Implementation of curriculum

IMPLEMENTING
THE
CURRICULUM
Chapter III
Intesar T. Aba-Conding
Ph.D Science Education Student

No curriculum should
stop planning or
designing phase,
it has to be
IMPLEMENTED
Module 4
The Teacher as Curriculum Implementor and Manager

• You will put action to what has
been planned and designed.
• You who will add more meaning
to the various activities in the
classroom – teaching styles
• You have to make the day of the
learners
– INTERESTING,
– ENGAGING,
– and UNFORGETTABLE.
Module 4

• In the teaching and learning process, the
other side of the coin is the TEACHER.
• Planning and writing the curriculum are the
PRIMARY ROLES of the teacher.
• A teacher is a CURRICULUM MAKER. He/she
writes curriculum daily through a lesson
plan, unit plan or yearly plan.
• The teachers prepare activities for the
students to do.
Module 4

• The teacher addresses the goals,
needs, interests, of the learners by
creating experiences from where the
students can learn.
• The teacher designs, enriches and
modifies the curriculum to suit the
learner’s characteristics.
Module 4

• As a curriculum developer, teachers are part of
textbooks committees, faculty selection boards,
school evaluation committee or textbook writers
themselves.
• A developed curriculum remains inactive, if it is not
implemented.
• At this point, teachers’ role shifts from a developer
to an implementer. From a designer or technician to
a decision maker.
Module 4

• Being an implementer is very
crucial.
• Oftentimes, unsuccessful
implementation of the
curriculum becomes the root of
the educational failure, thus
some would say that the ROOT
OF THE DUCATIONAL PROBLEM
IS THE TEACHER
Module 4

Following the 3 curriculum
models, the next step is
curriculum implementing.
This is the phase where
teacher action takes
place.
It is one of the most
crucial processes in
curriculum development
Lesson 1
Implementing the Designed Curriculum as a
Change Process

Lesson 1
Change Process

 Ornstein and Hunkins in 1998 defined curriculum
implementation as 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 the 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.
Lesson 1
Change Process

• Loucks and Leiberman (1983)
– Define curriculm implementation as the trying
out os anew practice and what it looks like
when actually used in acshool system.
– It simply means that implementation should
bring the desired change and development.
Lesson 1
Change Process

Curriculum Implementation
• Means putting into practice the written
curriculum that has been designed in syllabi,
course of study, curricular guides, and subjects.
• It is a process wherein the learners acquire the
planned or intended knowledge, skills, and
attitudes that are aimed at enabling the same
learners to function in the society. (SADC MoE
Africa, 2000)
Lesson 1
Change Process

• In the classroom context
– Curriculum implementation means “teaching”
what has been written in the lesson plan.
– Implementing means using the plan as a
guide to engage with the learners in the
teaching-learning process.
– Involves the different strategies of teaching
with the support instructional materials to go
with the strategy.
Lesson 1
Change Process

• In a larger scale
– Curriculum implementation means putting the
curriculum into operation with the different
implementing agents.
– Takes place in a class, a school, a district, a division,
or the whole educational system
– Happens for the course, a degree program, the
institution
– Requires time, money, personal interaction, personal
contacts and support.
Lesson 1
Change Process

Kurt Lewin (1951)
 as the father of social
psychology explains the
process
of change.
 The model can be used
to explain curriculum
change and
implementation
Lesson 1
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.
Lesson 1
Change Process

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.
Lesson 1
Change Process

• Process of curriculum change
– may be assisted by permissiveness and support
in accordance of with a helpful improvement in
curriculum.
– Changing curriculum changes individuals.
– It must be necessary in consideration that the
resources of implementation of curriculum are
available or not.
Lesson 1
Change Process

• There are always two forces that oppose each other.
These are the DF and RF.
• When these two forces are equal, the state is
equilibrium or balance.
• There will be status qou, hence there will be no change
.
• The situation or condition will stay the same.
• However, when the DF overpowers the RF, then change
will occur.
• If the opposite happens, change is prevented. This is
the idea of kurt Lewin in his force field theory

• The illustration below shows that there are DF on the left
and RF on the right. If you look at the illustration there is
equilibrium.
• Do you think, there will be curriculum change in this
situation? Why?
• According to Lewin, change will be better if the restraining
forces shall be decreased, rather than increasing the DF.
• As a curricularist, how would you do this?
• Let us look at first at the different changes that occur in the
curriculum.
• It is important to identify these as part of our
understanding of curriculum implementation.

Categories of Curriculum Change
 Substitution:
In this type of change one element is substituted by the other,
i.e. one course paper/one unit is replaced with another. Mostly,
this kind of change is easily implemented
 Alternation:
If some material, content, item or procedure is introduced into
the existing material and is adopted, it is considered alteration.
 Restructuring
These changes lead to modification of the system itself. For
instance,team teaching, project method or competency-based
teaching and evaluation. This change is like restructuring.
Lesson 1
Change Process

Categories of Curriculum Change
 Perturbation:
Some changes when introduced disturb the programme for
sometime and then later on they get adjusted or adopted into
the programme.
 Value-oriented change:
This change basically brings a shift from ones philosophy or
basic ideology towards a particular auricular prescription or
orientation. Most of them who resist should adjust with the
changes and accept the same. The teachers who cannot adjust
their values to such changes may not be retained for long.
Lesson 1
Change Process

Elements of Change
1. 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.
Orientation and preparation
Refinement
Reflection
Lesson 1
Change Process

Elements of Change
2. Participatory
Participation builds a learning community
3. Supportive
Material support like supplies, equipment, conductive
learning environment like classrooms and laboratory
should be made available.
Human support is very much needed
Lesson 1
Change Process

Lesson 2
Implementing a Curriculum Daily in the Classroom

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
5. Assignment or Agreement
Lesson 2

I. Intended Learning Outcomes
Learning outcomes are 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.
Lesson 2

Revised Bloom’s Taxonomy:
A Quick Look
a. Changing the names in the six
categories from nouns to verbs.
b. Rearranging these categories.
c. Establishing the levels of the
knowledge level in the original version.
Lesson 2

II. Subject Matter or Content
Comes from a body of
knowledge that will be learned
through the guidance of the
teacher.
It is the WHAT in teaching.
Lesson 2

III. Procedure or Methods and
Strategies
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.
Lesson 2

1. Direct Demonstration Methods: Guided Exploratory/Discovery
Approach, Inquiry Method, Problem-based Learning , Project
Method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning
Action cells, Think-Pair Share
3.Deductive or Inductive Approaches: Project Teaching, Inquiry-
based Learning
4.Other Approaches: Blended learning, Reflective Teaching,
Integrated Learning, Outcomes-based Approach
Lesson 2

Students Different Learning Style
Lesson 2

Lesson 2
Teaching and Learning must be
supported by Instructional Materials

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.
Lesson 2

GUIDELINES FOR INSTRUCTIONAL
SUPPORT MATERIALS
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.
Lesson 2

Regardless of the amount of remembering from the
concrete to abstract, each layer contributes to learning
and requires 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, equipments, other
 Experiential : utilize all modalities
Lesson 2

Lesson 2
The Role of Technology in Delivering the Curriculum

Lesson 2
CURRENT TRENDS THAT COULD CARRY ON THE
NATURE OF EDUCATION IN THE FUTURE!
1. The first trend is the paradigm shift from the
teacher centered to student-centered approach
to learning.
2. The second is the broadening realization that
education is not simply a delivery of facts and
information, but an educative process of
cultivating the cognitive, affective, psychomotor,
and much more the contemplative intelligence
of the learners of a new age.
3. Is the increase in the use of new information and
communication technology or ICT.

Lesson 2
The Role of Technology in Curriculum Delivery
 Upgrading the quality of teaching-and learning in
schools
 Increasing the capability of the teacher to effectively
inculcate learning, and for students to gain
mastery of lessons and courses
 Broadening the delivery of education outside schools
through non-traditional approaches to formal and
informal learning, such as Open Universities and
lifelong learning to adult learners
 Revolutionizing the use of technology to boost
educational paradigm shifts that give
importance to student-centered and holistic
learning

Lesson 2
CRITERIA ON ASSESSING A VISUAL
MATERIAL OR PRESENTATIONS
1. Lettering style or font---consistency and
harmony
2. Number of lettering style---no more than
2 in a static display (chart, bulletin board )
3. Use of capitals---short titles or headlines
should be no more than 6 words
4. Lettering colors---easy to see and read.
Use of contrast is good for emphasis
5. Lettering size---good visibility even for
students at the back of the classroom).

Lesson 2
CRITERIA ON ASSESSING A VISUAL
MATERIAL OR PRESENTATIONS
6. Spacing between letters---equal and
even spacing
7. Spacing between lines---not too close as
to blur at a distance
8. Number of lines---No more than 8 lines
of text in each transparency/slide
9. Appeal---unusual/catchy, two
dimensional, interactive ( use of overlays
or movable flaps )
10. Use of directionals---devices ( arrows,
bold letters, bullets, contrasting
color and size, special placement of an
item ).

STAKEHOLDERS
 are individuals or
institutions that are
interested in school
curriculum.
 These stakeholders shape
the school curriculum
implementation.

 Learners make the curriculum alive.
 A written curriculum that does not consider
the students, will have little chance to succeed.

Teacher :
 as a curriculum maker, he/she writes a curriculum daily through a lesson plan , a
unit plan or a yearly plan. The teacher addresses the goals, needs, interests of the
learners by creating experiences from where the students can learn. The teacher
designs, enriches and modifies the curriculum to suit the learner’s characteristics.
 as a curriculum developer, part of textbooks committees, faculty selection
boards, school evaluation committee or textbook writers themselves. Empowered
to develop their own school curricula. And they become architect of the school
curriculum.
 as a curriculum implementer , which of the plans should be put in to action and
how should it be done and what are the decisions teachers should make.
Curriculum implementation is now giving life to the written material. Guiding,
facilitating and directing activities which will be done by the students.

Government represented by the following:

Gawad Kalinga
Synergiea
Metrobank Foundation
Non-Government represented by the following:

Implementation of curriculum

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