Curriculum Curriculum ImplementatioImplementatio

n and n and EnrichmentEnrichment

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Objectives:Define curriculumDescribe the curriculum

development processKnowledge on the two

Curriculum ModelsDiscuss the Importance of

Curriculum Implementation

Lead Teachers in Curriculum implementation

Discuss the Importance of Curriculum Enrichment

Guide Teachers in Preparing Enrichment Curriculum

What is Curriculum?What is Curriculum? Hass and Parkay (1993)

refers to all “experiences that individual learners have in a program of education whose purpose is achieved goals and related objectives ….. This is planned in terms of a framework for theory and research on past and present professional practice.”

What is Curriculum? cont….

Marsh, 1992 and Farris, 1996a framework that contains the subjects to be taught to a certain group of students and how to teach them

Curriculum Development ProcessOverview:

Curric ulum d e ve lo pm e nt is d e fine d a s the p ro c e s s o f selecting, organizing, executing a nd evaluating the le a rning e x p e rie nc e s o n the ba s is o f the needs, abilities, a nd interest o f le a rne rs , a nd o n the ba s is o f the na ture o f the s o c ie ty o r c o m m unity

Curriculum Dev’t Process cont.Curric ulum d e ve lo pm e nt be g ins with a m o d e l. Fro m tha t m o d e l, content is fo rm ula te d to m e e t the le a rne rs ’ ne e d s . Ba s e d o n the c o nte nt, s p e c ific ins truc tio na l te chniq ue s a nd a p p ro a che s a re d e ve lo p e d . The s e a re la te r tra ns la te d into a c tua l le s s o n units o n which te a che rs ba s e the ir da ily le s s o n p la n.

Curriculum Models: Ralph Tyler Model (1949)o known as the “objectives,

rational, or means-end model (Marsh, 1992) 4 Basic Principles

1. What educational purposes should the school seek to attain?(Determining Learning Objectives)

4 Basic Principles, cont….2. How can learning experiences be selected which are likely to be useful in attaining these objectives? (Selecting and Creating appropriate Learning Experiences)3. How can learning experiences be organized for effective instruction? (Organizing Learning Experiences)

4 Basic Principles, cont….4. How can the effectiveness of the learning experiences be evaluated? (Evaluating the Curriculum)In summary, Tyler’s Model shows that the following consideration should be made:◉ The needs of the

students◉ The needs of the society◉ The demands of the

subject/topic

These Needs are screens into…..◉ Philosophy of

Education◉ Psychology of Learning

Ralph Tyler (1902-1994) - believes that curriculum is a science and an extension of school's philosophy.

B. Kellough & Kellough Model (1996)

This model provides additional screens which are strategically positioned to result in the best learning objectives and strategies possible in the context of a particular school’s needs and goals.

Curriculum developers ask the following questions?

o How old are the learners?o What are the learners current

skills?o What are the learners current level of understanding?

o What are the learners developmental needs?

Component of Kellough & Kellough Model Needs

a. Needs of Students - What competencies do the students

need to develop?

- What attitudes & value disposition do the students need to develop?

- What would be appropriate for the students particular developmental ages and stages

b. Needs of Society - What should these students learn to

help them function better in society?

- What does society expect of the students in the long term?

- What acceptable social values can be taught through the topics chosen?

c. Needs of the subject - Is there adequate number of teachers

to teach the subjects? - Is there enough resources? - Are instructional materials available?

Educational Philosophy - refers to the basic principles followed

in laying down the subjects to be included in the curriculum and how these subjects will be taught

- refers to the theory that may be used to guide the selection of topics and activitiesexample:

Those who believe in behavioral theories usually include more activities and experiential approaches to reinforce students knowledge and skills

Extraneous influences- are factors outside the school

International, national, local interest, actions and realities

Educational Plan- Component basically covers the topics to be

taught & how instruction to be delivered (Kellough & Kellough, 1996)• Content

includes information & activities to be covered• Instruction refers to the teaching strategies to be use

Educational Plan…. cont..• Scope

the depth & breadth of the educational experience

• Sequence the order of presentation of the learning experience

• Evaluation & Revisionresults of the plan evaluated for continuous process

Curriculum Implementation defined

refers to the actual use of the curriculum or

syllabus. The adoption of the curriculum

refers to ones intention to use the

curriculum, be it school heads or a teacher,

but adoption does not indicate whether the

curriculum is implemented or not.

Curriculum Implementation

Laissez-faire Approach

• a “let alone” approach, which give the teachers absolute power to determine what they see best to implement in the classroom

• allows teachers to teach lessons they believe are appropriate for their class, and in whichever they want to teach such lessons

Curriculum Implementation….cont…

Authoritarian Control

• Teachers are directed by authority through a memorandum /orders to follow a curriculum

• The school head exercise absolute power in directing teachers to teach certain subjects in specified ways

Curriculum Approaches

Fidelity of use or Fidelity of Implementation• a structured approach to

implementation of curriculum is followed carefully

• allow or encourage teachers to be creative and unique in teaching some topics

Adaptation to the curriculum or process orientation (Marsh, 1992)

Enrichment Curriculum CORE CURRICULUM• refers to the essential guide that

teachers use to determine the subjects to be taught and how to teach these subjects

• also known as the Mastery Curriculum

• refers to the knowledge and skills that the students need to develop as part of a standardized learning plan.

Creating an Enrichment Curriculum• student knowledge, skills & interest• Teachers knowledge, skills & interest• Aspects of the subject not often studied in

school• New development in the field• Special knowledge of other community

members• Topics in the mastery curriculum studied in greater depth

• Lessons, topics and prerequisite skills and knowledge that students have not fully mastered

Formulating Enrichment Curriculum

• Will the enrichment content be delivered as part of a regular course or will it be organized as an elective process?

• How much time should be allotted?

• Who will handle or teach enrichment content besides the teachers?

• What resources will be provided to support enrichment learning?

Concerns in Formulating Enrichment Curriculum• must include curriculum enrichment

strategies• must avoid repetition of activities within subjects or grade levels

• have to be likely approved by parents and other community stakeholders

• must respond to students special needs• must be sufficiently integrated into mastery curriculum

Principles of Curriculum Enrichment• Each learner is unique• Learning is more fun when students

enjoy what they are doing• Learning is more meaningful and

enjoyable when content and process are learned in the context of real and present problem• The acquisition of knowledge and skills are enhanced when students construct their own meaning through knowledge and skills application

Curriculum Enrichment Model

• Type 1 Enrichment

Enrichment Triad Model (Joseph Rensulli and Sally Reis, 2007)

- extends the regular curriculum by providing students a wide range of experiences and activities in order to introduce a variety of exciting areas of interest

• Type 2 Enrichment- covers activities designed for specific students

who are interested to develop skills that are beyond what regular curriculum and Type 1 curriculum could offer

- The activities focus on thinking and feeling skills necessary to carry out investigation. These include:

creative thinking

Problem solvingCritical thinking

Decision making Research skillsAffective

processesCommunication skills

How-to-learn skills

Implementing Type 2 Enrichment- by supporting students who want to deal

with advanced, differentiated or remedial content- providing or linking them up with school or community resources and activities that will enable them to experience the enrichment that they need

- for learners requiring remediation, support might include review lesson, one-on-one tutoring and in some cases home visits

• Type 3 Enrichment- Students investigate real problems as

individuals or small groups- Students become producers of

knowledge rather than consumers

Implementing Type 3 Enrichment

- They actively formulating a problem, designing research and presenting a product

- Providing opportunities for applying interest, knowledge, creative ideas and task commitment to self-selected problems

Sample of Implementing the “Enrichment Triad Model (TKI-MOE, 2000)Imagine a classroom of students listening to a storyteller (Type 1). During the storytelling, a group of students shows obvious enthusiasm and interest and so spends an additional hour learning storytelling techniques (Type 2). Consequently, one student decides that she’d like to create her own story to share at the city’s storytelling festival (Type 3). In writing the story, she discovers she needs more information about her chosen topic (Type 1), and then considers the design of a costume (Type2).

Theme: A rising tide lifts all ships…

The main focus of the Curriculum Enrichment is to apply the pedagogy of education to total school improvement.

All students, from struggling learners to our most advanced students do better in an atmosphere that values diversity among fellow students, and a broad range of learning options that are designed to promote high levels of achievement, creative productivity, motivation, and respect for the uniqueness of each student.