SGDC 5063 :

CURRICULUM
LEADERSHIP &
MANAGEMENT

TOPIC 10 :
FUTURE SCHOOLS

PRENSENT BY :
THINAMALAR RAMASAMY
NAZIFA RAMLI
LIYANA SHAMIRA
KALYANI ELLUMALAI
PREPARED FOR :
DR. RAFISAH BT. OSMAN

TABLE OF CONTENT
THINAMALAR
RAMASAMY

DESIGNING THE 21ST CENTURY

CURRICULUM

NAZIFA RAMLI
LIYANA SHAMIRA

TECHNOLOGY AND
TRANSFORMATION OF
CURRICULUM

KALYANI ELLUMALAI

DIFFERENCIATED
INSTRUCTION

DESIGNING 21ST
CENTURY CURRICULUM

OVERVIEW
Introduction
21st Century Standards
Designed Curriculum In The 21st
Century
Expectation
Designed Instruction In The 21st
Century
Expectation
Current Researchers

INTRODUCTION
Education in the past :
- 3Rs (Reading, Writing and
Arithmetic) +
simple subjects
Traditional method
In teaching (based on teachercentred)
Assessment to identify students
knowledge

WHAT ARE 21ST CENTURY

STANDARDS
Focuses on 21st century skills, content
knowledge and expertise.
Builds understanding across / among core
subjects as well as 21st century interdisciplinary
themes.
Emphasizes deep understanding rather than
shallow knowledge.
Engages students with real world data, tools
and experts they will encounter in college, on
the job and in life.

DESIGNED CURRICULUM IN THE 21ST

CENTURY EXPECTATION
A 21st century curriculum should blend
knowledge, thinking, innovation skills, media,
Information and Communication Technology
(ICT) literacy and real life experience in the
context of core academic subjects (Paige, 2009)
Authentic Learning (Learning environment + 21 st
century skills = adult life)

 The Milestones for Improving Learning and

Education (MILE) indicated to achieve the 21 st
century curriculum level, educators must
integrate over 75% of future skills.
Researchers argued that these skills should be
both part of the school curriculum and integral to
the academic content.

DESIGNED INSTRUCTION IN THE 21ST

CENTURY EXPECTATION
Use innovative strategies and modern learning
technologies

Learni
ng
conten
t

Skills

Real
life

1) PROBLEM-BASED LEARNING
Students can :
- discuss and analyse
- investigate problems
- provide explanations, generate ideas, analyse
data and make judgments in order to find the
appropriate solutions.
Research has shown that students applying
problem-based learning increase their
participation in class activities and enhance
critical thinking skills (Joyce et.al., 2009).

 There is a significant correlation between

problem-based learning activities and critical
thinking skills.
Help students to :
- overcome challenges they may face in the real
world
- break thinking barriers

2) COOPERATIVE LEARNING
Has powerful effect on learning that gives
distinctive results.
every person brings something to the table
Mutual respect between team members.
Estimating teamwork required to complete the
joint action.
Efforts toward compromises needed to achieve a
common goal.

 Various activities promote cooperative learning

such as projects, problems, designs and
researched-based learning.
Increases student :
- performance
- participation
- social interaction
- achievement
- motivation and change it from external to the
internal

3) LINKING KNOWLEDGE WITH

THE REAL WORLD

Using the real world model allows students to

- achieve authentic learning
- research information from several resources
- obtain new knowledge and skills

 Students contribute to the construction of their

own knowledge and produce information that
has value or meaning to them in order to achieve
collaborative work in its truest sense.

4) INTEGRATING MULTIMEDIA
TOOLS
Jacobsen (2001) argued that many technological
tools can support different skills such as problem
solving, critical thinking, collaborative learning
and the learning environment.
Eg: portfolios, webquests, quizzes, Wiki, Google
site, Digital Storytelling, ePortfolios and blogs &
etc

4) INTEGRATING MULTIMEDIA
TOOLS (cont)
Using multimedia tools can enhance different
skills
- higher-level thinking (innovation)
- academic and social
- critical thinking (providing meaningful feedback)
Allows students to :
- access information and knowledge by
themselves learn how to learn
- understand different issues
- practice in literacy
- engage in the real worls

4) INTEGRATING MULTIMEDIA
TOOLS (cont)
There are many options available in the virtual
world from which educators can choose in order
to achieve real meaning, enabling students to
see the real world through their online
experience.
Eg: video game, technologies, role-play in online
simulated learning environments and videos on
youtube, etc.

CURRENT RESEARCHERS
21st century curriculum and instruction helps
students :
deal with the complex challenges of our age
(Rotherham & Willingham, 2009)
Be active citizens and use the power of
technology to change the world for the better
(Trilling & Fadel, 2009)
Have a bright future (Wiggins & McTighe, 2005)
Research has continually shown that the
application of 21st century curriculum and
instruction is very significant in preparing
students with the essential skills that will help
them satisfy their desire to be successful in the

TECHNOLOGY AND
TRANSFORMATION OF THE
CURRICULUM

TECHNOLOGY OF THE CURRICULUM

INFORMATION AND COMMUNICATION

TECHNOLOGIES (ICTs)

A major factor in shaping the new global economy and

producing rapid changes in society.
Have fundamentally changed the way people
communicate and do business.
Have produced significant transformations in industry,
agriculture, medicine, business, engineering and other
fields.
Have the potential to transform the nature of education
where and how learning takes place and the roles of
students and teachers in the learning process.

THE ROLE OF TECHNOLOGY IN CURRICULUM

DELIVERY
In delivering curriculum the role of
technology is very important
At the planning phase of any instruction,
aside from formulating the objectives and
among other considerations, there is a
need to identify what instructional media
are to be utilized in the implementation.

 Upgrading the quality of the teaching-andlearning in schools.

Increasing the capability of the teacher to
effectively inculcate learning, and for
students to gain mastery of lessons and
courses
Broadening the delivery of education
outside the schools through non-traditional
approaches to formal and informal
learning

WHAT IS OUR CHALLENGE?

The challenge confronting our educational

systems is
How to transform the curriculum and teaching learning
process to provide students with the skills to function
effectively in this dynamic, information-rich, and
continuously changing environment.
New technologies challenge traditional conceptions of
both teaching and learning and, by reconfiguring hoe
teachers and learners gain access to knowledge, have
the potential to transform teaching and learning process.

THE WAYS TO OVERCOME THE CHALLENGE

Must embrace the new technologies and

appropriate the new ICT tools for learning.
Must move toward the goal of transforming the
traditional paradigm of learningparadigm
shift(Thomas Kuhn).
Change in the traditional view of the learning
process and an understanding of how the new
digital technologies can create new learning
environments in which students are engaged
learners, able to take greater responsibility for their
own learning and constructing their own knowledge

TRANSFORMATION OF THE CURRICULUM

WHAT DO WE MEAN BY TRANSFORMATION?

Traditional

Transformat
ive

WHAT DO WE MEAN BY TRANSFORMATION?

Strategic and comprehensive
Provides a guide for moving to student-centered,
personalized learning
Emphasizes 21st century skills and rigorous
academic standards.
Supports school, district, and government
objectives which are student achievement,
equality, job skills, school participation.
Aligns strategic planning and ICT integration in
classrooms.

COMPARISON
Traditional

Transformative

The traditional teacher

The transformative or the
centered approach learning.
new centered approach to
learning paradigm is a
learner-centered
The teacher is the expert
Students will have greater
and dispenser of knowledge
responsibility for their own
to responsibility for their
the learning.
own the students.
ICTs provide powerful tools
for support the shift to
While students are passive
receptacles of the
student- centered learning
synthesize and share their
and the new roles of
information provided.
teachers and students

EXAMPLE OF TRANSFORMATION
CURRICULUM

Exam
oriented

School
Based
Assesme
nts

TRADITIONAL ASSESSMENTS
It refers to the conventional methods of
testing which usually produce a written
document, such as quiz, exam, or paper.
Tests given to the students by the teachers
to measure how much the students have
learned.
It is the most common way because it
provides valuable information about students
learning.

TRANSFORMATIVE ASSESMENTS
Alternative assessment strategies include:
Open-ended questions
Exhibits
Demonstrations
Hands-on
Computer simulations
Portfolios

CRITICAL TEACHING
Critical teaching refers to the ways in which teachers
can support children to recognise on their own
behalf.
Requires teachers to decelerate the pace of the
classroom.
Support children to take a closer.
More detailed analytical view of the problems.
Developing enquiry-based practices that allow
students to identify ideas for learning activities that
interest them.
The best teachers possess a range of abilities and
capacities outside their own subject specialisations.

VIDEO
Classroom of the future

Differentiated instruction is based on

the assumptions that
students differ in their learning
styles, needs, strengths, and
abilities, and that classroom
activities should be adapted to meet
these differences.

Differentiation means tailoring the

instruction to meet
individual needs. The use of ongoing
assessment and flexible grouping
makes this a successful approach to
instruction.

When learning tasks

are consistently too
hard, students
become anxious and
frustrated. When
tasks are
consistently too
easy, boredom
results. Both
boredom and anxiety
inhibit a students
motivation to learn,
and eventually
impact achievement.

Why Differentiated
Instruction?

 Providing students with choices about

what and how they learn
Assigning activities geared to different
learning styles, interests, and levels of
thinking
Assessment to determine student growth
and new needs
Adjustment of curriculum by complexity,
breadth, and rate
Educational experiences which extend,

DI HOW DOES IT WORK???

Teachers can differentiate at least four
classroom elements based on student
readiness, interest, or learning profile:

Content
Process
Product
Learning environment

CONTENT
What the student needs to learn or
how the
student will get access to the
information?

CONTENT EXAMPLES.
Using reading materials at varying
readability levels
Putting text materials on tape
Using spelling or vocabulary lists at
readiness levels of students

CONTENT EXAMPLES.
Presenting ideas through both auditory
and visual means
Using reading buddies
Meeting with small groups to re-teach an
idea or skill for struggling learners, or to
extend the thinking or skills of advanced
learners

PROCESS
Activities in which the student
engages in
order to make sense of or master
the content.

PROCESS EXAMPLES.
Using tiered activities through which all
learners work with the same important
understandings and skills, but proceed
with different levels of support, challenge,
or complexity.
Providing interest centers that encourage
students to explore subsets of the class
topic of particular interest to them.

PROCESS EXAMPLES.
Offering manipulatives or other hands-on
supports for students who need them.
Varying the length of time a student may
take to complete a task, in order to
provide additional support for a struggling
learner or to encourage an advanced
learner to pursue a topic in greater depth.

PRODUCT

Culminating projects that ask the

student to rehearse, apply, and
extend what he or she has learned in
a unit.

PRODUCT EXAMPLES.
Giving students options of how to express
required learning (e.g., create a puppet
show, write a letter, or develop a mural
with labels).
Using rubrics that match and extend
students varied skills levels.

PRODUCT EXAMPLES.
Allowing students to work alone or in
small groups on their products.
Encouraging students to create their
own product assignments as long as
the assignments contain required
elements.

LEARNING ENVIROMENT
The way the classroom works and
feels helps the students become
more effective learners in the
classrooms and/or schools, which
creates a sense of community in
which they feel respected.

LEARNING ENVIROMENT EXAMPLES

Making sure there are places in the room
to work quietly and without distraction, as
well as places that invite student
collaboration.
Providing materials that reflect a variety of
cultures and home settings.
Setting out clear guidelines for
independent work that matches individual
needs.

LEARNING ENVIROMENT EXAMPLES

Developing routines that allow students to
get help when teachers are busy with
other students and cannot help them
immediately.
Helping students understand that some
learners need to move around to learn,
while others do better sitting quietly.

The use of differentiated instruction

yields both challenges and benefits
for the students and teacher.

BENEFITS FOR STUDENTS..

Diverse needs, learning styles and
interests are addressed.
DI provides choices and encourages
student responsibility.
Self-directed learning allows students to
learn at their own pace.
Students are more enthusiastic and
motivated when the topics are made
relevant and connect to an interest they
have.
Students are met where they are.

BENEFITS FOR TEACHERS..

Meets the needs of many learners at one
time.
Use of the learning profile will determine
how the students prefer to learn.
Learning and recognizing student interests
will connect the student interests to the
content of the curriculum.

BENEFITS FOR TEACHERS..

Consider the readiness level to provide more oneon-one instruction.
Pre-assessments, ongoing assessments and final
assessments will allow the teacher to be aware of
where the students are in the learning process at
all times.
The students are engaged through facilitation,
which gives them an opportunity for growth.

BENEFITS FOR TEACHERS..

The classroom environment will provide
students with choices to learn by
manipulating different areas of the
classroom.
The various learning styles will make you,
as a teacher, more flexible and
understanding of all types of learners.
The awareness of student learning,
interests, and readiness levels will include
students with learning differences and
gifted students.