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Curriculum Change

The document discusses three approaches to curriculum change: the administrative approach, grass roots approach, and demonstration approach. The administrative approach involves committees formulated by administration to implement changes, but lacks teacher involvement. The grass roots approach facilitates teacher involvement and competence from the start. Changes begin in individual schools working cooperatively. The demonstration approach introduces changes on a small experimental scale first.

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4K views11 pages

Curriculum Change

The document discusses three approaches to curriculum change: the administrative approach, grass roots approach, and demonstration approach. The administrative approach involves committees formulated by administration to implement changes, but lacks teacher involvement. The grass roots approach facilitates teacher involvement and competence from the start. Changes begin in individual schools working cooperatively. The demonstration approach introduces changes on a small experimental scale first.

Uploaded by

MOHIB
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
  • Curriculum Change Overview: Describes the overall process and considerations in implementing curriculum change including objectives and stakeholder challenges.
  • Three Approaches to Curriculum Change: Outlines three distinct methodologies for introducing curriculum changes at various levels.
  • Administrative Approach: Details the administrative approach to curriculum change focusing on structured committees and lack of teacher involvement.
  • Grass Roots Approach: Explains the grass roots approach with emphasis on teacher involvement and school-originated initiatives.
  • The Demonstration Approach: Discusses the demonstration approach which involves small-scale, experimental changes within educational settings.
  • A Systematic Approach to Curriculum Change: Provides an organized strategy for effective curriculum change factoring in various forces and conditions.
  • Curriculum Change as Action Research: Presents curriculum change as an iterative research process aimed at practical problem-solving.
  • Functions of Personnel in Curriculum Change: Outlines the roles and responsibilities of different stakeholders in implementing curriculum change.
  • Other Grouping of Methods/Approaches: Discusses alternative methods and collaborative groups involved in curriculum development.
  • Problems in Change: Addresses challenges and issues encountered during the curriculum change process.
  • Sequence of Curriculum Development: Describes the experimental approach and sequence followed in curriculum development initiatives.

CURRICULUM CHANGE

Curriculum building: Determination of


objectives and content, its organization,
teaching method and evaluation of
curriculum outcomes
Resistance from parents, teachers,
administrators and pressure groups
Change occurs when concerned peoples
change

THREE APPROACHES TO
CURRICULUM CHANGE

Administrative approach
Grass roots approach
Demonstration approach

Administrative Approach

Need felt by administration


Formulation of
Steering committee
Curriculum committee
Subject curriculum committees
Coordination and review committee
No teacher involvement in administrative
approach

Grass Roots Approach

Teachers competence and involvement


Teachers involvement facilitates
implementation
Work starts from individual school
All stakeholders work together
Central administration to provide facilities and
leadership
Workshop for cooperative work
Universities arrange work shops
Use of consultants and study guides issued by
central authority

The Demonstration Approach

Change introduced on small scale


Separate experimental unit
OR
No separate faculty or staff. Existing
staff works
Single grade/ level or an area of
instruction

A SYSTEMATIC APPROACH TO
CURRICULUM CHANGE

Curriculum change: means changing the


Individual
Requires a sequence of work
Requires conditions for work
Involves training or teachers
Involves human and emotional factors
Requires skilled leadership
Requires a degree of objectivity (relevance, achieving objectives)
Diagnostic study
Induction of change
Control of various forces to move curriculum change in desired
direction

CURRICULUM CHANGE AS
ACTION RESEARCH

Beginning with selected aspect of


curriculum situation
Action research process until solution
found
Effect of research: change in action
Planning, fact finding about the situation,
evaluate action

FUNCTIONS OF PERSONNEL IN
CURRICULUM CHANGE

Community participation
Support to change
Participation in policy formulation
Share in planning
Leadership by professionals
Professionals to have thorough knowledge in curriculum
theory and practice
Four spheres: Technical skills, knowledge of discipline,
social and educational values, and skill in educational
engineering
What to do and how to do
Functions of consultants
Training for action research

OTHER GROUPING OF
METHODS/APPROACHES

Administrative
Supervisors and Principals: Help teachers implement
existing or modification
In-Service Training: Study groups, workshops,
conferences and in-service courses
Committees
Central Curriculum Council: Identify problems and
carry out study
Committees: National Curriculum Committee
(objectives/directions), Subject Committees
Basic approach: Cooperation: Professionals, teachers,
administrative, civic society
(Stakeholders)

PROBLEMS IN CHANGE

Committee members not necessarily


concerned about changing anything
New curriculum require leadership
Faulty division of labor
Curriculum Development still piecemeal

SEQUENCE OF CURRICULUM
DEVELOPMENT

Experimental Approach
Diagnosis

through Research
Determining objectives
producing pilot instructional material/units
Developing sequence of units
Testing the material
Revising and improving
Implementation
Teacher orientation

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