Transcript PROGRAM REVITALISASI KURIKULUM

ELT CURRICULUM
&
INSTRUCTIONAL DEVELOPMENT
1
Compiled by
Clarry Sada
Email: [email protected]
Blog: clarrysada.wordpress.com
What is curriculum?
 Curriculum is said to be a very ill-defined
term (Huang, 1991).
 It may carry different meanings when used by
teachers, schools and academics. What
makes the matter worse is that it is used
interchangably with terms like syllabus,
examination syllabus and instruction
(Chang, 1998).
 In this session, we would try to clarify what it
is.
Syllabus and Curriculum
 "A syllabus is typically a list of content areas
which are to be assessed.” (Print, 1993)
 "A curriculum shows by what kind of educational
activities the teacher will fulfill the requirements
of the syllabus.... The curriculum is primarily
concerned with method and therefore with
education; it is made up of pedagogical
directives, intended to provide assistance,
advice, suggestions and information to assist
the teachers in carrying out his task
successfully.." (Dottrens, 1962).
 "The curriculum usually contains a
statement of aims of specific objectives, it
indicates some selection and
organization of content, it either implies
or manifest certain patterns of learning
and teaching, whether because the
objectives demand them or because the
content organization require them. Finally
it induces a program of evaluation of the
outcomes." (Taba, 1952)
Curriculum and Instruction
 "Curriculum is 'a system of planned
actions for instruction' and instruction is
the 'system for putting the plans into
action.” (MacDonald, 1965)
 "Basically the curriculum is what happens
to children in school as a result of what
teachers do." (Kansas, 1958)
 "By 'curriculum' we mean the planned
experiences offered to the learner under the
guidance of the school.” (Wheeler, 1967)
 "Instruction is the delivery of information and
activities learners' attainment of intended,
specific learning goals. In other words,
instruction is the conduct of activities that
we focused on learners learning specific
things." (Smith & Ragan, 1993, p.2)
Elements of a curriculum
Objectives
Content
Methods
Evaluation
Curriculum Dimensions
1)
2)
3)
4)
5)
6)
7)
8)
9)
Platform
Objectives
Student entry behaviours
Assessment tools & procedures
Instructional materials
Learning experiences
Teaching strategies
Content
Time
The Tylerian Model
This model was developed by Ralph Tyler to
simplify the curriculum development
process.
Consists of four primary steps…
 Development of performance objectives
 Development of activities
 Organization of activities
 Evaluation
The Tylerian Model was expanded
by Doll (1986)to include:
 Statement of need, based on assessment
 Statement of objective
 Content list and organizational plan
 Description of learning experiences
 Evaluation plan
 Plan to solicit support for the curriculum
The final model that we will look at is the
Ten-Step Curriculum Planning Model.
This model first appeared in the NASSP Bulletin in
1984 in an article by Zenger and Zenger. It is an
inclusive, organized approach that certainly meets
the definition of “systematic model.” It is
commonly used in the school setting.
The article is not available on the web as
a full text article, therefore, I will mail a
copy to you.
Evaluate Curriculum
Implement New
Curriculum
Design New
Curriculum
Select New
Curriculum
Ten-Step
Curriculum
Planning
Process
Model
Identify New
Curriculum
Identify Curricular
Need
Develop Goals and
Objectives
Identify Resources and
Restraints
Organize Curriculum
Committees
Establish Roles of
Personnel
Selecting and Organizing Content
 Planning curriculum similar to guided tour
 Various options of how to reach destination (broad
program goals)
 Planning itinerary in advance aids in avoidance of
confusion—saves time
 Broadest level involves selecting, structuring
subject matter to be taught to reach broad
program goals
 Learning becomes development of a series of
connections among concepts that hold real
meaning and relevance for learner
Concepts Defined
and Characterized
 Concept is a key idea,
topic, or main thought
 What a person thinks
about a particular
subject or topic
 Core and abstract
meanings that an
individual attaches to
something
Core of Meaning
Feelings/Emotions
Words/Symbols
Core of meanings is enmeshed in feelings and emotions that a person
associates with it…words or symbols used to communicate ideas or concepts
Developing Conceptual Outlines
 Conceptual Outline
product resulting from
organization of selected
concepts into logical
system
 Developed for
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Entire curriculum
Specific course
Workshop
Conference
Unit of study
presentation
 First: main or key topics
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identified
Second: Sub-concepts
under main concepts
“Scope” used to denote
what subject matter topics
are to be covered
Concepts organized in a
sequence
Concepts often build upon
each other
Steps in Developing Conceptual Outline
 Brainstorm to generate list of all possible concepts
 Base list of input factors and accompanying implications
drawn in relation to the learners present
 Consider time frame
 Eliminate concepts seen as least important…add
others proposed by colleagues or learners
 Take concepts remaining; organize into logical
sequence of concepts
Principles of Curriculum Organization
 Use outline format
 State concepts clearly and concisely
 List sub-concepts below related concept
 Provide detail
 Work from what learners already know, introduce
new material at appropriate pace and learning
level
 Present simple concepts first
 Present concrete before abstract concepts
 Take advantage of opportunities to repeat concepts
in various aspects of curriculum
 Reassess, adjust conceptual outline as needed
Chapter 3: Chamberlain & Cummings, 2003
What is curriculum development and what do
curriculum developers do?
 Traditionally, curriculum development has been seen as planning
for a sustained process of teaching and learning in a formal
institutional setting
 “Curriculum” comes from Latin word for race course
 The “curriculum” can be likened to a race (or, better, obstacle)
course through a given terrain of human endeavor
 The assumptions usually are:
 Time is too short to allow for learner self-direction
 The real world is too messy a place for learners and other immature
people
 Messy reality needs to be “translated” into schemas and logical
orderings (subject matter) so immature minds can grasp it quickly
and avoid wasting time, materials, or injuring the learner or others
What is curriculum development and what do
curriculum developers do?
 Curriculum development always involves:
 Assumptions about the nature of learners (and teachers)
 Assumptions about the purposes of schools
 Assumptions about what kind of knowledge is important
 Assumptions about what kind of world we live in
 Assumptions about what kind of world we want to live in
 (Different curriculums and different schools are more or less
likely to reveal these assumptions)
What are some philosophical questions that
come up in curriculum development?
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Should children be coddled or pushed?
How important is it to achieve uniformity of behavior or belief?
Should individual differences be exalted or denied?
Should students be able to choose what they learn?
Should schools seek to change (improve) society or sustain it?
Should tolerance and understanding outweigh nationalism and distrust?
(What is the school’s role in this?)
 Should everything that is learned have practical or economic value?
 Should schools seek to further parental goals or goals defined outside the
family?
 What are the relative values of reading, writing, figuring, playing, working,
sweating, debating, talking, listening, agreeing, disagreeing, relaxing,
persisting, resisting, conforming, participating, expressing, creating,
problem-solving, thinking, experimenting?
Eight Common Curriculum Design
1. Content-based instruction
purpose: knowledge, acquisition
activity: facts, data, and representative form
2. Shell Based Instruction
purpose: process and manipulation
activity: practice, ordering application
3. Inquiry Approach
purpose: awareness, interest
activity: unknown, sampling
4. Conceptual Learning
purpose: understanding
activity: big ideas, familiarity
Eight Common Curriculum Design
5. Interdisciplinary Learning
purpose: making connection
activity: application
6. Cooperative Learning
purpose: coordinating social skills
activity: group work
7. Problem Solving
purpose: apply skills
activity: current events
8. Critical and Creative Thinking
purpose: construction of new forms
activity: model building, imagination
Planning
 Plans are like road maps
 Move learners forward toward important goals--improve quality of their lives

Goals derived from input factors
 Curriculum selection
 Select portions of other available curricula
 Add new material
 Rework portions
 Shape new, up-to-date curriculum
Planning
 Involves multiple levels
 Block plans for entire year, long-term program, or
conference
 Unit plan for respective topics within block plan
 Daily lesson, session, or workshop plan
 Plans
 Concepts
 Generalizations
 Objectives
 Learning experiences
 Resources
 Assessment techniques
Assessment
 Gather of information to determine
 Teacher success
 Learner success
 Curriculum material success
 Process involves honest appraisal of both strengths
and weaknesses of
 Program
 Progress as an educator
 Product—learners’ knowledge
Assessment Sources
 Testing procedures
 Informal non-testing
 Conversations/input from
 Advisory board members
 Parents/guardians
 Administrators
 Supervisors
 Former students
 Current learners
 Employers
 Business leaders
 Other educators
Using Feedback
 Once feedback is received…determination of what
went well and what needs improvement is next
 Information discovered goes back into the curriculum
development process
 Educating is a process of continual change
Steps in Curriculum Development Process
Gathering Data
from Input Factors
Learners
Subject-Matter
Trends
Drawing
Implications
Planning
Implementing
the Plan
Resources
Societal
Trends
Community
Characteristics
Educational
Psychology
Philosophies
Chapter 3: Chamberlain & Cummings, 2003
Using Feedback
Assessing