CURRICULUM

DEVELOPMENT AND
EVALUATION WITH
EMPHASIS IN TM 1
AND 2

EDUC 103

Module 4 Lesson 1
TEMPLATE 4: The Lesson Structure

Module No. MODULE 4: The Teacher as Curriculum Implementor and

and Title Manager
Lesson 1: Implementing the Designed Curriculum as a Change
Lesson No.
and Title Process
Learning 1. Define curriculum implementation
Outcomes 2. Explain the process of curriculum implementation.
Time Frame Week
We hear teachers say: “Here goes again, another curricular
change! We are already overloaded! Why do we have to do this?”

This is a common voice that we hear from teachers and curriculum

implementors. But as we mentioned earlier, change is inevitable in
Introduction
curriculum development. To be relevant, we need to change - a
change for the better and it can be obviously seen through
implementation

Perfect Match
In column A are concepts about curriculum implementation
Connect a line from column A to column B of the correct match.
Column A Column B
(Concepts) ( Meaning/Description)
1.Implementing a. Minor curriculum change like the use of e
portfolio instead of portfolio as an artifact.
2. Restructuring b. Progressive steps from orientation to
reflection about the curriculum that is a characteristic of a
Activity curriculum implementation.
3. Developmental c. Major curriculum change like shifting from
face to face to online in the delivery of an academic program.
4. Alteration d. Curriculum process of putting into action
what has been planned and designed.
5. Change process e. Process that ensures that the curriculum
brings about something different and better than before in the
desired learning outcomes.

As a teacher, what would be your response to curriculum

implementation as part of curriculum change? Are you willing to
Analysis
take part in the implementation? Why? Why not?

Abstraction We hear teachers say: "Here goes again, another curricular

change! We are already overloaded! Why do we have to do this?

This is a common voice that we hear from teachers and curriculum

implementors. But as we mentioned earlier, change is inevitable in
curriculum developers to be relevant, we need to change a change
for the better and it out be obviously seen through implementation.

Curriculum Implementation Defined

Following the curriculum models of Tyler, Taba, Saylor and

Alexander or Lewis, is the next step to curriculum designing which
is curriculum implementing. This is the phase where teacher action
takes in process in curriculum development although many
education planners would say: "A good plan is work half done." If
this is so, then the other half of the success of curriculum
development rests in the hands of the implementor who is the
teacher.
Curriculum implementation means putting into practice the
written curriculum that has been designed in syllabi, course of
study, curricular guides, and subjects. It is a process wherein the
learners acquire the planned or intended knowledge, skills, and
attitudes that are aimed at enabling the same learners to function
effectively in society. (SADC MoE Africa, 2000)

Ornstein and Hunkins in 1998 defined curriculum

implementation as the interaction between the curriculum that has
been written and planned and the persons (teachers) who are in
charge to deliver it. To them, curriculum implementation implies the
following:

 Shift from what is current to a new or enhanced curriculum.

• Change in knowledge, actions, attitudes of the persons involved.

• Change in behavior using new strategies and resources.

• Change which requires efforts hence goals should be achievable.

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. It simply means that
implementation should bring the desired change and improvement.

In the classroom context, curriculum implementation means

"teaching" what has been written in the lesson plan. Implementing
means using the plan as a guide to engage with the learners in the
teacher-learning process with the end in view that learning has
occurred and learning outcomes have been achieved. It involves
the different strategies of teaching with the support instructional
materials to go with the strategy.

In a larger scale, curriculum implementation means putting the

curriculum into operation with the different implementing agents
Curriculum implementation takes place in a class, a school, a
distric, a division, or the whole educational system. In higher
education, curriculum implementation happens for the course, a
degree program the institution, or the whole higher education
system. It requires time, money, personal interaction, personal
contacts, and support.

Curriculum Implementation as a Change Process

Kurt Levin's Force Field Theory and Curriculum Change

Kurt Levin (1951), the father of social psychology explains the

process of change. The model can be used to explain curriculum
change and implementation.

In the education landscape, there are always two forces that

oppose each other. These are the driving force and the restraining
force. When these two forces are equal, the state is equilibrium, of
balance. There will be a status quo, hence there will be no change
The situation or condition will stay the same. However, when the
driving force overpowers the restraining force, then change will
occur. If the opposite happens that is when the restraining force is
stronger than the driving force, change is prevented. This is the
idea of Kurt Levin in his Force Field Theory.

Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:

1. Substitution. The current curriculum will be replaced or

substituted by a new one. Sometimes, we call this a complete
overhaul. Example, changing an old book to entirely new one, not
merely a revision.

2. Alteration. In alteration, there is a minor change to the current

or existing curriculum. For example, instead of using a graphing
paper for mathematics teaching, this can be altered by using a
graphing calculator.

3. Restructuring. Building a new structure would mean major

change or modification in the school system, degree program or
educational system. Using an integrated curriculum for the whole
school for K to 12 requires the primary and secondary levels to
work as a team. Another example is a curriculum that will be
restructured when there is a significant involvement of parents in
the child's instead of leaving everything to the teacher. Using the
"In-school Off-school" or a blended curriculum is an example of
restructuring.

4. Perturbations. These are changes that are disruptive, but

teachers have to adjust to them within a fairly short time. For
example, if the principal changes the time schedule because there
is a need to catch up with the national testing time or the dean, the
teacher has to shorten schedule to accommodate unplanned extra
curricular activities.

5. Value orientation. To McNeil, this is a type of curriculum

change. Perhaps this classification will respond to shift in the
emphasis that the teacher provides which are not within the
mission or vision of the school or vice versa. For example, when
new teachers who are recruited in religious schools give emphasis
on academics and forget the formation of values or faith, they need
a curriculum value orientation. Likewise, all teachers in the public
schools, undergo teacher induction program which is a special
curriculum for newly hired teachers. DEVELOPMENT FOR
TEACHERS

Regardless of the kind of change in curriculum and

implementation, the process of change may contain three
important elements. As a process, curriculum implementation
should be developmental, participatory and supportive.

It should be developmental in the sense that it should develop

multiple perspectives, increase integration and make learning
autonomous, create a climate of openness and trust, and
appreciate and affirm strengths of the teacher. There should be
teacher support in trying new tasks, reflection on the new
experiences and challenge,

There are simple stages in the developmental change process for

the teachers. First, is orientation and preparation. The initial use is
very mechanical or routinary. However, as the skills are honed and
mastery of the routine is established, refinement follows. This
means adjustments are made to better meet the needs of the
learners and achieve the learning outcomes. In this step, there will
be continuous reflection, feedback and refinement.

Participatory. For curriculum implementation to succeed, it

 should be participatory, especially because other stakeholders like

peers, school leaders, parents and curriculum specialists are

necessary.
Characteristics of teacher styles, commitment, willingness to
change,skills, and readiness are critical to implementation. This
should be coupled with organizational structure, principal style,
student population characteristics and other factors. Trust among
key players should also be sought as this is a positive starting
point. Involvement and participation encourage sense of ownership
and accountability. Participation builds a learning community which
is very necessary in curriculum implementation.

Supportive curriculum implementation is required in the process of

change. Material support like supplies, equipment and conductive
learning environment like classrooms and laboratory should be
made available. Likewise, human support is very much needed.
The school leader or head should provide full school or institutional
support to the implementation of the new curriculum. They too
have to train to understand how to address curriculum change as
part of their instructional as well as manager functions. well as
management functions.

Time is an important commodity for a successful change process.

For any innovation be fully implemented, period of three to five
years to institutionalize a curriculum is suggested. Time is needed
the teachers to plan, adapt, train or practice, provide the necessary
requirements and get support. Time is also needed to determine
when the implementation starts and when it will conclude, since
curriculum implementation is time bound.

Support from peers, principals, external stakeholders will add to the

success of implementation. When teachers share ideas, work
together solve problems, create new materials, and celebrate
success, more likely that curriculum implementation will be
welcomed.

Application Making Sense of curriculum Implementation.

1. Observe class where the teacher is actually teaching.

2. Describe what the teacher is doing for at least the whole period.
3. Write down your observation based on the following questions:
3.1 What were the different learners activities?
3.2 What did the teacher do, to make the learners engage in the
 activities?

3.3 Were majority of the children actively participating? Why?

3.4 Did the teacher control most of the activities?

3.5 Did the learners and the teacher together achieve the desired
learning outcomes? Explain

Good job. You are done with all the lesson in this module. I am
Closure expecting that you will use all the knowledge you learn from this
module to the next lesson.