Instructional Considerations to Curriculum Implementation
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Transcript of Instructional Considerations to Curriculum Implementation
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7/29/2019 Instructional Considerations to Curriculum Implementation
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Instructional Considerations in
Curriculum Implementation
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Instructional Considerations
Classroom-level implementation of curriculum
plans
Instructional considerations include such
minutiae as content, grouping, materials,
pacing/sequencing, grading, and many more
variables.
These decisions should be made according to
the overall curriculum plan.
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Instructional Considerations in
Curriculum Implementation
Managing the Curriculum Contents
Managing the Curriculum Methods
Managing Instructional Materials Managing Evaluation of Instruction
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Managing the Curriculum
Contents
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Managing the Curriculum Contents
Content should be relevant and significant.
Because technology is advancing so quickly,
subject matter in curriculums may become too
old before they become printed or be seen in
audio-visual form.
Books must always be updated, whether in
accordance to knowledge or technological
externalities
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Managing the Curriculum Contents
We always have to ask ourselves: What is basic?
The back-to-basics movement, which stressed
emphasis in basic skills such as reading, writing,
and arithmetic. However, emphasizing theimmediate present too much may have a trade-
off: curriculum experiences may stress less
emphasis on preparation for the future.
Responsiveness to society is one of the main
features that a public school should have.
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Managing the Curriculum Contents
Curriculum planners must be aware of changestaking place in the world today.
One of the most important activities ofcurriculum planners is to develop loyalty todemocratic human values.
There should also be a balance betweenintellectual proficiency and societal perspective.
According to Hilda Taba, technology requires thatwe arent only technologically proficient. It alsorequires that we are morally and sociallygrounded as well.
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Managing the Curriculum
Methods
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Managing the Curriculum Methods
Teachers must be able to:
Identify and separate the contributing elements constituting a
given teaching-learning situation
Conceptualize the relationships between those interacting
elements
Select and plan appropriate instructional strategies
Develop and sharpen suitable skills in order to translate the
selected strategies into practice
Acquire reliable and meaningful feedback in the form of
empirical and objective data
Evaluate the effectiveness of the selected strategies
Modify and revise strategies for future improvement
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Managing the Curriculum Methods
Selecting optimal teaching methods should prompt teachers to
ask:
Who are my students? What should they learn?
How should they learn?
When should they learn it?
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Managing the Curriculum Methods
Methods of presenting content will be easier once teachers
have data from the students.
These data include, but not limited to: physical andintellectual characteristics, age levels, maturity, IQ,
performance evaluations, and reading ability. Attitudes of
students, learning styles, and cultural backgrounds are also
valuable cues.
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Managing the Curriculum Methods
Here are the teaching methods that
teachers can apply:
Comparative Analysis
Conference
Demonstration
Diagnosis
Directed Observation
Discussion
Drill
Experimentation
Field Experience
Field Trip
Group Work
Laboratory Experience
Lecture
Manipulative and Tactile Activity
Modeling and Imitation
Problem Solving
Programmed Instruction
Project
Reading Recitation
Role-Play
Seminar
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Managing Instructional Materials
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Managing Instructional Materials
While the abundance of instructional materials may
provide plenty of opportunities for students to learn
in diverse ways, it may also confuse the teacher.
Instructional materials should be selected primarilyon the basis of its relevance to the goal-seeking
activity involved.
Another consideration is accuracy (factual and
cultural).
Lastly, instructional materials should be appropriate
to the needs and interests of learners.
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Managing Instructional Materials
Common Sources of Instructional Materials
Teachers
Schools
School districts Regional agencies
National networks
Professional associations
Commercial publishers and other businesses
Professional journals
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Managing Instructional Materials
Types of Instructional Materials
Textbooks
Other Printed Materials Self-pacing materials
Games and Simulation
Computer-assisted Instruction
Educational films
Educational Television
Powerpoint presentations
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Managing Evaluation of
Instruction
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Managing Evaluation of lnstruction
When we are talking about evaluation of
instruction, we are taking about evaluation of
teaching methods with an aim for revision and
improvement of methods. Teaching improvement requires behavioral change
that arises after careful analysis and feedback of
information.
Any curriculum program is only as good as the
teacher who implements it.
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Managing Evaluation of lnstruction
Flanders System of Interactional Analysis
Interaction analysis is a method of determining the
verbal dimension of teacher-pupil interaction in the
classroom. Flanders method determines the amount of verbal
interaction that takes place between teachers and
students.
The system allows an observer to find out whether
the teacher is controlling (decreases students
freedom of action) or not (increases students
freedom of action)
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Managing Evaluation of lnstruction
John Hough modified Flanders system of ten
categories and turned it into 13 categories.
Hough differentiated teacher statements as either
indirect or direct. A teacher is indirect if hemaximizes students freedom of response and direct
if otherwise.
Hough also classified student talk into four
categories.
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Managing Evaluation of lnstruction
Indirect Teacher
Accepts feeling
Praises or encourages
Accepts or uses ideas of student
Asks questions Answers student questions
Direct Talk
Lecture Gives directions
Corrective feedback
Criticizes students/justifies
authority
Student Talk
Teacher-initiated student talk
Student questions
Student-initiated student talk
Silence or confusion
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Managing Evaluation of lnstruction
Continuous use of interactional analysis revealed:
Excessive teacher talk. This happens when teacher
talk accounts for 2/3 or more of classroom time.
Recitation. Majority of teacher talk involved askingand reacting to questions that called for factual
answers. Solicitation-response is the most common
verbal exchange in the classroom.
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Managing Evaluation of lnstruction
According to Marie Hughes, the most frequent teaching
acts involve plenty of control:
Goal-setting and directing children to precise thingwhere they will pay attention
Identification of content for pupils
Specific answer (and solution)
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Managing Evaluation of lnstruction
There are reports that indicate that questioning today most likely
involves no more than recall of memorized material. Questions
should go beyond mere recall and should also do the following:
Simulate student participation
Initiate a review of materials previously covered
Initiate discussion of topic or issue
Involve students in logical thinking
Diagnose student knowledge and thinking ability Determine the extent to which objectives have been
mastered
Encourage student participation in class discussion
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Managing Evaluation of lnstruction
Nonverbal communication
Analyzing nonverbal communication also counts in
evaluation of instruction.
Facial expressions, body movements, and vocal tonesall count in nonverbal communication.
Students are sensitive to nonverbal communication;
thus, teachers must be consistent. For instance,
teachers should not praise a students work verbally
and at the same time gesture disapproval of the
work nonverbally.
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Managing Evaluation of lnstruction
While nonverbal communication is quite difficult to
analyse objectively, teachers should know the
significance of the nonverbal messages that they
send. The more teachers can analyze the way they
communicate nonverbally, the more they can
answer: What does my behaviour mean to students?
How is my behaviour interpreted by students?
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Managing Evaluation of lnstruction
Classroom Management
Jacob Kounins system of analysing classroom
management deals with transitions from one unit to
another. Here are some examples: Group alerting/thrusting
Stimulus boundedness
Overlappingness
Dangle
With-itness (timing/accuracy)
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Managing Evaluation of lnstruction
Evaluation
These guidelines are important to remember when using
evaluation instruments:
Evaluation instruments should be as objective as possible.
Evaluation instruments should be relatively simple,
understandable, and convenient to use.
Evaluation criteria should focus on performance.
All personnel should be familiar with instruments used along
with the procedures to be followed.
Personnel should be encouraged to evaluate themselves
before others perform formal evaluations using instruments.