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7/25/2019 Curruculum and Teacher Training
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Curricular Reforms: Implications forTeacher Professional Development
Merle C. Tan, PhD
Director, National Institute for Science andMathematics Education Development
University of the Philippines
!une "##$
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%lo& of the Presentation
Curriculum definition' revisited
Curricular development reformmovement' to&ards a thin(in)
curriculum Implications of a thin(in) curriculum to
teacher professional development *uidelines in preparin) standards
Models of curriculum desi)nin) Performance+ased assessment
Collaorative -esson Study
Transactional vs Transmissive pproach toProfessional Development
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Curriculum Definitionrevisited
Trend' To&ards athin(in) curriculum
Traditional vs thethin(in) curriculum
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Curriculum
All the learning which is plannedand guided by the school, whether it
is carried on in groups orindividually, inside or outside theschool.
The trend: towards a thinkingcurriculum
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Traditional vs Thin(in) Curriculum
traditionalcurriculum tendsto teach content
and processseparately.
thin(in)curriculum &edsprocess and
content, a unionthat typifies real+&orld situations/that is, students aretau)ht content
throu)h processesencountered in thereal &orld.
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Some thin(in) andlearnin) processes
apply across all content areasand all areas of life and
thus are )eneric'for e0ample,
decision ma(in), prolem solvin),evaluatin), and comparin).
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Traditional vs Thin(in) Curriculum
traditionalcurriculum1 e0pectsstudents to master2(no&led)e2 inschool/ and(no&led)e is usuallyseen as lists of factsand definitions.
traditionalcurriculum does note0pect students touse the (no&led)euntil they leave
school.
In a thin(in)curriculum, studentsac3uire content as
they plan, evaluate,solve prolems, ma(edecisions, constructor criti3ue ar)uments,compose essays, and
so on/ the contentstudents learn has thepo&er to promotethese hi)her+level
processes.
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In rief' characteristics of a thin(in)
curriculum
Its scope promotes in+depth learnin)
Content and process o4ectives are
situated in real+&orld tas(s
Tas(s are se3uenced to situate holisticperformances in increasin)ly challen)in)environments.
thin(in) curriculum actively connects
content and processes to learners5ac()rounds.
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6verarchin) characteristic of a
thin(in) curriculum7
thin(in) curriculum fulfills a duala)enda y inte)ratin) content andprocess.
8ithin this a)enda, students develophaits of mind &ith respect to learnin)that serve them &ell oth in school andin the real &orld.
7 9ased on the definition of -auren :esnic( ;
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*uidelines to
Promote aThin(in) Curriculum
%or Math
%or Science
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Some *uidelines cross Content reas
That Promote a Thin(in) Curriculum
Guidelines are frameworks for performingauthentic tasks in the disciplines.
Learning is a meaningful activity; indeed,that learning is thinking.
Thus, all reform efforts advocated movingaway from a basic skills curriculum toward
curriculum based on a new notion oflearning in which students engage inauthentic, higherorder learning tasks.
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6ur economy is shiftin) from atraditional industrial ase to an
information and service ase.
Social arran)ements are more fluidno&+++people move from place to place,families are confi)ured differently, and
child+care responsiilities are assumedy different individuals oth &ithin andoutside the immediate family.
*uidelines1
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In the political realm, citi?ens stru))le &ithdifficult issues related to technolo)y,concerns for social e3uity in a pluralisticsociety, and the nation5s )reaterinterdependence &ith other countries.
Successful inhaitants in such a &orld mustma(e sense of lar)e and shiftin) ases ofinformation e fle0ile in adaptin) tochan)in) environments, &or( effectively inteams, and truly understand and value )roups
&ith ac()rounds different from their o&n.
In sum, societal chan)es compel educators tocreate a ne& curriculum.
*uidelines1
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The Ne& Standards inMathematics and a Thin(in) Curriculum
Prolem Solvin)
:easonin)
Communicatin) @aluin) Mathematics
%eelin) Confident in 6ne5s ility
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Ne& Standards for Math1
Throughout the standards, it isemphasi!ed that mathematics shouldnever be taught as a set of abstract,"cookbook" algorithms, but as a livingsub#ect striving to make sense ofsi!e, order, and shape and attempting
to craft tools that help us solveproblems. $athematics is a languagefor problem solving.
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The standards also articulate those coreconcepts on &hich students should focusto e ale to use this lan)ua)e in real+lifeprolem solvin).
9y rin)in) this focus to the mathematicscurriculum, students can en)a)e insustained prolem solvin) usin)mathematical concepts in differentconte0ts.
Students are increasin)ly challen)ed touse the concepts in solvin) more andmore elaorate prolems &ith less andless teacher support.
Ne& Standards for Math1
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%inally, math educators are encoura)edto help students see that they arealready mathematicians, and that theyoften thin( systematically aout space,
3uantity, and order in their everyday life.
Mathematics is a formal e0pression andconceptual e0tension of these everydaye0periences.
Ne& Standards for Math1
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*uidelines in Developin) a Thin(in)Curriculum for Science
%nderstanding the scientific endeavor,how it relates to their culture and theirlives
&eveloping scientific views of the world;students to use their knowledge ofscience, mathematics, and technology to
make their world more comprehensibleand more interesting
dapted from' Pro4ect "#$< ;S>+Science %or ll
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*uidelines for Science1
'orming perspectives on science;students should see how the powerfulideas of science emerged from particular
historical, cultural, and intellectualconte(ts.
)stablishing scientific habits of mind; if
students are to be scientifically literate,they must possess certain scientificvalues, attitudes, and ways of thinking.
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The )uidelines are patently directed athi)her+order outcomes in science, asrevealed in vers such as understandin),22formin) perspectives,2 2thin(in) critically,2
and so on.
In fact, these hi)her+order thin(in)processes are the means y &hich content isac3uired, used, and infused &ith meanin).
*uidelines for Science1
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The guidelines also articulateorgani!ing principles and keyconcepts, that students should be
able to use to develop scientific viewsof the world.
*ndeed, these core concepts enablestudents to think meaningfully aboutissues and problems in science.
*uidelines for Science1
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Scientific haits of mind cannot eestalished unless students en)a)e in thereal+life tas( of
posin) a 3uestion,desi)nin) an e0periment to address the3uestion, andsynthesi?in) the information )athered todevelop a defensile ans&er.
*uidelines for Science1
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Students see the scientific endeavor as afundamental human impulse to e0plore theenvironment.Aence, educators should
uild on the e0periences that students rin)to class/
help them articulate &hat conceptions theyalready have of the natural &orld/ and
provide them &ith real+life, structurede0periences &here students can rethin( oreven restructure their conceptions in the faceof ne& evidence and ne& e0planatory ideas.
*uidelines for Science1
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Models for Curriculum Desi)nin)
6ther Implications
for Professional
Development
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Traditional model
The teachers starts curriculum planningwith interesting activities and te(tbooks
The teacher thinks about assessment at theend of the unit, once the teaching iscompleted.
.
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The pproach &e dvocate' 9ac(&ardProcess of Curriculum Desi)nin) ;9CD>
&escribed by +alph Tyler about -years ago.
The practice was revived by some
educators in some countries in the late-s
/0& is practiced in the *ntel Teach tothe 'uture Training 1rograms
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9ac(&ard desi)n model
-oo(s at the i) picture &ith the end )oalsin mind
The teacher starts &ith the end, thedesired results, and then derives thecurriculum from the evidence of learnin)called for y the e0pectations and theteachin) needed to e3uip students to
perform.
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To e)in &ith the end in mind means1
to start &ith a clear understandin)
of your destination.
to (no& &here youBre )oin) so thatyou etter understand &here you areno& so that the steps you ta(e are
al&ays in the ri)ht direction;Covey,
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9y havin) teachers determine &hatthey &ould accept as evidence thatstudents have attained the desired
understandin) and proficiencies eforeproceedin) to plan teachin) andlearnin) e0periences, enales them toremain focused on the desired results.
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Some Principles in 9ac(&ardCurriculum Desi)nin)
are identified
The curriculum is derived from the
evidence of learnin) ;performances>called for y the standard and theteachin) needed to e3uip students toperform.
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Backward Curriculum Designing
". ssessment dictates instruction
:e3uires teachers to operationali?e the
)oals or standards in terms ofassessment evidence as they e)in toplan a unit or course
Aelps teachers clarify their )oals in a
more sharply defined teachin) andlearnin) tar)ets.
Students perform etter &hen they(no& their )oals.
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Sta)es in the 9ac(&ard Desi)n Process;The Plannin) Se3uence>
Sta)e
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Sta)e
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Sta)e "' Determine cceptaleEvidence
This sta)e specifies the prere3uisite (no&led)eand s(ills needed y students for them tosuccessfully accomplish (ey performance
Ao& &ill &e (no& if students have achievedthe desired results and met the standards
8hat &ill &e accept as evidence of student
understandin) and proficiency
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t sta)e " 1curriculum planners
thin( li(e an assessor efore desi)nin)specific units and lessons and thus toconsider upfront ho& they &ill determine
&hether students have attained the desiredunderstandin) consider a ran)e of assessment methods
ecause understandin) should e thou)ht ofin terms of evidence over time instead of a
sin)le moment+in+time test at the end ofinstruction (will discuss assessmentmethods later)
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Sta)e ' Plan -earnin) E0periencesand Instruction
8hat enalin) facts concepts andprinciples and s(ills &ill students need toperform effectively and achieve desired
results 8hat activities &ill e3uip students &ith
the needed F and S
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Stage 3: Continued
8hat needs to e tau)ht and coached andho& should it est e tau)ht in li)ht ofperformance )oals
8hat materials and resources are estsuited to accomplish these )oals
Is the overall desi)n coherent andeffective
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In stage 3
The teacher will address the specifics of
instructional planning-choices about teaching
methods se!uence of lessons and resource
materials that is after identif"ing the desiredresults and assessments#
The teacher ha$ing a clear goal can plan and
guide purposeful action towards the intendedresults#
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Performance+ased or
uthentic ssessment
Performance
:e3uires studentBsactive )eneration of
a response that isoservale eitherdirectly or indirectlyvia a permanentproduct
@alues the learnin)process as much asthe finished product
uthentic
Refers to real-world and real-life situations or contexts
Requires a variety of approachesto problem solvingrequires real-world applicationsof skills and knowledge thathave meaning beyond the
assessment activity
llows for the possibility that aproblem could have more thanone solution
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Collaorative -esson Study
ma4or form of professionaldevelopment for teachers chosen y!apanese teachers
n approach to instructional
improvement, no& )eneratin) interestin other parts of the &orld
cycle in &hich teachers &or( to)etherto consider their lon) term )oals forstudents rin) those )oal to life in
research lessons, and collaorativelyoserve, discuss and refine the lessons.
Teacher+driven and student focused
2. Research Lesson
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1. Goal setting and
planning
Identif" goals for
student learning and
long term
de$elopment
Collaborati$el" plan
instruction designed
to bring life to these
goals inccuding a
research lesson thatwill be obser$ed#
%ne planning team
member teaches
classroom lesson
while other team
members collect dataon student thinking
learning engagement
beha$ior# etc#
. Lesson
Discussion
Share and anal"&e
collected at
research lesson
Identif" e$idence
that goals for
student learning
and de$elopment t
were fostered'
!. Consolidation of
Ideas
If desired refine and
re teach the lesson
and stud" it again#
(rite report that
includes lesson plan
student data and
reflections on whatwas learned#
The Lesson "tud# C#cle
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8hy -esson Study 8hy No&
/rings educational goals andstandards to life in the classroom;
1romotes databased improvement;
Targets many student 4ualities thatimprove learning;
0reates grassroots demand forinstructional improvement; and
5alues teachers
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Teachers activities to improve instruction:
$hich process do #ou practice%
)ind or write the
curriculum* align
with standards
+lan lesson
indi$iduall"
+lans lesson
collaborati$el"
(atch and discuss
each others
lessons
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Transmissive vs Transactionalpproach to Professional Development
The model of 1& used by many pro#ects inthe 1hilippines is the cascading model oftraining.
6ftentimes, trained teachers go back totheir former teaching approaches and7habits.8
A good number of trained motivatedteachers implement innovations but areconstrained by time, materials re4uired 9lack of instructional andor administrativesupport.
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Transmissionapproaches
focus ontraining 9reproduction
emphasis on*
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Transmissionapproaches
e(perts shareinformation
to participants
e(pert inputsin terms of anew resource
focus on
development ofskills
a oneshot deal
Transactionalapproaches
some stimulus materialsavailale/ e0pert does notdeliver ut facilitatesmore interaction,
criti3uin), reconstructin)on )oin) interactive
activity ased on a &holeran)e of practices'theori?in) ideas for
further development/lin(in) theoretical ideas&ith practice/ teachersreflect, revie& Greconstruct as &or( )oes
on
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Need for chan)e1
5iew teacher development asprofessional, social and personaldevelopment.
These = aspects are intertwined,interactive and interdependent.
'or change to occur, programs 9
activities must support all = aspectsof teacher development.
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8hat does professional developmentinclude
use of different teaching activities
development of beliefs 9 conceptionsunderlying the activities
development of sub#ect matterknowledge and skills
updating scientificmathematicalknowledge
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8hat does social development entail
the renegotiation and reconstructionof what it means to be a teacher ofsciencemathematics
working with other teachers toreconstruct what it means to be ateacher through sharing e(periences
and beliefs
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8hat does personal developmentinvolve
being aware and accepting of theneed for professional growth
changing their ideas about what itmeans to be a teacher of science ormathematics
teachers taking more control of their
learning and being reflective
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The Challen)e..
To design 1& programs for teachers thatfostercollaboration,
capacity building 9reflective practice.
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The Challen)e1
>ow to design 1& for learning,empowerment, and transformation
>ow to move from a conception of 1&which is static, topdown, 9 policyoriented to one which is teachercentered, dynamic 9 oriented to the
active construction of professionalknowledge within conte(tual realities
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H 1. professional development
that does not provide opportunities
for teacher+initiation and direction,
and &hich does not lead to
meanin)ful professional learnin) outcomescannot e considered as
3uality professional development
from the perspectives of oth
individual )ro&th and
institutional
accountaility.
;Macpherson et. al.,
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