VIRGEN MILAGROSA UNIVERSITY FOUNDATION

MARTIN POSADAS AVENUE, SAN CARLOS CITY

PANGASINAN

AA Report
in
Curriculum Development

Implementing the
Curriculum
Presented by: REA R. TIANGSON
Presented to : DR. EDITHA R. PRIDAS
The Role of Stakeholders in Curriculum
Implementation

Stakeholders are individuals or

institutions that are interested in
school curriculum.
These stakeholders shape the
school curriculum implementation.
1. LEARNERS AT THE CENTER OF THE
CURRICULUM

For a particular curriculum design mentioned earlier,

the learner is placed at the center. The learners are
the very reason a curriculum is developed. They are
the ones who are directly influenced by it. Learners in
all levels make or unmake the curriculum by their
active and direct involvement.
THE ROLE OF STUDENTS AS STAKEHOLDERS FROM A
STUDENT’S POINT OF VIEW:

I consider the learner as the center of the

educational process. Everything in the
curriculum should revolve around his/her
interests, needs, abilities, and capacities. The
nature of the learner must be made the science
of learning. The experiences of the learners must
be the starting point in accomplishing the goals
of education, to let them grow in knowledge,
skills, abilities and attitudes-Josefa
Take Note: The universal and individual
characteristics of the learners should be
considered. Age, gender, physical, mental,
emotional development, cultural
background, interests, aspirations and
personal goals are some of the factors that
should be considered in the
implementation of any curriculum.
2. TEACHERS AS CURRICULUM
DEVELOPERS AND IMPLEMENTERS
Planning and writing the curriculum are the primary
roles of the teacher.

A teacher is a curriculum maker. He/she writes a

curriculum daily through a lesson plan , a unit plan or
a yearly plan. The teacher addresses the goals,
needs, interests of the learners by creating
experiences from where the students can learn. The
teacher designs, enriches and modifies the
curriculum to suit the learner’s characteristics.
As a curriculum developer, teachers are
part of textbooks committees, faculty
selection boards, school evaluation
committee or textbook writers themselves.
Teachers are empowered to
develop their own school curricula
taking into consideration their own
expertise, the context of the school
and the abilities of the learners.
 From a designer or technician to a
decision maker.
At this point, teachers’ role shift from a developer
to an implementer. Which of the plans should be
put in to action and how should it be done are
decisions which the teachers should make.
Curriculum implementation is now giving life to
the written material. To do this, there is the need
of another actor, the learners. No curriculum will
succeed without the learners
SOME OF THE CONSIDERATIONS TEACHERS SHOULD
HAVE IN CURRICULAR IMPLEMENTATION

Choice of the activities

Methods to be utilized

Materials to be used
 A STUDENT’S VIEW ABOUT THE TEACHER AS A
CURRICULUM MAKER AND IMPLEMENTER

Teachers shape the school curriculum by

sharing the experiences that they have
and the resources they are capable of
giving or imparting to the learners. But as
the old saying goes , ”What can you give
if you have nothing to give? Applies to
this demand of teaches in curriculum
implementation”- Marianna
3. CURRICULUM MANAGERS AND
ADMINISTRATORS

In a school organization, there is always a

curriculum manager or school administrator. In
fact, for school principals, one of their functions is
being a curriculum manager. They supervise
curriculum implementation, select and recruit
new teachers, admit students, procure equipment
and materials needed for effective learning. They
also plan for the improvement of school facilities
and physical plants.
Why are school administrators and curriculum
managers important to curriculum
implementation?

“ The school administrators play an important

role in shaping the school curriculum because
they are the people who are responsible in
the formulation of the schools’ vision,
philosophy, mission and objectives. They
provide necessary leadership in evaluating
teaching personnel and school program.
Keeping records of curriculum and reporting
learning outcomes are also the manger’s
responsibilities.- Ceres
 Institutional
leadership
Final decision
making in
Command
terms of the
responsibility
school’s
purpose

School
administrators

Role of the
Administrators
4. PARENTS AS SUPPORTERS TO THE
CURRICULUM

My child and my money goes to this

school, reads a car sticker.

What is the implication of this statement to

the school curriculum?
It simply means that the parents are the best
supporters of the school, especially because
they are the ones paying
for their child’s education.
How do parents shape the curriculum and why
are they considered stakeholders? Here are
some observations:

1. Effective parental involvement in school affairs

may be linked to parent educational programs
which is central to high quality educational
experiences of the children .
2. The parents involvement extends from the
confine of the school to the homes. The
parents become part of the environment of
learning at home.
3. In most schools the Parent Association is
organized. This organization is provided by
law.
5. COMMUNITY MEMBERS AS
CURRICULUM RESOURCES
The success in the implementation of the
curriculum requires resources. However, most
often teachers complain that resources are very
scarce. There are no books, materials nor facilities
available. These are the usual complaints of the
teachers. The community members and materials
in the local community can very well substitute for
what are needed to implement.
6. OTHER STAKEHOLDERS IN
CURRICULUM IMPLEMENTATION

There are other important stakeholders in

curriculum implementation. Professional
organizations have shown great influence in school
curriculum. They are being asked by curriculum
specialists to contribute in curriculum review because
they have a voice in licensure examinations,
curriculum enhancement and many more.
 All schools in the country are under
the regulation of the national
government as provided for in the
Philippine Constitution, then the
government has a great stake in the
curriculum. The government is
represented by the Department of
Education (DepEd) for basic education
curricula and the Commission on
Higher Education (CHED) for the
tertiary and graduate education
curricula.
Lesson 2: The Role of Technology in
Delivering the Curriculum
Lesson 2: The Role of Technology in
Delivering the Curriculum

The role of technology finds its place at

the onset of curriculum implementation,
namely at the stage of instructional planning.
In a teaching-learning situation there is the
critical need to provide the learners
information that forms a coherent whole.
In the choice of instructional media,
technology comes into play.
 A Systematic Planning
Process
Identify
instructional Choose
goals Identif Plan an
Identify and
y instructio assess instructio
Objecti nal instructional nal
Analyze ves activities media
technology
learners
Impleme
Revise Assess nt
instruction instruction instructio
n
What is instructional media?
Instructional media may also be referred
to as media technology or learning
technology, or simply technology. Technology
plays a crucial role in delivering instruction to
learners.
Technology offers various tools of
learning and these range from non-projected
and non projected media from which the
teacher can choose depending on what he
sees fit with the intended instructional setting.
Types of Instructional Media or
Technology

Non- projected Media Projected Media

 Real objects  Overhead
transparencies
 Models
 Opaque projection
 Field trips  Slides
 Kits  Filmstrips
 Printed materials  Films
(books, worksheets)  Video, VCD, DVD
 Visuals (drawings,  Computer/ multimedia
photographs) presentations
Factors for Technology Selection
In deciding on which technology to use from a
wide range of media available, the factors on which
to base selection are:

Appro
Practi priate
cality
ness

Activit Objective
y/Suit -
ability Matching
The Role of Technology in Curriculum
Delivery

1. Upgrading the quality of teaching-and-learning in

schools
2. Increasing the capability of the teacher to effectively
inculcate learning, and for students to gain mastery of
lessons and courses
3. Broadening the delivery of education outside schools
through non-traditional approaches to formal and
informal learning such as Open Universities and lifelong
learning to adult learners
4. Revolutionizing the use of technology to boost
educational paradigm shifts that give importance to
student-centered and holistic learning
Lesson 3: Pilot Testing, Monitoring
and Evaluating the Implementation of
the Curriculum

Pilot Testing or Field Try-Out

Whenever a curriculum is written as in
books, course manuals, modules or the whole
curricular program, there is a need to have a
try-out or field testing. This process will gather
empirical data to support whether the material
or curriculum is useful, relevant, reliable and
valid.
Example: Basic Education Curriculum or BEC

The DepEd implemented the BEC, the

original name of the curriculum to the whole
nationwide system in 2002. That year was
labeled as the pilot year of implementation.
During the year, all basic education schools
simultaneously implemented the new curriculum.
After a year of implementation of the BEC,
several changes were made. The BEC was
renamed Revitalized Basic Education
Curriculum(RBEC) and each subject area are
modifications, revisions, and enhancement from
the original form were made.
 Take note that:
 Pilot test or try out  Modification and
is a developmental revision are
process that gives inherent
the signal as to characteristics of
whether the curriculum
particular curriculum
can already be
implemented with
confidence.
Processes of Monitoring the Implemented
Curriculum

Curriculum Curriculum
Monitoring: Evaluation
• How are we doing? • School-Based
• Is the curriculum Evaluation
accomplishing its • Accreditation
intended purpose?
What is monitoring?
Monitoring is a periodic assessment and
adjustment during the try out period. It is like
formative evaluation . It determines how the
curriculum is working such that the monitoring
report becomes the basis of a decision on
what aspects have to be retained, improved or
modified.
it is usually done by module writers,
curriculum experts or outside agencies.
What is curriculum evaluation?
Curriculum evaluation refers to a
systematic process of judging the value,
effectiveness and adequacy of a curriculum:
its process, product and setting which will lead
to informed decision.
Two Ways of Curriculum
Evaluation
School-Based
Evaluation
Accreditation
 It is an approach to  This is a voluntary
curriculum evaluation process of submitting
which places the a curricular program
content, design, to an external
accrediting body for
operation, and review in any level of
maintenance of education: basic,
evaluation procedure tertiary or graduate
in the hands of school school to assure
personnel. standard
Accreditation studies the
statement of the educational
intentions of the school and
affirms a standard of excellence
Areas for Accreditation under
Curriculum and Instruction

Curriculu Classroo
m and m
Program Managem
of Studies ent
Instructional
Processes or Graduation
Methodologie Requirements
s
Administrative Evaluation of
Support for Academic
Effective Performance
Instruction of Students
Whoever and whatever we are
in the past, present and in the
future boils down to every
decision and the choices we
made, have made and will
make. -RRT
God bless ! 1-6-13