Curriculum Implementation Change Processes
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Jane Ariane TilloCurriculum Implementation Change Processes
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Jane Ariane Tillo- Module 6 Topic: Implementing the Curriculum
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Powered by AICurriculum implementation aims to convey the instructional and assessment methods delineated in a curriculum to the students, using resources provided for educational purposes . It involves converting the planned or officially designed course of study into practical lessons, syllabuses, and schemes of work that are delivered by teachers to the learners .
Key elements in classroom curriculum implementation include the effective translation of the curriculum into syllabuses, creating detailed schemes of work, crafting appropriate lessons, and delivering these educational components to students in a manner that facilitates their learning and experience acquisition as planned in the curriculum .
Kurt Levin's Force Field Theory describes the process of change, useful in explaining curriculum change and implementation. It posits that change involves balancing driving forces that push for change and restraining forces that resist it. Successful curriculum change occurs when driving forces overpower restraining ones, facilitating a shift towards new practices and beliefs within educational settings .
McNeil classifies curriculum changes into five categories: Substitution involves completely replacing the current curriculum with a new one, often referred to as an overhaul. Alteration introduces minor modifications to the existing curriculum. Perturbations are disruptive changes requiring teachers to adapt quickly. Restructuring involves significant modifications to the educational or school system. Lastly, Value Orientation pertains to changes that shift emphasis within the educational mission or vision, potentially realigning it with the school's goals .
Curriculum implementation requires teachers to effectively translate the designed course of study into tangible educational deliverables such as syllabuses, schemes of work, and lessons. This necessitates teachers to adjust their instructional strategies and assessment techniques according to the specified curriculum resources, ultimately helping learners acquire expected knowledge and experiences .
The 'Value Orientation' type of curriculum change is significant as it addresses shifts in educational priorities or emphases that align or realign with the school's mission and vision. This change can impact what aspects of education are highlighted or prioritized in terms of values, potentially altering the cultural or ethical direction of the curriculum .
Future teachers should actively engage with professional development opportunities to become familiar with new curricular content and instructional strategies. Reflection on personal teaching practices and alignment with the new curriculum goals is key, alongside collaboration with colleagues to share insights and solutions. Teachers should also seek to understand and address the needs and challenges of students during transitions brought about by significant curriculum changes .
Ornstein and Hunkins regard curriculum implementation as a distinct component in the curriculum action cycle that follows the development and piloting of a program. It involves efforts to change individuals' knowledge, actions, and attitudes, making it an intrinsic step in effectively actualizing a curriculum .
Considering the change process is crucial because it determines how well teachers, administrators, and students can adapt to new curricular expectations. Each category of change—substitution, alteration, restructuring, perturbation, and value orientation—requires careful management to minimize disruptions, foster acceptance, and ensure all stakeholders are adequately prepared to transition effectively, thereby supporting successful curriculum implementation .
During the 'Perturbation' phase, teachers may confront significant challenges due to the disruptive and often unexpected nature of changes. These can include adjusting to new teaching methods, learning new content quickly, and managing classroom dynamics under new curricular constraints. The short adaptation period inherent to perturbations can exacerbate stress and resistance among educators .
