1. 0
CURRICULUM IMPLEMENTATION PROCESSES AND PRACTICES -CIN 606
REGION NAME
2 ROSALINA T. DONATO
5 NORA N. MAROLLANO
5 LISETTE L. ONG
NCR MARY GRACE D. DE VERA
6 MA. LUISA T. JALANDONI
9 RESJIE ANDUS
SHARE #1
Present the topics for discussion:
1. Report on Curriculum implementation review in one’s own school
2. Sharing of experiences on curriculum implementation in the workplace per region.
3. Class Discussion on the Overview and Contextualization of Curriculum Implementation
● examining various notions and conceptions of curriculum implementation
● looking at the various perspectives on curriculum implementation
● comparing models of curriculum implementation
REGION SUBJECT TAUGHT GRADE LEVEL CURRICULUM
IMPLEMENTATION
CURRICULUM
IMPLEMENTATION MODEL
RELATED
LITERATURE
2. 0
PRACTICES/EXPERIENCES (CHAPTER 8-Curriculum
Implementation)
2 TLE 7-10 Classroom Practices
1. Model as you
teach-
demonstration9students
can easily grasp
information particularly
visual learners will need
to see it.
2. Work as a team-
collaborative works of
students/groupings
actively participate in the
learning process.
3. Learn from experience-
students best learn and
integrate information by
getting out from the real
world.
4. Technology integration-
students engage in the
use of technology
through the introduction
of interactive larning
games or gamified
approach learning.
Regional/Division/District/Schoo
l Curriculum Implementation/
Practices
The curriculum implementation
model related to the practices
in our workstation is the
System Model thinking and
adopted the oraganizational
development (OD) and the
concerns-based adoption
model(CBAM). This model both
concern about teachers,
students, and stakeholders
acceptance of changes. Since
in every curriculum continuous
improvement and
development always exist.
Every curriculum is unique in its
existence, it will not require all
aspects of the program to be
followed and implemented. It
interacts with teachers’
capability and creativity
because teachers can divert
implemented curricula into
more personalized teaching
strategies to meet learners’
needs in a unique but
purposeful innovation. Every
learning is unique because it
will bring out students’ skills
Curriculum creates
interactions
between the
content to be
covered and
students (their
backgrounds, their
experiences and
learning and well-
being outcomes),
teachers (their
pedagogical and
assessment
decisions and
practices), school
leaders (their
decisions on
managing
timetables), parents
(their support at
home) and others
outside school
(people in the
community helping
students to learn
the curriculum
contents in real
world situations).
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1. Crafted module and
instructional material
supports in the absence
or lack of textbook.
2. Innovativeness and
initiate of every schools
in the formulation of
different
projects/programs that
enhance participation
and creativity of teachers
and students.
3. Active participation of
learners in regional,
national and
international skills
olympic.
4. Showcases of talents in
participating festival of
talents district, division,
and regional skills.
and potential to compete in
the real world. Every encounter
of the students in the
curriculum is unique and every
teacher taught about the
curriculum experiences is
different when engaging
students. Every curriculum
implemented has the desire
and always strive for the better
and continuously enhance
students’ skills and
competencies in the 21st
century. There is always
engagement, it draws a lot of
effort and energy among the
participants. There must be
recognition of strengths and
weaknesses, thus curriculum is
not complete in its
implementation regardless of
different approaches. That is
why researchers and innovators
exist to help in the pursuit of
the curriculum but not to
complete the attainment but
rather a way of comprehending
that curriculum has always its
twist and turns and that in
every twist there were still
introductions of a new
This
multidimensional
and
multidirectional
view of curriculum
is rooted in the
learning ecosystem
approach to
curriculum design.
Curriculum change
should be
understood as part
of a larger
ecological change,
for which
managing the
process requires a
much more organic
approach than top-
down decision-
making.
Refence/s:
Curriculum (re)design
A series of thematic
reports from the
OECD Education 2030
project OVERVIEW
The curriculum
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program. Curriculum has
always welcome new ways as
well as educators to continue
digging, enhancing, and
evolving new dynamic
strategies that enable students
to participate and develop
skills along the way.
Strategic planning is a way to
continue enhancing curriculum
implementation. CBAM
approach believe that all
change originates with
individuals. Individuals change,
and through their changed
behaviors, institutions change.
Change occurs when
individuals’ concerns are made
known. For individuals to favor
change, they must view the
change as at least partly of
their own making
implementation
clearly defined
vision must be a
shared
responsibility of
stakeholders and
must understand
the objectives.
Curriculum visions
are interpreted in
different ways and
translated into
different
philosophies,
pedagogical
choices, and
educational
materials. The
absence of
consensus on these
underlying values
concerning
education would
make systematic
improvement of
curriculum difficult
(Benavot, 2011[26]).
The curriculum
centered on
competency
integration of
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knowledge, skills,
and attitudes that
enable unique
individuals to
perform tasks in a
unique
environment
(Wesselink et al.,
2010[28]). Aims to
provide students
with an integrated
performance-
oriented capability
to reach specific
achievements that
would allow them
to navigate
through a world
that is constantly
changing and full
of uncertainty
(Mulder, 2001[32]).
Reference:
CURRICULUM
REFORM: A
LITERATURE REVIEW
TO SUPPORT
EFFECTIVE
IMPLEMENTATION
6. 0
OECD Working Paper
No. 239 Gouëdard,
Perre ,Pont, Beatriz ,
Hyttinen Pinhsuan
Huang, Susan, OECD
5 Araling Panlipunan 7 a) A combination of
traditional and modern
strategies in delivering
the lesson
Leadership Obstacle Course
Model in which it treats staff
resistance to change as
problematic and proposes that
we should collect data to
determine the extent and nature
of the resistance in
implementing the curriculum
wherein there is the apathy
experienced among the
teachers in terms of
relationship and interaction
thus with the presence of a
weak leader like our principal,
leadership indeed became an
obstacle to progress
Another model is the
organizational development
wherein the top-down approach
is experienced as with what
bureaucracy pertains to.
The result shows
that from a macro
perspective, the
advantages of
modern
educational
methods are
greater, but
teachers should
evaluate and
choose which
teaching method to
use according to
the student's
situation, teaching
purpose, and
potential obstacles.
(Wang, Y. 2019) A
Comparative
Study on the
Effectiveness of
Traditional and
Modern Teaching
Methods
Inquiry-based
learning is a
teaching method
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b) An inquiry based form of
teaching which
encourages students’
involvement and
engagement
c) Culture-based
pedagogies are
introduced and
reintroduced with moral
and civic values being
incorporated
Concern Based Adoption
where Change is personal.
More than professional and not
for the benefit of the majority.
Stress on school culture based
on position even if poor in
performance and decision
making. Students are affected
by the cliques among teachers
which often results to quarrels,
spats and petty fights which
under a poor leadership in the
person of the principal can
worsen the situation
that encourages
students to ask
questions and
investigate real-
world problems.
This type of
learning has many
benefits and can be
used in a variety of
subject
areas.(Splashlearn,
2023) What Is
Inquiry-Based
Learning? Types,
Benefits,
Examples
As a result,
education is a
process of cultural
transmission to
students as the
nation's next
generation. Culture
and education are
two elements that
support each other
so that both play an
essential role in
advancing a
country, by
combining culture
and education is a
very vital factor in
efforts to educate
the nation's
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d) Diversity of learners not
just based on ethnicity
but because of
homogeneity, the
outcomes can be
negative
life(Sari, D. 2019)
Culture-Based
Education
Improves National
Insight
An in-depth
research review of
dozens of other
studies on
diversity—
conducted by The
Century
Foundation, a New
York-based think
tank—found that
having different
and divergent
perspectives can
create positive
learning outcomes.
Those outcomes,
explored below,
can have benefits
that reflect well
beyond students’
graduation and can
impact their lives
going
forward.(education
blog, 2019)
James Lang
(2016) proposes
approaching the
challenges of
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e) Absence of technology
and weak internet
connectivity made
learners be dependent
on teacher’s teaching,
research cannot be
emphasized
f) The lack of unity among
the Social Science
teachers call for chaotic
LAC sessions
student
technology as a
call to more
engaging
teaching. Like
the problem of
cheating,
instructors can
take
responsibility
for establishing
conditions in
which
undesirable
behaviors are
less likely to
occur.(Baylor
University,
2019)
Conflict, a social
phenomenon that
takes place
between or among
individuals, groups,
organization and
nations (Rubin,
1994), is an
inseparable part of
human and social
life. Conflict, which
is a process that
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Division CI
a. The culture of
palakasan exists
occurs when an
individual or a
group realizes that
their interests are
obstructed or
negatively
influenced by
others (Wall and
Callester, 1995), is
experienced as a
result of
disagreements and
inconsistencies
during
interpersonal
interactions(Gidsoy
S., 2016)
All you need is a
contact (relatives or
acquaintances)
inside and then
boom! you're in.
This is known as
"Palakasan
System" in the
Filipino Culture, it is
the use of position
to gain favor,
promotion and
even filling the job
vacancies of a
specific instruction
by an unqualified
client. That is one
of the reason why
corruption is still
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b. The EPS for social
science is not a
social scientist so
there is not
enough
motivation for
trainings
workshops and
the like, rests
solely on the
initiative of the
teacher
well known and
widespread
today.(Ramos, R.
2021)
Instructional
coordinators
evaluate how
well a school’s
curriculum
meets students’
needs. They
research
teaching
methods and
techniques and
develop
procedures to
determine
whether
program goals
are being met.
All of these
professionals
work in a
variety of
settings and
usually enjoy a
more
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c. The presence of
position as a
status symbol and
not because of
performance
professional
work
environment
than their on-
campus
colleagues.(edu
cationschools.c
om)
Social scientists of
class and inequality
have documented
the rise of
omnivorousness,
informality,
ordinariness, and
emphasis on
meritocracy. This
apparent decline in
class closure
contrasts sharply
with rising
inequality and
declining economic
mobility.(Voyer, A.
2017)
