Chapter 3:

Implementing the Curriculum

Module 4:

The Teacher as Curriculum

Implementor and manager
Lesson 1:
Implementing the Designed
Curriculum as a Change Process

Curriculum Implementation Definition:

Ornstein and Hunkins (1998)
As the interaction between the curriculum
that has been written and planned and the
person who are in charged to deliver it.
Loucks and Lieberman (1983)
•The trying out of a new practice and
what it looks like when actually used
in a school system.
 Curriculum
Implementation
as a
Change Process
Kurt Levin’s Force Field Theory and Curriculum
Change

Kurt Levin (1951)

• As the father of social psychology explains the
process of change, the model can be used to
explain curriculum change and implementation.
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.

2. Alteration – there is a minor change to the

current or existing curriculum.
3. Restructuring – building a new structure
would mean major change or modification in
the school system, degree program or
educational system

4. Perturbations – these are changes that

are disruptive, but teachers have to adjust to
them within a fairly short time.
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.
3 Elements of Curriculum Implementation
as a change process

1. Developmental
2. Participatory
3. Supportive
 Lesson 2:
Implementing A
Curriculum Daily in
the Classrooms
 GOOD NEWS!
• DepEd Order No. 70 s. 2012 sets forth guidelines on the
preparation of daily lessons. Teachers of all public elementary and
secondary schools will not be required to prepare detailed lesson
plans. Instead, they may adopt the daily lesson logs which contain
the needed information and guide from the Teacher Guide (TG)
and Teacher Manual (TM) reference material with page number,
interventions given to students and remarks to indicate how many
students have mastered the lesson or are needing remediation.
• On the other hand, teachers with less than two years of teaching
experience shall be required to prepare Daily Lesson Plans that
include objectives, subject matter, procedure, assessment, and
assignment.
Starting the Class Right: Laying Down the
Curriculum Plan

MAIN PARTS OF LESSON PLAN:

 Objectives (Intended Learning Outcomes)
 Subject Matter
 Procedures or Strategies of Teaching
 Assessment of Learning outcomes
 Assignment or Agreement
1. INTENDED LEARNING OUTCOMES.
• These are the desired learning that will be the focus of the
lesson.
BLOOMS TAXONOMY (1956) REVISED BLOOM’S BY
ANDERSON (2001)
EVALUATION CREATING

SYNTHESIS EVALUATING

ANALYSIS ANALYZING

APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING
Levels of Knowledge
• Factual knowledge- ideas, specific data,
information
• Conceptual Knowledge- words or ideas known by
common name, common features, multiple similar
examples which may either be abstract or concrete.
• Procedural Knowledge- how things work, step-by-
step actions, methods of inquiry.
• Meta cognitive Knowledge- Knowledge cognition in
general, awareness of knowledge of one’s own
cognition, thinking about thinking
1. Objective
The Intended Learning Outcome should be written in the SMART
way. (Specific, Measurable, Attainable, Result- Oriented, Time
Bound)

2. Subject Matter or Content

• The WHAT in teaching.
• Comes from the body of knowledge that will be
learned through the guidance of the teacher.
3. Procedure/Methods and Strategies
• How a teacher will put life to the intended
outcomes and the subject matter to be used
depends to on this component.
There are many ways of teaching for
different kinds of learners such as…

1. Direct Demonstration Methods

2. Cooperative Learning
3. Deductive or Inductive Approach
4. Other approaches: Blended learning, Reflective thinkin,
integrated learning, outcome-based approach
Students have different learning styles.
COMMON CHARACTERISTICS TIPS FOR TEACHERS ABOUT
LEARNERS
VISUAL- Uses graphs, charts, Turn notes into pictures,
pictures. diagrams, maps. Learn the big
Tends to remember things that picture first than details. Make
bare written in form. mind maps or concept maps.
AUDITORY- Recalls information Record lectures and listen to
through hearing and speaking. these. Repeat materials out
Preferred to be told how to do loud “parrots”. Read aloud.
things orally. Learns aloud.
KINESTHETIC- Prefers hands-on Learn something while doing
approach. Demonstrates how to another thing. Work while
do, rather than explain. Like group standing. Does many things at
work with hands on-minds on;. one time.
Teaching and learning must be supported
by instructional materials.
1.Use of direct purposeful experience through
learning by doing retains almost all of the
learning is retained.
Ex: field trip, field study, community
immersion, practice teaching.
2.Participation in class activities, discussion,
reporting and similar activities where
learners have the opportunity to say and
write.
Ex: small group discussion, individual
reporting, role play
3. Passive participation (50% remembering)
Ex: watching a movie, viewing exhibit, watching
demonstrations

4. Looking at pictures, paintings, illustrations and

drawings (30% remembering)

5. Hearing lectures, monologues, sermon (20%

remembering)

6. Reading (10% remembering)

Methods and materials
must implement the
plan: Taking Action

Lesson plan sample

Finding out what has been achieved:
Assessing achieved outcomes
• Test and other tools are utilized at the end of the lesson
to identify this.
• What Knowledge, Process, Understanding and
Performance (KPUP) are demonstrated by the learners?
THE ROLE OF TECHNOLOGY IN DELIVERING CURRICULUM

In delivering the curriculum the role of technology is

very important.

Right at the planning phase of any instruction, aside from

formulating the objectives and among other considerations,
there is a need to identify what instructional media are to
be utilized in the implementation.
 TYPES OF INSTRUCTIONAL MEDIA/TECHNOLOGY
NON PROJECTED MEDIA PROJECTED MEDIA

•Real objects •Overhead transparencies

•Models • Opaque projection
•Field trips • Slides
•Kits • Filmstrips
•Printed materials • Films
•Visuals • Video, VCD, DVD
•Visual boards • Computer / multimedia
•Audio materials presentations
 Factors in Technology Selection
1. PRACTICALITY

 Is the equipment ( hardware ) or already prepared lesson

material ( software ) available?

 If not, what would be the cost in acquiring the

equipment or producing the lesson in audial or visual
form?
2. Appropriateness in relation to the learners
 Is the medium suitable for the learners’ ability to comprehend?

 Will the medium be a source of plain amusement or

entertainment, but not learning?

3. Activity/Suitability
 Will the chosen media fit the set instructional
event, resulting in either information,
motivation, or psychomotor or display?

4. Objective-matching
 Overall, does the medium help in achieving the
learners objective (s)?
3 CURRENT TRENDS THAT COULD CARRY ON
THE NATURE OF EDUCATION IN THE FUTURE!
1. The first trend is the paradigm shift from the teacher
centered to student-centered approach to learning.
2. The second is the broadening realization that education is
not simply a delivery of facts and information, but an
educative process of cultivating the cognitive, affective,
psychomotor, and much more the contemplative
intelligence of the learners of a new age.
3. Is the increase in the use of new information and
communication technology or ICT.
THE ROLE OF TECHNOLOGY IN CURRICULUM
DELIVERY
upgrading the quality of teaching-and-learning in schools
increasing the capability of the teacher to effectively inculcate
learning, and for students to gain mastery of lessons and cours
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
revolutionizing the use of technology to boost educational
paradigm shifts that give importance to students-centered and
holistic learning.
 Criteria on assessing a visual material or
presentation
Visual elements ( pictures, illustrations, graphics ):

1. Lettering style or font---consistency and harmony

2. Number of lettering style---no more than 2 in a static display (chart,

bulletin board )

3. Use of capitals---short titles or headlines should be no more than 6

words

4. Lettering colors---easy to see and read. Use of contrast is good for

emphasis
5. Lettering size---good visibility even for students at the back of the
classroom

6. Spacing between letters---equal and even spacing

7. Spacing between lines---not too close as to blur at a distance

8. Number of lines---No more than 8 lines of text in each

transparency/slide

9. Appeal---unusual/catchy, two dimensional, interactive ( use of

overlays or movable flaps )

10.Use of directional---devices ( arrows, bold letters, bullets,

contrasting color and size, special placement of an item ).
STAKEHOLDERS IN
CURRICULUM
IMPLEMENTATION
Curriculum Stakeholders
1. Learners are the center of curriculum
• the very reason a curriculum is developed
• They are the ones who are directly influenced by it.

2. Teachers are curricularists

• Teachers are stakeholders who plan, design, teach,
implement and evaluate the curriculum.
• Teacher design, enriches and modifies the curriculum to suit
the learners; characteristics.
Some roles of a teacher in curriculum
implementation
1. guiding, facilitating and directing the activities of the
learners
2. Choosing the activities and the method to be utilized
3. Choosing the material that are necessary for the activity
4. Evaluating the whole implementation process
5. Making a decision whether to continue, modify or terminate
the curriculum
3. School leaders are curriculum managers

 Principals and school heads should ready to assist the

teachers and the students in the implementation
 Convincing the parents on the merits of the new curriculum

4. Parents
 Significant school partners
 Parents may not directly be involved in curriculum
implementation, but they are formidable partners for the
success of any curriculum development endeavor
How do the parents shape the curriculum and
why are they consider as stakeholders?
 Effective parental involvement in school affairs may be linked to
parent educational programs which is central to high quality
educational experiences of the children.
 The parent’s involvement extends from the confine of the school to
the homes.
 In most schools the Parents Association is organized
5. Community as the curriculum resources and a l
earning environment
“ it takes the whole village to educate the child”
 Community is the extended school ground
 All barangay leaders, the elders, other citizens and residents
of the community have a stake in the curriculum
 The community is the reflection of the school’s influence and
the school is a reflection of the community
 6.Other stakeholders in Curriculum Implementation
and Development

a) Government agencies
 DepEd, Tesda, Ched

 The Professional Regulations Commission (PRC) and Civil

Service
 Local Government Unit (LGU)
b) Non-Government Agencies
 Gawad Kalinga (GK)
 Synergia
 Metrobank
 Professional Organization like Philippine Association for Teachers
Educators (PAFTE), State Universities and Colleges Teacher
Educators Association (SUCTEA), National Organization of Science
Teachers and Educators (NOSTE), Mathematics Teachers
Association of the Philippines (MTAP)