logging in or signing up Curriculum Management Planning in TESL * Dr. A. Asgari Azia1980 Download Post to : URL : Related Presentations : Let's Connect Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Copy embed code: Embed: Flash iPad Dynamic Copy Does not support media & animations Automatically changes to Flash or non-Flash embed WordPress Embed Customize Embed URL: Copy Thumbnail: Copy The presentation is successfully added In Your Favorites. Views: 587 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: December 18, 2010 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript Curriculum Management Planning (CMP) in TESL : Curriculum Management Planning (CMP) in TESL Curriculum & Syllabus Design Dr. Azadeh Asgari How Districts Improve Programs : Professional accreditation is sought. District rely on expert opinion by having consultants survey the district. District chooses to conduct an internal needs assessment. How Districts Improve Programs Three Methods of Assessing School Conditions : Three Methods of Assessing School Conditions Three Methods of Assessing School Conditions : Three Methods of Assessing School Conditions Comprehensive Curriculum Development : The curriculum development cycle will include the following components: Study the latest research and trends surrounding the subject area Analyze student assessment data Align objectives (horizontal and vertical) Select resources for high-level alignment District templates will be used Comprehensive Curriculum Development Slide 6: Piloting the Curriculum Provide training for teachers Evaluate and revise curriculum and assessments as needed Implement the Curriculum Monitor implementation 7 Steps of Curriculum Development : 7 Steps of Curriculum Development Diagnosis of needs Formulation of objectives Selection of content Organization of content Selection of learning experiences Organization of learning experiences Determination of what to evaluate and means of doing it. (Taba,1962) Various Stages : Various Stages Curriculum developers set goals, plan experiences, select content, and assess outcomes of school programs through analysis, design, implementation and evaluation. Traditional cycle of development reveals some of most common problems in the Curriculum developers. Analysis Stage : Reason of many districts fail to fully engage in a dissection of the current program: The existing program has no design and can’t be analyzed. Leaders fear that analysis will reveal weakness or problems that will reflect on them in their leadership role. The analysis never gets beyond words (jargon), and true assessments aren’t made. Leaders enhance the assessment because they feel it is expected. Analysis Stage Design Stages : Numerous possible failures that will sabotage the process: The design is blue sky (unreal) in nature or follows a bandwagon (everyone else has it). The design is unachievable because of existing conditions ($, academic). Challenges bedrock values of those who must implement it. Couched in terms that are vague and wordy (unclear). Design Stages Implementation Stages : Regular conditions that undermine successful efforts : The primary supporter of the design (school board or superintendent) changes or leaves. The change is too complex, and the purpose is obscured (hidden). Time frames for changing are unrealistic, and the design is abandoned. Training to implement the design is not sufficient to carry the change. Implementation Stages Evaluation Stage : Common failure conditions while assess the completion: No baseline data were secured for a comparison to the completion. Evaluation is not in a form to be useful in redirecting efforts. Those involved in the process don’t trust those evaluating the process or believe the reported outcomes. Evaluation Stage Purpose of Curriculum Management Plan (CMP) : The Board recognizes the need and value of a systematic, ongoing program of curriculum review and development. The Board shall encourage and support the professional staff in its efforts to investigate new curricular ideas, develop and improve programs, and evaluate results. In order to ensure quality control of the curriculum and to be responsive to the school community and state requirements, the Board sets forth this policy to be followed by the Superintendent and professional staff. Purpose of Curriculum Management Plan (CMP) Curriculum Management Plan (CMP) : IMPORTANT: CMP provides a way in which the philosophy of education desired by planners can intersect the development process over a long period. “The role of the school curriculum is to ensure the holistic development of the individual, mentally, physically, spiritually and emotionally through imparting general knowledge and skills, cultivating, instilling and fostering healthy attitudes and accepted moral values. The curriculum is to bring forth the Malaysian citizen who is balanced and well rounded individual trained, skilful and cherishes the national aspiration”. Curriculum Management Plan (CMP) Curriculum Development Center (CDC) : CDC is fully responsible in developing schools curriculum to improve the education performance and quality in line with National Philosophy of Education. IMPORTANT: CDC also provided the role of curriculum leaders in each level. It includes state, district and school level. Curriculum Development Center (CDC) National Philosophy of Education (NPE) : Education in Malaysia is an on going effort towards further developing the potential of individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God. National Philosophy of Education (NPE) Wiles-Bondi CMP Model : Management team initiates action, communicates upward and downward for logistical purposes, and help define political reality in districts or schools. Wiles-Bondi CMP Model Analysis Stage : To clarify purpose and goals. “Management team” under Wiles-Bondi CMP model plays a crucial role in this stage: This team is divided into two main category which are Coordinating Committee and Evaluation Committee. Analysis Stage Slide 19: Coordinating Committee: a group of all powerful individuals and organizations outside of the management team. Teachers union, parents, political action groups and so on. No hidden agendas. Evaluation Committee: a group of lay persons inside of the management team. Board. To review and report on progress. Slide 20: Under the two main category committee there are another three ad hoc group which are include Design Committee, Program Development and Staff Development. Design Committee: (program design) to provide more definition. Program Development: emerge certain task within the design parameters. Staff Development: help to emerge certain task completion. Slide 21: The following criteria can be applied to any set of goals as a measure of their usefulness to the organization in this analysis stage: Are the goals realistic? Are the goals specific? Are the goals related to performance? Are the goals suggestive of involvement? Are the goals observable? Design Stages : To define the goals. Wiles-Bondi CMP model at this stage define the goals for the school or district in broad strokes that establish a framework for subsequent curriculum work. The committee must be visionary and work within the parameters (endorsed philosophy and realistic data gathered). Design Stages Implementation Stages : To coordinate and implement programs. Wiles-Bondi CMP model at this stage coordinate the many efforts needed to implement such programs. The collection of all action plans would form the bulk of the implementation plan. Implementation Stages Evaluation Stage : To review and report on progress. Wiles-Bondi CMP model at this stage is to conduct and develop on reviewing and reporting on progress. The CMP evaluation is used in at least 5 ways: To make explicit the rationale of the instructional program as a basis for deciding which aspects of the program should be evaluated for effectiveness and what types of data should gathered. To collect data upon which judgments about effectiveness can be formulated. To analyze data and draw conclusions. To make decisions based on the data. To implement the decisions to improve the instructional program. Evaluation Stage Slide 25: These Questions Need To Be Asked Prior To Setting Up An Evaluation Design To Monitor Curriculum Development: What are the criteria for evaluating the program? What type of evaluation do we want to conduct? What constitutes good research? Criteria for Evaluating Instructional Programs : The evaluation of a good instructional programs must be: Purposes Provide for continuity of learning experiences Promote individual development in students rather than making them conform to a hypothetical standard. Clear focus Organized around life problems, content topics, interests, or experiences Examined to see which topics are emphasized, which details are relevant, and which relationships are significant Well planned Decision-making (DM) by Phi Delta Kappa National Study Committee on Evaluation Criteria for Evaluating Instructional Programs Assessing Educational Research : Research will be conducted externally or will be in-house. Curriculum specialist should be able to identify good research and be able to assess research reports. Assessing Educational Research The review of a good research: : The problem should be clearly stated, be limited and have contemporary significance. Previous and related studies should be reported to show the relationship to the present study. The variables, those which are controlled and those to be manipulated, should be identified. A description procedures to be used should be clear enough to be replicated. The review of a good research: Conclusion : Comprehensive school planning is a system. System must begin with a clear conception of purposes. Various technical aids can assist the curriculum leader in managing the variety variables. CMP is the bridge between theory and practice. The four main stages (analysis, design, implementation and evaluation) play a crucial role in developing curriculum development and CMP. Conclusion You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.