Topic 13: TOPIC 13: Curriculum Evaluation, Issues and Trends

Reasons to evaluations
1. Evaluations for justification and accountability
2. Evaluations for improvement.

There are five Component
1. Curriculum goals
2.Curriculum objective
3. Organization
4.Implementation
5. Evaluation

Topic 12:  Curriculum Implementation

STAKEHOLDERS

- Individuals or institutions that are interacted in the school curriculum.

The role  of stakeholders in curriculum implementation

1) Learner at the center of curriculum

2) Teachers as a curriculum developers and implementer

3) Curriculum manager and administrators

4) Parents as a supporters in a curriculum

5) Community members as community resources

6) Other stakeholders in curriculum implementation

TECHNOLOGY

- Play a cruel role in delivering instruction to learners.

- Offer various tool of learning.

Instructional media

- media technology

- learning technology

- other technology

Two ways of curriculum evaluation

1) school - based evaluation

2) Accreditation

My reflection for this topic is, I can know that has two divide in the curriculum implementation which is stakeholders and technology. I understand that has six role in the stakeholders and has few of the technology. Accreditation can define as a voluntary process in submitting circular program to an external according to the body program.

Topic 11: Curriculum Design

Curriculum design is a guide to curriculum development for teachers. In presenting the concepts and skills of curriculum development and showing how to apply them to actual course planning, an attempt is made to bridge theory course planning. By developing a greater awareness of the important decisions.

This topic focus on how the designation should be.

Design Dimension Considerations

-Scope /must consider a curriculum’s breadth and depth of content— its scope

-Sequence /Seek a curriculum that fosters cumulative and con- tenuous learning.

4 ways to sequence

- Simple-to-complex learning,

- Prerequisite learning,

- Whole-to-part learning, and

- Chronological learning

Curriculum design
1) Objectives
2) Content
3) Learning experience
4) Evaluation

Sources of curriculum design
1. Science
2. Society
3. External truths
4. Knowledge
5. The learner

Through this topic, I can know that in designing a curriculum, we should consider philosophy and learning theory to determine our design decision are in consonance with our basic belief.

Topic 10: Curriculum development

Ten General Axioms of Curriculum Development

Curriculum change is inevitable, necessary, and desirable. 

Schools and school systems grow and develop in proportion to their ability to respond to change and adapt to changing conditions.  Society and its institutions continuously encounter problems to which they must respond.

Curriculum both reflects and is a product of its time. 

The curriculum responds to, and is changed by, factors such as social forces, philosophical positions, psychological principles, accumulating knowledge, and educational leadership at its moment in history.

Curriculum changes made at an earlier period of time can exist concurrently with newer curriculum changes. 

Curriculum revision rarely starts and ends abruptly. Changes can coexist and overlap for long periods of time. Usually curriculum is phased in and phased out on a gradual basis.

Curriculum change depends on people to implement the change. 

People who will implement the curriculum should be involved in its development. When individuals internalize and own the changes in curriculum, the changes will be effective and long-lasting.

Curriculum development is a cooperative group activity. 

Significant and fundamental changes in curriculum are brought about as a result of group decisions. Any significant change in the curriculum should involve a broad range of stakeholders to gain their understanding, support, and input.

Curriculum development is a decision-making process in which choices are made from a set of alternatives. 

Examples of decisions curriculum developers must make include what to teach, what philosophy or point of view to support, how to differentiate for special populations, what methods or strategies to use to deliver the curriculum, and what type of school organization best supports the curriculum.

Curriculum development is an ongoing process. 

Continuous monitoring, examination, evaluation, and improvement of curricula are needed. No curriculum meets the needs of everyone. As the needs of learners change, as society changes, and as new knowledge and technology appear, the curriculum must change.

Curriculum development is more effective if it is a comprehensive process, rather than a “piecemeal” process. 

Curriculum development should not be a hit or miss proposition, but should involve careful planning and be supported by adequate resources, needed time, and sufficient personnel.

Curriculum development is more effective when it follows a systematic process. 

A set of procedures, or models, for curriculum should be established in advance, and be known and accepted by all who are involved in the process.  The model should outline the sequence of steps to be followed for the development of the curriculum.

Curriculum development starts from where the curriculum is. 

Most curriculum planners begin with existing curriculum. Oliva advises planners to "hold fast to that which is good."

Through this topic, I can understand about why the curriculum is constantly changing. Curriculum change because of the opportunities and challenges of world progress. Thus, the curriculum must be in accordance with the current changes.

Topic 9: Curriculum theory and practice

A theory is a abstract concept that defines a term in an academic discipline. Without a falsifiable operational definition, conception assume both knowledge and acceptance of the theories. It also can be able to analysis of a set of facts in their relation to one another, about the speculation,a belief, policy, or procedure proposed or followed as the basis of action. For example, the theory of the teacher with all these immigrant kids was that if you spoke English loudly enough they would eventually understand.

In what follows we are going to look at four ways of approaching curriculum theory and practice:

1. Curriculum as a body of knowledge to be transmitted.

2. Curriculum as an attempt to achieve certain ends in students – product.

3. Curriculum as process.

4. Curriculum as praxis.

Then, we learn more deeply about the source of the curriculum which is has:

- Philosophy

- Change Theory

- Organizational Development Theory

- Group behavior

- Non-Mainstream

We can see how these concerns translate into a nicely-ordered procedure:  one that is very similar to the technical or productive thinking set out below.

Step 1: Diagnosis of need

Step 2: Formulation of objectives

Step 3: Selection of content

Step 4: Organization of content

Step 5: Selection of learning experiences

Step 6: Organization of learning experiences

Step 7: Determination of what to evaluate and of the ways and means of doing it. (Taba 1962)

Through this topic, I can understand that has a various theory, the curriculum has a curriculum as a syllabus to transmitted, as process, as product and as praxis.

Topic 8: The roles of curriculum worker

This topic is an introduction of which people are considered curriculum workers and their set roles. The supervisor or the ministry who set the curriculum in general. The officer whose general role is to head activities and program. The specialist or teacher are the implementer and educators who follows the curriculum standards.

Curriculum worker refers to encompasses various educators, from teachers to superintendents. Curriculum leadership  try to do more than manage the status quo. If there is same kind of balance between maintaining the curriculum and upgrading school programs, the curriculum leader must always seek a a greeter and mire visionary kind of role.

Curriculum worker.

-people involved in the curriculum a direct or indirectly.

1. Curriculum supervisor

- work at the school level. (Example: PK HEM, PK KO, PK 1)

2. Curriculum leader

- JPN, PPD, KPM

3. Curriculum coordinator

- head of field / subject head

4. Curriculum specialist

- motivational speaker / guest speaker.

5. Teacher

implementing curriculum as appropriate with the development of students.

Bureaucracy:

KPM

↓↑

JPN

↓↑

PPD

↓↑

Principal

↓↑

PK HEM

↓↑

Teacher

Teachers as curriculum leader

1) Planning

- based on student need.

2) Creation (lesson plan designed)

- teacher provide input (knowledge)

3) Implementation

- objects that are already planned (suitable with the students needs)

4) Reflection

- identify weaknesses and deficiencies

Regarding of this topic, I know about the curriculum worker, curriculum leadership, curriculum coordinator and curriculum specialist. There are also have the instructional to the leader. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement. Last but not least, there are guide for teachers as curriculum worker such as planning, creation, implementation and reflection.

Topic 7: Curriculum approaches Behavioral, Managerial, System, Academic and Humanistic Approach

Two Broad Contrasting Categories of Curriculum Approaches:

Technical-Scientific Models reflect a traditional orientation about education and formal methods of schooling.

a) behavioral -rational approach

b) systems - managerial approach

c) intellectual - academic approach

Non-Technical/ Non-Scientific Approaches challenge traditional theories and practices and reflect the more progressive views about education. 

a) humanistic-aesthetic approach

b) Reconceptualist approach

c) Reconstructiorism

There are five main approaches to curriculum studies:

- Behavioral approach, 

- Managerial approach, 

- Systems approach, 

- Academic approach and 

- Humanistic approach/Reconceptualists. 

Regarding to this topic, which is curriculum approaches, I can know and understand that have two types of curriculum approaches such as technical - scientific and the second one is non-technical - non-scientific.

Topic 6: Domains of Curriculum

Multiple definitions of curriculum:

Curriculum is:

• That which is taught in schools

• A set of subjects.

• Content

• A program of studies.

• A set of materials

• A sequence of courses.

• A set of performance objectives

• A course of study

• Is everything that goes on within the school, including extra-class ACTIVITIES, guidance, and interpersonal relationships.

• Everything that is planned by school personnel.

• A series of experiences undergone by learners in a school.

9 curriculum domains: 

- curriculum philosophy, 

- curriculum theory,

- curriculum research, 

- curriculum history,

- curriculum development, 

- curriculum design, 

- curriculum evaluation,

- curriculum policy, and

- curriculum as a field of study.

7 types of curriculum

- Recommended curriculum delineated by scholars and professional organizations; 

- Written curriculum that appears in state and school district documents; 

- Taught curriculum that teachers attempt to implement; 

- Supported curriculum that helps implement or deliver the curriculum resources such as textbooks and computers; 

- Assessed curriculum that is tested and evaluated; 

- Learned curriculum, what the students actually learn; and 

- Hidden curriculum, unintended curriculum

There are 5 principle of curriculum development

Principle 1: 

The Essence of Curriculum Design The Need for a Conceptual Framework

Principle 2:

 Conceptualizing Attitudes and Beliefs About Learning

Principle 3: 

An Epistemological Rationale

Principle 4: 

The Curriculum Development/Planning Process

Principle 5: 

The Political Realities of Curriculum Development

My reflection for this topic is, I have more understand  about the types and domains of curriculum. There also have multiple definitions of curriculum and a working definition. On other hand, there are 5 principle that must we know in the curriculum development.

Topic 5: Social Foundations of Curriculum

Social foundations
- the influence of social, historical, cultural and philosophical forces on education.

Difference between ‘education’ and ‘school'

Education                                                          School

-Broad                                                              -Specific            

-Take place anywhere, anytime, anyplace          -particular location                    

- behaviour change processes                              -limited definition

-lack of formalization                                         -place for education collective body of pupils

-no assessment processes                                     -formalized

-non-official                                                        -assessment

-lack of system                                                    -official

-no need to certified person                                  -systemic

-no specific time limit for learning                        -certified person

                                                                                -compulsory period for attendance

Social and development theories can defines as number of theories focus on global aspect of human growth and development. There are 6 periods in human development by Robert havighust which is infancy and early childhood, middle childhood, adolescence, early adulthood, middle age and late maturity.

There are six periods in human development by Robert Havighust (1953):

1. infancy and early child- hood, 

2. middle childhood, 

3. adolescence, 

4. early adulthood, 

5. middle age, 

6. late maturity. 

Early Childhood

a. Forming concepts and learning language to describe social and physical reality 

b. Getting ready to read 

c. Learning to distinguish right from wrong and beginning to develop a conscience

Middle childhood

a. Learning physical skills necessary for ordinary games 

b. Building wholesome attitudes about self 

c. Learning to get along with peers 

d. Learning appropriate male and female roles 

e. Developing fundamental skills in reading, writing, and mathematics 

f. Developing concepts for everyday living 

g. Developing morality and a set of values

h. Achieving personal independence 

i. Developing (democratic) attitudes toward social groups and institutions.

Adolescence

a. Achieving new and more mature relations with peers of both sexes 

b. Achieving a masculine or feminine social role 

c. Accepting one’s physique and using the body effectively 

d. Achieving emotional independence from parents and other adults 

e. Preparing for marriage and family life 

f. Preparing for a career 

g. Acquiring a set of values and an ethical system to guide behavior 

h. Achieving socially responsible behavior.

Through this topic, I can differentiate between the education and schooling which is more broad rather than the schooling which is more specific in learning.I also learn and understand about the six periods in human development.

Topic 4: Psychological Foundations of Curriculum

Psychology is concerned with question of how people learn. And curriculum specialists ask how psychology can contribute to the design and deliver of curriculum. Or, put another way, how can curriculum specialists incorporate psychological knowledge to increase the probability that students will learn? Psychology proved a bass for understanding the teaching a learning process. Both processes are essential to curricularists, for it is only when students learn and understand the curriculum and gain knowledge and power to use it that the curriculum has actual worth.

There are three major theories of learning:

1. Behaviorism - Stimulus and reinforces

- Study of external behavior

- Response of an organism to stimuli

Behaviorist

i) Thorndike

- law of effect → positive & negative reinforcement

ii) Skinner

- operant conditioning.

iii) Bandura

- occurs by watching others.

- O.C → punishment & reward

- C.C → imitation

2. Cognitivism - Mental operation.

Cognitivist

- structured play → Montessori " learning through play"

- schemata = previous knowledge

- scaffolding → the help from adults until children can doing something on their own.
- learn through adventure and exploration.

3. Humanistic psychology - Whole child (social, psychology and cognitive development)

←← Behaviorist

Cognitive →→→→→→

←← Humanistic

Behaviourism Psychology→→→

Through this topic, I get more know about the psychology. Before I learn it, I just understand  that psychology is refers to the mental disease but after I learn in this topic, psychology refers to how do we learn and think about something. 

Topic 3: Historical Foundation of Curriculum

The important to know curriculum's historical foundations is a knowledge of curriculum's provide guidance for today's curriculum makers. Historical foundation of curriculum focused on colonial period and proceed through 18th, 19th, and 20th countries. Our discussion focuses on the past 10 years. There are six types of colonial schools, academies and colleges. Next, textbook and readers like The Hornbook and The New England Primer.

Franklin Bobbit (1876 –1956)

– Bobbit presented curriculum as a science that emphasizes on students’ need.

Curriculum prepares students for adult life. To Bobbit, objectives with corresponding activities should be grouped and sequenced. This can only be done if instructional activities and tasks are clarified

Werret Charters (1875 –1952)

 – Like Bobbit, to Charters curriculum is a science. It gives emphasis on students’ needs.

The listing of objectives and matching these with corresponding activities ensures thatthe content of subject matter is related to objectives. The subject matter and the activities are planned by the teacher.

William Kilpatrick (1871 –1965)

 – Curricula are purposeful activities which are child-centered. The purpose of the curriculum is child development and growth

Harold Rugg ( 1886 – 1960 )

- Emphasized social studies in the curriculum and the teacher plans the lesson in advance.

Hollis Caswell (1901 – 1989 )

Sees curriculum as organized around social functions of themes, organized knowledge and learner's interests.

Ralph Tyler (1902- 1994 )

Believes that curriculum is a science and an extension of school's philosophy. Based on students' need and interests.

Reflection of this topic is I know the important to know curriculum's historical foundations which is a knowledge that provides guidance for today's curriculum makers.

Topic 2: Philosophical Foundations of Curriculum

Curriculum philosophies is set of ideas that guides organization:
Curriculum
1. What kind of approaches/techniques should be applied.
2. What are schools for?
3. What subjects are of value?
4. How should student learn?

There are four major philosophies namely, Idealism, Realism, Pragmatism, and Existentialism.

Idealism (by Plato)
- asserts that because the physical world is always changing ideas.

Realism (by Aristotle) 

- affiliation of the actual situation.

- learn through feelings and experiences.

Pragmatism (by Charles Darwin)

- act/action→ knowing something through experience (acting)

Existentialism (by Jean Paul Satre)

- humanitarian (individuality) 

- moral concepts (freedom) →The human are entitled to make their own decisions.

Educational Philosophies

Perennialism

-The oldest philosophy

- originated from realism

- to help students to think more resional  

- Socratic method: oral exposition, lecture and explication.

Essentialism
- comes from idealism and realism.
- people must think and experience something of the situation.

- Standards, testing, cultural literacy.

- Back to basics.

Progressivism
- Come from pragmatism.
- Is based on student interest.
- every human being has a certain potential.

Reconstructionism
- Come from pragmatism
- Overcome crises of modern life.
- form a group  (Unanimity)
- To create a democratic society and world.
- everyone is given the opportunity to learn.