1. Curriculum Implementation

2. What is curriculum implementation ?
“ The actual use of an innovation or what an innovation consists of in practice.” ( Fullan.M, Pomfret. A,1975).
“ The successful accomplishment in a real practice of all components of the material e.g. activities, tests, evaluation procedures, theory etc…..” ( Fullan, 1994).
Loucks and Lieberman (1983) define curriculum implementation as the trying out of a new practice and what it looks like when actually used in a school system.

3. According to Ornstein and Hunkins, 1998; implementation:
1. a shift from the current programme which they are familiar with to the new or modified programme.
2. can be seen as a process of professional development and growth involving ongoing interactions, feedback and assistance.
3. a process of clarification whereby individuals and groups come to understand and practice a change in attitudes and behaviors.

5. Models for curriculum implementation
(developed by Straight) in which teaching is technicized by rationalizing it into a series of separate tasks: Research, Development, Diffusion and Adoption. Based on behavioral view.
RDDM
( developed by Friedman) a philosophy of teaching curricula where teachers assure that students participate in what is attributed to carry out the material embodied in the curriculum. Based on experiential perspective.
Collaborative Model
A philosophy of literacy education. It assumes that human language can be acquired through using it i.e. real use rather than experience. It is based on constructivist perspective.
Whole Language Model

6. Models for curriculum implementation
1. Research, Development, and Diffusion Model ( RDDM) (developed by Straight) in which teaching was technicized by rationalizing it into a series of separate tasks as follows:
A) Research: To establish the principles of teaching and learning.
B) Development: to apply the research findings to the production of the materials embodied in curriculum.
C) Diffusion: to systematically disseminate the new material an curriculum to teachers for their use.
In order to make the process more active and sustainable Havelock (1971) added another stage of Adoption.
D) Adoption: to involve the actual use of the material by teachers and the corporation of the new courses into school curriculum.

7. Guba and Clark (cited by Havelock, 1971) suggested three processes happen under adoption; Trial (which is referred to as implementation by some authors), During the implementation stage the new idea is tried, or put into practice. The next stage of adoption, installation, involves making the innovation permanent in the implementing institution, for instance by putting it in the examination. The last stage, institutionalization, involves building the innovation into the wider system e.g. make it a legalized part of the national examination (Havelock, 1971).

8. Characteristics and demerits of RDDM
1. It shifts knowledge from implicit to explicit.
2. Rationality: deliberate planning ahead often for 5 years in advance.
3. Linear sequencing of the components of research, product development, diffusion and systematic coordination of different specialists organizations.
4. Comprehensiveness ( complexity): refers to the scope e.g. the number of people and tasks involved.

9. Demerits:
1. It focuses on the technology itself rather than the nature of teaching in classroom or school.
2. Time consuming.
3. Requires high developmental cost.
4. Teacher’s role is passive.
5. Complexity

10. 2. Collaborative Model:
( developed by Friedman) a philosophy of teaching curricula where teachers assure that students participate in what is attributed to carry out the material embodied in the curriculum.
Characteristics of Collaborative Model :
1. It’s based on experiential perspective.
2. Rationalistic since it encourages opinion exchanges between teachers to improve their teaching styles.
3.Teachers are active shapers of curriculum change to meet local needs.
4. It doesn’t separate functions of curriculum change.
5. Considers the beliefs of teachers and students.
6. Aims to strengthen preferred teachers’ styles of teaching.
Demerits : It requires highly qualified teachers since their beliefs will direct the curriculum change.

12. 3. Whole Language Model
A philosophy of literacy education. It assumes that human language can be acquired through using it i.e. real use rather than experience.
Characteristics of Whole Language Model:
1. Classrooms are rich in printed material.
2. Teachers utilize students’ literature rather than basal readers.
3. Teachers emphasize frequent writing by students even in early grades.
4. Students read literature in different contexts.
5. There’s no formal tests. Students are evaluated through documenting growth in their actual work.
6. Students discuss what they’ve been reading or writing.

13. Requirements of Whole Language Model:
It requires trained teachers who are able to balance the material time.

14. Thanks for listening