10 AXIOMS OF

CURRICULUM CHANGE

Change is inevitable
Change as a product of its time
Concurrent change
Change in people
Change is a cooperative endeavor
Change involves a decision making process
Change is a continuous process
Change is a comprehensive process

INEVITABILITY OF CHANGE
Axiom 1:
Change is inevitable
and necessary, for it is
through change that life
forms grow and develop

 Human institutions, like human

being themselves, grow and
develop in proportion to their ability
to respond to chance and to adapt
to changing conditions

Society constantly encounter

problems to which they must
respond or perish

Major changes in the society:

- changing values and cultural diversity
- changing values and morality
- family
- macro electronics revolutions
- changing world of work
- equal rights
- crime and violence
- global interdependence
-Parkay, et.al 2004

Change in the form

of responses to
contemporary
problems must be
foremost in the minds
of every educator.

Who are the 21st Century Learners?

As large in number as Baby Boomers
Consumers- $150 billion annually
Digital Media Users 6 hrs daily
(Exposed to 8 hours)
Multi-taskers: online - phone - print
Hyper-Communicators -socially & civically
Gamers-interactive learning

Who are the 21st Century Learners?

Risk-Takers
Pursuers of ongoing education
Futurists & Optimistic
IQ is up by 17 points between 19472001 with most gains post 1972

Time-based

Outcome-based

Fragmented
curriculum

Integrated and
interdisciplinary
curriculum

Focus:
memorization of
discrete facts

Focus: What
students know, can
do and are like after
all the details are
forgotten

Lessons focus on
the lower level of
Blooms
Taxonomy

Learning is
designed on upper
levels of Blooms
and the updated
Blooms Digital
Taxonomy

Diversity in
students is
ignored

Curriculum and
instruction
address student
diversity

Literacy in the
3Rs Reading,
Writing and
Math

Multiple literacy
of the 21st
Century- aligned
to living and
working in a
globalized new
millennium

Textbook-driven
Limited access
to information
and knowledge

Research-driven
infinite access to
materials/
sources
(information and
knowledge
multiple)

Passive learning Active learning

Learners work in
isolation

Learners work
collaboratively with
classmates and
others around the
world-the global
classroom

Teacher-centered- Learner-centered
teacher is center of teacher is
attention and
facilitator/coach
provider of
information

Low expectations High

expectations- if it
isnt good, it isnt
done.
Curriculum is
irrelevant and
meaningless to
the students

Curriculum is
connected to
students
interests,
experiences,
talents and the
real world
(community
engagement)

Print is the primary

vehicle of learning
and assessing

Performances,
projects and
multiple forms of
media are used for
learning and
assessment

Teacher as judge.
No one else sees
students work

Self, peer and other

assessments
(public audiences..
Authentic
assessments)

Factory model,
based upon the
needs of employers
for the industrial age
of the 19th century

Global model,
based upon the
needs of a
globalized, hightech society

Goal- to master
content knowledge
(literature, history,
science)

Goal to learn
skills and strategies
(access, analyze,
evaluate, create) to
solve problems

Conceptual
learning on
individual basis

Project-based
learning on
team basis

 The society faces a plethora

of contemporary problems,
some of which threatens its
existence.

Therefore, there is a
need to embrace
changes in the
curriculum in order to
respond to
contemporary
problems.

CURRICULUM AS A
PRODUCT OF ITS TIME
Axiom 2:
The school curriculum
not only reflects but also
a product of its time. IT
is corollary to the first.

Before the advent of

television,
computer
works an other media
curriculum
was
relatively slow, but now
everything is instant.

Changes in the curriculum over

period of time:

Team teaching
Instructional television
Open-space education
Values clarification
Behavioral objectives
Computer literacy
Cooperative learning
Etc.

The curriculum is a product of its time

SOCIAL FORCES
PHILOSOPHICAL PROCESS
PSYCHOLOGICAL CONDITIONS
ACCUMULATING KNOWLEDGE

PSYCHOLOGY
Faculty of the muscles
Faculty Psychology

Behavioristic
Experimental
Gestalt
Perceptual

PHILOSOPHY
Essentialism
Essentialism
Utilitarianism
Essentialism
Progressivism

SOCIAL
Male chauvanism
Rich-poor dichotomoy
Calvinist
Industrial revolution
Rise of the middle class
Westward thinking

Immigration
Armed conflicts
Civil rights
Equal rights
Changes in family
Enviromental growth
Rapid change in tech
Change in family

PWD
Economic Crisis
Population Growth
Global warming
Globalization
AIDS
International conflicts
Terrorism

ACCUMULATING
KNOWLEDGE
Discovery of vaccines
Computer
Laser
Multipurpose cell phone
Moon landings
Mars flight
Galileo probe
Cassini and Genesis mission

The pervasive educational

groups and individuals has
been responsible for the
adoption of curricular
innovations in the history AND
IT CAUSED PERMANET
AND CONTINUING CHANGE
IN THE CURRICULUM

CONCURRENT CHANGES

Axiom 3:
Curriculum changes made at
an earlier period of time can exist
concurrently with newer curriculum
changes at a later period of time

 Curriculum changes starts and

ends abruptly
Changes co exist or sometimes
overlap

 Because
of
this,
curriculum
and
management change is
very
tasking
and
challenging
The competing changes
have almost mandated
an eclecticism, especially
in the public school

People behind curriculum

select the best response
to the emerging changes
in the society
Write behavioural objective
CHANGES IN THE
EDUCAITON
OF
PHILIPPINES

THE

When status qou no longer

serves the needs of the
learners
we should replace it..
.to promote appropriate
responses

The re-emergence of
the prior responses
will
be
new
responses, not old in
the sense of being
unchanging
and
unchangeable.

CHANGE IN PEOPLE
Axiom 4:
Curriculum change
results from change in
people

Stakeholders
should be involved
and committed to
change
Sadly,
subbordiantes dont
work very well on
the rules

There is a need to
change the people
who must
ultimately effect
the
curriculum

To change the curriculum of the

school is to change the factors
interacting to shape the curriculum.
In each instance this means
bringing changes in people in
their desires, beliefs, attitudes, in
their knowledge and skills.
(Meil, 1998)

The lack of enthusiasm

usually affected the
performance of the
students

 Sadly, subbordiantes dont

work very well on the rules

Unless the subordinates

embrace this change and
rules as theirs, then change
will become meaningful
and long lasting

And what we
should not forget,
everything spills
out to the
students..

COOPERATIVE ENDEAVOR
Axiom 5:
Curriculum change is
effected as a result of
cooperative endeavor in the
part of the groups.

Significant changes
in the curriculum
should be brought
about as a result of
group decision

Any change in the

curriculum should
involve all the stake
holders. The
students, teachers,
administrators even
the non certificated
personnel.

Teachers and specialists are involved in the

professional core.
The teachers work together under the
direction of the school administrator as the
overseer.
The administrator will take the bow for
successes and will also take the barbs for
efforts gone awry.

Any change made without the

understanding and support of at
least a core majority of educators
will fail.
Not because of the changes
themselves, but the way these
changes came about.

DECISION MAKING PROCESS

Axiom 6:
Curriculum development
is basically a decisionmaking process.

 Choices among discipline

Choices among competing
views
Choices for emphases
Choices of methods

Choices in organization

CURRICULUM
DECISION MAKING
IS A
POLITICAL PROCESS

The administrator should

have a political will
The teacher should have
a political will

CONTINUOUS PROCESS
Axiom 7:
Curriculum changes is a never
ending process.

The stakeholders
should always have
a room for
improvement.

 Remember, when
dealing with work,
nothing is taken
personally against
you.

 How do we see
feedbacks?
Do we FIGHT or
FLIGHT?

Stake holders should always

have room for improvement
As the needs of learners
change, as the society
unfolds, as new knowledge
appears,
there should be change.

 Changes does
not end in a
temporary
modification and
newer
implementation

There should be a
continuous
monitoring to assure
that the program is
on track and
problem does not reoccur

COMPREHENSIVE PROCESS
Axiom 8:

Curriculum change is
comprehensive
process

Avoid

HIT or MISS

There is an
importance in
looking at the
whole picture.

Look at the
whole forest and
not only on the
trees

What does the

macro curriculum
is showing?

 For example sex

education-who will be
affected by it?

A good investment
is needed in order
to create the
comprehensive
change needed.

Systematic Development
Axiom 9
Systematic curriculum development
is more effective than trial and error

The set of procedures should be

made systematically by
following an established set of
procedures.

Starting from existing curriculum

Axiom 10
The curriculum planners starts from where
the curriculum is, just as the teacher starts
where the students are.

When we embrace
change, then and only
then success will take
place.

One thing will remain the same.

CHANGE.

1. What is instruction
2. What is curriculum