!0 axioms f curriculum change according to Peter Oliva

1. 10 AXIOMS OF
CURRICULUM CHANGE

2. • 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

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

4. • 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

5. 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

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

7. Who are the 21st
Century Learners?
• As large in number as Baby BoomersAs large in number as Baby Boomers
• Consumers- $150 billion annuallyConsumers- $150 billion annually
• Digital Media Users – 6 ½ hrs dailyDigital Media Users – 6 ½ hrs daily
(Exposed to 8 ½ hours)(Exposed to 8 ½ hours)
• Multi-taskers: online - phone - printMulti-taskers: online - phone - print
• Hyper-Communicators -socially & civicallyHyper-Communicators -socially & civically
• Gamers-interactive learningGamers-interactive learning

8. Who are the 21st
Century Learners?
• Risk-TakersRisk-Takers
• Pursuers of ongoing educationPursuers of ongoing education
• Futurists & OptimisticFuturists & Optimistic
• IQ is up by 17 points between 1947-IQ is up by 17 points between 1947-
2001 with most gains post 19722001 with most gains post 1972

11. Time-based Outcome-based
Fragmented
curriculum
Integrated and
interdisciplinary
curriculum

12. 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
Bloom’s
Taxonomy
Learning is
designed on upper
levels of Bloom’s
and the updated
Bloom’s Digital
Taxonomy

13. Diversity in
students is
ignored
Curriculum and
instruction
address student
diversity
Literacy in the
3R’s – Reading,
Writing and
Math
Multiple literacy
of the 21st
Century- aligned
to living and
working in a
globalized new
millennium

14. Textbook-driven
Limited access
to information
and knowledge
Research-driven
infinite access to
materials/
sources
(information and
knowledge
multiple)
Passive learning Active learning

15. Learners work in
isolation
Learners work
collaboratively with
classmates and
others around the
world-the global
classroom
Teacher-centered-
teacher is center of
attention and
provider of
information
Learner-centered –
teacher is
facilitator/coach

16. Low expectations High
expectations- “if it
isn’t good, it isn’t
done.”
Curriculum is
irrelevant and
meaningless to
the students
Curriculum is
connected to
student’s
interests,
experiences,
talents and the
real world
(community
engagement)

17. 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)

18. 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, high-
tech society
Goal- to master
content knowledge
(literature, history,
science)
Goal – to learn
skills and strategies
(access, analyze,
evaluate, create) to
solve problems

19. Conceptual
learning on
individual basis
Project-based
learning on
team basis

20. • The society faces a plethora
of contemporary problems,
some of which threatens its
existence.

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

22. 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.

23. Before the advent of
television, computer
works an other media
curriculum was
relatively slow, but now
everything is instant.

24. Changes in the curriculum over
period of time:
• Team teaching
• Instructional television
• Open-space education
• Values clarification
• Behavioral objectives
• Computer literacy
• Cooperative learning
• Etc.

25. The curriculum is a product of its time
SOCIAL FORCES
PHILOSOPHICAL PROCESS
PSYCHOLOGICAL CONDITIONS
ACCUMULATING KNOWLEDGE

26. PSYCHOLOGY
• Faculty of the muscles
• Faculty Psychology
• Behavioristic
• Experimental
• Gestalt
• Perceptual

27. PHILOSOPHY
• Essentialism
• Essentialism
• Utilitarianism
• Essentialism
• Progressivism

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

29. • 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

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

31. 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

32. 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

33. • Curriculum changes starts and
ends abruptly
• Changes co exist or sometimes
overlap

34. –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

35. –People behind curriculum
select the best response
to the emerging changes
in the society
•Write behavioural objective
•CHANGES IN THE
EDUCAITON OF THE
PHILIPPINES

36. When status qou no
longer serves the needs
of the learners…
…we should replace it…..
….to promote
appropriate responses…

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

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

39. –Stakeholders
should be involved
and committed to
change
–Sadly,
subbordiantes don’t
work very well on
the rules

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

41. 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)

42. The lack of enthusiasm
usually affected the
performance of the
students

43. –Sadly, subbordiantes
don’t work very well on
the rules
–Unless the subordinates
embrace this change
and rules as theirs, then
change will become
meaningful and long
lasting

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

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

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

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

48. 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.

49. 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.

50. DECISION MAKING PROCESS
Axiom 6:
Curriculum development
is basically a decision-
making process.

51. • Choices among
discipline
• Choices among
competing views
• Choices for emphases
• Choices of methods
• Choices in organization

52. CURRICULUM
DECISION – MAKING
IS A
POLITICAL PROCESS

53. The administrator should
have a political will
The teacher should have
a political will

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

55. The stakeholders
should always have
a room for
improvement.

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

57. •How do we see
feedbacks?
•Do we FIGHT or
FLIGHT?

58. 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.

59. •Changes does
not end in a
temporary
modification and
newer
implementation

60. There should be a
continuous
monitoring to
assure that the
program is on track
and problem does
not re-occur

61. COMPREHENSIVE PROCESS
Axiom 8:
Curriculum change is
comprehensive
process

62. Avoid
HIT or MISS

63. There is an
importance in
looking at the
whole picture.

64. “Look at the
whole forest and
not only on the
trees”

65. What does the
macro curriculum
is showing?

66. •For example sex
education-who will be
affected by it?

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

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

69. The set of procedures should be
made systematically by
following an established set of
procedures.

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

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

72. One thing will remain the same….
CHANGE.

73. 1. What is instruction
2. What is curriculum