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WINTERTemplateCurriculum
Change
01
Presented by :
sadlidong
Dubook
fritzy
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
Learning Criteria
After learning these, we can: • define curriculum change and curriculum
innovation• discuss the political and ideological
influences on curriculum innovation• evaluate the models that explains how
changes take place• explain factors that influence the diffusion
and dissemination of change and innovation in the curriculum.
WINTERTemplateCurriculum
02
Definition
• Plan of action• Written document• Experiences of the learner – planned
experiences in and out of school• Subject matter
WINTERTemplateChange
03
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.
WINTERTemplateInnovation
04
Definition
• something new or different introduced:
numerous innovations in the high-school curriculum.
• the act of innovating; introduction of new
things or methods.
WINTERTemplateDefinition of
curriculum change and innovation
04
Definition
• Curriculum Change = any attempt to bring change in the curriculum of a school or school system
• Curriculum Innovation = new efforts to bring improvement to curriculum. Need human intervention
Contexts of Curriculum Change
Political and Ideological Influences
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 be equitably
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 ends guided by these
principles:
Believe in GodLoyalty To King and CountryUpholding The Constitution
Rule of LawGood Behaviour and Morality
Bedrock of the Malaysian CurriculumThe National Education Philosophy for Malaysia, written in 1988 and revised in 1996, enshrines the Ministry’s and Government’s vision of education 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 the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high levels of personal wellbeing as well as being able to contribute to the harmony and betterment of the family, the society, and the nation at large.”
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 a democratic
country• Restructuring of the socio-economic structure of the population as
stated in the New Economic Policy (NEP)• Eradication of poverty
Contexts of Curriculum ChangeIn 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 rising
international education standards, the Government’s
Aspiration of better preparing Malaysia’s children for
the needs of the 21st century, and increased public and
parental expectations of education policy.
Three Trends That Will Shape the Future of Curriculum1. 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
21st Century SkillsLearning 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
21st Century Skills21st 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
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 what they need.
• Critical thinking. – Students are learning how to effectively find content and to discern reliable 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 the wealthiest.• 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.
Changed Forever“One thing is certain,” writes Will Richardson in 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.”
Models of Curriculum Change• Lovell and Wiles’ Theory of Change• Kurt Lewin’s Force Field Model• Kowalski and Reitzug’s Model of
Educational Change
Lovell and Wiles• Lovell and Wiles present a Theory of Change incorporating
internal processes and external forces:
5 internal factors or processes:1. leadership
2. communication
3. release of human potential
4. problem solving
5. evaluation
• These processes lead to:– system (school) tension and conflict or– cooperation and cohesion.
Lovell and Wiles• Both internal and external forces at play need to
be considered in the planning process so that curriculum implementation can be more sensitive to community attitudes and expectations.
• Implementing curriculum change can result in disequilibrium.
• Considering both internal and external factors help set in motion an attempt by curriculum players to achieve a new state of equilibration.
Lovell and Wiles• The 5 internal processes are also affected by
external forces, e.g. demographics of the
community and its sociocultural, politicolegal
and economic aspects.
Thinking Question
Based on Lovell and Wiles theory, think of how the consideration of internal or external factors
can lead to a positive outcome or success.
Kurt Lewin• Kurt Lewin’s Force Field Theory advances
the idea of two competing forces:– driving force– restraining force
• When these two forces are equal, a balance of equilibrium exists enabling a steady state or status quo.
Kurt LewinThinking Questions
Based on Kurt Lewin’s 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.
Kowsalski and V. Reitzug’s• Kowsalski and V. Reitzug’s Model of
Educational Change depicted educational change as either coming from external forces or internal forces. In their model, they showed the type of resultant change and the time required for the change to take effect.– Change from outside – QUICK and
UNEXPECTED– Change from inside – SLOW and
CAREFULLY THOUGHT OUT
Q&ANumber 1:
What happens when people find themselves in a situation of change?
• How do they tend to think?• What are their likely feelings?
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)
Antagonists of ChangeWhat do you understand by the word
‘antagonist’?
Can you describe at least 5 different types of
antagonists to change?
What do excuses that antagonists of change
give?
Antagonists of change
FutilitariansFaint-hearts
The old regimeBureaucratsNostalgics
Resistance to Change• Edgar Friendberg – teachers are generally
conformist – not innovators. Teachers have succeeded in the school system as it has existed. They have learned to play it safe and to keep a low profile in a bureaucratic system run by administrators who do not like to create “waves”
• Rapidity of change –teachers unwilling to support changes perceived as short-lived
Resistance to Change• Lack of knowledge – do not know about the innovation
at all or have very little information about it• Teachers do not know about the latest research or
refuse to use it in guiding their actions –[”mindguarding” – teachers reject data that challenge current understanding]
• Teachers lack opportunities to discuss the latest research with colleagues
• No financial or time support given
Obstacles to ChangeThomas Harvey provides 12 obstacles to getting
people involved in change:• Lack of ownership• Lack of benefits• Increasing burdens• Lack of administrative support• Loneliness• Insecurity
Obstacles to Change• Norm incongruence• Boredom• Chaos• Differential knowledge• Sudden wholesale change• Unique points of resistance
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