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Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
Implementing the curriculum
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Implementing the curriculum

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  • 1. VIRGEN MILAGROSA UNIVERSITY FOUNDATIONMARTIN POSADAS AVENUE, SAN CARLOS CITYPANGASINANAA ReportinCurriculum DevelopmentImplementing theCurriculumPresented by: REA R. TIANGSONPresented to : DR. EDITHA R. PRIDAS
  • 2. The Role of Stakeholders in CurriculumImplementationStakeholders are individuals orinstitutions that are interested inschool curriculum.These stakeholders shape theschool curriculum implementation.
  • 3. 1. LEARNERS AT THE CENTER OF THECURRICULUMFor a particular curriculum design mentioned earlier,the learner is placed at the center. The learners arethe very reason a curriculum is developed. They arethe ones who are directly influenced by it. Learners inall levels make or unmake the curriculum by theiractive and direct involvement.
  • 4. THE ROLE OF STUDENTS AS STAKEHOLDERS FROM ASTUDENT’S POINT OF VIEW:I consider the learner as the center of theeducational process. Everything in thecurriculum should revolve around his/herinterests, needs, abilities, and capacities. Thenature of the learner must be made the scienceof learning. The experiences of the learners mustbe the starting point in accomplishing the goalsof education, to let them grow in knowledge,skills, abilities and attitudes-Josefa
  • 5. Take Note: The universal and individualcharacteristics of the learners should beconsidered. Age, gender, physical, mental,emotional development, culturalbackground, interests, aspirations andpersonal goals are some of the factors thatshould be considered in theimplementation of any curriculum.
  • 6. 2. TEACHERS AS CURRICULUMDEVELOPERS AND IMPLEMENTERSPlanning and writing the curriculum are the primaryroles of the teacher.A teacher is a curriculum maker. He/she writes acurriculum daily through a lesson plan , a unit plan ora yearly plan. The teacher addresses the goals,needs, interests of the learners by creatingexperiences from where the students can learn. Theteacher designs, enriches and modifies thecurriculum to suit the learner’s characteristics.
  • 7. As a curriculum developer, teachers arepart of textbooks committees, facultyselection boards, school evaluationcommittee or textbook writers themselves.
  • 8. Teachers are empowered todevelop their own school curriculataking into consideration their ownexpertise, the context of the schooland the abilities of the learners.
  • 9. From a designer or technician to adecision maker.At this point, teachers’ role shift from a developerto an implementer. Which of the plans should beput in to action and how should it be done aredecisions which the teachers should make.Curriculum implementation is now giving life tothe written material. To do this, there is the needof another actor, the learners. No curriculum willsucceed without the learners
  • 10. SOME OF THE CONSIDERATIONS TEACHERS SHOULDHAVE IN CURRICULAR IMPLEMENTATIONChoice of the activitiesMethods to be utilizedMaterials to be used
  • 11. A STUDENT’S VIEW ABOUT THE TEACHER AS ACURRICULUM MAKER AND IMPLEMENTERTeachers shape the school curriculum bysharing the experiences that they haveand the resources they are capable ofgiving or imparting to the learners. But asthe old saying goes , ”What can you giveif you have nothing to give? Applies tothis demand of teaches in curriculumimplementation”- Marianna
  • 12. 3. CURRICULUM MANAGERS ANDADMINISTRATORSIn a school organization, there is always acurriculum manager or school administrator. Infact, for school principals, one of their functions isbeing a curriculum manager. They supervisecurriculum implementation, select and recruitnew teachers, admit students, procure equipmentand materials needed for effective learning. Theyalso plan for the improvement of school facilitiesand physical plants.
  • 13. Why are school administrators and curriculummanagers important to curriculumimplementation?“ The school administrators play an importantrole in shaping the school curriculum becausethey are the people who are responsible inthe formulation of the schools’ vision,philosophy, mission and objectives. Theyprovide necessary leadership in evaluatingteaching personnel and school program.Keeping records of curriculum and reportinglearning outcomes are also the manger’sresponsibilities.- Ceres
  • 14. SchooladministratorsCommandresponsibilityInstitutionalleadershipFinal decisionmaking interms of theschool’spurposeRole of theAdministrators
  • 15. 4. PARENTS AS SUPPORTERS TO THECURRICULUMMy child and my money goes to thisschool, reads a car sticker.What is the implication of this statement tothe school curriculum?It simply means that the parents are the bestsupporters of the school, especially becausethey are the ones payingfor their child’s education.
  • 16. How do parents shape the curriculum and whyare they considered stakeholders? Here aresome observations:1. Effective parental involvement in school affairsmay be linked to parent educational programswhich is central to high quality educationalexperiences of the children .2. The parents involvement extends from theconfine of the school to the homes. Theparents become part of the environment oflearning at home.3. In most schools the Parent Association isorganized. This organization is provided bylaw.
  • 17. The success in the implementation of thecurriculum requires resources. However, mostoften teachers complain that resources are veryscarce. There are no books, materials nor facilitiesavailable. These are the usual complaints of theteachers. The community members and materialsin the local community can very well substitute forwhat are needed to implement.5. COMMUNITY MEMBERS ASCURRICULUM RESOURCES
  • 18. There are other important stakeholders incurriculum implementation. Professionalorganizations have shown great influence in schoolcurriculum. They are being asked by curriculumspecialists to contribute in curriculum review becausethey have a voice in licensure examinations,curriculum enhancement and many more.6. OTHER STAKEHOLDERS INCURRICULUM IMPLEMENTATION
  • 19. All schools in the country are underthe regulation of the nationalgovernment as provided for in thePhilippine Constitution, then thegovernment has a great stake in thecurriculum. The government isrepresented by the Department ofEducation (DepEd) for basic educationcurricula and the Commission onHigher Education (CHED) for thetertiary and graduate educationcurricula.
  • 20. Lesson 2: The Role of Technology inDelivering the Curriculum
  • 21. Lesson 2: The Role of Technology inDelivering the CurriculumThe role of technology finds its place atthe onset of curriculum implementation,namely at the stage of instructional planning.In a teaching-learning situation there is thecritical need to provide the learnersinformation that forms a coherent whole.In the choice of instructional media,technology comes into play.
  • 22. AnalyzelearnersIdentifyinstructionalgoals IdentifyObjectivesPlaninstructionalactivitiesChooseaninstructionalmediaIdentify andassessinstructionaltechnologyImplementinstructionAssessinstructionReviseinstructionA Systematic PlanningProcess
  • 23. What is instructional media?Instructional media may also be referredto as media technology or learningtechnology, or simply technology. Technologyplays a crucial role in delivering instruction tolearners.Technology offers various tools oflearning and these range from non-projectedand non projected media from which theteacher can choose depending on what hesees fit with the intended instructional setting.
  • 24. Types of Instructional Media orTechnology Real objects Models Field trips Kits Printed materials(books, worksheets) Visuals (drawings,photographs) Overheadtransparencies Opaque projection Slides Filmstrips Films Video, VCD, DVD Computer/ multimediapresentationsNon- projected Media Projected Media
  • 25. Factors for Technology SelectionIn deciding on which technology to use from awide range of media available, the factors on whichto base selection are:PracticalityAppropriatenessActivity/SuitabilityObjective-Matching
  • 26. The Role of Technology in CurriculumDelivery1. Upgrading the quality of teaching-and-learning inschools2. Increasing the capability of the teacher to effectivelyinculcate learning, and for students to gain mastery oflessons and courses3. Broadening the delivery of education outside schoolsthrough non-traditional approaches to formal andinformal learning such as Open Universities and lifelonglearning to adult learners4. Revolutionizing the use of technology to boosteducational paradigm shifts that give importance tostudent-centered and holistic learning
  • 27. Lesson 3: Pilot Testing, Monitoringand Evaluating the Implementation ofthe CurriculumPilot Testing or Field Try-OutWhenever a curriculum is written as inbooks, course manuals, modules or the wholecurricular program, there is a need to have atry-out or field testing. This process will gatherempirical data to support whether the materialor curriculum is useful, relevant, reliable andvalid.
  • 28. Example: Basic Education Curriculum or BECThe DepEd implemented the BEC, theoriginal name of the curriculum to the wholenationwide system in 2002. That year waslabeled as the pilot year of implementation.During the year, all basic education schoolssimultaneously implemented the new curriculum.After a year of implementation of the BEC,several changes were made. The BEC wasrenamed Revitalized Basic EducationCurriculum(RBEC) and each subject area aremodifications, revisions, and enhancement fromthe original form were made.
  • 29. Take note that: Pilot test or try outis a developmentalprocess that givesthe signal as towhether theparticular curriculumcan already beimplemented withconfidence. Modification andrevision areinherentcharacteristics ofcurriculum
  • 30. Processes of Monitoring the ImplementedCurriculumCurriculumMonitoring:• How are we doing?• Is the curriculumaccomplishing itsintended purpose?CurriculumEvaluation• School-BasedEvaluation• Accreditation
  • 31. What is monitoring?Monitoring is a periodic assessment andadjustment during the try out period. It is likeformative evaluation . It determines how thecurriculum is working such that the monitoringreport becomes the basis of a decision onwhat aspects have to be retained, improved ormodified.it is usually done by module writers,curriculum experts or outside agencies.
  • 32. What is curriculum evaluation?Curriculum evaluation refers to asystematic process of judging the value,effectiveness and adequacy of a curriculum:its process, product and setting which will leadto informed decision.
  • 33. Two Ways of CurriculumEvaluation It is an approach tocurriculum evaluationwhich places thecontent, design,operation, andmaintenance ofevaluation procedurein the hands of schoolpersonnel. This is a voluntaryprocess of submittinga curricular programto an externalaccrediting body forreview in any level ofeducation: basic,tertiary or graduateschool to assurestandardSchool-BasedEvaluationAccreditation
  • 34. Accreditation studies thestatement of the educationalintentions of the school andaffirms a standard of excellence
  • 35. Areas for Accreditation underCurriculum and InstructionClassroomManagementCurriculum andProgramof StudiesInstructionalProcesses orMethodologiesGraduationRequirementsEvaluation ofAcademicPerformanceof StudentsAdministrativeSupport forEffectiveInstruction
  • 36. Whoever and whatever we arein the past, present and in thefuture boils down to everydecision and the choices wemade, have made and willmake. -RRTGod bless ! 1-6-13

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