The document discusses the need for curriculum reform given rapid scientific, technological, and societal changes. It argues that educational goals need to focus on broad skills like flexibility, problem solving and leadership rather than just technological competence. It questions what capabilities students should learn and discusses characteristics of effective curricula, noting the need to prioritize content standards based on learning outcomes. A paradigm shift is needed away from teaching everything toward selecting critical assessments. An organizational framework and balance between instructional practices, support systems and culture are also important for developing high performing educational systems.

1. Djadja Achmad Sardjana
djadja@bapinger.web.id
7/14/2009 ELITE Curricula Discussion 1

2. Life and Work in the 21st Century
Rapid change
Scientific and technological
Societal, political, economic
Evolving demands
Flexibility, adaptability
Working across boundaries
Understanding connections
Rethinking educational goals
Technological competence
Broad skills and perspectives
Creative problem solving
Effective leadership
Rick Vaz Dean, Worcester Polytechnic Institute
7/14/2009 ELITE Curricula Discussion 2

3. University as Learning Organizations
Everyone is continually
expanding their capacity to
create
Results they truly desire
New & expansive patterns of
thinking
Collective aspiration
Where everyone is continually
learning to
See the whole (picture)
together
Peter Senge (1990) – The Fifth Discipline 2006
7/14/2009 ELITE Curricula Discussion 3

4. Teaching Ultimate Goal:
Give Direction to Open Knowledge Gates
“Teaching all students to think and to be curious is
much more than a technical problem for which
educators, alone, are accountable. And more
“Right Size”
professional development for teachers and better
Curricula
textbooks and tests, though necessary, are insufficient
as solutions. The problem goes much deeper—to the
very way we conceive of the purpose and experience
of schooling and what we expect our
graduates to know and be able to do.”
Tony Wagner, The Global Achievement Gap, 2008
7/14/2009 ELITE Curricula Discussion 4

5. “Right Size" Curricula:
7/14/2009 ELITE Curricula Discussion 5

6. “Right Size" Curricula:
Critical Question
What kind of capability do we expect
our students to be learning/doing?
7/14/2009 ELITE Curricula Discussion 6

7. “Right Size" Curricula:
Knowing The Purpose
Once we know the purpose,
what characteristics make good curricula?
curricula?
7/14/2009 ELITE Curricula Discussion 7

8. Curriculum Paradigm Shift
TRADITIONAL NEW
Anything and/or The content standards
everything Prioritized selections
Teacher selections Assessment content
Assessment content based on student
determined by testing learning
7/14/2009 ELITE Curricula Discussion 8

9. “Right Size" Curricula :
No framework = a big mess
7/14/2009 ELITE Curricula Discussion 9

10. “Right Size" Curricula :
Educational & Organizational Balance
CURITE, 2008
7/14/2009 ELITE Curricula Discussion 10

11. Curricula is a small part
HIGH PERFORMING SCHOOL SYSTEM
SYSTEMIC CONTINUOUS
IMPROVEMENT PROCESS
STUDENT/PARENT SUPPORT
INSTRUCTIONAL PRACTICES
SCHOOL EFFECTIVENESS
CURRICULLUM
MANAGEMENT
CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
7/14/2009 ELITE Curricula Discussion 11

12. Djadja Achmad Sardjana
djadja@bapinger.web.id
7/14/2009 ELITE Curricula Discussion 12