Implementing the

Curriculum
The teacher as a curriculum implementer
and a manager
• The next step after curriculum planning and designing is
implementing it.
• As a teacher, this is one of the major roles that you do in the school.
• There is a miniscule curriculum like your lesson plan, or a big one like
the K to 12 curriculum. You will put action to what has been planned
and designed.
• It is you, the teacher, who will add more meaning to the various
activities in the classroom. This is what we call teaching styles
Curriculum implementation Defined
• “A good plan is work half done.” 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 the process wherein the learners acquire the
intended knowledge, skills and attitudes that are aimed at enabling the same
learners to function effectively in society (SADC MoE Africa, 2000)
• Loucks and Lieberman (1983) define curriculum implementation as the trying
of 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.
• 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:
1. Shift from what is current to a new or enhanced curriculum;
2. Change in knowledge, actions, attitudes of the persons involved;
3. Change in behavior using new strategies and resources, and
4. Change which requires efforts hence goals should be achievable
Curriculum implementation in the classroom
context
• In the classroom context, curriculum implementation means “
teaching” what has been written the lesson plan,
• Implementing means using the plan as a guide to engage with the
learners in the teaching-learning process with the end in view that
learning has occurred and learning outcomes have been achieved,
 Curriculum implementation in a larger scale

• 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 district, 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 LEWIN’S FORCE FIELD THEORY AND CURRICULUM CHANGE
Kurt Lewin (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, or balance. There will be status quo,
hence there will be no change.
However, when the driving force overpowers the restraining force, then
change will occur. If the opposite happens, change is prevented. This is the idea
of Kurt Lewin in his Force Field Theory.
This theory will be used to explain curriculum change
 Lewin’s Force Field Theory
Driving Forces Restraining Forces
Government Intervention Fear of the Unknown

EQUILIBRIUM
Society’s Values Negative Attitude to Change
Technological Changes Tradition Values
Knowledge Explosion Limited Resources
Administrative Support Obsolete Equipment

According to Lewin, change will be better if the restraining forces shall be

decreased, rather than increasing the driving force. As a curricularist, how
would you do this?
Different Changes that Occur in the
Curriculum
CATEGORIES OF CURRICULUM CHANGE
Mc Neil in 2000 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 graphing paper in 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 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.
Three important elements of change in curriculum and implementation
• Curriculum implementation should be developmental
- 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
• Curriculum implementation should be participatory
- Involvement and participation encourage sense of ownership and accountability.
Participation builds a learning community which is very necessary in curriculum
implementation. Participatory among the stakeholders like peers, school leaders, parents
and curriculum specialists.
• Curriculum implementation should be supportive
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 administrators should provide full institutional support to the
implementation of the new curriculum.
Lesson 4.2 Implementing a Curriculum
• A teaching activity is like implementing a miniscule curriculum. A daily lesson is based on a
planned or written curriculum, which will be put to action by the teacher in the classroom.
• 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 lesson logs which contain the needed information and guide
from the Teacher Guide (TG) and TM (Teacher Manual) reference material with page number,
interventions given to 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
Starting the Class Right: Laying the Curriculum Plan
- Before the class begins everyday, a teacher must have written a
lesson 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) or referred to it as Evaluation and (5) Assignment
or Agreement
1.Intended Learning Outcomes (ILO). These are the desired
learning that will be the focus of the lesson.
Learning outcomes are based on Taxonomy of Objectives
presented to us as cognitive, affective and psychomotor. Bloom’s
Taxonomy has been revisited by his own student, Lorin Anderson,
and David Krathwohl.
 Taxonomy of Objectives
Blooms Taxonomy (1956) Revised Bloom’s by Anderson
(2001)
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Somehow the two are similar, however the highest level of cognition in the revised version , is creating.
Take note that the original version is stated as nouns while the revised version is stated as verbs which
implies more active from of thinking.
 Revised Bloom’s Taxonomy: A Quick Look
There are three major changes in the revised taxonomy. These are
1. Changing the names in the six categories from nouns to verbs.
2. Rearranging these categories.
3. Establishing the levels of the knowledge level in the original version.
 Let us study the cognitive categories with the example key words (verbs) for each in the new version. In writing
objectives, it is always recommended that more of the higher-order thinking skills (HOTS) should be developed
and less of the low level thinking skills (LOTS)
Categories Example Key Words
Remembering. Recall or retrieve previous learned Defines, describes, identifies, labels, lists, outlines,
information. selects, states
Understanding. Comprehend meaning, translation, Comprehends, explains, distinguishes, estimates, gives
state problems in own words, making meaning examples, interprets, predicts, rewrites, summarizes
Applying. Use concept in new situation, applies what Applies, changes, computes, operates, constructs,
has been learned in new situation. modifies, uses, manipulates, prepares, shows, solves
Analyzing. Separate materials or concepts into Breaks down, compares, contrasts, diagrams,
component parts so that the organization is clear. differentiates, discriminates, identifies, infers, outlines,
Distinguishes between facts and inferences relates, selects, separates

Evaluating. Make judgements about the value of ideas Appraises, compares, criticizes, defends, describes,
or materials discriminates, evaluates, interprets, justifies,
summarizes

Creating. Build a structure or pattern from various Composes, compiles, designs, generates, modifies,
elements. Put parts together to create a whole, to make organizes, rearranges, reorganizes, revises, rewrites,
new meaning and structure summarizes, creates
 Concept of Knowledge
Levels of Knowledge
1. Factual knowledge – ideas, specific data or information
2. Conceptual knowledge – words or ideas known by common
name, 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 knowledge – how things work, step-by-step actions,
methods of inquiry.
4. Metacognitive knowledge – knowledge of cognition in general,
awareness of knowledge of one’s own cognition, thinking about
thinking,
- Intended learning outcomes (ILO) should be written in a SMART
way. Specific, Measurable, Attainable, Result Oriented (Outcomes)
and Time-Bound
II. Subject Matter or Content. (SM) comes from a body of knowledge
(facts, concepts, procedure and metacognition) that will be learned
through the guidance. Subject matter is the WHAT in teaching.

III. Procedure or Methods and Strategies. This is the crux of

curriculum implementation. How a teacher will put life to the
intended outcomes and the subject matter to be used depends on
this component.
How will you as a teacher arrange a teaching-learning situation which will
engage students to learn? Here are some points to remember.
1. There are many ways of teaching for the different kinds of learners.
Corpuz & Salandanan (2013) enumerated the following approaches and
methods, which may be useful for the different kinds of learners. Some are
time tested methods, while others are non-conventional constructivist
methods.
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
2. Students have different learning styles.
There are many classifications of learning styles according to the different
authors. The Multiple Intelligence Theory of Howard Garner implies several learning
styles, but for our lesson, we will just focus on the three learning styles which are
Visual, Auditory and Kinesthetic. These three preferred styles can help teachers
choose the methods and the materials they will use.
Common Characteristics Tips for Teachers about Learners

Visual – uses graphs, charts, pictures; tends to remember Turn notes into pictures, diagrams, maps. Learn the big
things that are written in form. picture first than details. Make mind maps and concept
maps.

Auditory – recalls information through hearing and Records lectures and listen to these. Repeat materials out
speaking; prefers to be told how to do things orally; learns loud “ parrots”. Read aloud.
aloud.

Kinesthetic – prefers hands-on approach; demonstrates how Learn something while doing another thing (eats while
to do, rather than explain; likes group work with hands on- studying). Work while standing. Like fieldwork. DO many
minds on. things at one time.
3. Teaching and learning must be supported by instructional materials
(Ims)
- IM should complement Visual, Auditory and Tactile or a combination of
the three. Dale’s Cone of experience which is a visual device helps the
teachers to make decision on what resources and materials will
maximize learning.
• Guidelines in the use instructional support materials as implied by the
Cone of Experience
1. Use of direct purposeful experience through learning by doing retains
almost all learning outcomes. 90% of learning is retained.
Examples are field trip, field study, community immersion, practice
teaching.
2. Participation in class activities, discussion, reporting and similar activities
where learners have the opportunity to talk and write, seventy percent of
learning is remembered.
Examples are small group discussion, buzz session, individual
reporting, role play, panel.
3. Passive participation as in watching a movie, viewing exhibit, watching
demonstration will retain around 50% of what has been communicated.

4. By just looking at the pictures, paintings and illustrations and drawings,

will allow the retention of around 30% of what the material content.

5. By hearing as in lecture, sermon, monologues, only 20% is

remembered.

6. Reading, will ensure 10% remembering of the materials.

Regardless of the amount of remembering from the concrete to
abstract, each layer contributes to learning and requires instruction
support materials.
Visual: Concrete (flat, 3D, 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 modelling clay, rings, dumb
bells, equipment, others
Experiential: utilize all modalities
4. Methods and materials must implement the plan: Taking action
The Lesson Plan’s basic steps and parts are prescribed by DepEd Order 70 70 s, 2012 for teachers, two years and less in
service.
Example Format:
Lesson Plan in Science
Grade V
I. Objectives/Intended Learning Outcomes
a. Tell that force is applied to move objects.
b. Describe that pushing or pulling with a force moves objects.
c. State that if force moves the object away from the person, it is a push.
d. State that if the force moves the object towards the person, it is a pull.
* value integration
II. Subject Matter
A. Topic: Pushing or Pulling Moves Object
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concept: Objects move when force is applied to it
D. Science Processes: Observing, inferring,
E. Materials: real objects like chair, ball, books
III. Procedure
A. Preparation Activity
1. Review of Prior Learning/Past Lesson
B. Lesson Proper
1. Motivation
2. Pre-laboratory activities
3. Laboratory activity
4. Post-laboratory activity
5. Conceptualization/Generalization
6. Application
IV. Assessment of Learning Outcomes/Evaluation

V. Assignment
• Come up with a semi-detailed lesson plan in your field of
specialization