Prof Ed 9

• means putting into practice the written curriculum that has been designed in syllabi, courses of study, curricular guides, and subjects.


  Curriculum Implementation
• defined curriculum implementation as the interaction between the curriculum that has been written and planned and the persons (teachers) who are in charge to deliver it.

  Ornstein and Hunkins
• define curriculum implementation as the trying out of a new practice and what it looks like when actually used in a school system. It simply means that implementation should bring the desired change and improvement.

  Loucks and Lieberman
• means "teaching" what has been written in the lesson plan

  curriculum implementation
• • the father of social psychology explains the process of change.
  • Force Field Theory.

  Kurt Levin (1951)
• • The current curriculum will be replaced or substituted by a new one. Sometimes, we call this a complete overhaul. For example, changing an old book to an entirely new one, not merely a revision.

   

  Substitution
• In alteration, there is a minor change to the current or existing curriculum. For example, instead of using a graphing paper for mathematics teaching, this can be altered by using a graphing calculator.

  Alteration
• • Building a new structure would mean major change or modification in the school system, degree program, or educational system. Using an integrated curriculum for the whole school for K to 12 requires the primary and secondary levels to work as a team. Another example is that a curriculum will be restructured when there is significant involvement of parents in the child instead of leaving everything to    the teacher. Using the "In-school Off-school" or a blended curriculum are examples of restructuring.

  Restructuring
• • These are changes that are disruptive, but teachers have to adjust to them within a fairly short time. For example, the principal changes the time schedule because there is a need to catch up with the national testing time, or the dean, shortens the schedule to accommodate unplanned extra-curricular activities.

   

  Perturbations
• To McNeil, this is a type of curriculum change. Perhaps this classification will respond to a shift in the emphasis that the teacher provides which are not within the mission or vision of the school or vice versa. For example, new teachers who are recruited in religious schools give emphasis on academics and forget the formation of values or faith, need a curriculum value orientation. Likewise, all teachers in the public schools, undergo a teacher induction program which is a special curriculum for newly hired teachers.

  Value orientation
• the sense that it should develop multiple perspectives, increase integration and make learning autonomous, create a climate of openness and trust, and appreciate and affirm the strengths of the teacher. There should be teacher support in trying new tasks, and reflection on the new experiences and challenges. There are simple stages in the developmental change process for the teachers.

  Developmental
• Characteristics of teacher styles, commitment, willingness to change, skills, and readiness are critical to implementation. This should be coupled with organizational structure, principal style, student population characteristics, and other factors. Trust among key players should also be sought as this is a positive starting point.

  Participatory
• Material support like supplies, equipment, and a conducive learning environment like classrooms and laboratory should be made available. Likewise, human support is very much needed. The school leader or head should provide full school or institutional support in the implementation of the new curriculum. They too have to train to understand how to address curriculum change as part of their instructional as well as management functions.

  Supportive
• Parts of a lesson plan.

  Intended Learning Outcomes

  Subject Matter

  Procedure or Strategies of Teaching

  Assessment of Learning Outcomes

  Assignment of Agreement
• - these are the desired learning that will be the focus of the lesson.

  • based on Taxonomy of Objectives presented to us as cognitive, affective, and psychomotor.

  Intended Learning Outcomes (ILO)
• recall or retrieve previously learned information

  Remembering
• comprehend meaning, translation, state problem in own words, make meaning

  Understanding
• the use of the concept in a new situation applies what has been learned in a new situation

  Applying
• separate materials or concepts into component parts so that the organization is clear. Distinguishes between facts and inferences

  Analyzing
• makes judgments about the value of ideas or materials.

  Evaluating
• builds a structure or pattern from various elements. Put parts together to create a whole, to make new meaning and structure

  Creating
• ideas, specific data, or information

  Factual knowledge
• • words or ideas known by common name, common features, multiple specific examples which may either be concrete or abstract. Concepts are facts that interrelate with each other to function together.

  Conceptual knowledge
• how things work, step-by-step actions, methods of inquiry.

  Procedural knowledge
• knowledge of cognition in general, awareness of knowledge of one's own cognition., thinking about thinking.

   

  Metacognitive knowledge
• comes from a body of knowledge (facts, concepts, procedure, and metacognition) that will be learned through the guidance of the teacher. The subject matter is the WHAT in teaching. In a plan, this is followed by the references.

  Subject Matter
• this is the crux of curriculum implementation. How a teacher will put life to the intended outcomes and the subject matter to be used depends on this component.

  Procedure or Methods and Strategies
• Guided Exploratory/Discovery Approach, Inquiry Method, Problem-based Learning (PBL), Project method.

  Direct Demonstration Methods
• Peer Tutoring, Learning Action cells, Thin-Pair Share

  Cooperative Learning Approaches
• Project Method, Inquiry-based Learning,

  Deductive or Inductive Approaches:
• Uses graphs, charts, pictures. Tends to remember things that are written in form.

  Visual
• Recalls information through hearing and speaking. Prefers to be told how to do things orally. Learns aloud.

  Auditory
• Prefers hands-on approach. Demonstrates how to do, rather than explain. Likes group work with hands on-minds on

  Kinesthetic
• Is the equipment (hardware) or already prepared lesson material (software) available? If not, what would be the cost of acquiring the equipment or producing the lesson in audial or visual form?

  Practicality
• Is the medium suitable for the learners' ability to comprehend? Will the medium be a source of plain amusement or entertainment, but not learning?


  Appropriateness in relation to the learners
• Will the chosen media fit the set instructional event, resulting in either information, motivation, or psychomotor display?

  Activity /suitability -
• matching Overall, does the medium help in achieving the learning objective(s)?

  Objective
• "It takes the whole village to educate the child." is an African proverb as mentioned by former U.S first lady

  Hillary Clinton