CURRICULUM

IMPLEMENTATION

CHERRY MAE F. TIBURCIO, Ed.D

What is Curriculum?
 How Do We Define Curriculum?
●Curriculum is that which is taught at
school.
●Curriculum is a set of subjects.
●Curriculum is content.
●Curriculum is a sequence of courses.
●Curriculum is a set of performance
objectives.
Curriculum is broadly defined as the totality of
student experiences that occur in the educational
process.

-It refers specifically to a planned sequence of

instruction, or to a view of the student's experiences.
(https://en.wikipedia.org/wiki/Curriculum)
 Curriculum
●According to Bandi & Wales (2005), the most
common definition derived from the word Latin
root, “curere” which means “race course.”
●Bandi & Wales (2005) also stated that “ for many
students, the school curriculum is a race to be
run, a series of obstacles or hurdles (subjects) to
be passed.”
 CURRICULUM PLANNING CYCLE

Assessment

Output Design
Curricular cycle

Implementation
3 Types of Curriculum
1. INTENDED CURRICULUM - the set of objectives set at
the beginning of any curricular plan
- answers what the curriculum makers wants to do
2. IMPLEMENTED CURRICULUM – refers to the various
learning activities or experiences of students in order to achieve
the intended outcomes
3. ACHIEVED CURRICULUM – pertains to the learning
outcomes or products

All of these 3 are being utilized in developing a

curriculum. Each type must be congruent with one
another.
 HISTORICAL CONTEXT:
• Before 1521 – Education before the coming of the Spaniards
• 1521-1896 –Education during the Spanish Regime
• 1896 -1898 – Education during Philippine Revolution
• 1899 – 1935 – Education during the American Occupation
• 1935 – 1941 – Education during the Philippine Commonwealth
• 1941 – 1944 – Education during the Japanese Occupation
• 1945 – 1946 – Education after WWII
• 1946 – present – Education under the Philippine Republic
-DECS Order No. 6 s. 1998, issued by Education Sec. Quisumbing strengthens
the teaching of values in the New Elementary School Curriculum (NESC)
launched in SY 1989-1990 under the Program for Decentralized Educational
Development (PRODED) and Secondary Educational Development Program
(SEDP)
-Education aimed to promote national development and values education
- Implementation of NESC-addressed to civic, intellectual, and character
development of the child
- Implementation of RBEC
- Implementation of the K-12 Curriculum
 CURRICULUM
IMPLEMENTATION
-the formal utilization or
application of the designed
curriculum after it was tested.
What are the Factors to
consider during the
Curriculum
IMPLEMENTATION?
 Factors to be considered during the
IMPLEMENTATION
1. ROLES (students, teachers, school
administrators ,curriculum designers and
implementors)

2.MATERIALS (what should be utilized during the

implementation?)

3. SCHEDULE (How should the implementation

flow?)
Dynamics of change in the
Educational System: Leadership Functions
External Influences
1. Social demands 1. Motivation
2. Research 2. Communication training
3. Legal provisions 3. Problem-solving
4. Technology 4. Evaluation
5. Industry demands
Curriculum

Negative Desirable Influences

1. Resistance 1. Cooperation
2. Tension 2. Cohesion
Change
3. Conflict 3. Consideration
Organization Policy

Internal Environment
Effective Teachers Know How To:
1. Reasonably motivate the stakeholders though
effective communication.
2. Adequately provide the needed training to
carry out the plan.
3. Decisively solve problems that may arise in the
implementation of the plan.
4. Carefully monitor as well as evaluate the system
to ensure the success of the process.
 Implementation Models:
1. Overcoming Resistance to Change
Model (ORC)
2. Leadership-obstacle Course Model
(LOC)
3. Linkage Model
4. Organizational Development Model
(OD)
5. The Rand Change Agent Model
a. the characteristics of the proposed
 IMPLEMENTATION MODELS

Ornstein and Hunkins (1988) describes several changes in models that are
worthwhile exploring. The models include among others:
1) Overcoming resistance to change model (ORC)-focuses on overcoming
staff resistance to change that is present immediately before or at the time
of the introduction of the innovation.
2) Leadership-obstacle course model (LOC)-extends the ORC model and
puts emphasis on the gathering of data to determine the extent and
nature of the resistance in order to deal with it appropriately.
3) Linkage model -involves a cycle of diagnosis, search, and retrieval,
formulation of solution, dissemination and evaluation.
 IMPLEMENTATION MODELS

4) Organizational development model (OD)-an information-processing

change strategy that enables the system to improve its operations and the
quality of interaction among its members to facilitate the introduction of
change.
5) Rand agent model-is based on the assumption that the success of the
implementation of a new program depends on: (1) the characteristics of
the proposed change; (2) the competencies of the teaching and
administrative staff; (3) the support of the local community and (4) the
school organization structure.
IMPLEMENTATION OF THE
CURRICULUM
• Instructional scheme of each subject to be
completed in the semester.
• Planning the lessons as per the timetable
• Using the transactional strategies • Using the
appropriate media
• Providing the learning resources
• Promoting classroom learning experiences
• Progressive testing
ROLE OF TECHNOLOGY IN THE
IMPLEMENTATION OF CURRICULUM
1. Technology plays a crucial in
delivering instructions to learners.
2. Technology offers various tools of
learning and these range NON-
PROJECTED and PROJECTED MEDIA
from which the teacher can choose,
depending on what he sees fit with
intended instructional setting.
NON – PROJECTED MEDIA PROJECTED MEDIA
Real Objects Overhead Transparencies

Models Opaque Projection

Field Trips Slides
Kits Filmstrips
Printed materials (book, Films
worksheets)
Visuals (drawing, Video, VCD, DVD
photographs, graphs,
charts, posters

Visual boards (Chalkboard, Computer/Multimedia

white board, flannel presentations, powerpoint
board)
Roles of Technology
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 as informal learning, such as open universities
and lifelong learning to adult learners.
4. Revolutionizing the use of technology to boost
education paradigm shifts that give importance to
students – centered and holistic learning.
Implementation is an interaction between those who have created the
programme and those who are charged to deliver it. According to
Ornstein and Hunkins, 1998.

According to Sarason (1990), the main reason for failure is the lack of
understanding of the culture of the school by both experts outside the
school system and educators in the system.
 APPROACHES ON CURRICULUM
IMPLEMENTATION
1. Laissez-faire or the “let-alone” approach.
- Gives teachers absolute power to determine what they see best to
implement in the classroom.
-This allows teachers to teach lessons they believe are
appropriate for their classes and in whatever way they want to teach
such lessons.
-There is no form of control or monitoring whatsoever.
 APPROACHES ON CURRICULUM
IMPLEMENTATION
2. Authoritarian control.
-Teachers are directed by authority figures through a
memorandum, to follow a curriculum.
-Teachers have no control or leeway over the subjects they are
teaching.
- The school head exercise absolute power in directing teachers to
teach certain subjects in specified ways.
- In other words, this approach is a dictatorial way of imposing
curricular implementation in the classroom.
 Each strategy has certain elements which conform to the following
suggestions of Harris (1985) for the successful implementation of
changes in the school system:

1) Clarification of lines of authority

2) Involvement of affected parties in goal setting, staff selection and
evaluation;
3) Specification of roles and responsibilities of teachers
4) Training of personnel in change strategies and conflict-resolution
techniques of teachers
5) Support to affected parties
The choice of what implementation model to use depends on
such factors as:
1) level of resistance
2) The type of desire change
3) The available expertise
4) Available resources
5) The urgency of the situation
 FACTORS THAT INFLUENCE CURRICULUM
IMPLEMENTATION

-Teachers
-Learners
-Principals or School Heads
- Parents
-Resource Materials and Facilities
- Interest Groups
- School environment
-Culture and Ideology
- Assessment
 IMPLEMENTING CURRICULUM IN THE
CLASSROOM

Instructional objectives:
- Make it clear to teachers what changes they want students to
achieve.
- Help in choosing the appropriate learning experiences to
achieve the
changes or Learning desired.
- Inform students of what is expected of them.
- Indicate what will be important in assessing the lesson.
 Educational Philosophy-Focus in the Curriculum
Perennialism- Classical subjects, literary analysis.
Curriculum is constant.
Essentialism-Essential skill of the 3Rs and essential subjects of
English, Science, History, Mathematics, and Foreign
Language.
Progressivism-Subjects are interdisciplinary, integrative, and
interactive.
Curriculum is focused on student’s interest, human
problems, and affairs.
Reconstructionism-Focus on present and future trends and issues of
national and international interests
2 Ways of Curriculum Evaluation
1. School-Based Evaluation
- approach to curriculum evaluation which
places the content, design, operation and
maintenance of evaluation in the hands of the
school personnel
- it is a participative evaluation for the school
personnel participates in the conduct of school
evaluation activities
- the control and management of the process
rest on the school personnel themselves
2 Ways of Curriculum Evaluation
2. Accreditation
- voluntary process of submitting a curriculum
program to an external accrediting body for
review in any level of education

- studies the statement of educational

intentions of the school and affirms a standard
of excellence