WARNING:
JavaScript is turned OFF. None of the links on this concept map will
work until it is reactivated.
If you need help turning JavaScript On, click here.
This Concept Map, created with IHMC CmapTools, has information related to: EDCU6311(Curr Implementation & Adaptation), Curr Change & Impl S1: Types of Curr Change RENEWAL What is Renewal Renewal - more superficial adjustments to curriculum, 1. Fidelity 1. The curriculum innovation will be used exactly as designed. 2. It will be reproduced as developed by the technical experts using models of curr. development. 3. Model follows a linear process Characteristics Use Points to discuss Benifits/Challenges - Curriculum knowledge is created outside the classroom by experts who design and develop the curriculum innovation -Curriculum change is a linear process, with teachers implementing the innovation as developed in the classroom -Curriculum is evaluated to ascertain whether the planned outcomes have been achieved: Implementation is successful when teachers follow the curriculum as directed -Teachers are considered to be passive -Teachers role is that of a consumer - one who can follow directions and implement the currculum as it was designed. -The curriculum cannot achieve its aim or be failry evaluated unless the teacher implements it in the manner in which was intended., S3: MODELS/Topologies THE CHANGE PROCESS Models Rogers' Diffusion of Innovations Model Focuses on 1. Communication of the Innovation 2. Diffusion of Technology Main Elements: Diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system, STYLES The Initiator Manager Responder RESPONDERS 1 Focus on the present concerns, feelings and perceptions 2 Allow others to take the lead 3 Delay making decisions 4 Others/especially the last person with whom they talk can influence their decision 5 Tendency to minimize the size and significance of proposed changes 6 Believe their main role is to maintain a smooth running school by being personable, CHANGE AGENTS ROLE 1 develop understandings of the need for change 2 facilitate information-exchange 3 diagnose problems 4 sustain client motivation to change 5 facilitate the change behaviours that support the intent to change 6 stabilize the change and ‘re-freeze’ 7 help clients become autonomous change agents in their own right FACTORS TO SUCCESS 1 Effort expended in establishing contact and maintaining relationships with clients 2 Greater client orientation than change agency orientation (take time to give feedback, have good rapport with clients, have higher credibility with clients, make efforts client-centered) 3 Compatibility of diffusion efforts with clients’ needs 4 Demonstrated empathy with clients’ circumstances, Curr Change & Impl S1: Characteristics of Change Fullan(1991) Char of Change 1. Need: is there a perceived or felt need by teachers and other stakeholders 2. Clarity: are teachers and stakeholders clear about what the change means for them in practice or what they must do differently? 3. Complexity: how many dimenstions of change must implementers manage if implementation is to be successful? 4. Quality: Are teaching and training materials well designed, and good quality resources available, 1. knowledge 2. persuasion 3. decision 4. implementation 5. confirmation KNOWELDGE In this stage the individual is first exposed to an innovation’s existence and gains an understanding of how it functions., 3. Curriculum Enactment -Focuses on delineating how the curriculum is shaped by evolvng constructs of teachers and students -curriculum is seen as educational experiences jointly created by student and teacher -perceivesthe process of implementing as one of continued growth for both teacher and student Characteristics Use Points to discuss Benifits/Challenges -Curriculum as educational experiences jointly created by student and teacher -Focuses on meaning that students take away from their classroom experiences -Perceives teh process of implementing as one of continued growth for teacher and student -Postulates that there would be no curriculum without teacher student -Teachers pursue ideas through classroom exploration, discussion and observations with others and formal discussions -Is a personal developmental process for teacher and student; thus the enacted curriculum (in the classroom) is different from what is written in a curriculum document., Curr Change & Impl Impl & Change As a Process -Change is a process where people involved in the change and institutions undergo certain transformations and stages in the change process -Change is not merely observable alterations in behaviour but rather a personal developmental process, both for the teacher and student, C. External Characteristics 1. Exam Syndicates 2. Funding Agencies 3. Government S3: Fullan Educational Change Model (Impact on IMPLEMENTATION Phase ) A. Characteristics of Change: 1. Need: Is there a perception by stakeholders that the change is necessary? 2. Clarity: Are stakeholders clear about what the dimensions of change are that they must implement? 3. Complexity: How many dimensions of change must implementers manage if implementation is to be successful? 4. Quality: Are instructional materials well designed, accurate etc. Are good quality resources available?, 1 Degree of resistance – more resistance, more coercion, more incentives 2 Target population – more cultural difference more normative-reducation necessary 3 High/low stakes – more critical the change, more coercion might be possible 4 Time frame – more urgency, more power/empirical 5 Expertise of change facilitators – if not expert, more likely to use force instead of reason or more leisurely processes 6 Relative Dependency of participants in change – power-coercion is only possible if leaders/developers are stronger than implementers. STRATEGY SPECIFIC CONSIDERATIONS FOR CHOICE EMPERICAL-RATIONAL Failure to change is due mainly to a lack of knowledge about alternatives Goals are well-defined and generally accepted, INNOVATION What is an Innovation -Innovation - perception of newness and planned change. Wiles & Bondi(1998) -Deep rooted changes in philosophy or in understandings about the roles of individuals in impelementing the curriculum Miles(1964) -It is Planned : with the undersatanding that it would be a more effective approach S2: IMPLEMENTATION CHANGE STRATEGIES -deals with change from different assumptions - not used in pure form but would draw exclusively from one, Concerns Based Adoption Model (CBAM) Used to adress Individuals concerns 1. A conceptual model/framework that - describes, -explains -predicts teacher concerns and behaviours throughout the change process. 2. Lens to understand the change process. 3. provides tools and techniques for facilitating and assessing reform/ innovations in education settings Challenges & Benifits of CBAM Challenges of CBAM, STYLES IMPLEMENTATION SUCCESS Highest level of success noticed with initiators; managers second and responders third Possible causes of Initiator Success: 1 Initiators make things happen 2 Have vision and passion to energise the process 3 Make decisions quickly 4 Demonstrate consistency in decision making [little second guessing] 5 Help create positive organizational culture, EMPERICAL RATIONAL STRATEGY 1 Based on the use of information as a primary change motivator. 2 Also incorporates practices such as research and dissemination of knowledge (through mechanisms as academic journals, presentations) 3 Selection and promotion of personnel based on knowledge base 4 Use of technology as information generators 5 Persuading teachers and schools to adopt a change by using reason and rationality to show that the change is for the better PRINCIPLES/ASSUMPTIONS 1 People are rational/logical creatures-they can be reasoned with- they can be persuaded 2 People will change if they believe it is in their interest to do so 3 Provide empirical data so people will be rationally convinced of the value of the innovation 4 People will support changes with sufficient information 5 Provide incentives so people will recognize their best interest 6 If the correct information is given in a convincing way, people will act in support of change 7 Transfer of information is a one-way process- experts communicate the facts, C. External Characteristics 1. Exam Syndicates 2. Funding Agencies 3. Government S3: Fullan Educational Change Model (Impact on IMPLEMENTATION Phase ) Advantages & Disadvantages of FUllan Implementation Change Model, 2. Mutual Adaptation -Allows adaptation of the innovation -Innovation designed by technical experts to meet the needs of specific clients and contexts -Curriculum plans need to be adapted to the context of specific schools as well as students. -The planned curriculum will be adapted by users to suit their contexts but only within parameters agreed on by developers. -Can take the form of adaptation of technologies, methods, levels/intesity of use. Characteristics Use Points to discuss Benifits/Challenges -Teachers are key to curriculum concerns -Adjustments are made to curriculum by curriculum developers and those who use it in the school (negotiation and flexibility by both designers and practicitioners) -Curriculum knowledge is seen as one facet of a larger, complex social system -Assumes that implementation should involve adjustments with regard to the needs, interests and skills of participants and organisations; as well as in project goals & methods, 1. knowledge 2. persuasion 3. decision 4. implementation 5. confirmation CONFIRMATION At this stage the individual etc. seeks reinforcement for the innovation-decision already made. May also reverse this decision if exposed to conflicting messages about the innovation., C. External Characteristics 1. Exam Syndicates 2. Funding Agencies 3. Government S6: Exam Syndicate A. Building capacity for the innovation 1.Teacher training workshops 2. teacher involvement in the marking exercise 3. teacher /school involvement in syllabus development B. Creating public awareness about innovations C. Shaping public perceptions about the value of the innovation- CXC history of change; effectiveness of feedback etc., ROLE TYPES 1. Developers – Persons responsible for planning the change and providing major structures and resources 2. Change facilitators [Change leaders/Change agents. Persons assigned responsibility for planning/carrying out interventions to ensure the change is implemented 3. Opinion Leaders – persons who are at the center of communication networks at the change site, and who are respected by members of the community CHANGE FACILITATORS STYLES