Curruculum and Teacher Training

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.



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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.



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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).



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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.



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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.



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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.



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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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