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TUTORIAL 3

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Read the following chapters from Orstein andHunkins (2014):

Chapter Curriculum !esign (pg 1"1 # 1$")

Chapter % Curriculum &mplementation (pg 221 # 240)

Chapter ' Curriculum aluation (pg 24* # 2$")

+ased on ,our readings- discuss whichcurriculum design is the most common in

.ala,sian schools/

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CHAPTER 6 : CURRICULUM DESIGN

SUBJECT CENTERED

Subject

Design

DisciplineDesign ProcessDesign CorrelationDesign

Broad-field

Design

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LEARNERCENTERED

SubjectDesign

DisciplineDesign

ProcessDesign

Broad-fieldDesign

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PROBLEMCENTERED

Life-situationdesign

Reconstructionistdesign

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Implementation asprocedures formanaging change

Implementation of acurriculum designed

to improve

Educational changeto bring educationalimprovement ;

effective andfrequent

communication

To facilitate

implementation,necessary supportare needed for

curricular innovationor modifications

Chapter 8:

CurriculumImplementation

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TYPES OFCHANGE

Planned Coercion

Interactionchange

STAGES OF CURRICULUM CHANGE

INITIATION Sets the stage forimplementation

Gets the schoolreceptive to theplanned innovation

IMPLEMENTATION Present newinnovation & try it out

Accept new curriculumand adapt new edu.activities

MAINTENANCE Monitor innovation Action needed tocontinue theinnovation

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Overcoming-Resistance-to-Change- Model

- Depends on

leaders abilityto overcomestaff resistanceto change.

Organizational-DevelopmentModel

- Stress onorganizational

cltre

-!mplementationis an ongoing

interactiveprocess

Concerns-"doption Model

-#elieve allchanges

originates $ithindividals.%Change inpersonal&

-'he innovationmstaddresses theteacherconcerns

Systems model

-'heorganization is

composed ofparts of parts(nits anddepartments

-!mplementationconsist ofcorrectiveactions.

Curriculum Implementation Models

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Evaluation rocess where, people gather data in order to

make decisions

he formal determination of the 3ualit,-eectieness or alue of a program- product-pro5ect- o5ectie or curriculum

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Approaches

IntrinsicvsPayoff

Utilitarianvs

Intuitionist

ScientificVsHumanistic

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Evaluation modelsScientific models1. STAKES CONGRUENCE-CONTINGENCY MODEL

2. STUFFLEBEAMS MODEL: CONTEXT, INPUT,PROCESS AND PRODUCT

Humanistic models

1. EISNERS CONNOISSEURSHIP AND CRITICISM

MODELS

2. ILLUMINATIVE EVALUATION MODELS

Action-Research model

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Tests High6stakes tests

7orm6referenced tests

Criterion6referenced tests

8u5ectie tests

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Based on your readings, discuss which curriculum

design is the most common in Malaysian schools?

SUBJECT

CENTERED

Subject design Textbook / variety of courses

Broad-field design

Understanding of all content

areas integrate content

Exp: LGA (linguistic,

grammar, literature,composition and spelling)

Correlation design

process

Separate subjects, linked but

their separate identities

maintained

Exp: English literature usesnovel that related to History

LEARNER

CENTEREDChild-centered design

Pupils must active in their

learning environment

Interest / needs / lives

(authentic)

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REFERENCES

Ornstein, A.C. & Hunkins, F.P. (2014).

Curriculum: Foundation, principles, andissues(6thed.). Essex: Pearsn Edu.