CHAPTER 3

IMPLEMENTING THE CURRICULUM

MODULE 4

Lesson 1: Implementing the Designed

Curriculum as a Change
Process
DESIRED LEARNING OUTCOMES:

 DEFINE CURRICULUM IMPLEMENTATION

 ANALYZE WHAT IS CHANGE PROCESS IN

CURRICULUM IMPLEMENTATION
 EXPLAIN THE PROCESS OF CURRICULUM
IMPLEMENTATION
 Why do we Here goes
have to do
this? again,
another
curricular
We are change!
already
overloaded!
CURRICULUM IMPLEMENTATION
Entails putting into practice the officially
prescribed courses of study, syllabi and subjects. The
process involves helping the learner acquire
knowledge or experience.
It is important to note that curriculum
implementation cannot take place without the learner.
The learner is therefore the central figure in
the curriculum implementation process.
Implementation takes place as the
learner acquires the planned or intended
experiences, knowledge, skills, ideas and
attitudes that are aimed at enabling the same
learner to function effectively in a society.
ORNSTEIN AND HUNKINS (1998)
As the interaction between the curriculum that has
been written and planned and the persons(teachers) who are in
charged 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)
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.
IN THE CLASSROOM CONTEXT;
Curriculum implementation means “teaching” what
has been written in the lesson plan.

IN A LARGER SCALE;
Curriculum implementation means putting
the curriculum into operation with the different
implementing agents.
CURRICULUM IMPLEMENTATION AS A CHANGE
PROCESS
CONCEPT OF CHANGE
Change is a constant law of nature. It
bring improvements. Change is an ongoing
process.
Not all changes lead to improvement, but
all improvement requires change. The ability to
develop, test, and implement changes is
essential for any individual, group, or
organization that wants to continuously
improve.
FEATURES OF CHANGE
• It’s a PROCESS not an EVENT
• It requires time, energy and resources.
• It is achieved incrementally and entails
development in feelings and skills.
KURT LEVIN’S FORCE FIELD THEORY AND
CURRICULUM CHANGE
Kurt Lewin (1890-1947)
 He was born on Sept. 9, 1890 in Magilno, Germany
(now in Poland) and died on February 12, 1947 at the
early age of 57 in Newtonville, Massachussets.
German-born American social psychologist known
for his field theory of behavior, which holds that human
behavior is a function of an individual’s
psychological environment.
Father of social psychology explains the process of
change.
 There are 2 forces that oppose each other, the
driving force and the restraining force
E
Q
U
I
L
I
B
Driving R
Restraining
Force I Force
U
M

Kurt Lewin’s force field analysis change model

was designed to weigh the driving and restraining forces
that affects change in curriculum. The “Force Field” can
be described as two opposite forces working for and
against change.
• Driving force are those seeking change.
• Restraining force are those seeking to maintain the
status quo.
• The goal for the driving force is to gain
equilibrium or to balance the power.
Restraining force controls the status quo
while driving force seeks change.
 3 Steps of Lewin’s Change Model:
1. Unfreezing – reducing strength of
forces which maintain current
Unfreeze equilibrium.
2. Moving – developing new
organizational values, attitudes
Move and behaviors to help move on
the organization.
3. Refreezing –
Refreeze stabilizing after
the changes have
been made so
that there’s a new
equilibrium.
 5 Categories of Curriculum Change:
1. Substitution - The current curriculum will be
replaced or substituted by a new one.
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.
4. Perturbations - Changes happen within a fairly
short time.
5. Value Orientation - Respond to shift in emphasis
within the vision/mission of the
school.
 3 Elements of Curriculum Implementation

1. Developmental - should develop multi perspective and

make learning autonomous. There
should be teacher support in trying
new task, reflection on the new
experiences and challenge.
2. Participatory - For a curriculum implementation to
succeed, it should be participatory,
Because other stakeholder like peers,
school leader, parents and curriculum
specialist necessary.
3. Supportive - is required in the process of change.
Material support like supplies, equipment,
conductive learning environment like
classroom, laboratory should made
available.
 Time is an important commodity for a
successful change process. And Support
from peers, principal ,external stakeholder
will add to the success of implementation.
 SUMMARY
To ensure that the curriculum change is successfully implemented,
teachers should be dedicated to any changes occur in the curriculum and
committed to implementing the new curriculum (Ornstein & Hunkins,
2014).
However, in the process, teachers may refuse to accept the changes
for their very own reasons. As a matter of fact, frequently teachers view
change as something that requires them to do more work which adds up to
their already overloaded schedule.
To them, curriculum change means they have to do extra work in
the existing routine and this seeks them to sacrifice their time, energy, and
even money to meet the new curriculum demand.
Teachers may also deter change for they do not earn extra money
or get any reward even though they do extra work or sacrifice their time,
money or money to cope with the curriculum change.
 In fact, many teachers view new curriculum programs signify new
teaching skills to be learned, or new competencies to be developed which
demand them to attend extra courses and workshops.
It may be possible that teachers are most likely resist curriculum
change because they do not have the knowledge and skills required by the
new curriculum but at the same time, they do not want to be told that they
are incompetent to teach the new curriculum.
Furthermore, there is the likelihood that the new curriculum is
implemented after a short notice or the training period is shorten due to
budgetary constraints. Consequently, teachers are not adequately equipped
before they are ready to deliver the new curriculum to their pupils.
CHAPTER 3
IMPLEMENTING THE CURRICULUM

MODULE 4

Lesson 2: Implementing a Curriculum

Daily in the Classrooms
 DepED Order No. 70 s. 2012
Teachers of all public elementary and secondary schools will not
be required to prepare detailed lesson plans. They may adopt daily
lessons 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 the students and remarks to indicate
how many students have mastered the lesson or are needing remediation.

However, teachers with less than 2 years of teaching experience

shall be required to prepare Daily Lesson Plans which shall include the
following:
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
I. Starting the Class
Right: laying Down the
Curriculum Plan
The main parts of a lesson plan are:

1. Objectives or Intended learning

outcomes(ILO)
2. Subject matter (SM)
3. Procedure or Strategies of teaching
4. Assessment of Learning Outcomes
(ALO)
5. Assignment or Agreement
1. Intended
Learning
Outcomes
(ILO)
 These learning focuses of the
lesson outcomes are
Learning
based on Taxonomy of
Objectives presented to
us as cognitive,
affective and
psychomotor. Bloom’s
Taxonomy has revisited
by his own student Lorin
Anderson and David
Krathwohl.
Revised Bloom’s
Taxonomy: A
Quick Look
a)Changing the names in
the six
categories from nouns to
b)Rearranging these
verbs.
categories
c)Establishing the
levels of the
knowledge level in
the original
version.
 Categories Example Key Words
Remembering. Recall or Retrieve Defines, describes, identifies, labels,
previous learned information lists, outlines, selects, states
Understanding. Comprehend Comprehends, explains, distinguishes,
meaning, translation, state problem estimates, gives examples, interprets,
in own words, making meaning predicts, rewrites, summarizes
Applying. Use concept in new Applies, change, computes, operates,
situation, applies what has been constructs, modifies, uses,
learned in new situation manipulates, prepares, shows, solves
Analyzing. Separates materials or Breaks down, compares, contrast,
concepts into component parts so diagrams, differentiates, discriminates,
that the organization is clear. identifies, infers, outlines, relates,
Distinguishes between facts and selects, separates.
interferences
Evaluating. Make judgments about Appraises, compares, criticizes,
the value of ideas or materials. defends, describes, discriminates,
evaluates, interprets, justifies,
summarizes
Creating. Build a structure or pattern Composes, compiles, design,
from various elements. Put parts generates, modifies, organizes,
together to create a whole, to make rearranges, reorganizes, revises,
new meaning and structure. rewrites, summarizes, creates
 In writing objectives or intended learning
outcomes, it is always recommended that more of
the higher order thinking skills (HOTS) should be
developed and less of the low order thinking skills
(LOTS) for learners.

The low level categories will develop

LOTS and thinking skills progress as the
categories more higher.
 Levels of
Knowledge
1. Factual - ideas, specific data or information
Knowledge
2. Conceptual - words or ideas known by common name,
Knowledge common features, multiple specific examples
which may either be concrete or abstract. Concepts
are facts that interrelate with each other to function
together.

3. Procedural - How things work, step-by-step actions, methods

Knowledg of inquiry.
e
4. Metacognitive - Knowledge of cognition in general, awareness
Knowledge of knowledge of one’s own cognition, thinking
about thinking.
S - Specific
m -
a measurable
-
r Attainable
- Result
t oriented
- Time
bound
2. Subject Matter
(SM) or Content
 All curricula
have content,
regardless of
their designs or
models.
What is content?

Content is another term for Knowledge.

- a compendium of facts, concepts,

generalization, principles and theories.
What is Subject Matter?
- comes from the body of knowledge
that will be learned through the guidance of
the teacher. Subject matter is the WHAT in
teaching
3. Procedure or
Methods and
Strategies
 A procedure is a tried and true
process or method used to
accomplish a particular task.
Strategy is a method or plan
chosen to bring about a desired
future, such as achievement of a
goal or solution to a problem.
This is the crux of curriculum implementation.
How a teacher will put to the intended outcomes
and the subject matter to be used depends to on
this component.
 Ways of
Teaching
for the
different
kinds of
Learners
(Corpuz &
Salandanan,
1. Direct Demonstration Methods:
Guided Exploratory/Discovery Approach,
Inquiry Method, Problem-based Learning (PBL),
Project Method
2. Cooperative Learning Approaches:
Peer Tutoring, Learning Action Cells,
Think-Pair-Share
3. Deductive or Inductive Approaches:
Project Method, Inquiry-based Learning
4. Other Approaches:
Blended Learning, Reflective Teaching,
Integrated Learning, Outcomes-based Approach
 different
learning
styles of the
Students
 Common Characteristics Tips for teachers
Visual- uses graphs, charts, Turn notes into pictures,
pictures; tends to remember diagrams, maps. Learn the big
things that are written in form. picture first than details. Make
mind maps and concept maps.
Auditory- recalls information Record lectures and listen
through hearing and speaking; to those. Repeat materials
prefers to be told how to do out loud “parrots”. Read
things orally; learns aloud. aloud.
Kinesthetic- prefers hands-on Learn something while
approach; demonstrates how to doing another thing (eat
do, rather than explain; likes while studying). Work
group work with hands-on while standing. Like a
minds-on. fieldwork. Doing many
things at the same time.
 Teaching and
learning must
be supported
by
instructional
materials (IM)
Guidelines for
instructional
support
materials
1. Use of direct purposeful experience through learning by
doing retains almost all of the learning outcomes. Ninety
percent of learning is retained.
2. Participation in class activities, discussion, reporting and
similar activities where learners have the opportunity to
say and write. Seventy percent of learning is remembered.
3. Passive participation as in watching a movie, viewing
exhibits, watching demonstration will retain around 50% of
what has been communicated.
3. Passive participation as in watching a movie, viewing
exhibits, watching demonstration will retain around 50% of
what has been communicated.
4. By just looking at still pictures, painting, illustration and
drawings, will allow the retention of around 30% of the
material content.
5. By hearing as in lecture, sermon, monologues, only 20% is
remembered.
6. Reading, will assure 10% remembered of the material.

Regardless of the amount of remembering from the

concrete to abstract, each layer contributes to learning and
require instruction support materials.

Visual: Concrete (flat, 3 dimensional, realias, models, etc.)

or abstract ( verbal symbols, words)
Audio : recordings of sounds, natural or artificial
Audio-Visual : Combination of what can be seen and heard
Kinesthetic : Manipulative materials like modeling clay,
rings, dumb bells, equipment, other
Experiential : utilize all modalities
4. Assessment for
Learning
Outcomes (ALO)
 In classrooms where assessment for learning, commonly
called formative assessment, is practiced, students are encouraged
to be more active in their learning and associated assessment.

The ultimate purpose of assessment for learning is to create

self-regulated learners who can leave school able and confident to
continue learning throughout their lives.
Teachers need to know at the outset of a unit of study where
their students are in terms of their learning and then continually
check on how they are progressing through strengthening the
feedback they get from their learners.
Students are guided on what they are expected to learn and
what quality work looks like.
The teacher will work with the student to understand and
identify any gaps or misconceptions (initial/diagnostic assessment).
 As the unit progresses, the teacher and student work together
to assess the student's knowledge, what she or he needs to learn to
improve and extend this knowledge, and how the student can best get
to that point (formative assessment). Assessment for learning occurs
at all stages of the learning process.
Assessment for learning is ongoing assessment that allows
teachers to monitor students on a day-to-day basis and modify their
teaching based on what the students need to be successful. This
assessment provides students with the timely, specific feedback that
they need to make adjustments to their learning.
Assessment of learning is the snapshot in time that lets the
teacher, students and their parents know how well each student has
completed the learning tasks and activities. It provides information
about student achievement. While it provides useful reporting
information, it often has little effect on learning.
5. Assignment and
Agreement