WINTERTemplateCurriculum

Change

01

Presented by :

sadlidong

Dubook

fritzy

Learning Outcome

-Outline the curriculum change and innovation in ELT education in Malaysia

-Evaluate the factors that influence the diffusion and dissemination of change and innovation in the curriculum

Learning Criteria

After learning these, we can: • define curriculum change and curriculum

innovation• discuss the political and ideological

influences on curriculum innovation• evaluate the models that explains how

changes take place• explain factors that influence the diffusion

and dissemination of change and innovation in the curriculum.

WINTERTemplateCurriculum

02

Definition

• Plan of action• Written document• Experiences of the learner – planned

experiences in and out of school• Subject matter

WINTERTemplateChange

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Definition• the act or fact of changing; fact of being changed.• a transformation or modification; alteration:

They noticed the change in his facial expression.• a variation or deviation:

a change in the daily routine.• the substitution of one thing for another:

We finally made the change to an oil-burning furnace.

• variety or novelty:

Let's try a new restaurant for a change.• the passing from one place, state, form, or phase to

 another: a change of seasons; social change.

WINTERTemplateInnovation

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Definition

• something new or different introduced:

numerous innovations in the high-school curriculum.

• the act of innovating;  introduction of new 

things or methods.

WINTERTemplateDefinition of

curriculum change and innovation

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Definition

• Curriculum Change = any attempt to bring change in the curriculum of a school or school system

• Curriculum Innovation = new efforts to bring improvement to curriculum. Need human intervention

Contexts of Curriculum Change

Political and Ideological Influences

Rukun Negara (English)

Our nation, Malaysia, being dedicated: • to achieving a greater unity of all her peoples;• to maintaining a democratic way of life;• to creating a just society in which the wealth of the nation shall be equitably

shared;• to ensuring a liberal approach to her rich and diverse cultural traditions;• to building a progressive society which shall be oriented to modern science and

technology;• We, her peoples, pledge our united efforts to attain these ends guided by these

principles:

Believe in GodLoyalty To King and CountryUpholding The Constitution

Rule of LawGood Behaviour and Morality

Bedrock of the Malaysian CurriculumThe National Education Philosophy for Malaysia, written in 1988 and revised in 1996, enshrines the Ministry’s and Government’s vision of education as a means for the holistic development of all children: intellectually, spiritually, emotionally, and physically.

“Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high levels of personal wellbeing as well as being able to contribute to the harmony and betterment of the family, the society, and the nation at large.”

Education Act 1996 - Objectives• Production of quality education• Production of educated and skilled students• Production of a unified community• Social community development• Production of quality workforce• Economic production, especially in rural areas• Formation of responsible and committed citizens in a democratic

country• Restructuring of the socio-economic structure of the population as

stated in the New Economic Policy (NEP)• Eradication of poverty

Contexts of Curriculum ChangeIn October 2011, the Ministry of Education launched a

comprehensive review of the education system in

Malaysia in order to develop a new National Education

Blueprint. This decision was made in the context of rising

international education standards, the Government’s

Aspiration of better preparing Malaysia’s children for

the needs of the 21st century, and increased public and

parental expectations of education policy.

Three Trends That Will Shape the Future of Curriculum1. Digital delivery

– Online sites– Open-source sites

• learners and educators in the actual content-creating process

2. Interest driven– individualized learning technology– education being tailored to students’ own interests

3. Skills 2.0– collaboration, innovation, critical thinking, and communication 

21st Century SkillsLearning and Innovation Skills• Critical thinking and problem solving• Creativity and innovation• Communication and collaboration• Visual literacy• Scientific and numerical literacy• Cross-disciplinary thinking• Basic literacy

Information, Media and Technology Skills• Information literacy• Media literacy• Ict (information, communications and technology) literacy

21st Century Skills21st Century Themes• Global awareness• Financial, economic, business, and entrepreneurial literacy• Civic literacy• Health literacy• Environmental literacy

Life and Career Skills• Flexibility and adaptability• Initiative and self-direction• Social and cross-cultural skills• Productivity and accountability• Leadership and responsibility

http://www.imls.gov/about/21st_century_skills_list.aspx

What These Trends Mean• Collaborating and customizing.

– Educators are learning to work together, with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.

• Critical thinking. – Students are learning how to effectively find content and to discern reliable sources.

• Democratizing education. – With Internet access becoming more ubiquitous, the children of the poorest people

are able to get access to the same quality education as the wealthiest.• Changing the textbook industry. 

– Textbook publishers are finding ways to make themselves relevant to their digital audience.

• Emphasizing skills over facts. – Curriculum incorporates skill-building.

Changed Forever“One thing is certain,” writes Will Richardson in the

comprehensive tome 21st Century Skills: Rethinking How

Students Learn: although schools may continue to

fundamentally look and act as they have for more than

one hundred years, the way individuals learn has already

been forever changed. Instead of learning from others

who have the credentials to ‘teach’ in this new networked

world, we learn with others whom we seek (and who

seek us) on our own and with whom we often share

nothing more than a passion for knowing.”

Models of Curriculum Change• Lovell and Wiles’ Theory of Change• Kurt Lewin’s Force Field Model• Kowalski and Reitzug’s Model of

Educational Change

Lovell and Wiles• Lovell and Wiles present a Theory of Change incorporating

internal processes and external forces:

5 internal factors or processes:1. leadership

2. communication

3. release of human potential

4. problem solving

5. evaluation

• These processes lead to:– system (school) tension and conflict or– cooperation and cohesion.

Lovell and Wiles• Both internal and external forces at play need to

be considered in the planning process so that curriculum implementation can be more sensitive to community attitudes and expectations.

• Implementing curriculum change can result in disequilibrium.

• Considering both internal and external factors help set in motion an attempt by curriculum players to achieve a new state of equilibration.

Lovell and Wiles• The 5 internal processes are also affected by

external forces, e.g. demographics of the

community and its sociocultural, politicolegal

and economic aspects.

Thinking Question

Based on Lovell and Wiles theory, think of how the consideration of internal or external factors

can lead to a positive outcome or success.

Kurt Lewin• Kurt Lewin’s Force Field Theory advances

the idea of two competing forces:– driving force– restraining force

• When these two forces are equal, a balance of equilibrium exists enabling a steady state or status quo.

Kurt LewinThinking Questions

Based on Kurt Lewin’s idea, think of how disequilibrium can inhibit change? Give

examples of how change can be stimulated.

• Kurt Lewin believed that to stimulate change, it is better to reduce the power of restraining forces than to increase driving forces.

Kowsalski and V. Reitzug’s• Kowsalski and V. Reitzug’s Model of

Educational Change depicted educational change as either coming from external forces or internal forces. In their model, they showed the type of resultant change and the time required for the change to take effect.– Change from outside – QUICK and

UNEXPECTED– Change from inside – SLOW and

CAREFULLY THOUGHT OUT

Q&ANumber 1:

What happens when people find themselves in a situation of change?

• How do they tend to think?• What are their likely feelings?

Things That Happen When People Find Themselves In A Situation Of Change• Feel awkward, ill-at-ease, self-conscious

• Think of what have to give up, rather than what have to gain

• Feel alone

• Frequent changes are overwhelming

• Differing levels of readiness for change

• Concern re resources

• If the pressure is off people will revert to old ways

(Fullan 1998)

Antagonists of ChangeWhat do you understand by the word

‘antagonist’?

Can you describe at least 5 different types of

antagonists to change?

What do excuses that antagonists of change

give?

Antagonists of change

FutilitariansFaint-hearts

The old regimeBureaucratsNostalgics

Resistance to Change• Edgar Friendberg – teachers are generally

conformist – not innovators. Teachers have succeeded in the school system as it has existed. They have learned to play it safe and to keep a low profile in a bureaucratic system run by administrators who do not like to create “waves”

• Rapidity of change –teachers unwilling to support changes perceived as short-lived

Resistance to Change• Lack of knowledge – do not know about the innovation

at all or have very little information about it• Teachers do not know about the latest research or

refuse to use it in guiding their actions –[”mindguarding” – teachers reject data that challenge current understanding]

• Teachers lack opportunities to discuss the latest research with colleagues

• No financial or time support given

Obstacles to ChangeThomas Harvey provides 12 obstacles to getting

people involved in change:• Lack of ownership• Lack of benefits• Increasing burdens• Lack of administrative support• Loneliness• Insecurity

Obstacles to Change• Norm incongruence• Boredom• Chaos• Differential knowledge• Sudden wholesale change• Unique points of resistance