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Chapter 10: Curriculum Implementation

LaQuiche Parrott

LaQuiche Parrott

on 29 November 2012

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Transcript of Chapter 10: Curriculum Implementation

Change Typologies "Curriculum implementation is essentially educational theater in which the process of enacting the curriculum and acting the curriculum continually engages both teachers and students..." Ibid Incrementalism- Say What? Relationship of implementation to planning Planning takes place prior to program creation and/or delivery. Matthew Miles and Karen Louis note that for planning to occur there must be vision building. Planning should focus on three factors:
1. People
2. Programs
3. Processes Teachers need time to "try" the new program to be implemented. Time to reflect on new goals and objectives, to consider new contents of learning experiences, and to try our new tasks. Let's take a closer look! Nature of Implementation Chapter 10: Curriculum Implementation Communication and Support Communication is not a one-way street; rather, it is a two-way channel. Implementation as a Change Process According to the research, for curriculum change to be successfully implemented, five guidelines should be followed:
1. Innovations designed to improve student achievement must be technically sound.
2. Successful innovation requires change in the structure of a traditional school.
3. Innovation must be manageable and feasible for the average teacher.
4. Implementation of successful change efforts must be organic rather than bureaucratic.
5. Avoid the "do something, do anything" syndrome. Activity: Create Communication challenge A Theory of Change Considered the father of change theory
Kurt Lewin Lewin was instrumental in the development of laboratory testing, also known as sensitivity training , T-groups and
encounter groups. Requires restructuring and replacement Adjusting personal habits Getting educators to shift from current program
to the new program Change Typologies Let's examine the change strategies by Warren Bennis and Robert Chin
Refer to pages 299-300 for assistance. John McNeil We can also consider change according to its complexity. 1. Substitutions
2. Alterations
3. Perturbations
4. Restructuring
5. Value-orientation changes Barriers to Change Thomas Harvey Curriculum activity involves people thinking and acting, together.

The authors recommend the following guidelines:

1. Curriculum activity must be cooperative.
2. Some people like to change; some people do not like to change.
3. Innovations are subject to change.
4. Proper timing is a key to increasing people's receptivity to an innovation.

Curriculum Tips 10-2 Checklist for Implementing Curriculum Change pg. 304 Thomas R. Harvey “People resist change unless there is a clear payoff to them.” Improving Receptivity of Change Overcoming Resistance to Change Model (ORC)
Neal Gross Glatthorn- to get a program implemented, we need people willing to engage in something new, to push boundaries and then attract other colleagues.
Another strategy is to equal power among school administrators and teachers.
School administrators should accept that teachers wil initially be negatively predisposed toward the change and will resist it. Loucks and Hall noted concerns in four
1. Unrelated Concerns
2. Personal Concerns
3. Task- related concerns
4. Impact-related concerns Organizational Development Model(OD) Its a long-range effort to improve an organization's problem-solving and renewal processes, through collaborative diagnosis and leadership.

French and Bell recommend seven characteristics that separate (OD) from traditional ways of interventions used in an organization:
1. Emphasis on the work team addressing issues
2. Emphasis on the group process
3. Use on action research
4. Emphasis on collaboration within the organization
5. Realization that the culture must be perceived as part of the total system.
6. Realization that those in charge of the organization serve as facilitators -consultants.
7. Appreciation of the diverse dynamics within the organization. Organizational Parts, Units and Loops According to Rensis Likert, people in an organization operate in overlapping work groups that serve as "linking pin." This means that the manner in which those in the higher teams work with those in the lower teams will rub off on the lower teams.

Chris Argyris addresses the same notion in the discussion of the concept of organizational learning. He states that an organization can address learning, or what he calls effective action by either a single-or double loop approach.

Activity: Looping Educational Change Model Michael Fullan Curriculum implementation is "putting the show on the road." We must keep in mind the community in which the play will be performed, the characteristics of the school district and school, as well the key players. Key Players in Curriculum Implementation Students
University professors
Political officials

There must be an initiator of the change process- almost anyone in the educational community can be an initiator. Let's play a quick game of Jeopardy to review Roles of the Key Players Categories: Principals, Students/Community Members, Teachers, and Curriculum Directors Research-based strategies utilized Identify similarities and differences- 45 percentile gain
Reiforcing effort and providing recognition- 29 percentile gain
Nonlinguistic representation- 29 percentile gain
Cooperative Learning 23 percentile gain Open Youtube video below In Summary.... END
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