intentional - ceapceap.org.ph/upload/download/20127/17133247308_1.pdf · substitution: egra for...
TRANSCRIPT
+
+
+
Intentional
Instructive
Rapid
Controllable
Relational
+
CURRICULUM
CHANGE
THE CONCEPT
OF CHANGE TYPOLOGIES
OF CHANGE
WHY CHANGES FAIL
LEADING AND
MANAGING
CHANGE
+
+ Educational
transformations
are always the result
and the symptom of social transformations
in terms of which they are
to be explained.
Durkheim (1938)
+ In order for people to feel
at any particular moment
in time the need to change
its educational system,
it is necessary that new ideas and needs have emerged
in which the former system
is no longer adequate.
Durkheim (1938)
+ INTERACTING CHANGES
SOCIAL
CHANGE EDUCATIONAL CHANGE
CURRICULUM
CHANGE
+
+
Coercion Change: One group
determines the goals and intentionally
exclude others.
Interaction Change: A fairly equal power
distribution is enjoyed by stakeholders
but few procedures are developed.
Planned Change: Stakeholders have
equal power and function in a
prescribed fashion.
Warren Bennis (1966,1994)
+ COMPLEXITY OF CHANGE
Substitution: EGRA for Grade 1
instead of SREA and PHILIRI;
Compliance-oriented
Alteration: Revision of reading
anthologies to weed out selections
not following developmental
considerations, e.g. readability;
Compliance-oriented
+ Development-oriented types
Perturbations: Programming the shift
towards explicit instruction that facilitate
transfer from MTB-MLE to Filipino then
to English or other foreign languages
Restructuring: Science content and
competencies are integrated in other
areas in the early grades.
Value Orientation: Shifting from a LSRW
language-learning matrix to a domain-
focused literacy continuum
+
+ WHY CHANGES FAIL Lunenberg and Ornstein (2000)
•Plain ignorance
•Rapidity of change
•Conformity vs. innovation
•Traditions of teaching
•Discontinuity in professional
development
•Lack of forms of support
+ RESISTANCE TO CHANGE
Maurer (2004)
•Communication fails
to win hearts and minds.
• Individual agenda are ignored.
•Lack of a program manager
•The role of the program manager
is disregarded.
•People planning comes last.
•Engagement isn’t measured.
+ FOUR CRUCIAL GUIDELINES
TO ADDRESS RESISTANCE Fullan (1996)
Respect those you want to silence.
Move toward the danger in forming
new alliances.
Manage emotionally as well as
rationally.
Fight for lost causes.
+
+
The Mouse Trap Effect
+ A mouse looked through the crack
in the wall to see the farmer and
his wife open a package.
"What food might this contain?” The
mouse wondered… He was
devastated to discover it was
a mousetrap.
+ Retreating to the farmyard, the mouse
proclaimed this warning: "There is a
mousetrap in the house! There is a
mousetrap in the house!“
The chicken clucked
and scratched, raised her head
and said, "Mr. Mouse, I can tell this is a
grave concern to you, but it is of no
consequence to me. I cannot be
bothered by it."
+ The mouse turned to the pig and
told him, "There is a mousetrap in
the house! There is a mousetrap in
the house!” The pig sympathized,
but said, "I am so very sorry,
Mr. Mouse, but there is nothing
I can do about it but pray.
Be assured you are
in my prayers."
+ The mouse turned to the cow and
said, "There is a mousetrap in the
house! There is a mousetrap in the
house!“The cow said, "Wow, Mr. Mouse.
I'm sorry for you, but it's no skin off my
nose.” So, the mouse returned to the
house, head down and dejected, to face
the farmer's mousetrap alone.
+ That very night a sound was heard throughout
the house - the sound of a mousetrap catching
its prey. The farmer's wife rushed to see
what was caught. In the darkness,
she did not see it. It was a venomous
snake whose tail was caught in the trap.
The snake bit the farmer's wife. The farmer
rushed her to the hospital.
+ When she returned home
she still had a fever. Everyone knows
you treat a fever with fresh chicken
soup. So the farmer took his hatchet
to the farmyard for the soup's main
ingredient:
+ But his wife's sickness continued.
Friends and neighbors came
to sit with her around the clock.
To feed them, the farmer
butchered the pig
+ But, alas, the farmer's wife did not
get well. She died. So many people
came for her funeral that the farmer
had the cow slaughtered to provide
enough meat for all of them for the
funeral luncheon.
+ And the mouse
looked upon it
all from his crack
in the wall with
great sadness.
+
So, the next time you
hear someone is facing
a problem and you think
it doesn't concern you,
remember - When one
of us is threatened,
we are all at risk.
+ As leaders and managers
of the K to 12 agenda,
we are prone to the
mouse trap effect.
We must keep an eye out
for one another and make
an extra effort to
encourage one another.
+ AN EIGHT-FOLD PATH Kotter (1996)
1. Establish a sense of urgency
2. Create the guiding coalition
3. Develop a vision and strategy
4. Communicate the change
vision
+ AN EIGHT-FOLD PATH Kotter (1996)
5. Empower broad-based action
6. Generate short-term wins
7. Consolidate gains and produce
more change
8. Anchor new approaches in the
culture
+ Communicate positive messages.
Have breathing stops in order.
Appreciate differences and difficulties.
Motivate people to inquire and to inspire.
Provide opportunities to innovate.
Innovate on the basis of needs, not whims.
Offer continuing support.
Never say, "It's never gonna work – again!"
Shout and share, "Let's give it a try!"
+
+ MENTEES
MATTER
METHODS
MATERIALS
MEASUREMENT
MANAGEMENT
MENTOR
+ MENTEES
1. Relevance
2. Inclusiveness
3. Developmental
appropriateness
4. Involvement
+ MATTER
1. Too abstract –
then scaffold
2. No requisite skills – reasonable amount
of reteaching
+ METHODS
1. Too difficult –
gradually unfold
2. Too predictable –
twist, tweak, and
try acceptable
shortcuts
+ MATERIALS 1. Late, incomplete, or
incomprehensible – use
responsible freedom in
adjusting the matrices
2. Inadequacy or
unavailability –
innovate or improvise
+ MEASUREMENT
1. Too difficult –
adjust gradually
2. Too unrealistic –
recall the principle
of responsible
freedom
+ MANAGEMENT
1. Too diverse a group of
students – work with, not
against such beauty
2. Logistical constraints –
be mindful of the local
context of learning which
serves as a rich source
+ MENTOR 1. Too unsupportive
mentoring environment –
reach out, reason out,
then report
2. Too tiring – then take
logical stops to breathe
and involve other
stakeholders
+
When reasons
for and ways
of doing things
change, we also
change as persons.
+
When we change
for the better together,
our immediate ‘worlds’
also change.