CURRIC

ULUM
CHANGE

DEFINITION OF CURRICULUM
CHANGE AND INNOVATION
CURRICULUM CHANGE
Hoyle (1995) defines change as embracing the concepts
of innovation, development, renewal and improvement
of a curriculum.
Has magnitude and directions.
Takes place within a definite time frame.
Is a process, not event; requires time, energy and
resources.
Should lead to improvement.
Curriculum change is dictated by the changes in
economic, social, technology in a society.

DEFINITION OF CURRICULUM
CHANGE AND INNOVATION
CURRICULUM INNOVATION
Westerly (1969) and Richard (1965), state that
curriculum innovation is any improvement that is
deliberate, measurable, durable and unlikely to occur
frequently.
Ideas or practices that are new and different from those
that exist in the formal prescribed curriculum.
Curriculum innovation occurs when human and material
resources are created, selected, organized, and used in
ways where the outcomes are higher achievement of
curriculum goals and objectives.

M
U
L
U
C
I
R
E
R
G
U
C
N
A
H
C
CURRICULUM
INNOVATION

CHANGE

INNOVATION

Comparable with a
previous situation or
product and is relative
in nature.

Not easily comparable

as it does not have
near factors to be
compared with as its
unrelated in

Only improve on the

ability to satisfy a
need, will not assist in
answering an
unsatisfied.

Answer to satisfy an
unsatisfied need which
did not have a solution
earlier.

A continuous and
natural process of
adoption and
efficiency
improvement.

Discontinuous in
nature and usually
originates from
perceptional change.

CONTEXTS OF CURRICULUM CHANGE

Change established practices
in order to tackle existing
The central authority decides to
adopt new idea, and it is usually problems or new problems, and
seek ways to deal with this
made known through a circular.
problems.
E.g. Introduction of KSSR
REASONS FOR
E.g. Introduction of SchoolCURRICULUMBased Assessment (SBA)
CHANGE AND
INNOVATION

Development of technology

Political and Social Influence

TYPES OF CHANGE
Hardware Types (addition to existing facilities)
-New classrooms, books, play grounds.
Software types (affect the content and range
of the curriculum)
-Methods of delivery, instructional strategies,
innovation

FORMS OF CHANGES

Substitution
One element
replaces another
previously in
used.

Alteration
Change in
existing
structures rather
than a complete
replacement.

Addition
Introduction of a
new component
without changing
old elements.

Restructuring
The arrangement of
the curriculum in
order to implement
desired changes.

Strategies
of
Evaluation

 We evaluate courses and teaching to enhance

students' learning, by providing content that is
current, relevant and appropriate to their
needs. To continually improve learning and
teaching, we must continually evaluate it by:
gathering information about the quality of student
learning that is taking place in our courses and
programs
making judgments based on that information.

Then we must adjust our teaching in

accordance with those judgments.

What do we need to find out?

As educators we need to know how we
have affected the learning of those we
teach. We need to find out whether we
have:
been able to create a shift in understanding,
managed to provide students with new
knowledge,
strengthened their existing understanding and
knowledge.

"Doing good evaluation is like doing good

research. In both cases, you are trying to
answer some important questions about an
important topic. The key to doing both
activities well is (a) identifying the right
questions to ask and (b) figuring out how to
answer them."
(Fink, 1995)

 To meaningfully evaluate the quality of

learning taking place in your courses and
programs, gather feedback and evidence:
at several times throughout a course or program
from many sources, including students,
colleagues and through self-reflection.

Strategies

Parents
Students
Teachers
School Management
Curricular Department
Ministry of Education

PLANNING &
IMPLEMENTATION

Implementation of change in
curriculum
needs
Major
factor 1

Major
factor 4

Major
factor 2

Major
factor 3

Major
factor 2

Major
The change agent
factor 1

The user system

Major
factor 3

Major
factor 4
The innovation

Time

involved with
the process,
the planning &
the strategies,
frequently the
user of the
innovation.

The
change
agent

The
innovati
on

Curriculu
m
Change
Time

The user
system

The innovation process

Adopt and institutionalise the innovation or search for another solution.
If the innovation has solved the identified problem, implement it on a wide
scale.
.
Review the evaluation.
Evaluate the proposed solution.
Conduct a trial.
Select a particular solution or innovation
that has been identified as the most
appropriate.
Generate possible solutions.
Identify a problem,
dissatisfaction or need
that requires attention

Elements in Innovation Planning

the personnel to be
employed

the equipment
needed

sequencing of
activities

the specification of the

actual task

the buildings and conducive

environment

the strategy or procedure

to be used to undertake
the task

the costs
involved

evaluation of the consequences or

effects of the innovation.

time
involved

social contexts

rationale for undertaking the

innovation

Successful Implementation
The innovation must be relevant to them.
It must be feasible in their particular organizational context.
It must be compatible with the practices, values and
characteristics of their system.
It must pose little or no threat to the user groups identity,
integrity and territory. The innovation must be seen to be
tolerable and non-threatening.
The innovation must yield material or non-material benefits.
Gains in social status or recognition may be some of the nonmaterial benefits
It must be flexible and adaptable.

FACTORS AFFECTING CHANGE IN ELT

IN MALAYSIA
ELT curriculum reforms/changes in Malaysia are made in
line with the transitions and changes based on local,
regional and global needs.
The transition or education development will determine
the factors and changes in ELT in Malaysia.
Education development of Malaysia has three phases,
first phase (1957-1970), second phase (1970 -1990),
and the third phase (1990-2007).

Phase One of ELT curriculum reforms

in Malaysia (1957-1970)
CHANGES: TEACHING METHOD
The syllabus differs between the national and nationaltype schools. The English language syllabus for Primary
1-6 is taught in three stages. Students in national
schools complete Stages 1 and 2 while their peers in
national- type schools undergo Stages 1, 2 and 3
Three types of instructional methods were used in the
early years namely the grammar translation method,
direct method and situational approach.

GRAMMAR
TRANSLATION
METHOD

DIRECT METHOD

SITUATIONAL APPROACH

-Little or no
attention is paid -Belief that knowing
-Complementing
to aspects of a language is being
speaking andable to speak it. This later methodologies
and approaches.
listening.
new
-Learning a
-Language is being
second language
-Emphasized the
taught
is seen as a
deductiveimportance of correct
realistically
pronunciation
of
process.
target
-Students are
Language-The meaning is tied up
drilled to learn
with the situations in
English
especially -However, not real, which they are used.
memorizing the
and cant
grammar rules
communicate.

Phase Two of ELT curriculum reforms

in Malaysia (1970-1990)
CHANGES MADE : FOCUS MORE ON COMMUNICATIVE
COMPETENCE
The introduction of the New Primary School Curriculum (KBSR) in1982
and the Integrated Secondary School Curriculum (KBSM) in 1988.
Language was seen as a system for the expression of meanings, and
linguists began to analysee language as system for the expression of
meanings, rather than as a system of abstract syntactic rules.
The ELT curriculum at this point in time emphasized communicative
approach in language teaching and learning.
Emphasis is given to meaning and not so much the structure through
proper contextualization.

 Students are encouraged to communicate right from the

beginning of the class. (pair work, group discussion)
Errors are a natural part of learning the language.
In line with this approach, the Education Ministry
introduced a new English paper for the Sijil Pelajaran
Malaysia (SPM) examination which is known as English
122/322.
Students were tested on reading, writing and speaking
(oral assessment) which is a more comprehensive way
of gauging their language proficiency.

Phase Three of ELT curriculum

reforms in Malaysia (1990-2007)
Globalization (factor) has given rise to the demand of English

language and English language education.

The decline in the standard of English in Malaysia has affected the
countrys ability to compete with other economies.
Other factors like inadequate funding, teacher education and
appropriate resources also contribute to this problem. Students
especially in the rural areas lacked the kind of proficiency needed to
be competitive in the global market.
Mohd Sofi Ali (2003) who carried out a study in three primary
schools in the East Coast of Malaysia unveiled three reasons namely;
limited classroom, outside classroom language opportunity
and English was also not used at home as a means of
communication .

CHANGES MADE:
Firstly, the introduction of a tougher public English
examination for students sitting for the SPM
examination. This English examination paper formerly
known as English 122/322 was upgraded to English
1119 in the year 1995. The English 1119 syllabus is
based on the O-Level syllabus set by the Cambridge
Examination Syndicate in England.
In 2001, the literature component was introduced to
inculcate reading habits as well as creative and critical
thinking skills in the students.

 In 1998, the Ministry of Education introduced the

Malaysian University English Test (MUET) for all preuniversity and Form Six students.
The introduction of English for Science and Technology
in 2003 as an optional paper at the upper secondary
school level.
The communicative methodology is recommended for
teaching.

WHAT ABOUT NOW? WITH THE

IMPLEMENTATION OF KSSR,
WHAT CHANGES ARE MADE
TOWARDS ELT AND WHY?

Planning and
Implementing Change
The teacher as agent of change

What is a Change Agent?

An educational change agent is the
individual who can bring about positive,
lasting change for the client he/she
serves.

Change Is Difficult!
Nevertheless, as an educational leader you
must know how to bring about change.

Think About Making Change in Your

Own Behavior
Diet
Quit smoking
Begin an internship

Are these easy? NO!!

Why do People Resist Making a Change?

It makes individuals feel:

Inadequate Im not sure I can do this.

Alone No one else sees this as needed.
Scared Ill lose friends, respect, etc.
Overwhelmed How will I every get this accomplished?
It seems like it is two steps forward and one step back!

Change Takes Time and is

Difficult

Time and difficulty involved in making various changes

Change Agents at Work

Throughout Their Careers
Preprofessional Teacher
Professional Teacher
Accomplished Teacher advanced
degrees and classroom experience

Preprofessional Teacher
All students are learning about the process
of change and the role of change agents.
Students begin to dialog about factors that
call for and influence change.
Students begin to apply what they have
learned.

Preprofessional Teacher
Example of further application during the internship:
INDIVIDUAL BEHAVIOR includes alternative
assessment strategies in teaching/assessing during
internship
GROUP BEHAVIOR - Shared results with cooperating
teacher
Time to complete - ?? Remember, you are facilitating change
and may not have sufficient time to change group behavior.

Two Major Types of Change

Processes
Directive Change subordinates are are ordered to
implement a change. Often seen in educational settings.
For example Circular letters/Surat Pekeliling

Participative change

Informal leaders and formal leaders work together to bring

about change.
Bandwagon change - isnt really a change process. It is done
because everyone else is doing it.
For example: NILAM in schools

At The Preprofessional Stage You Are

Responsible For:
acquiring knowledge of the change process,
understanding the differences in participative
change, directive change, and bandwagon
looking for opportunities to make positive
change and beginning the process.

Professional Teacher
How a change agent might work at the professional level:
KNOWLEDGE attends a Language Arts Course
Time to complete--1 hour

Follow-up reading 3+ hours

ATTITUDE (Disposition) continues reading, observes

in classrooms, talks with teachers teaching language
arts.
Time to complete about 6 months

Professional Teacher cont.

INDIVIDUAL BEHAVIOR Implement in class. Talks
to colleagues who agree to implement the same in
class.
- Time to complete - 1 year

GROUP BEHAVIOR Other teachers see the

implementation and begin to implement the same in
their class.
- Time to begin implementation 2 years

Accomplished Teacher
KNOWLEDGE new information from studies
concerning K-8* school delivered at Better Schools
Conference
Time to complete - 2 hour at a conference, follow-up
reading - minimum of 6 hours

ATTITUDES continued research, visit K-8 schools,

compare FCAT test scores
Time to complete - 6 - 12 months

*K-8 schools, elementary-middle schools, or K-8 centers are schools in the

United States that enroll students from kindergarten/pre-K (age 5) through
8th grade (up to age 14), combining the typical elementary school (K-6) and
junior high or middle school (7-8).

Accomplished Teacher, continued

INDIVIDUAL BEHAVIOR begins sharing with
colleagues, looks at other opinions, appointed to the
District Student Achievement Study Council
Time to complete - up to 2 years

GROUP BEHAVIOR Study Council recommends

district establish two K-8 pilot schools; study results
of pilots
Time to complete - 3 years minimum

Connecting the Accomplished Practices to

Change Agent
Change can take place in every area; therefore in every AP
area. The most likely areas for pre-service teachers to initiate
change are:
Assessment uses rubrics, alternative assessments
Communication begins a classroom newspaper or begins a program to call homes
each day to just leave a short positive

message about the student

Diversity gives choices of assessment forms for ways students can show mastery
Learning Environment begins cooperative learning groups. Institutes
Environment Circle Time where students help
on campus.

solve environmental concerns in the classroom and

Planning establishes planning sessions with the specialists so

they can better support the classroom curriculum.

Technology begin using electronic grade, PowerPoint to

class e-mail correspondence with a c

class in another state.

present material, start a

Becoming a change agent during

internship
As a preprofessional, your knowledge of
the change process may exceed your opportunity to see
change through the Group Behavior Stage of change
beyond your grade level or school.
However, plant the seed, and water as much as
possible.
You can make a difference!!

Remember:
Bandwagon change does not last.
Participative change- has staying power.
Knowledge base established.

Reasons for change are shared with the group

True attitude change.

Participants are given time and reason to change their attitude

Individual behavior changed by choice.

Change is an internal rather than external decision. A true choice

Why is there resistance to change?

Because of:
Habit

This is the way weve always done things.

Comfort zone

I like doing it this way.

Fear of the unknown

it?It could be worse!!

It isnt (totally) broken, so why try to fix

Disposition and Skills of

Effective Change Agents
Effective change agents:

start the change process with themselves rather than with

others
do not force change; they facilitate it
create their own enthusiasm
develop a plan for change
seek out and accept criticism of their ideas
are able to get others to buy into their ideas for change

Change most likely will

be at the:
classroom or grade level for the
preprofessional teacher
grade or school level for the professional
teacher
district or state level for the accomplished
teacher leader

What is involved in developing a change strategy?

Identify discrepancies between actual (what is) and
ideal (what ought to be).
Develop a written plan to reduce or eliminate
discrepancies between actual and ideal.
Implement the plan.
Have realistic expectations on time involved.

Trained Facilitative Change Agents:

look for ways to make positive,
participative change
stay grounded in best practices research
have a plan for change avoid jumping on
the bandwagon
realize change takes time!
evaluate and revisit as needed.

The End
Thank you for listening