See our Privacy Policy and User Agreement for details. Role of teacher in curriculum implementation. The SlideShare family just got bigger. Home Explore Login Signup. Successfully reported this slideshow. We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime. Upcoming SlideShare. Like this presentation? Why not share! Implementing the Curriculum by Albin Caibog views The roles of stakeholders in curric Embed Size px.
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Curriculum development. The concept of curriculum. Role of Stakeholders In Curriculum Development. Related Books Free with a 30 day trial from Scribd. Related Audiobooks Free with a 30 day trial from Scribd. Malak Sailm. Edelrose Regalado. Without the guidance of a curriculum, teachers cannot be certain that they have supplied the necessary knowledge or the opportunity for student success at the next level, whether that the levels involve a high school, college or career.
Curriculum can help students to achieve some personal control over their learning, to plan their semester, and to manage their time effectively, and describes Active Learning. Students often conceive of learning as the acquisition of correct information, but they may not know what it means to take an active role in the process, beyond rote memorization and recall, students should be given some idea about what they should already know and what skills they should already have before taking course so they can realistically asses their readiness, sets the course in a Broader Context for Learning, describes Available Learning Resources.
Curriculum development Curriculum development is the process of creating planned syllabus, teaching, training, and exhibition modes.
It is a term used to refer to the process of instituting and putting in place precise guidelines of instruction for the curriculum. It describes ways in which teaching and different training organizations plan and guide learning which can be in groups or as an individual. In their eyes, it is something undertaken by authorities e.
The expectation of the teacher candidates, often enough, is that they will learn how to teach and thereby become effective at transmitting the knowledge, skills, and attitudes associated with a particular subject or program.
Education practitioners with years in the profession know differently. Successful practice in the classroom is inextricably linked to curriculum development-the everyday decisions about both what to teach and how to teach. Curriculum development process Curriculum development is dynamic process it changes according to the need of the society and the stakeholders of the education system. The curriculum development process includes several stages such as planning, preparing, designing, developing, implementing, evaluating, revising, and improving.
Traditionally curriculum development has been seen as planning for a sustained process of teaching and learning in a formal institutional setting. Curriculum development is systematic and dynamic process sensitive to time and place in which preparation, development, implementation and evaluation steps are involved. The challenges in curriculum development There are varieties of challenges facing curriculum development, but in general they are classified into three types, global challenges external , internal challenges of the education systems, and challenges specific to Region.
With regard to the external challenges, curriculum planners should response to eight critical processes: the process of globalization, accelerated pace of scientific and technological progress, radical transformation in the work field, increasing social inequalities, progress of democracy and human rights, multi-culturalism, the feeling of insecurity, and moral decline. In addition, the third type of challenges may be summarized as: universal literacy, shortage of highly skilled human resources, reconciling traditional orientation of education with the aspiration for modernity, privatization of schools, diversification of the economy, the need to invest more in education research.
Role of teacher in curriculum development Teachers know the needs of all stakeholders of teacher education. Teachers can understand the psychology of the learner. Teachers are aware about the teaching methods and teaching strategies. Teachers also play the role as evaluator for the assessment of learning outcomes. So teachers must possess some qualities such as planner, designer, manager, evaluator, researcher, decision maker and administrator.
Teachers play the respective role for the each step of curriculum development process. Curriculum preparation involves systematic data, content, selection, collection, assessment, organization. After evaluating the prepared curriculum it is observed that the curriculum is not satisfactory then developer turns for revising and improving phase.
Yadav, A. The findings were a need based curriculum for hotel worker can be developed. Patnakar, P. The present research is descriptive in nature in which survey method was used. To collect the feedback from the students the questionnaire was used as the data collection tool. The findings of her study are as follows: standard of M. Hence, present M.
Jadhav, M. In this research quality circles are assumed as student-teachers complete predetermined task in groups to successfully compete the M. I've been in this system for 30 years. I was never expected to make my own decisions about anything related to curriculum. I was handed the basal reader and worksheets and told to follow the directions. Now, I have to make decisions about which outcomes I want the children to develop, which pieces of literature they should read, and which assessment tools are best.
It's hard, it's going to take me a while, and it's also very exciting! Prompted by an attempt to integrate whole language teaching into all of their elementary classrooms, teachers in the Westwood Public Schools in Westwood, Massachusetts, have been assuming a more central role in choosing and creating curriculum. Whole language is just one example of curriculum reform aimed at increasing teacher involvement in the decision-making process. Such curriculum reform movements, in conjunction with structural reforms such as site-based management, are giving teachers an opportunity to examine and redefine their roles both inside and outside the classroom.
Although the whole language movement has sparked controversy, it has established professional dialogue about the purpose of literacy education, compelled practitioners to critically examine the existing curriculum, and increased the diversity of instructional strategies available to teachers.
As a result, teachers are being invested with new authority. The new authority of teachers for curricular decisions, however, can create tension over what should be centralized or decentralized decisions. Who should decide what should be learned, how it should be learned, and how it should be assessed?
While decisions about what and how we want students to learn are best made by professionals within the local school system, both administrators and teachers must be clear about the purpose and focus of decision making.
Teachers can and should be trusted to make decisions that are based upon the individual needs of learners in the classroom, because the idiosyncratic nature of learning requires both flexibility and responsiveness Huberman , McDonald In contrast, the collective nature of a school system requires uniformity and consensus around educational outcomes.
Herein lies the potential source of conflict. In addition, the political concern over educational quality, the increased pressure for accountability, and an emphasis on the need for national standards give teachers mixed messages regarding their level of authority and the extent of their autonomy. Until the parameters of teacher autonomy are defined, new roles for teachers cannot be realized. Although we believe that teachers should be making curricular decisions, we recognize that they must be supported in this process by administrators.
Because the process of constructing curriculum involves both individual flexibility and collective uniformity on the part of teachers, new roles can only be defined through meaningful inquiry about classroom practice and curriculum.
Our observations suggest that a new definition of autonomy needs to include both collective and individual levels of teacher involvement in decision making. As a framework for outlining the parameters of teacher choice and for focusing decision making by teachers, we have used the Curriculum Inquiry Model in several school systems fig. Integrating elements of educational practice that are often dealt with in isolation—instruction, curriculum, assessment, and staff development—the model is unified around three fundamental questions about learning: What should be learned?
How should it be learned? Three clusters of questions move decision makers through the model. Two clusters focus on issues to be decided collectively, and one cluster outlines decisions to be made by individual teachers within their classrooms. Westwood Public Schools provide one example of a school system attempting to redefine teachers' roles and decision-making parameters using the Curriculum Inquiry Model. The first cluster of questions that must be answered include: What is the central purpose of the school system, and What are the learning outcomes that we are striving toward?
These questions require collective decisions. For example, by the end of 2nd grade, a student will differentiate between fiction and nonfiction texts, integrate story structure in writing, and use phonetic and visual elements in spelling. A student leaving 5th grade should recognize and identify an author's style, attempt to write and respond in a variety of genres, and use conventions of language appropriately.
By establishing exit outcomes Spady at the 2nd and 5th grade levels, the committee came to consensus around shared goals for literacy education in the elementary grades Westwood Public Schools c. While the outcomes provide a uniform purpose and focus for curriculum construction, they are stated in such a way as to encourage individual interpretation and innovation on the part of teachers Pahl and Monson In fact, their global orientation virtually demands individual decisions regarding their impact on classroom practice.
Once outcomes were established, committees began to address the second cluster of questions: What assessment strategies and standards should be used to monitor student progress toward these outcomes? What reporting system should be used? Included among the assessment strategies developed was a literacy checklist, a tool to keep track of the ways in which students demonstrate growing competence in the learning outcomes Westwood Public Schools b. In addition to the checklist, teachers began developing assessment tools such as miscue analysis Watson and Henson , retelling Brown and Cambourne , literature circle observation Watson , and analytic trait assessment Spandel and Stiggins At the same time, a committee of teachers established a reporting system Westwood Public Schools a aligned with the learning outcomes.
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