CURRICU

LUMPLANNI

NGPREPARED BY: DANIELLA ANDREA

R BUSTILLOII-IV BACHELOR IN FILIPINO EDUCATION

DEFINITIONOF

TERMSCURRICU

LUM:-is a set of learning content and

experiences that are selected,

organized, implemented and

evaluated by the school in

pursuit of its institutional

purpose.

PLANNI

NG:

-the process of making plans for

something.

CURRICUL

UM

PLANNING:-Continuous process which involves activities

characterized by interrelationships among

individual and groups as they work together in

studying, planning, developing and improving

the curriculum, which is the total environment

planned by the school.

WHYPLAN IN

THEFIRST

PLACE?- Decide how and where to set

priorities in the use of limited

human and economic

resources.

- Decide how to accomplish to

accomplish not only your

short-range goals but also

your medium and long range

goals.

- Build on the strong and

successful parts of the

program. As well as to

identify and improve the weak

parts.

- Reach agreement in the

school community about what

WHA

T

A

- It is organized thinking that

helps in developing what

needs to be done, how it will

happen, and who will do it

- It is the setting of priorities in

the use of resources: people,

time and materials.

- It is trying to anticipate the

future.

- It is adapting and modifying

steps or processes until they

work for you.

GOODPLANNING

IS?

WHA

T

A

- It should stimulate change and

improvement.

- It should help you to figure out

what will happen and how it

should happen.

- It should awareness about

what is being done and why.

- It should build a trail of

activities over time so you can

look at what has worked well

and what has not.

- It should decrease fear about

the process of change and its

result.

GOOD

PLANNINGSHOULD DO?

WHO PLANS THE

CURRICULUM?

1.) NATIONAL OR

STATE AND LOCAL

CURRICULUM

CONTROL.2.) RELATIONSHIP OF

LAYMEN, ACADEMIC

SCHOLARS,

ELEMENTARY TO

TERTIARY

EDUCATORS,

ANDNATIONAL OR

STATELOCAL

CURRICULUM

CONTROL

- The existing uniformity and the national

influences in the curriculum are frequently

cited as an argument for stronger national

curriculum control.

RELATIONSHIP OF

LAYMEN….EDUCATORS.

LEANERS. PARENTS

RELATIONSHIP OF

LAYMEN….EDUCATORS.

LEANERS. PARENTS

RELATIONSHIP OF

LAYMEN….EDUCATORS.

LEANERS. PARENTS

CHARACTERISTICS OF AGOOD CURRICULUM

PLANNEROPEN

MINDEDWILLING TO

LISTENREADY TO

ADAPT

TWO FACTORS IN CURRICULUM PLANNING

-Identify relevant substantive

decisions at increasing levels of

specificity and precision.

-Checking for consistency between and among

the ends and means decisions by a two way

process of derivation and evaluation at each

stage and by referring to data sources for basic

information .

SHARED

VISIONSHARED

UNDERSTANDINGS AND

A COMMON LANGUAGE

IN THE SCHOOL

COMMUNITY. OPTIMUM COVERAGE OF

ALL DOMAINS WITHING

THE CURRICULUM.

CONTINUITY OF

LEARNING BETWEEN

DOMAINS ACROSS YEAR

LEVELS. THE FULL RANGE OF

LEARNING NEEDS OF

STUDENTS ARE

ADDRESSED.

Fetalvero, Riza AnysiusM.

Framework or plan of action for preparing a

course of study or a set of student’s experience. It

is a deliberate process of devising, planning and

selecting the elements, techniques and

procedures of curriculum design is a method of

thinking.

What is the importance of this ?

Involves creation of the set of operating principles or criteria based on theory that guide the selection and organization of content.

The methodology used to teach that content with the accelerated rate of social change.

Schools are preparing youth for adulthood in a society.

What educational purposes should the school seek to

attain?

What educational experiences can be provided that are likely

to help attain these purposes?

How can these educational experiences be effectively

organized?

How can determine whether these purposes are being

attained?

1. Stating objectives

2. Selecting learning experiences

3. Organizing the experiences

4. Evaluating results

Use logical, precise, effective and efficient educational technology that currently available.

Use teaching personnel in the most economical and efficient way, energy, time, money)

Enable utilization of cognitive teaching input.

Provide for student testing of learned behaviour in real situation.

Produce a graduate capable of delivering creative teaching care for the next 15 to 20 years.

Spend reasonable time accomplishing goals of the curricula.

a rigid curriculum, based on specific courses which

mandates specific amounts of materials to be covered over

special .periods of time regardless of students abilities or

interest.

Assigns the greatest importance to subject matter rather than

to the students.

Subject Design

Academic Disciplines Designs

Broad Fields Design

Three Related Designs that emerged

Oldest and most widely used form of curriculum organization

found in schools and educational systems. This based on the

classification and organization of subjects matter into

discrete groups, which we have called subject.

Subject Design

Post second world war phenomena gaining greatest support

in the interest organization of content as is the subject

design, this emphasizes he role played by those distinct

entities called academic disciplines.

Academic Disciplines Design

Developed to overcome a perceived weakness in the subject

design that was evident in the 19th and early 20th century.

This was deemed more suited to younger learners. This is

commonly found in primary and lower secondary.

Broad Fields Design

Students like it, fits in their idea

they learn well.

Efficient in which resources for

staff development are scant

Teachers wouldn’t be able to

practice their teaching style to

help students learn in creative

way.

Students memorize instead to

actually learn it.

Teachers teach the students to

think inside the box.

Advantages Disadvantages

Based on determining the genuine needs and interests of

learner, which in turn from the basis of the curriculum. An

important claim is that people only learn what they

experience. M. K. Gandhi , education is the development of

all the aspects _body, mind and spirit.

Activity/Experienced Based Curriculum

Physical Activities

Aim at physical development of the child. Includes physical training games and sports.

• Environmental Activity

Include nature study, excursion, survey and social visit.

• Constructive

Love for dignity of labor, production efficiency maybe developed. Hard work craft repairing of tools belongs to this category of activities.

Activities under Activity Based Curriculum

AestheticMusic, arts creative crafts are included in this type of activities. Provides

opportunity for self-expressions and development of inborn creative faculties.

Community

Aim of community development and include community projects, first aid social service etc. Activities help in socialization.

Learning by doing fulfil the natural urge of a growing child on one hand also help them learn their lessons.

Promote better understanding of a lesson among students as they learn the lesson by practicing the task.

Inspires students to apply their creative ideas.

Helps learners psychologically .

Require long term planning with details of the whole process

before engaging the learners .

Can only be fulfilled if the plan is flawless.

Advantages Disadvantages

Attaches too much importance on activities. Neglects

activities needed for intellectual development of the child

Personal supervision is needed for every activity which is not

possible in school.

Not applicable to all stages of education.

Limitations

The notion behind this, is that there exits a set of common learnings(Knowledge, skills, and values) that should be provided to all learners in order to function effectiveness in a society.

Vary considerately in interpretation and core writer has suggested that is possible to distuingish no less than six forms of the core design. For our purpose , it is sufficient to understand that a curriculum maybe organized around the idea of a core as a set of learning essential for all students.

Emphasis to this approach was that all students would experience a set of common and essential learnings that were necessary for learners to function effectively in society.

Core Curriculum

Focuses attention on goal

Improves probability of success

Improves economy of time, and efforts

Facilities communication and coordination of projects

Reduce stress

Benefits

Thank you

According to our research, curriculum is a systematic and a packaging of competencies, knowledge, skills and attitudes and are underpinned with values.

Implementation will involve systematic change and thus necessitate some organization development. Implementation will always involve some transformation of the professional identities of the persons involved.

Requires resources.

The community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum.

The whole community can serve as curriculum resource thus; each member has a great stake in the curriculum implementation.

Department of Education (DepED) for basic education curricula;

Commission on Higher Education (CHED) for the tertiary and graduate education curricula.

The third government agency is the Professional Regulatory Commission (PRC) that conducts examinations for some degrees programs like the Licensure Examinations for Teachers, Accountants, Dentists, Engineers, bar examination to certify lawyers.

It usually aims at directly transforming some organizational structures and processes

also indirectly puts pressure on other organizational structures and processes (e.g. teachers work organization, time tabling, decision making procedures).

Thus, implementation must work towards a fit between the culture of the organization and both the culture of the innovation proposal and its implementation process.

Innovation also involves or necessitates an innovation of school as an organization, i.e. a process of system change or organizational learning (Euler and Sloane1998). Organizational learning is – as has been frequently described (Altrichter et al,1998) – not a straightforward process because it deals with transforming structures which have been and are continuously partially self-produced and reinforced by the actors in the organization to be changed (Giddens 1988).

Programmed ApproachedImplementation is evaluated through the correspondence between the actual use of

innovation and the developers’ intentions. An evaluation must provide a comprehensive understanding of the complex reality surrounding the “programme” in order to “illuminate’ the state of the innovation and the options for its further development for the different constituencies involved. The programmed approach has certain strengths. It takes care to communicate its

intention and ways of implementation as clear as possible, and, thus its evaluation criteria are unambiguous.

However, it has also some weaknesses; it is only suitable for such innovations which are actually programmable. Many researchers claim that curricula for more complex educational goals are not easily programmable because our knowledge about the conditions of applications is not sufficient. Secondly, the needs and characteristics of persons and organizations in different regions may vary so much.

The adaptive-evolutionary approach is strong in adapting an innovation for situational characteristics. It invites the participantsto participate actively in the process of implementation which is seen as a prime opportunity for internalizing the main characteristics of the innovation. Its weakness: problems may arise because of ambiguous objection, variation of ways of implementation and shifting evaluation criteria.

How to deal with the "implementation problem" Following Fullan (1983) two different general approaches may be contrasted: The

programmed approach (or "fidelity approach") aims to solve the implementation problem by concentrating on flaws in the specification of the "product",

e.g. (a) gaps in the existing specification of innovations practices; (b) failure to articulate the innovations implication for teachers behavior, and (c) theoretical inadequacies with respect to identified means for achieving the

intended outcomes of an innovation. (Leithwood and Montgomery 1980) In other words, the specification of the

curriculum and of the implementation process is the problem; had they been clearer, problems of implementation would be fewer.

Include teachers, principals, parents, students and external facilitators--all the people who for personal or professional reasons ordinarily have the strongest interests in planning.

Stakeholders are individuals or institutions that are interested in the school curriculum. Their interests vary in degree and complexity. They get involved in many different ways in the implementation because the curriculum affects them directly or indirectly.

The learners are the very reason a curriculum is developed. They are the ones who directly influenced by it.

Learners in all levels make or unmake the curriculum by their active and direct involvement.

Learners are also the primary stakeholders in the curriculum.

Teachers who are trainees can play an effective role in defining and implementing the curriculum. This entails understanding and participating in the curriculum development process, taking on new roles as advisors, facilitators and curriculum development.

As a curriculum developer, teachers are part of textbook committees, faculty selection boards, school evaluation committee or textbook writer themselves. On the other hand, a developed curriculum remains inactive, if it is not implemented. At this point, teachers’ role shifts from a developer to an implementer.

Play an important role in shaping the school curriculum because they are the people who are responsible in the formulation of schools’ vision, philosophy, mission and objectives.

They provide necessary leadership in evaluating teaching personnel and school program. Keeping records of curriculum and reporting learning outcomes are also the managers’ responsibilities.

The school administrators have the responsibility of running the school effectively. They have to see the over transition of the child from one grade level to another

In our country, it is a general fact that even in college the parents are responsible for their child’s education. The power of the parents to influence curricula to include instructional materials and school activities is great, such that the success of curricula would somehow depend on their support. The parents’ involvement extends from the confine of the school to the homes.

“ADDIE” stands for Analyze, Design, Develop, Implement, and

Evaluate.

This sequence, however, does not impose a strict linear progression between each step. Rather, each stage is a clear instruction on its own.

Educators find this approach very useful having stages clearly defined which makes implementation of instructions effectively.

Considered as the “Goal-Setting Stage”. The focus of the designer in the analysis phase is on the target audience.

In this phase, instructors distinguish between what the students already know and what they have to know after completing the course. Several key components are to be utilized to make sure analysis is thorough.

With the help of online materials such as web courses, a structure can be determined as primary guide for the syllabus. At the end of the program, instructional analysis will be conducted to determine what subjects or topics are to be included.

In the design phase focus is on the learning objectives, content, subject matter analysis, exercise, lesson planning, assessment instruments used and media selection. The design phase needs to be specific. It should be systematic with a logical, orderly process of identification, development and evaluation of planned strategies which target the attainment of project’s goals

The Development stage starts the production and testing of the methodology being used in the project.

In this stage, designers make use of the data collected from the two previous stages and use this information to create a program that will relay what needs to be taught to participants. If the two previous stages required planning and brainstorming, the Development stage is all about putting it into action. This phase includes three tasks namely drafting, production and evaluation.

The implementation stage reflects the continuous modification of the program to make sure maximum efficiency and positive results are obtained.

Procedure is the key word here. Much of the “actual” work proper is done here as IDs and students work hand in hand to train on new tools and make sure the design is continuously being evaluated for further improvement. No project should run its course by itself and on the absence of proper evaluation from the IDs. Since this stage gains much feedback both from IDs and participants alike, much can be learned from and addressed.

Examples of what can be determined in implementation

stage

1. Advise on your preferred method of record keeping as well as the actual data you would like to mine from the experience of students interfacing with the project.

2. What is the emotional feedback given to you by teachers and students during initial demonstration of the project? Are they genuinely interested, eager, critical or resistant?

3. As the project proceeds, do you see that IDs are able to grasp the topic immediately or do they need help?

4. Explain how you are going to deal with any possible errors during testing. What will be your reaction when after presenting activities to students things do not go as planned?

Examples of what can be determined in implementation

stage

1. Advise on your preferred method of record keeping as well as the actual data you would like to mine from the experience of students interfacing with the project.

2. What is the emotional feedback given to you by teachers and students during initial demonstration of the project? Are they genuinely interested, eager, critical or resistant?

3. As the project proceeds, do you see that IDs are able to grasp the topic immediately or do they need help?

4. Explain how you are going to deal with any possible errors during testing. What will be your reaction when after presenting activities to students things do not go as planned?

Main steps to have a greater or lesser degree

1.Training the instructors.

It is not unusual for a person who was engaged with the development of an electronic course to be involved in its implementation and the delivery of knowledge to learners. In this event, it is necessary to adequately train the instructor and make sure that he or she has all the necessary information about the course before the learning process begins.

2. The next step of the implementation process is to prepare the learners for the upcoming education process.

First and foremost that means making sure that they are familiar with the tools and have the knowledge required for completing the course. Are the learners proficient in the use of programs they will use during the course? Are they aware of the course’s goals, and its schedule?

3. Depending on the chosen format, the preparation may include the following:

•Setting up a projector and a screen of adequate size.

•Setting up the audio in the room/auditorium where the learning will take place.

•Making sure that the computers that will be used for teaching have sound cards installed, connecting and testing the speakers/headphones.

This is the part where the project is being subjected to meticulous final testing of the what, how, why, when of the things accomplished (or were not accomplished) of the entire project.

The evaluation stage main goal is to determine if the goals have been met and know what will be required moving forward in order to further the efficiency and success rate of the project.

Keep in mind that implementation is a key stage of the ADDIE process, because it is during this stage the information contained in the course you created is transferred to the target audience. This makes it imperative that you pay attention to the feedback received from the learners taking the course, and address it.

Reporter: Leonor, Hannah Shayne B.Section: II- 4 B.F.E.

II. Importance, Purposes and Objectives:

Purpose:

-Determining a learners' accomplishments and confirming competence which leads to a grade, or certification.

- Measuring improvement in the learners, instruction (faculty) and program.

- Meeting accreditation standards by measuring student and program performance.

- Determining the worth of the curriculum to the institution

Importance/ Significance:

-Well-run organizations and effective programs are those that can demonstrate the

achievement of results.

-Results are derived from good management. Good management is based on

good decision making.

-Good decision making depends on good information. Good information requires

good data and careful analysis of the data.

- an important component of the curriculum design process for the learner,

the faculty and the overall program.

III. The Potential audiences include:

- Curriculum evaluation often depends its audience and purpose.

Policy makers and other stakeholders (administrators,

teachers, students, parents, communities) – to inform

future action.

Donors – to attract funding or to report on the utilization

of funds.

Researchers – for international comparison and

identification of effective practices.

Impact of the curriculum:= on individual students, their needs, their level of engagement and their

performance;

on society, including the appropriateness of values communicated and

attitudes fostered, and the level of public satisfaction;

on the economy including labour markets as an indicator of economic

development;

process through which the curriculum was developed;

content and design of the curriculum

compared with:recent social, technological, economic or scientific changes;

recent advances in educational research and educational

paradigms;

possible future directions for curriculum change

V. Three Types and Classification of Evaluation:

1.FORMATIVE EVALUATION: is generally any evaluation that takes place

before or during a project’s implementation with the

aim of improving the project’s design and

performance.

It is an ongoing classroom process that keeps

students and educators informed of students’

progress toward program learning objectives.

The main purpose of formative evaluation is to

improve instruction and student learning.

Formative evaluation does require time and

money and this may be a barrier to undertaking it,

but it should be viewed as a valuable investment

that improves the likelihood of achieving a

successful outcome through better program design.

This type of evaluation occurs during the

educational process with the intent or improving

performance, often referred to as "feedback."

BENEFITS: It identifies problems in teaching and learning and

helps to correct it.

keeps pupils on toes the track of progress gives

immediate feedback which is motivating.

Formative is also ideal for future planning in terms

of changing teaching methods and pupils activities

through resetting objectives, use of effective media,

regrouping and assessment methods as it helps to

plan also extension work for the excelling students.

FORMATIVE EVALUATION:Types of Data

Judgemental data

-In that experts, teachers, supervisors, as well as student (how have made use of the curriculum materials

and method) provide opinions, judgement, and reaction of the curriculum materials: This type of evidence is

gathered by rating, questionnaires, interviews.

Observational data

trained or untrained observers systematically gather during teaching –learning situations in the classroom

or elsewhere. This type of evidence is obtained by direct observations in a free manner.

Student Learning

- This type of evaluation approaches the central problems of curriculum development. What kind of student

learning take place when the curriculum materials and method are used properly. Here the main evidence

has to do with student learning that takes place in relation curriculum.

- The best source of evidences for formative evaluation curriculum seems to be a sort of combined use of

all of them to arrive at valid conclusions. It is better to use one source for corresponding the finding of the

other two then depending upon just one source of evidences.

2.SUMMATIVE EVALUATION: can take place during the project implementation,

but is most often undertaken at the end of a project.

As such, summative evaluation can also be referred

to as ex-post evaluation.

The teacher uses summative evaluation to

determine what has been learned over a period of

time, to summarize student progress, and to report

to students, parents and educators on progress

relative to curriculum objectives.

It occurs most often at the end of a unit.

This type of evaluation occurs at

the conclusionof an educational activity with the

intent of documenting achievement or competence.

For the purposes of this module, the term

"evaluation" will refer to this type

BENEFITS:It can be used for decision making so

that the learners can easily selected into

placement streams such as pupils are

put into classes according to their test

results.

It is a useful tool for guidance and

counselling. Above all it is done to

evaluate the effectiveness of teachers

3.DIAGNOSTIC/ FOLLOW-UP EVALUATION: BENEFITS:It usually occurs at the beginning of the school

year or before a new unit.

It identifies students who lack prerequisite

knowledge, understanding or skills.

Diagnostic testing also identifies student

interests.

Diagnostic evaluation provides information

essential to teachers in designing appropriate

programs for all students.

This type of evaluation occurs

sometime after an educational activity, with the

intent of determining whether the learner has

applied the knowledge/skill in practice.

Usually analysis of this evaluation occurs

when: 1. content of curriculum is updated

2. something is added

3. something is taken out Teachers take evaluation

by these methods

It is helper in solving problems of

students.

it is helper in make teacher’s

performance better.

It is helper in encourage students

and teachers.

It is helper in educational plans.

Steps in Curriculum Evaluation :

1. Focus on one particular component of the

curriculum.

2.Collect or gather the information.

3. Organize the information

4. Analyze information.

5. Report the information.

6. Recycle the information for continuous

feedback, modification and adjustments to

be made.

VI. Models of Curriculum Evaluation:

Tyler’s Objectives-Centered Model- One of the earliest curriculum evaluation models, which continue to

influence many

assessment projects, was that proposed by Ralph Tyler (1950) in his

monograph Basic Principles of Curriculum and Instruction.

-Tyler’s model gave greater emphasis to the behavioural objectives

expected by acurriculum implemented.

Stufflebeam’s Context, Input, Process, Product Model- These obvious weaknesses in the Tyler model led several evaluation experts in the late 1960sand early 1970s to attack

the Tyler model and to offer their own alternatives.

- Had the greatest impact was that developed by a Phi Delta Kappa committeechaired by Daniel Stufflebeam (1971).

- This model seemed to appeal to educational leaders because it emphasized the importance of producing evaluative

data for decision making; in fact,decision making was the sole justification for evaluation, in the view of the Phi Delta

Kappacommittee.To service the needs of decision makers, the Stufflebeam model provides a means for generatingdata

relating to four stages of program operation:

Context evaluation

- which continuouslyassesses needs and problems in the context to help decision makers determine goals andobject

ives;

Input evaluation

,which assesses alternative means for achieving those goals to helpdecision makers choose optimal means;

Process evaluation

- which monitors the processes bothto ensure that the means are actually being implemented and to make the

necessarymodifications; and

Product evaluation

- which compares actual ends with intended ends and leads to a series of recycling

- alternative means available can be used to make modifications necessary to attain the expected objectives and goals.

Eisner’s Connoisseurship Model

-an approach to evaluation that emphasizes qualitative appreciation.

-The Eisner model is built on two closely related constructs: connoisseurship and criticism.

Connoisseurship, in Eisner’s terms, is the art of appreciation—

recognizing and appreciatingthrough perceptual memory, drawing from experience to appreciate

what is significant.

Nondiscursive— a language that is metaphorical, connotative, andsymbolic. It uses linguistic

forms to present, rather than represent, conception or feeling.

Educational criticism, in Eisner’s formulation, has three aspects. The descriptive aspect is an

attempt to characterize and portray the relevant qualities of educational life: the rules,

theregularities, the underlying architecture. The interpretive aspect uses ideas from the

socialsciences to explore meanings and develop alternative explanations— to explicate

social phenomena.

Scriven’s Goal-Free Model

-first to question the assumption that goals or objectives are crucial in the evaluation

process.

- began to question arbitrary distinction between intended and unintended effects.

-His goal-free model was the outcome of this dissatisfaction.In conducting a goal-free

evaluation, the evaluator functions as an unbiased observer who begins by generating

a profile of needs for the group served by a given program Then, by using methods that are

primarily qualitative in nature, the evaluator assesses the actual effects of the program.

- If a program has an effect that is responsive to one of the identified needs, then the

program is perceived as useful.

Stake’s Responsive Model-Robert Stake (1975) made a ,responsive model is based explicitly on the assumption that

the concerns of the stakeholders

- those for whom the evaluation is done

-To emphasize evaluation issues that are important for each particular programme, I

recommend the responsive evaluation approach. It is an approach that trades off some

measurement precision in order to increase the usefulness of the findings to persons in and

around the programme.

- educational evaluation is a responsive evaluation ,orients more directly to program

activities than to program intents; responds to audience requirements for information; and if

the different value perspectives present are referred to in reporting the success and failure

of the.

VII. ASPECTS:Process

-The instructional method/s used by

the educational program or

curriculum could be assessed for its

effectiveness. During, or at the

conclusion of educational program,

the student and/or faculty could

review how the method of

instruction or administration was

implemented.

Outcome

- The results of the educational

program can be assessed for its

effectiveness. How effective is the

program in achieving its educational

objectives?

Learning Outcomes DefinitionSelected Examples of

Evaluation Tools

Satisfaction Was the learner satisfied

with elements of the

curriculum including

content, instruction, and

learning support?

•Questionnaires

•Individual Meetings

•Group Meetings/focus groups

Learning/Competence Did the learner gain, or

improve, any knowledge,

skill, or attitude during the

educational process?

•Pre-Post tests

•Oral Examinations

•Direct Observation-OSCE

•Self-assessment forms

Behavior Did the learner apply what

they learned in practice?

(Performance in Practice)

•Learning contracts

•Performance audits

•Self-assessment follow-ups

Societal Outcomes Did the learner make a

difference applying what

they gained from the

educational experience?

(Usually long term

measurement)

•Data monitoring such as

grades in subsequent

classes/performance on

national examination

•Results of project developed

in the educational process

•Questionnaires to graduates

of the program

VIII. Two ways of Collecting Evaluation Data:

IX. Three Parts of Curriculum Evaluation Plan:

A. Evaluation of Learner’s Performance –

International and regional trends and rationales for curriculum evaluation and

student learning assessment;

B. Evaluation of Faculty and / Instructor

- Types and methods of curriculum evaluation and student assessment;

C. Program Evaluation

- Approaches to the restructuring of evaluation and assessment systems.

SOURCES:

http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource_Packs/TTCD/sitemap/Module_8/Module_8_1_concept.html

http://cfmmodules.mc.duke.edu/Curriculum/eval/value2.html

http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource_Packs/TTCD/sitemap/Module_8/Module_8.html

http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1143&context=ajte

http://www.academia.edu/9846526/CURRICULUM_EVALUATION_MODELS

Changing the way teachers teach and students learn requiresspecific approaches. In-service training of teachers is notenough, if curriculum reform aims at changing the waysstudents learn and teachers teach, more sophisticatedimplementation strategies are required. Therefore, helpingteachers to create professional learning communities andschools to learn from each other are recommended approaches.

Re-conceptualizing curriculum. Many curriculum reforms arebased on how the curriculum has traditionally been organized. Asa consequence many curricula have become overloaded, confusingand inappropriate for teachers and students. Therefore,curriculum orientation should shift from a curriculum as productmodel to a curriculum as process model. This would alsotransform the role of the curriculum from a purely technicaldocument into a more comprehensive idea that also serves asguideline for school improvement.

Continuous improvementFoundation for accreditation4 Courses (LET Units) to support ALL new Program Outcomes

every yearCourses support Leadership Effectiveness Training and NOT

the current Unit TextbookSupports a developmental learning approachNew relevant contentFocus on core competencies and allows for time to enhance

learning through flexibility – whether for time and for additional lessons.

Changing peopleMaking decisionsCo-operative action on abroad baseDeveloping a functional educational philosophyStudying pupils and their environmentKeeping up to date with knowledgeStudying ways to improve instructionCarrying on evaluation

1.Importance

The organization of a school system must indicate that curriculumimprovement is an important phase of the school program. If this is notdone, other activities which are placed importantly in such anorganization will receive the major part of the attention of schoolpersonnel.

Importance depends upon administrative provision for curriculumimprovement. As things are administratively made important, they alsotend to become important to people who work in our schools.

2. Involvement

For people really to recognize the importance of curriculum work,however, it is necessary that they become involved.

For complete involvement, of course, all members of the staff shouldhave their share of responsibility for the decisions made, the materialsproduced, and changed procedures.

Characteristics of Improvement Change

3. Opportunity

Curriculum improvement should provide many opportunities for the entirestaff.

One of these is the opportunity to be heard and to have one’s ideasconsidered. The opportunity to be heard does not, of course, grant licenseto indulge in personalities or bouts of name calling. But it does mean thatevery sincere objection, point of view, idea and proposal should be heardand carefully considered.Another opportunity that the plan of organization should provide is thechance for every individual to be treated as a person of significance.

Characteristics of Improvement Change

4. Flexibility

Curriculum improvement needs to be extremely flexible. Times change,problems change, opportunities change, leadership changes, and evenphilosophies of education and philosophies of learning change.

A high degree of flexibility is not only desirable but extremely necessary.

Curriculum Continuous Improvement Process

The purpose of the Curriculum Continuous ImprovementProcess is to facilitate high achievement for all learners bycontinuously improving the quality and articulation of thelearning experiences deliver.

Through ongoing study and evaluation of system align classroomassessment, instruction, and response practices towards thesuccessful student achievement of Essential Learning Outcomes.

Curriculum Continuous Improvement Process

There are two components of the Curriculum ContinuousImprovement Process: Ongoing Refinement and Formal ReviewAnd Development.

Ongoing Refinement Process

Led by curriculum leads at each level. Using the curriculum improvementinnovation configuration curriculum leads identify district and/or school-level projects on an annual basis for just-in-time improvements.

When the ongoing refinement process, using the innovation configuration,indicates a need for a Formal Review and Development Process, learningcoordinators, curriculum leads, and teacher teams follow three phases:

Phase 1: Research best practices and study current practicesPhase 2: Development of intended curriculumPhase 3: Professional learning and implementation