curriculum change

8/10/2019 Curriculum Change

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Curriculum Change


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Learning Outcome

Outline the curriculum change and innovation

in ELT education in Malaysia

Evaluate the factors that influence the

diffusion and dissemination of change and

innovation in the curriculum


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Learning Criteria

You can:

define curriculum change and curriculuminnovation

discuss the political and ideological influences oncurriculum innovation

evaluate the models that explains how changestake place

explain factors that influence the diffusion anddissemination of change and innovation in thecurriculum.


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Curriculum


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Definition

Plan of action

Written document

Experiences of the learnerplannedexperiences in and out of school

Subject matter


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Change


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Definition

the act or fact of changing; fact of being changed.

a transformation or modification; alteration:

They noticed the change in his facial expression.

a variation or deviation: a change in the daily routine.

the substitution of one thing for another:We finally made the change to an oil-burning furnace.

variety or novelty:

Let's try a new restaurant for a change.

the passing from one place, state, form, or phase to another: a change of seasons; social change.


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Innovation


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Definition

something new or different introduced:

numerous innovations in the high-

school curriculum.

the act of innovating; introduction of new

things or methods.


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Definition

Curriculum Change

Curriculum Innovation


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Contexts of Curriculum Change

Political and Ideological Influences


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Rukun Negara (English)

Our nation, Malaysia, being dedicated:

to achieving a greater unity of all her peoples;

to maintaining a democratic way of life;

to creating a just society in which the wealth of the nation shall beequitably shared;

to ensuring a liberal approach to her rich and diverse cultural

traditions; to building a progressive society which shall be oriented to modern

science and technology;

We, her peoples, pledge our united efforts to attain these endsguided by these principles:

elieve in God

Loyalty To King and Country

Upholding The Constitution

Rule of Law

Good ehaviour and Morality


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Bedrock of the Malaysian Curriculum

The National Education Philosophy for Malaysia, written in 1988 andrevised in 1996, enshrines the Ministrys and Governments vision ofeducation as a means for the holistic development of all children:intellectually, spiritually, emotionally, and physically.

Education in Malaysia is an ongoing effort towards further developing thepotential of individuals in a holistic and integrated manner, so as toproduce individuals who are intellectually, spiritually, emotionally, andphysically balanced and harmonious, based on a firm belief in anddevotion to God. Such an effort is designed to produce Malaysian citizenswho are knowledgeable and competent, who possess high moral

standards, and who are responsible and capable of achieving high levels ofpersonal wellbeing as well as being able to contribute to the harmony andbetterment of the family, the society, and the nation at large.


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Education Act 1996 - Objectives

Production of quality education

Production of educated and skilled students

Production of a unified community

Social community development

Production of quality workforce

Economic production, especially in rural areas

Formation of responsible and committed citizens in ademocratic country

Restructuring of the socio-economic structure of thepopulation as stated in the New Economic Policy (NEP)

Eradication of poverty


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Contexts of Curriculum Change

In October 2011, the Ministry of Education launched a

comprehensive review of the education system in

Malaysia in order to develop a new National Education

Blueprint. This decision was made in the context of risinginternational education standards, the Governments

Aspirationof better preparing Malaysias children for

the needs of the 21stcentury, and increased public and

parental expectations of education policy.


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Three Trends That Will Shape the

Future of Curriculum

1. Digital delivery Online sites

Open-source sites learners and educators in the actual content-creating

process

2. Interest driven individualized learning technology

education being tailored to students own interests

3. Skills 2.0 collaboration, innovation, critical thinking, and

communication


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21stCentury Skills

Learning and Innovation Skills

Critical thinking and problem solving

Creativity and innovation

Communication and collaboration

Visual literacy

Scientific and numerical literacy

Cross-disciplinary thinking

Basic literacy

Information, Media and Technology Skills Information literacy

Media literacy

Ict (information, communications and technology) literacy


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21stCentury Skills

21st Century Themes

Global awareness

Financial, economic, business, and entrepreneurial literacy

Civic literacy

Health literacy

Environmental literacy

Life and Career Skills

Flexibility and adaptability

Initiative and self-direction

Social and cross-cultural skills

Productivity and accountability Leadership and responsibility

http://www.imls.gov/about/21st_century_skills_list.aspx


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What These Trends Mean

Collaborating and customizing. Educators are learning to work together, with their students, and with

other experts in creating content, and are able to tailor it to exactly whatthey need.

Critical thinking.

Students are learning how to effectively find content and to discernreliable sources.

Democratizing education. With Internet access becoming more ubiquitous, the children of the

poorest people are able to get access to the same quality education as thewealthiest.

Changing the textbook industry. Textbook publishers are finding ways to make themselves relevant to their

digital audience.

Emphasizing skills over facts. Curriculum incorporates skill-building.


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Changed Forever

One thing is certain, writesWill Richardsonin the

comprehensive tome 21st Century Skills: Rethinking How

Students Learn: although schools may continue to

fundamentally look and act as they have for more than

one hundred years, the way individuals learn has already

been forever changed. Instead of learning from others

who have the credentials to teach in this new networked

world, we learn with others whom we seek (and who

seek us) on our own and with whom we often share

nothing more than a passion for knowing.


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Models of Curriculum Change

Lovell and Wiles Theory of Change

Kurt Lewins Force Field Model

Kowalski and Reitzugs Model of EducationalChange


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Lovell and Wiles

Lovell and Wiles present a Theory of Changeincorporating internal processes and external forces:

5 internal factors or processes:1. leadership

2. communication3. release of human potential

4. problem solving

5. evaluation

These processes lead to: system (school) tension and conflict or

cooperation and cohesion.


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Lovell and Wiles

Both internal and external forces at play need tobe considered in the planning process so thatcurriculum implementation can be more

sensitive to community attitudes andexpectations.

Implementing curriculum change can result indisequilibrium.

Considering both internal and external factorshelp set in motion an attempt by curriculumplayers to achieve a new state of equilibration.


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Lovell and Wiles

The 5 internal processes are also affected by

externalforces, e.g. demographics of the

community and its sociocultural, politicolegal

and economic aspects.

Thinking Question

Based on Lovell and Wiles theory, think of how theconsideration of internal or external factors

can lead to a positive outcome or success.


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Kurt Lewin

Kurt Lewins Force Field Theory advances the

idea of two competing forces:

driving force

restraining force

When these two forces are equal, a balance of

equilibriumexists enabling a steady state or

status quo.


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Kurt Lewin

Thinking Questions

Based on Kurt Lewins idea, think of how

disequilibrium can inhibit change? Give

examples of how change can be stimulated.

Kurt Lewin believed that to stimulate change,

it is better to reduce the power of restraining

forces than to increase driving forces.


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Kowsalski and V. Reitzugs

Kowsalski and V. Reitzugs Model of

Educational Change depicted educational

change as either coming from external forces

or internal forces. In their model, theyshowed the type of resultant change and the

time required for the change to take effect.

Change from outsideQUICK and UNEXPECTED Change from insideSLOW and CAREFULLY

THOUGHT OUT


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Task

Discuss:

What happens when people find themselvesin a situation of change?

How do they tend to think?

What are their likely feelings?


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Things That Happen When People Find

Themselves In A Situation Of Change

Feel awkward, ill-at-ease, self-conscious

Think of what have to give up, rather than what have to gain

Feel alone

Frequent changes are overwhelming

Differing levels of readiness for change

Concern re resources

If the pressure is off people will revert to old ways

(Fullan 1998)


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Antagonists of Change

What do you understand by the word

antagonist?

Can you describe at least 5 different types ofantagonists to change?

What do excuses that antagonists of change

give?


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Antagonists of change

Futilitarians

Faint-heartsThe old regime

Bureaucrats

Nostalgics


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Dimensions of Change

Vision Skills Incentives Resources Action Plans

Vision Skills Incentives Action Plans Frustration

Vision Skills Incentives Resources False Starts

Vision Skills Resources Action Plans Slow Change

Skills Incentives Resources Action Plans Confusion

Vision Incentives Resources Action Plans Anxiety

Success

Jacqueline S. Thousand & Richard A. Villa

Managing Complex Change; 2001


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Task

List 5 factors that influence the diffusion and

dissemination of change.


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Task

Why does change fail?

List 10 or more underlying reasons


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Resistance to Change

Edgar Friendbergteachers are generallyconformistnot innovators. Teachers havesucceeded in the school system as it has

existed. They have learned to play it safe andto keep a low profile in a bureaucratic systemrun by administrators who do not like tocreate waves

Rapidity of changeteachers unwilling tosupport changes perceived as short-lived


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Resistance to Change

Lack of knowledgedo not know about theinnovation at all or have very little informationabout it

Teachers do not know about the latest researchor refuse to use it in guiding their actions[mindguarding teachers reject data thatchallenge current understanding]

Teachers lack opportunities to discuss the latestresearch with colleagues

No financial or time support given


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Obstacles to Change

Thomas Harvey provides 12 obstacles to getting

people involved in change:

Lack of ownership

Lack of benefits

Increasing burdens

Lack of administrative support

Loneliness

Insecurity


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Obstacles to Change

Norm incongruence

Boredom

Chaos

Differential knowledge

Sudden wholesale change

Unique points of resistance


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Roles of Key Players

Key players of curriculum implementation:

students, teachers, administrators, consultants,

state employee, university professors, parents, lay

citizens and political officials.

Thinking Question

What roles can the different key players play atdifferent times in the change process?


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Learning Criteria

You can: define curriculum change and curriculum

innovation

discuss the political and ideological influences oncurriculum innovation

evaluate the models that explains how changestake place

explain factors that influence the diffusion anddissemination of change and innovation in thecurriculum.


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Tutorial

In line with the current curriculum change inMalaysia, discuss possible innovative strategies/

content that can be included in the Malaysian

curriculum to achieve world class education.

(Refer to the Malaysia Education Blueprint)

Think about:

The use of thinking maps in pedagogy, HOTS,School

Based Assessment, etc.

curriculum change

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