needs to setting an aim (purpose) for the program, goals for syllabus themes, learning outcomes, and finally assessing the learning outcomes in terms of the set learning objectives. It has a design-down approach. Linked to the needs and the purpose of the program, learning content is only selected after the desired outcomes have been specified. Content becomes a vehicle to achieve the desired learning outcomes, which are aimed at inculcating a basis for lifelong learning. It specifies outcomes and levels of outcomes. Learning objectives are described in terms of Benjamin Bloom’s cognitive, affective, and psychomotor domains and set according to Robert Mager’s guidelines for formulating objectives. The focus shifts from teaching to learning. The model hasa student-centered learning approach where lecturers act as facilitators. Study guides help the learners to organize their learning activities and group work, continuous assessment, and self-assessment are major features. The framework is holistic in its outcomes’ focus. Although the learning objectives are aimed at learning at grassroots level, they are linked to goals and aims at higher levels. Attaining learning objectives is, therefore, not an end in itself; it provides building blocks for achieving higher-level outcomes. Asa curriculum innovation, OBE isa complete paradigm shift in higher education, It calls for an education that is more focused and purposive. An OBE curriculum is Mission-driven that requires all institutions to anchor all their curricular offerings to the curriculum and tot he vision, mission, and philosophy of the institution. Outcomes- based Education follows a logical and systematic process that is linear, starting with the institutional outcome 5. The interrelated processes and the expected outputs are clearly stated. CHAPTER _ CHAPTER7 =n / . d education for Figure 19 shows the entire process for designing outcomes see onning for OBE any college or university. There are three major phases involved in p at the program level, Phase 1 Phase 2 Phase Vision and . > Mission | 4 i Nn a i rs Charter | on ~ ©! | Course Learning ] (For State | | _‘Institutional | Program Outcomes | University and 7 Outcomes | é.p} Outcomes | | \__ College) a yk I | ee ee ~ | : Goals Objectives | | Needs and i ‘ Content | | Demands of =~ ‘ Competencies Learning i » the Societ a Experiences | hn i 102 Evaluation Figure 19. OBE Planning Process at Program Level Phase 1. Developing Institutional Outcomes — the first phase of OBE is conducting needs analysis to analyze the vision and mission of the HEI, analyze the charter of the HEI if it is a state college or university, and examine the needs and demands of the society. The result of the needs analysis will serve as the basis for developing the institutional outcomes. The institutional outcome clearly defines the ideal type of graduate that the HEI aims to develop to contribute to the society. The institutional outcome defines the identity of the HEI, which enables them to design the different academic programs and develop the institutional culture that includes the core values of the HEI. - 7 Phase 2. Developing Program Outcomes — design the program. At this level, it is im attributes, knowledge, skills, and values HEI aims to develop. Development of pr different colleges or academic units. Th necessary competencies that an ideal gr. should possess. It is important that the the institutional outcome of HEI. the second phase of OBE is to Portant to identify the desired that an ideal 8raduate of the OBram outcomes is assigned to € program outcomes reflect the ‘aduate of the academic program Program Outcomes directly reflect Phase 3. Developing Course Learning Outcomes ~ develop the learning outcomes for different Courses, It is important that these learning outcomes reflect the program Outcomes set by the college for a particular degree program from undergraduate ip eadiare A postgraduate levels. Examples of these include Bs Biology, Bs Math e an BS Nursing, BS HRM, Bachelor in Elementary Education (BEED) ematics, MS, PhD, and other scademic eee offered in the university pari There are three steps that should be followed j " Be. outcomes: n developing learning the third Phase is to SCHOOL CURRICULUM THE TEACHER AND THE ; A GUIDE TO CURRICULUM DEVELOPMENT PRACT ICE oral terms. They bjectives should e. They In this step, it i . should be specific mean that the objectives are in behavi contribute to the reali urable, attainable, realistic, and time bound. O! should also contrib: zation of the course competencies for a particular cours ibute to the attainment of the program outcomes. homer tonies sues na on the course competencies. Contents could be concepts, learn in relation to the oar ures, processes, projects, or problems that students will and learning focused the te. The learning experiences should be learner-centered that will help the stud e teacher should use constructivist teaching approaches ents attain the desired course outcomes and contribute to the development of life-long learning skills. It is also desirable to focus on activities that develop 21st century skills, such as communication skills, collaboration, critical thinking skills, and creativity and innovation skills. essment tools are the best tools that In OBE, it is also highly desirable that the ass uld be constructively aligned to the will truly measure students’ performance. It sho! achievement of the expected learning outcomes. Criterion-referenced assessment is encouraged in OBE; therefore, a clear description of the assessment tool, methods of assessment, and rubrics are included. The references should be updated and useful for understanding the course. The class requirements and the evaluation criteria should be clear and based on the competencies of the course. If a HEI prescribes standard evaluation criteria, then it should be reflected in the syllabus. wing questions: en Activity 35. nce pean ITE Answer the follo ssible benefits of implementing an outcomes-based 4. What are the po: r education? curriculum in highe £ support academic freedom? 2. How does oB CHAPTER 7 CURRICULUM INNOVAT! 2N 105 |. Transition Curriculum The transition program is designed for special learners that are intellectually disabled and those that are physically handicapped. |t is designed to meet their special needs and respond to their specific interests. It is like a care package that will empower the learners in their transition from home to school, or from post- elementary or Post-secondary to the world of work. In the transition program, the learners will also enjoy an education that will enable them to become functional in their everyday lives, In the Philippines, Quijano (2007) presented the Philippine Model of Transition that focuses on enabling every special learner for community involvement and employment. The model envisions full participation, empowerment, and productivity of those enrolled in the program. The transition program includes three curriculum domains: (1) daily living skills, (2) personal and social skills, and (3) occupational guidance and preparation. This model necessitates the need for support from professionals and other key people in the community in order for the individual with special needs to attain independent living. According to Gomez (2010), this model of transition program can also be used for children in conflict with the law (CICL). The Transition Program in the Philippines could be expanded to many different possible points of entry that will extend the scope of transition program from young children to adults. These may include the following examples: 1. Transition to school life - may include children and adult special learners who would like to attend or who have been assessed to be ready for regular school under the inclusion program. This may also include students who would like to learn basic literacy programs under the Altern; ative Learning System. 2. Transition after post-secondary schooling ~ includes Programs that will prepare special learners for vocational courses and on-the-job trainings. It may also include programs that will help students move to higher education if possible. 3. Transition from school to entrepreneurship — incl will allow special learners to become entrepreneu communities. udes programs that rs in their respective 4. Transition from school to adult life — includes Programs that will allow students to adjust and adapt to adult life. 5. Transition to functional life — includes learning of life the special learners to learn how to take care of some special skills that they can use every day. skills that will allow themselves and develop THE TEACHER AND THE SCHOOL CURRICULUM Bi ox | memomnmeecomen The transiti On Program ai program of produci m 2ims to reali ng holisti ealize the ai 08 sticall m of the K i i int re context Of special educath developed and functionally ite te nip seamen curriculum by providing bot! On. This qualifies it as an ipa ae tel? special learners h academic and extra-curri War sup rant systems to al / curricular support systems to all CHAPTER 7 | CURRICUL UM INNOVATION = 107