CURRICULUM AND INSTRUCTIONAL DESIGNING FOR GLOBAL EDCATION

ISBN: 978-530044-6-0

GLIDE - 2018

TOPIC: CURRICULUM IMPLEMENTATION.

Name : P. Tamilselvan.

Progamme : Master of Education. First year.

University : Alagappa University

 CURRICULUM IMPLEMENTATION.

INTRODUCTION

The implementation of curriculum is important and is quite a significant stage in the life
cycle. The curriculum implementation is an integral part. Institutions are the great laboratories to
plan, design, implement and test the impact of innovations in Competency Based Curriculum
implementation. They can contribute to the curriculum development and Learning Resources
Development Centre in a great way.

CURRICULUM
Curriculum is the heart of the education. This is a plan or a blueprint of everything that is
supposed to happen inside the school or university. Since that is a huge concept. This is a lot of
different views about it which will be discussed.

CURRICULUM DEFINES,
How one defines curriculum depends on how one implements, differentiates,
and assesses curriculum. For some educators, curriculum is simply all planned
Occurrences in the classroom -Wiles & Bondi, 2007.

CURRICULUM IMPLEMENTATION
This term refers to the act of working out the plans and suggestions that have been made by
curriculum specialists and subject experts in a classroom or school setting. Teachers are the main
curriculum implementers, while at the same time students, parents, school administrators can be
directly or indirectly involved in the implementation process.

DEFINE IMPLEMENTATION
Loucks and Lieberman-they defined it as the trying out of a new practice and what it looks
like when actually used in school system. It simply means that implementation should bring desired
change and improvement.

BENEFITS OF IMPLEMENTATION

 Competency development of the teachers.

 Base for developing learning resources.
 Base for physical resources.
 Base for communication.
 Integration of learning.
 Monitoring of the progress.
 Formative assessment.
 Base for taking academic decisions.
CONCEPT OF CURRICULUM IMPLEMENTATION
The design of curriculum implementation plans guides the management of the institution to
prepare other plans such as development and procurement of learning resources, training of teachers
and resource persons, procurement of equipment, machines, instruments, computers, softwares, and
consumables, deployment of faculty and staff members, construction, budget, collaboration with
industries and stackholders , setting laboratories, and so on.

LESRNING
RESOURCES

TEACHING OF
TEACHERS

EQUIPMENT AND
CONSUMABLES
CURRICULUM
IMPLEMENTATION
PLAN BUDGET
HARDWARE AND
SOFTWARE

BUILDINGS

COLLABORATIONS

CURRICULUM IMPLEMENTATION PLAN

HIERARCHY OF IMPLEMENTATION PLANS

The holistic approach is used to prepare the implementation plan. A whole to part method is
used to prepare the implementation plan to assure continuity of flow during the implementation
process. To prepare the implementation plan the competencies are identified, crafted and organized in
a hierarchical manner.
For example preparation of report may be common to more than one role dimensions.
Similarly the skills may be common to more than one competency so skills are also formulated as
competencies are formulated. The logical derivation of competencies and skills help to prevent gaps
in the learning at design stage at the same time it helps to identify and remove overlaps. It also helps
to remove unnecessary and undesired skills and learning materials. It is observed in conventional
curriculum that whatever is the concern of curriculum development team that is added in the
curriculum of all disciplines without analyzing the needs. It makes the curriculum voluminous and
shifts the focus of curriculum from its main aims.

SERVICES FOR EFFECTIVE IMPLEMENTATION

The effectiveness and efficiency of implementation of learning process depends on numerous
support services. These services should be designed on the basis of requirements of the learning
process. The institution should ensure to make available all the physical resources. It should
encourage innovations in implementing the learning process. It should have strong collaborative
relations with industry for providing opportunity to students to learn in real life situation. The
institution should establish linkages for other purposes such as receiving the services of the experts,
teachers and students and extending the services of the institution for continuing education
programmes and the problem solving through projects and researches.

FOR EXAMPLE, HOW DO WE FOLLOW THE DIFFERENT WAY OF

IMPLEMENTATION IN ENGLISH LANGUAGE ...

A GLOBAL LANGUAGE IN A MULTILINGUAL COUNTRY

English is in India today a symbol of people’s aspirations for quality in education and a fuller
Participation in national and international life.

ENGLISH IN OUR SCHOOLS

THE LEVEL OF INTRODUCTION OF ENGLISH
The visible impact of this presence of English is that it is today being demanded by everyone
at the very initial stage of schooling. The English teaching profession has consistently recommended
a relatively late (Class IV, V, or VI) introduction of English, and this is reflected in spirit in policy
documents.

ENGLISH DOES NOT STAND ALONE

It needs to find its place along with other Indian languages.

IN REGIONAL-MEDIUM SCHOOLS
How can children’s other languages strengthen English teaching/learning?

IN ENGLISH-MEDIUM SCHOOLS
How can other Indian languages be valorized, reducing the perceived hegemony of English?

IN RELATION TO OTHER SUBJECTS

A language-across the- curriculum perspective is perhaps of particular relevance to primary
education. Language is best acquired through different meaning-making contexts, and hence all
teaching is in a sense language teaching.

LANGUAGE ACQUISITION INSIDE AND OUTSIDE THE CLASSROOM

The spontaneous and appropriate use of language for at least everyday purposes. This is a feat
achieved in one’s own languages by every pre-school child -Chomsky 1975. It is this “minimum
level of proficiency” which can, however, be shown to require a mental grammar of remarkable
sophistication, which allows for the comprehension and production of language in “real time” that the
person on the street aspires to: “speak English”, as against merely passing examinations in it, or
knowing its grammar.

HIGHER-ORDER SKILLS
Vocabulary, reading, and literature.
Lexical knowledge is now acknowledged to be central to communicative competence and the
acquisition and development of a second language. Even in a first language, “ . . whereas the
grammar of a language is largely in place by the time a child is 10 years old . . , vocabulary continues
to be learned throughout one’s lifetime” -Schmitt 2000. The foundation for vocabulary development
and writing at later levels is through reading extensively with comprehension and interest.

LANGUAGE AND CRITICAL THINKING

Reference Skills, Grammar, and Rhetoric.
Pupils’ introduction to writing at later stages could be through such authentic tasks as letter
writing for people in their locality who need a scribe, and letter writing to other children. we may
think of inter-school programmes to promote this activity, or to others in society who volunteer to
correspond with the child. Emphasis must be laid on study skills: note-making, note-taking, and
reference skills; and spoken and written communication skills, public speaking, interviewing, and
debating, rather than on writing essays on well-worn topics. Exposure may be attempted to well-
known speeches, and the structure of arguments, whether logical or emotional may be analyzed.
There is a persisting teacher concern that grammar is necessary for “accuracy” as against
“fluency” in language. This presupposes that the learner has had enough exposure to the language to
produce it with sufficient systematicity to allow the identification of recurrent errors.

MULTILINGUALISM IN THE ENGLISH CLASS OR SCHOOL

The regional-language context.
At present, the mother tongue enters the English class as a surreptitious intruder; teachers may
“concurrently translate” and “explain” texts before dictating answers. It can be given its due place by
being used for discussion and understanding along with an engagement with English.
Removing the barriers between languages, and between “languages” and “subjects”, in the
primary school.
Introducing parallel texts in more than one language.
Using the known language for the reconstruction of the meaning of the attempted expression
through imperfect English, in consultation with the learner
The production of bilingual learners’ dictionaries at various levels must be undertaken as a
state initiative as the fragmented market here discourages quality capitalist initiatives. Such
dictionaries, readily available in, for example, English/ French/ Spanish/ Italian/ Japanese contexts,
will encourage illiteracy and bilingualism besides promoting comprehensibility of input and
independent reading.
CONCLUSON
Every subject has a curriculum .Curriculum has designed by curriculum planners .It is
developed to participants of students .So must follow schools, colleges, and universities. Aspects
IMPLEMENTATION is importance for success curriculum or to reach the aim of curriculum. We
must follow good implementation to relevant topics.
GOOD IMPLEMETATION REQUIRES WELL PREPARED TEACHER. (You are… )

REFERENCES:

Sunwani, Vijay Kumar. 2005. The English Language and Indian Culture. Ms., NFG-English.
West, Michael. 1941. Learning to Read a Foreign Language.

Longmans: UK. (Learning to read a foreign language, and other essays on language teaching.
[New ed.]. London, New York,

Longmans, Green [1955]). Widdowson, H.G. 1978. Teaching Language as Communication.

Oxford: Oxford University Press.

Prabhu, N.S. 1987. Second Language Pedagogy. Oxford; New York: Oxford University
Press.

Rutherford, William E. 1987. Second Language Grammar: Learning and Teaching. London;
NewYork Longman.

Report of the One-Man Committee on English in Primary Education. 1998. Authored by

Pabitra Sarkar. Government of West Bengal, Chapter Five, ‘“The Earlier, the Better”: A noisy
space’, pp. 22-28.

Dr.B.L. GUPTA and Dr. JOSHUA EARNEST.Competency based curriculum. Edition 2008.
Mahamaya publishing house, New Delhi.