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Curriculum
Change
Template

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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.

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WINTER
Curriculum
Template

Definition
Plan of action
Written document
Experiences of the learner planned
experiences in and out of school
Subject matter

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Change
Template

Definition
the act or fact of changing; fact of being changed.
a transformation or modification; alteration:
Theynoticedthechangeinhisfacialexpression.
a variation or deviation:
achangeinthedailyroutine.
the substitution of one thing for another:
Wefinallymadethechangetoanoilburningfurnace.
variety or novelty:
Let'stryanewrestaurantforachange.
the passing from one place, state, form, or phase to
another: achangeofseasons;socialchange.

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Innovation
Template

Definition
something new or different introduced:
numerous innovations in the highschool curriculum.
the act of innovating; introduction of new
things or methods.

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WINTER
Definition of
Template

curriculum change
and innovation

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 God
Loyalty To King and Country
Upholding The Constitution
Rule of Law
Good Behaviour and Morality

Bedrock of the Malaysian Curriculum


The National Education Philosophy for Malaysia, written in 1988 and revised in
1996, enshrines the Ministrys and Governments vision of education as a means for
the holistic development of all children: intellectually, spiritually, emotionally, and
physically.
EducationinMalaysiaisanongoingefforttowardsfurtherdevelopingthepotentialof
individualsinaholisticandintegratedmanner,soastoproduceindividualswhoare
intellectually,spiritually,emotionally,andphysicallybalancedandharmonious,based
onafirmbeliefinanddevotiontoGod.Suchaneffortisdesignedtoproduce
Malaysiancitizenswhoareknowledgeableandcompetent,whopossesshighmoral
standards,andwhoareresponsibleandcapableofachievinghighlevelsofpersonal
wellbeingaswellasbeingabletocontributetotheharmonyandbettermentofthe
family,thesociety,andthenationatlarge.

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 Change

In 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 Governments
Aspiration of better preparing Malaysias 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 Curriculum
1. 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

21 Century Skills
st

Learning 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

21 Century Skills
st

21st 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 WillRichardson in the


comprehensive tome 21stCenturySkills:RethinkingHow
StudentsLearn: 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 Lewins Force Field Model
Kowalski and Reitzugs 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.
2.
3.
4.
5.

leadership
communication
release of human potential
problem solving
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 Lewins 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 Lewin

Thinking Questions
Based on Kurt Lewins 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. Reitzugs

Kowsalski and V. Reitzugs 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

Number 1:

Q&A

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 Change

What 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
Futilitarians
Faint-hearts
The old regime
Bureaucrats
Nostalgics

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 Change

Thomas 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

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