Curriculum change

curriculum change
curriculum model
curriculum evaluation

1. CURRICULUM CHANGE

2. INTRODUCTION Change is a constant of nature. It always bring improvement. It always occurs continuously. Technological advancement and explosion of knowledge is the basic reasons for wearing styles of change. Change is an ongoing almost unconscious process that involve reworking familiar elements into new relationship

3. DEFINITION Curriculum change can be defined as an efforts made by education authorities to change and adapt there aims and objectives of teaching and learning according to the values, culture, philosophy as well the resources at their disposal. ( the common wealth secretariat Module 3 1998)

4. Curriculum changes can be defined as , making the curriculum different in some way, to give it a new position or direction.

5. NEED FOR CURRICULUM CHANGE To restructure the curriculum according to the needs of the learners society To eliminate unnecessary units , teaching methods and contents To introduce latest and update method of teaching and content , new knowledge and practices. To add or delete number of clinical hours of instruction. There is too much emphasize on the subject matter.

6. FACTORS INFLUENCING THE CURRICULUM CHANGE Influential individuals strong leadership accepted by the academic staff. That have the capacity to attract other academic staff to rally behind principled educational objectives that are supported within the environment.

7. FINANCIAL PRESSURES Clearly there are powerful budgetary forces that influence our decisions .

8. STAFFING ISSUES Including workload we have commented on financial matters, and the effect that they can have on curriculum decisions.

9. Student abilities In an ideal world, our programs would be dictated by our desires to create graduates of the highest possible calibre. And, were we capable of sourcing the correct raw material in sufficient quantity, perhaps we could achieve that goal

10. UNIVERSITY AND GOVERNMENT REGULATION University administration increasingly push the case for efficient use of resources. While the number of programs offered in our discipline has been growing for a long time, and the closing down of programs is uncommon.There is usually considerable pressure to discontinue low-enrolment subjects.

11. PHASES OF CURRICULUM CHANGE Planning phase During this phase the curriculum should be reviewed by a committee to identify areas that need to be changed . The objectives, learning experiences provided, teaching and learning activities need to be studied. The objectives and philosophies should be examined The changes takes place at various levels It may be necessary to arrange for orientation programme for the staff to prepare them for change and to overcome resistance to change.

12. Implementation phase Once the curriculum plan has been finalized the course modification steps have to be taken The change plan will be implemented by formulating objectives, course content, learning method, teaching approaches and evaluation procedures . Appropriate learning experience have to be provided to the students. New teaching methods also may have to be accepted according to change.

13. Evaluation phase Evaluation must be used to monitor the progress of the students learning to determine the extent to which the objectives have been achieved and to find ways of improving teaching learning methods. This will be give feedback to the planners and should be made to further improvement of curriculum. Most of the changes in education in India come as a result of National of state government recommendation or directions from university or Board of Education

14. Process of Adoption INNOVATION Insiders, faculty of CON ADOPTION Outsiders,staff from clinicals , validatory agencies.   Change stategies Change stategies Change stategies Acceptance Acceptance Process of Adoption

15. STAGES OF CURRICULUM CHANGES Stage 1 Formulating curriculum committee

16. Stage 2 Appraise the existing nursing and educational practices which are representative of the currently operating curriculum. Study carefully the existing curriculum and identify its strength and weakness by considering its overall intension and purposes, including the basic values and beliefs which are currently the part of the institutes philosophies.

17. Stage 3 Make a detailed study of the existing curriculum content to see whether it is still relevant and appropriate to meet a knowledge base adequate for the changing role of the professional nurse

18. Stage 4 Establish criteria for decisions about what needs go into the curriculum and what needs to come out and how the curriculum materials and methods might be changed.

19. Stage 5 This involves the design and writing of the new curriculum changes and these may include the revised philosophy and aims of the curriculum including the new intension and purposes. it also include the revised objectives and the reformed content along with any new teaching learning approaches.

20. Stage 6 Within this stage the actual implementation of changes is put into action implementing the changes successfully involves having knowledge of the changes and the securing of the participation of those people necessary to enable the implementation

21. Stage 7 Following the implementation of the new changes it is important to evaluate the effects of those changes and it is with evaluation that this final stage is concerned

22. BEHAVIOUR OBJECTIVE MODEL PRODUCT MODEL OR BEHAVIOURAL- OBJECTIVES MODEL One of the best known curriculum models is ‘The Tyler Model’, introduced in 1949 by Ralph Tyler . He viewed education as “ a process of changing the behavior patterns of people, using behavior in the broad sense to include thinking & feeling as well as over action.

23. STENHOUSE’S PROCESS MODEL Lawrence S tenhouse (1975 ) formulated the process model. It views curriculum as a process, and stressing on interaction between teachers and pupil, pupils and pupils. Pupils are not passive objects, they should be given the opportunity to voice their opinions and views. Teaching objectives and teaching methods are not predetermined.

24. LAWTON’S CULTURAL ANALYSIS MODEL   This model was a reaction against what he saw as the dangers of the behavioural objectives model. This model proposals a curriculum plant on the technique of cultural analysis. Culture is defined as the whole way of life of the society and the purpose of education is to make available to the next generation what we regard as the most important aspects of culture Curriculum developed from culture.

25. MODEL 1 . Cultural invariants – this examines all the aspects that human societies have in common, such as economic and model aspects, beliefs and other system. 2- cultural variables- involves analysing the differences between cultures in each of the system. 3- selection from the culuture - this stage consists of the cultural analysis of the system with the existing school curriculum 4- curriculum organization – curriculum developed on the basis of curriculum analysis.

26. Wheeler model Wheeler model upon curriculum design is an improvement upon Tylers model. Instead of a linear model , Wheeler develop a cyclical model . evaluation in wheelers model is not terminal . Finding from the evaluationare feedback into the objectives and the goals, which influence other stages . Tyler model is vertical it did not recognize the relationship between various curriculum elements.

27. Taba model Another approach to curriculum development was proposed by Hilda Taba in 1962. Taba proposed 7 major steps to her grass root model in which teachers would have major inputs through out the curriculum development process.

28. Evaluation Diagnosis of needs Development of objectives Selection of content Organization of content Selection of learning experience Organization of learning experience Taba model Teacher input Teacher input Teacher input

29. THE CLIMATE OF THE SCHOOL/ COLLEGE Open the head is hardworking, flexible and prepared to make rules and criticize when necessary; monitoring is not too close. Staff morale is high and relationships are good. 2.Autonomous the head is less obvious than the Open style . Allowing staff more autonomy but providing less positive leadership. Staff special needs are less well scattered for but teachers feel a sense of accomplishment of task.

30. 3. Controlled the head makes the staff work hard and is a directory with little scope for staff satisfaction socially. Staff response to this end gain task achievement satisfaction. 4. Familiar that gives very little leadership but create a happy atmosphere for staff. Morale is low because they lack direction.

31. 5. Paternal T he head has little influence over the staff who see her as interfering rather than leading. There is not much achievement even though staff gets on with the job and the heads approach to social needs is seen as insincere. 6. Closed T he head is distant and aloof. Giving no leadership and taking no personal interest in the staff as people. There is little job satisfaction.

32. R0LE OF PERSONELS EDUCATIONAL ADMINISTRATORS ROLE To ensure the educational policies and goal and properly reflected by the curriculum. Responsible for the realization of the curriculum goals through its effective implementation. Try-out is made properly and necessary modifications are carried out. Care of proper priorities to be given to different programmes at different levels

33. EDUCATIONAL SUPERVISOR SCHOOL ORGANISERS SUBJECT SPECIALITIES METHODOLOGY EXPERTS

34. ROLE OF EDUCATIONAL SUPERVISOR active participants in curriculum development guides of Curriculum implementation evaluation of Curriculum curriculum reformers

35. ROLE OF SCHOOL ORGANISERS curriculum implementers curriculum evaluators ROLE OF SUBJECT SPECIALITIES determine of the curriculum frames of the syllabus writers the textbook, hand books

36. ROLE OF METHODOLOGY EXPERTS curriculum planners syllabus makers text book and hand book writers curriculum evaluators curriculum reviews

37. Role of principal in curriculum change The role includes both administrative and leadership role. The principle should act as a passionate leader and role model for educational renewal needs the knowledge expertise and experience to lead and manage curriculum change understand the need for change as well as the steps that have to be taken along the way. They should have in depth knowledge about the planed change and of the implementation process They should be accessible and willing to communicate with others involved in the process

38. They should be able to convince parents on the merits of the new curriculum and how the new pedagogical strategies can become more meaningful for their children. They must be committed to the change and be able to employ a variety of leadership strategies

39. ROLE OF TEACHERS The teacher is the heart of the curriculum Teachers act as change agent where they find themselves at the forefront of educational change To lead in the reviewing the faculty work annually Teachers should be given adequate opportunities to carry instructional experimentalism in the classroom setting Publish current schemes of work and a departmental handbook and ensure they are updated. The teacher has to study the course content and methods of teaching and learning experience provides

40. ROLE OF THE STUDENTS Student should be the member of the curriculum change team so that they can represents suggestions , ideas of the student community. Opinion and interest of the students is very much important regard with method of teaching . It is the responsibilities of the student to orient with up to date health events, needs and problems of the student community.

41. CURRICULUM EVALUATION Definition Evaluation is a process of ascertaining the worth or significance of something by detailed study and appraisal. It is a systematic process of determining the extent to which educational objectives are achieved by pupil.

42. Need for curriculum evaluation It helps to clarify objectives and also to know the extent of objectives achieved It leads to improvement of instruction and the teaching learning process , motivates the students , determines the student level of knowledge , skills and attitudes at intervals and finally the learner can be promoted to next grade. Diagnosis difficulty in curriculum process ; with the individual student or class teachers as well as for teaching learning activities.

43. Helps in gathering information for administrative purpose. It is a mean to assess the performance trends of teachers and students in certain achievement areas. It provides quality control in education. It helps in finding out the usage of new material which will satisfy the purpose and the objectives of curriculum develops have in mind. Evaluation helps in modifying curriculum to adequately meet the growing challenges.

44. LEVELS OF CURRICULUM EVALUATION Formative evaluation Summative evaluation

45. Formative evaluation I t measures the progress made by the student during the studies. Advantages It is ongoing process. Its purpose is to improve the instructional methods and materials so that greater student learning will result. It provides the teacher with qualitative and quantitative data for modification of teaching. It helps the student to identify learning difficulties. It helps the teachers to plan according to the needs of the students. It measures the progress or gains made by the students from beginning to the completion of the programme.

46. Summative evaluation Summative evaluation is done after the planned curriculum is implemented fully and to determine the degree to which curriculum is effective in meeting the instructional objective . Purpose To appraise the overall effectiveness of a curriculum programme. To select most appropriate curriculum It is done at the end of the course to see if students achieved the course objectives. It is done as a formal list covering the content of the course. It protect the society by preventing incompetent personnel from practicing.