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Chapter 3 Implementing

Chapter 3 discusses the role of teachers as curriculum implementors and managers, emphasizing their responsibilities in translating curriculum into effective lessons and managing classroom environments. It defines curriculum implementation as the practical application of designed curricula, highlighting its importance for successful educational outcomes. The chapter also introduces Kurt Lewin's Force Field Theory, explaining how change in curriculum implementation is influenced by driving and restraining forces.

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GARITO JOHN
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11 views

Chapter 3 Implementing

Chapter 3 discusses the role of teachers as curriculum implementors and managers, emphasizing their responsibilities in translating curriculum into effective lessons and managing classroom environments. It defines curriculum implementation as the practical application of designed curricula, highlighting its importance for successful educational outcomes. The chapter also introduces Kurt Lewin's Force Field Theory, explaining how change in curriculum implementation is influenced by driving and restraining forces.

Uploaded by

GARITO JOHN
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Chapter 3:

Implemented the
Curriculum
Module 4

The Teacher as a
Curriculum Implementor
and a Manager
As an Implementor:

A teacher translates the


curriculum into engaging
lessons and assessments,
adapts it to meet students'
needs, and provides feedback
for improvement.
As a Manager:

A teacher creates a positive


classroom environment, manages
resources effectively, and handles
administrative duties to support
student learning and overall
classroom operations.
IMPLEMENTING THE
DESIGN CURRICULUM
AS A CHANGE
PROCESS
• Learning Outcomes:

• •Define curriculum implementation


89,750 120,890 2,508 75,600
• •Analyze what is change process in
curriculum implementation
• •Explain the process in curriculum
implementation
Curriculum
Implementation
Defined
Curriculum implementation is the phase where
teachers put the designed curriculum into practice.
It involves translating written plans, such as syllabi
and guides, into actions that help students acquire
Curriculum implementation is the phase where teachers put the designed curriculum into practice. It involves
the intended
translating knowledge,
written plans, such as syllabi and guides,skills,
into actions and
that helpattitudes.
students acquire theThis
intended
knowledge, skills, and attitudes. This process is crucial for the success of curriculum development. Essentially,
process is crucial
while a well-made forthethe
plan is important, actualsuccess
implementation by of curriculum
teachers is equally vital.

development. Essentially, while a well-made plan


is important, the actual implementation by
teachers is equally vital.
Ornstein and Hunkins in (1998) defined
curriculum implementation as the
interaction
. (SADC between
MoE Africa, 2000) Ornstein the
and Hunkins in (1998) curriculum
defined that
curriculum implementation as the interaction
between the curriculum that has been written and planned and the persons (teachers) who are in charge to
has been written and planned and the
deliver it.

persons (teachers) who are in charge to


deliver it.
Loucks and Lieberman (1983) define
curriculum implementation
e
as the
itl
trying out of a b new practice and what it
t

Su
Su

bt
looks like when actually used in a

itle
school system. It simply means that
implementation should bring
Su e
the
itl
desired change and improvement.
bt
itl
e Subt
CURRICULUM
IMPLEMENTATION
AS A CHANGE
PROCESS
Kurt Lewin's Force
Field Theory and
Curriculum Change
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Kurt Lewin (1951), the


Subtitle
father of
1
social psychology
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explains the process of


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3
change. 4
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Kurt Lewin's Force Field Theory
explains curriculum change and
implementation through the concept of
opposing forces: the driving force and
the restraining force. When these
forces are equal, the situation remains
in equilibrium, and no change occurs. If
the driving force becomes stronger,
change happens. Conversely, if the
restraining force is stronger, change is
prevented.
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print the presentation and make it into a film to be used in a wider field

45% 75%
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the text is the extraction of the text is the extraction of
your thought your thought

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print the presentation and make it into a film to be used in a wider field

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your thought

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your thought

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Thank You
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