Implementing the curriculum
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Stakeholders play important roles in curriculum implementation. The primary stakeholders are learners, as the curriculum is developed for and influences them. Teachers are also key stakeholders as they develop and implement the curriculum. Curriculum managers and administrators supervise the implementation process. Parents support the curriculum both within the school and at home, such as through parent associations and by serving as resource speakers. Government bodies like DepEd and CHED oversee curriculum implementation at different education levels.
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Implementing the curriculum the teacher as curriculum implementer and manager
Teachers play a primary role in implementing curriculum as curriculum makers. They develop lessons, units, and plans that address student needs and interests. Teachers design, enrich, and modify curriculum to suit different learners. Students view teachers as crucial for shaping the school curriculum through the experiences and resources they provide. While technology can support teachers, it cannot replace the complex, multifaceted role teachers play. School administrators also help shape curriculum as managers who oversee its implementation and ensure continuity and balance across grade levels.
IMPLEMENTING THE CURRICULUM AS A CHANGE PROCESS
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
Component 2 curriculum content
The document discusses different views of curriculum - a subject-centered view which focuses on transmitting accumulated human knowledge, and a learner-centered view which relates knowledge to individual learners' experiences. It then outlines principles for developing an effective curriculum, including ensuring content is valid, useful, learnable given available resources, balanced, articulated in a logical sequence, integrated across subjects, and continuously reinforced.
Curriculum Implementation
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, and the community as key stakeholders. Learners are at the center of curriculum planning and implementation. Teachers play a dual role as curriculum developers and implementers. Administrators and curriculum managers are responsible for leadership, evaluation, and oversight of the curriculum. Parents support the curriculum through their involvement and financing their children's education. The community provides resources to support curriculum implementation. Technology also plays an important role in delivering curriculum by improving instruction and enabling new forms of learning.
Curriculum innovations
Three key elements define quality in education according to UNESCO and UNICEF:
1) Quality learners who are healthy, supported by families and communities
2) Quality learning environments that are safe, protective with adequate facilities
3) Quality processes including well-trained teachers who use child-centered teaching and assessment to reduce disparities
Global concerns regarding these elements include ensuring healthy, nourished students; safe, inclusive schools; literacy and numeracy in curricula; and outcomes such as community participation and lifelong learning. Quality education prepares students for productive lives.
The roles of stakeholders in curriculum implementation
This document discusses the roles of various stakeholders in curriculum implementation, including:
1. Learners, who are the primary stakeholders as the curriculum is designed for them. Their characteristics like age, gender, interests should be considered.
2. Teachers, who develop and carry out the curriculum through lesson planning and activities. They must address learners' goals and needs.
3. Administrators and managers, who oversee implementation and ensure schools have resources. They are concerned with the quality of curriculum offered.
4. Parents and community members, who support the curriculum through involvement, resources, and knowledge. Their buy-in is important for curriculum success.
5. Government agencies and professional organizations,
Role of Stakeholders in curriculum implementation
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
Curriculum approaches
Curriculum Approaches
(1) Behavioral-Rational Approach
(2) Systems-Managerial Approach
Source:
Bago, A. (2008)
Recommended
Implementing the curriculum the teacher as curriculum implementer and manager
Teachers play a primary role in implementing curriculum as curriculum makers. They develop lessons, units, and plans that address student needs and interests. Teachers design, enrich, and modify curriculum to suit different learners. Students view teachers as crucial for shaping the school curriculum through the experiences and resources they provide. While technology can support teachers, it cannot replace the complex, multifaceted role teachers play. School administrators also help shape curriculum as managers who oversee its implementation and ensure continuity and balance across grade levels.
IMPLEMENTING THE CURRICULUM AS A CHANGE PROCESS
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
Component 2 curriculum content
The document discusses different views of curriculum - a subject-centered view which focuses on transmitting accumulated human knowledge, and a learner-centered view which relates knowledge to individual learners' experiences. It then outlines principles for developing an effective curriculum, including ensuring content is valid, useful, learnable given available resources, balanced, articulated in a logical sequence, integrated across subjects, and continuously reinforced.
Curriculum Implementation
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, and the community as key stakeholders. Learners are at the center of curriculum planning and implementation. Teachers play a dual role as curriculum developers and implementers. Administrators and curriculum managers are responsible for leadership, evaluation, and oversight of the curriculum. Parents support the curriculum through their involvement and financing their children's education. The community provides resources to support curriculum implementation. Technology also plays an important role in delivering curriculum by improving instruction and enabling new forms of learning.
Curriculum innovations
Three key elements define quality in education according to UNESCO and UNICEF:
1) Quality learners who are healthy, supported by families and communities
2) Quality learning environments that are safe, protective with adequate facilities
3) Quality processes including well-trained teachers who use child-centered teaching and assessment to reduce disparities
Global concerns regarding these elements include ensuring healthy, nourished students; safe, inclusive schools; literacy and numeracy in curricula; and outcomes such as community participation and lifelong learning. Quality education prepares students for productive lives.
The roles of stakeholders in curriculum implementation
This document discusses the roles of various stakeholders in curriculum implementation, including:
1. Learners, who are the primary stakeholders as the curriculum is designed for them. Their characteristics like age, gender, interests should be considered.
2. Teachers, who develop and carry out the curriculum through lesson planning and activities. They must address learners' goals and needs.
3. Administrators and managers, who oversee implementation and ensure schools have resources. They are concerned with the quality of curriculum offered.
4. Parents and community members, who support the curriculum through involvement, resources, and knowledge. Their buy-in is important for curriculum success.
5. Government agencies and professional organizations,
Role of Stakeholders in curriculum implementation
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
Curriculum approaches
Curriculum Approaches
(1) Behavioral-Rational Approach
(2) Systems-Managerial Approach
Source:
Bago, A. (2008)
IMPLEMENTING THE CURRICULUM (curriculum development)
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
Curriculum Development Lesson 3
This document discusses the planning, implementation, and evaluation cycle of curriculum development. It explains that planning involves determining needs, setting intended outcomes, and identifying methods and materials. Implementation is executing the written curriculum plan using instructional materials and the teacher's guidance. Evaluation assesses whether the intended learning outcomes were achieved and allows improvements to be made, using various evaluation models and tools while not solely relying on test results. The purpose of evaluation is to improve the curriculum, not just prove its effectiveness.
The teacher as a knower of curriculum
This document discusses various perspectives on curriculum from headlines in the news to definitions from experts. It notes the varied demands placed on schools about what should be taught and learned. Key topics discussed include the K-12 curriculum shift in the Philippines, nature deficit disorder in children, teachers' reluctance to teach beyond the written curriculum, and parental involvement in school learning. The document also explores questions around what language should be used in the classroom and debates over what curriculum should include, such as the development of lifelong skills, character, and emphasis on mother tongue, national, and global languages. It provides several definitions of curriculum focusing on courses, experiences, goals, objectives, content, activities, and outcomes.
Curriculum implementation
The document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through classroom instruction. It also discusses Kurt Lewin's force field theory of change, which proposes that change results from the balance of driving forces that push for change and restraining forces that resist it. The document notes factors like government interventions, societal values, and technological advances as driving forces for curriculum change, while restraining forces include fear, negative attitudes, traditions, limited resources, and obsolete equipment.
Implementing a Curriculum Daily in the Classrooms
The document discusses guidelines for developing lesson plans for teachers. It states that teachers with less than 2 years of experience must prepare detailed daily lesson plans, while more experienced teachers can prepare less detailed daily lesson logs. It then outlines the main components that should be included in a lesson plan: objectives, subject matter, procedures, assessment, and assignment. The document also discusses Bloom's taxonomy and revised Bloom's taxonomy, providing examples of learning objectives for each level of thinking. It provides tips for teaching students with different learning styles like visual, auditory, and kinesthetic learners. Finally, it discusses guidelines for selecting appropriate instructional materials based on the cone of learning theory.
Role of teacher in curriculum implementation
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
Implementing the curriculum
Stakeholders play an important role in curriculum implementation. The key stakeholders discussed in the document are:
1. Learners, who are at the center of the curriculum and are directly influenced by it.
2. Teachers, who develop and implement the curriculum through lesson planning and instruction.
3. Administrators and managers, who provide leadership, resources, and oversight of the curriculum.
4. Parents and community members, who support the curriculum through involvement and by providing local resources.
Implementation of curriculum
The document discusses the role of teachers in curriculum implementation. It states that teachers play a key role in curriculum development by writing daily lesson plans, unit plans, and yearly plans. As curriculum developers, teachers also serve on textbook committees and help evaluate curricula. However, their most important role is as implementers, which involves bringing the written curriculum to life in the classroom through activities and guiding students. The document emphasizes that curriculum implementation is when the teacher puts their plans into action and makes decisions on how to deliver the material to students.
PNU CTP Ed 3 Curriculum implementation through developments
The third basic phase of curriculum development is curriculum implementation which involves putting the planned curriculum into practice in the classroom. It entails translating the official curriculum into lesson plans and delivering instruction to students. Some key aspects of implementation include:
- Interaction between curriculum developers and teachers delivering the curriculum.
- Integration of instructional content, organization of lessons, teaching strategies, classroom management, and student assessment.
- Requires educators to adopt new or modified curriculum programs which can involve changes to their knowledge, practices, and attitudes.
Implementing the curriculum (Role of Stakeholders & Technology in Curriculu...
The document discusses the role of stakeholders in implementing curriculum. It identifies the key stakeholders as learners, teachers, curriculum managers/administrators, parents, community members, and other groups.
Learners are the primary beneficiaries and focus of any curriculum. Teachers play a central role as both curriculum developers and implementers through lesson planning and instruction. Curriculum managers/administrators provide leadership and resources to support implementation. Parents and community members can also support implementation through involvement and by providing local resources. Technology facilitates curriculum delivery and enables more effective, student-centered instruction.
Dimensions and principles of curriculum design
The document discusses key principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each principle and provides examples. Scope refers to the breadth of content, topics, and experiences in the educational plan. Sequence involves organizing content in a logical order from simple to complex. Continuity provides vertical repetition to strengthen learning. Integration draws from real-world themes to connect subject matter. Articulation sequences content both vertically between grades and horizontally within grades. Balance establishes equitable allocation of elements in the curriculum.
Planning, implementing and evaluating: understanding connection
Planning, implementing, and evaluating are three connected processes in curriculum development. Planning determines needs through assessment and results in a written curriculum. Implementation puts the planned curriculum into action through teaching. Evaluation assesses whether the planned curriculum was successfully implemented and the desired learning outcomes achieved. The processes are cyclical - evaluation informs future planning, which leads again to implementation and evaluation. Understanding the connections between planning, implementing, and evaluating is essential for effective curriculum development.
The teacher and the School Curriculum
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUM
The document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering empirical data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its intended purposes and is still effective through periodic assessments. Evaluation refers to systematically judging the value, effectiveness and adequacy of a curriculum through examining its process, product and setting. This leads to informed decisions about curriculum improvement and implementation.
Summary of distinctions misosa vs impact
MISOSA and e-IMPACT are alternative delivery mode systems that address issues of access and quality in education. MISOSA addresses overcrowding through off-site learning using self-instructional materials supervised by teacher facilitators. e-IMPACT enables complete levels through community learning centers and small group spaces using modular materials. e-IMPACT emphasizes community and student collaboration while MISOSA uses large classes and self-study. Both aim to develop independent learning, but e-IMPACT stresses intrinsic motivation and confidence more than MISOSA.
Categories of curriculum change(report in curr d ev)
This document discusses different types of curriculum changes and how to support teachers through the change process. It identifies four types of changes: replacement, alteration, major modification, and disruptive changes. It emphasizes that curriculum implementation should be participatory, involving teachers and other stakeholders. It also stresses the need for a supportive process that provides both material and human support for teachers as they adjust to changes within a short period of time. The goal is to create an open and trusting climate that appreciates teachers' strengths through a developmental change process.
Curriculum Development Essentials: The Teacher as A Curricularist
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Implementing The Curricilum
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
DepEd's New Vision, Mission and Core Values
This document outlines the vision and goals of the Department of Education (DepEd) in the Philippines. It states that DepEd aims to develop learners who passionately love their country and possess values and skills that enable them to reach their full potential and contribute to nation-building. DepEd seeks to continually improve and adapt to better serve the needs of its stakeholders, especially the Filipino learners. The overall goal is to protect and promote every Filipino's right to a quality, equitable, and complete basic education.
The Teachers Personal Attributes
This document discusses the personal attributes and qualities of effective teachers. It identifies several key traits including passion for teaching, a sense of humor, strong values and ethics, patience, enthusiasm, and commitment to students. It also examines different types of teacher commitment, including affective, normative, and continuance commitment. Finally, it outlines seven domains of teacher competency defined by the National Competency-Based Teacher Standards, which include social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth.
The Role of Stakeholders in Curriculum Implementation
The document discusses the stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, school leaders, parents, and community members. Learners are at the core of the curriculum and everything should revolve around their interests and needs. Teachers are curriculum developers and implementers, designing and modifying lessons to suit learners. School leaders manage and administer the curriculum. Parents support the curriculum and can be involved in their child's education at home. Community members can provide resources and expertise. Other stakeholders include government organizations, non-government organizations, and professional associations.
Rogie g. saz (educ. 110)
This document discusses the key stakeholders in curriculum implementation including learners, teachers, administrators, parents, community members, and other groups. It notes that learners are at the center of curriculum as they are its primary beneficiaries and the measure of its success. Teachers play a dual role as curriculum developers and implementers, shaping lessons and bringing the written curriculum to life. Administrators and managers oversee the school vision and evaluation. Parents support the curriculum through their involvement and resources. The community provides knowledge and resources to supplement what schools offer. Other stakeholders like professional organizations and government agencies regulate aspects of the curriculum.
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IMPLEMENTING THE CURRICULUM (curriculum development)
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
Curriculum Development Lesson 3
This document discusses the planning, implementation, and evaluation cycle of curriculum development. It explains that planning involves determining needs, setting intended outcomes, and identifying methods and materials. Implementation is executing the written curriculum plan using instructional materials and the teacher's guidance. Evaluation assesses whether the intended learning outcomes were achieved and allows improvements to be made, using various evaluation models and tools while not solely relying on test results. The purpose of evaluation is to improve the curriculum, not just prove its effectiveness.
The teacher as a knower of curriculum
This document discusses various perspectives on curriculum from headlines in the news to definitions from experts. It notes the varied demands placed on schools about what should be taught and learned. Key topics discussed include the K-12 curriculum shift in the Philippines, nature deficit disorder in children, teachers' reluctance to teach beyond the written curriculum, and parental involvement in school learning. The document also explores questions around what language should be used in the classroom and debates over what curriculum should include, such as the development of lifelong skills, character, and emphasis on mother tongue, national, and global languages. It provides several definitions of curriculum focusing on courses, experiences, goals, objectives, content, activities, and outcomes.
Curriculum implementation
The document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through classroom instruction. It also discusses Kurt Lewin's force field theory of change, which proposes that change results from the balance of driving forces that push for change and restraining forces that resist it. The document notes factors like government interventions, societal values, and technological advances as driving forces for curriculum change, while restraining forces include fear, negative attitudes, traditions, limited resources, and obsolete equipment.
Implementing a Curriculum Daily in the Classrooms
The document discusses guidelines for developing lesson plans for teachers. It states that teachers with less than 2 years of experience must prepare detailed daily lesson plans, while more experienced teachers can prepare less detailed daily lesson logs. It then outlines the main components that should be included in a lesson plan: objectives, subject matter, procedures, assessment, and assignment. The document also discusses Bloom's taxonomy and revised Bloom's taxonomy, providing examples of learning objectives for each level of thinking. It provides tips for teaching students with different learning styles like visual, auditory, and kinesthetic learners. Finally, it discusses guidelines for selecting appropriate instructional materials based on the cone of learning theory.
Role of teacher in curriculum implementation
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
Implementing the curriculum
Stakeholders play an important role in curriculum implementation. The key stakeholders discussed in the document are:
1. Learners, who are at the center of the curriculum and are directly influenced by it.
2. Teachers, who develop and implement the curriculum through lesson planning and instruction.
3. Administrators and managers, who provide leadership, resources, and oversight of the curriculum.
4. Parents and community members, who support the curriculum through involvement and by providing local resources.
Implementation of curriculum
The document discusses the role of teachers in curriculum implementation. It states that teachers play a key role in curriculum development by writing daily lesson plans, unit plans, and yearly plans. As curriculum developers, teachers also serve on textbook committees and help evaluate curricula. However, their most important role is as implementers, which involves bringing the written curriculum to life in the classroom through activities and guiding students. The document emphasizes that curriculum implementation is when the teacher puts their plans into action and makes decisions on how to deliver the material to students.
PNU CTP Ed 3 Curriculum implementation through developments
The third basic phase of curriculum development is curriculum implementation which involves putting the planned curriculum into practice in the classroom. It entails translating the official curriculum into lesson plans and delivering instruction to students. Some key aspects of implementation include:
- Interaction between curriculum developers and teachers delivering the curriculum.
- Integration of instructional content, organization of lessons, teaching strategies, classroom management, and student assessment.
- Requires educators to adopt new or modified curriculum programs which can involve changes to their knowledge, practices, and attitudes.
Implementing the curriculum (Role of Stakeholders & Technology in Curriculu...
The document discusses the role of stakeholders in implementing curriculum. It identifies the key stakeholders as learners, teachers, curriculum managers/administrators, parents, community members, and other groups.
Learners are the primary beneficiaries and focus of any curriculum. Teachers play a central role as both curriculum developers and implementers through lesson planning and instruction. Curriculum managers/administrators provide leadership and resources to support implementation. Parents and community members can also support implementation through involvement and by providing local resources. Technology facilitates curriculum delivery and enables more effective, student-centered instruction.
Dimensions and principles of curriculum design
The document discusses key principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each principle and provides examples. Scope refers to the breadth of content, topics, and experiences in the educational plan. Sequence involves organizing content in a logical order from simple to complex. Continuity provides vertical repetition to strengthen learning. Integration draws from real-world themes to connect subject matter. Articulation sequences content both vertically between grades and horizontally within grades. Balance establishes equitable allocation of elements in the curriculum.
Planning, implementing and evaluating: understanding connection
Planning, implementing, and evaluating are three connected processes in curriculum development. Planning determines needs through assessment and results in a written curriculum. Implementation puts the planned curriculum into action through teaching. Evaluation assesses whether the planned curriculum was successfully implemented and the desired learning outcomes achieved. The processes are cyclical - evaluation informs future planning, which leads again to implementation and evaluation. Understanding the connections between planning, implementing, and evaluating is essential for effective curriculum development.
The teacher and the School Curriculum
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUM
The document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering empirical data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its intended purposes and is still effective through periodic assessments. Evaluation refers to systematically judging the value, effectiveness and adequacy of a curriculum through examining its process, product and setting. This leads to informed decisions about curriculum improvement and implementation.
Summary of distinctions misosa vs impact
MISOSA and e-IMPACT are alternative delivery mode systems that address issues of access and quality in education. MISOSA addresses overcrowding through off-site learning using self-instructional materials supervised by teacher facilitators. e-IMPACT enables complete levels through community learning centers and small group spaces using modular materials. e-IMPACT emphasizes community and student collaboration while MISOSA uses large classes and self-study. Both aim to develop independent learning, but e-IMPACT stresses intrinsic motivation and confidence more than MISOSA.
Categories of curriculum change(report in curr d ev)
This document discusses different types of curriculum changes and how to support teachers through the change process. It identifies four types of changes: replacement, alteration, major modification, and disruptive changes. It emphasizes that curriculum implementation should be participatory, involving teachers and other stakeholders. It also stresses the need for a supportive process that provides both material and human support for teachers as they adjust to changes within a short period of time. The goal is to create an open and trusting climate that appreciates teachers' strengths through a developmental change process.
Curriculum Development Essentials: The Teacher as A Curricularist
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Implementing The Curricilum
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
DepEd's New Vision, Mission and Core Values
This document outlines the vision and goals of the Department of Education (DepEd) in the Philippines. It states that DepEd aims to develop learners who passionately love their country and possess values and skills that enable them to reach their full potential and contribute to nation-building. DepEd seeks to continually improve and adapt to better serve the needs of its stakeholders, especially the Filipino learners. The overall goal is to protect and promote every Filipino's right to a quality, equitable, and complete basic education.
The Teachers Personal Attributes
This document discusses the personal attributes and qualities of effective teachers. It identifies several key traits including passion for teaching, a sense of humor, strong values and ethics, patience, enthusiasm, and commitment to students. It also examines different types of teacher commitment, including affective, normative, and continuance commitment. Finally, it outlines seven domains of teacher competency defined by the National Competency-Based Teacher Standards, which include social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth.
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IMPLEMENTING THE CURRICULUM (curriculum development)
IMPLEMENTING THE CURRICULUM (curriculum development)
PNU CTP Ed 3 Curriculum implementation through developments
PNU CTP Ed 3 Curriculum implementation through developments
Implementing the curriculum (Role of Stakeholders & Technology in Curriculu...
Implementing the curriculum (Role of Stakeholders & Technology in Curriculu...
Planning, implementing and evaluating: understanding connection
Planning, implementing and evaluating: understanding connection
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUM
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUM
Categories of curriculum change(report in curr d ev)
Categories of curriculum change(report in curr d ev)
Curriculum Development Essentials: The Teacher as A Curricularist
Curriculum Development Essentials: The Teacher as A Curricularist
Similar to Implementing the curriculum
The Role of Stakeholders in Curriculum Implementation
The document discusses the stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, school leaders, parents, and community members. Learners are at the core of the curriculum and everything should revolve around their interests and needs. Teachers are curriculum developers and implementers, designing and modifying lessons to suit learners. School leaders manage and administer the curriculum. Parents support the curriculum and can be involved in their child's education at home. Community members can provide resources and expertise. Other stakeholders include government organizations, non-government organizations, and professional associations.
Rogie g. saz (educ. 110)
This document discusses the key stakeholders in curriculum implementation including learners, teachers, administrators, parents, community members, and other groups. It notes that learners are at the center of curriculum as they are its primary beneficiaries and the measure of its success. Teachers play a dual role as curriculum developers and implementers, shaping lessons and bringing the written curriculum to life. Administrators and managers oversee the school vision and evaluation. Parents support the curriculum through their involvement and resources. The community provides knowledge and resources to supplement what schools offer. Other stakeholders like professional organizations and government agencies regulate aspects of the curriculum.
The role of stake holders in curriculum development
1. The document discusses the roles of various stakeholders in curriculum development including learners, teachers, curriculum managers and administrators, parents, community members, and other stakeholders such as professional organizations and government agencies.
2. Learners are directly influenced by the curriculum and are the primary stakeholders. Teachers play a key role in planning, writing, and implementing the curriculum on a daily basis. Curriculum managers and administrators oversee curriculum implementation and school operations.
3. Parents support the curriculum financially and can influence what is included. Community members can provide resources and knowledge to support curriculum implementation. Professional organizations and government agencies also have stakes in curriculum content and outcomes.
Role of Stakeholders In Curriculum Development
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
Meaning of stakeholders
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, community members, and other groups like professional organizations and the government as key stakeholders. Learners are at the center of curriculum and it should be designed based on their needs, interests and abilities. Teachers play an important role as curriculum developers and implementers. Administrators provide leadership and manage the curriculum. Parents support the curriculum and are involved in their child's learning. The community provides resources to implement the curriculum. Other stakeholders like professional groups and the government also influence curriculum.
Stakeholders on curriculum implementation
The Role of Stake Holders in Curriculum Implementation?
1. Learners
a. The Learner is the center of curriculum.
b. The learners are the very reason a curriculum is developed.
c. They are the ones who are directly influenced by it.
d. Learners in all level make or unmake a curriculum by their active and direct involvement.
2. Teachers as Curriculum Developers and Implementers
a. A teacher is a curriculum maker. She write curriculum daily through a lesson plan, unit plan or a yearly plan. Teachers are empowered to develop their own curricula taking into con into consideration their own expertise, the context of the school and the abilities of the learner. By doing this, teacher become architects of school curriculum.
b. A developed curriculum remains inactive, if it is not implemented. At this point, teacher’s role shifts from a developer to an implementer.
c. Teacher’s role as an implementer is very crucial. Because unsuccessful implementation of the curriculum is the root of the educational problem is the teacher.
3. Curriculum Managers and Administrators
a. School Principals, one of their function is being a curriculum manager. They supervise curriculum implementation, select and recruit new teachers, admit students, procure equipment and materials needed for effective learning.
4. Parents as supporters to the curriculum
a. Parents voices are very loud and clear In our country, it is general fact that even in college parents are responsible for their child’s education.
A. How do Parents shape the curriculum and why they are considered as stakeholders?
a. Effective parental involvement in school affairs may be linked to parent educational programs which is central to high quality educational experiences of the children.
b. Involvement extends from the confinements of the school to the homes.
5. Community Members as Curriculum Resources
a. The Community Members and material in the existing local community can be very well substitute for what are needed to implement the curriculum.
6. Other Stake Holders in Curriculum Implementation
a. There are professional organization that have shown great influences in school curriculum like teachers organization, lawyers organization and many others.
i. Eg. DEPED, CHED, PRC
The teacher as curriculum
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers in developing, delivering, and shaping the curriculum to meet learner needs. School administrators are identified as responsible for overseeing curriculum implementation and the overall school vision. Other stakeholders mentioned are parents, community members, professional organizations, and the government agencies that regulate education standards.
Implementing the Curriculum
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
Stakeholders in curriculum implementation
The document discusses the various stakeholders involved in curriculum implementation. The key stakeholders are learners, who are the primary reason for developing curriculum; teachers, who develop, implement, and help shape curriculum; administrators and curriculum managers, who oversee implementation; and parents and the community, who support the curriculum and provide resources. Other stakeholders include government agencies that regulate education, local government units that help fund schools, and non-government organizations that support curriculum and teacher development. All of these stakeholders play an important role in ensuring curriculum meets its goals and supports student learning.
IMPLEMENTING THE CURRICULUM
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the primary stakeholders as learners, who the curriculum is centered around, and teachers, who develop and deliver the curriculum. It also outlines the roles of curriculum managers and administrators in overseeing implementation, parents in supporting the curriculum, community members as resources, and professional organizations and government bodies in regulating and enhancing the curriculum.
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This document discusses key stakeholders in the implementation of curriculum, including teachers, students, administrators, parents, and the local community. It describes the important roles each stakeholder plays in curriculum implementation and how their involvement can contribute to or hinder the success of implementing a new curriculum. Teachers are identified as crucial to bringing the written curriculum to life in the classroom. Students are emphasized as the central focus of the educational process. Administrators are responsible for overall school management and ensuring curriculum continuity. Parents provide financial support for their child's education and can influence curriculum content. The local community provides resources to support curriculum implementation.
Stakeholders in Curriculum Implementation
The document outlines the key stakeholders in curriculum implementation and their roles:
1) Students are at the core of the curriculum and their involvement depends on their maturity level.
2) Teachers are the primary curricularists who plan, design, implement, and evaluate the curriculum.
3) School leaders assist teachers and students and ensure open communication during implementation.
4) Parents support learning at home, participate in parent organizations, and have a stake in their children's education.
5) The local community provides resources and a learning environment as part of the "whole village" approach to education.
6. SCHOOL-IMPROVEMENT-PLANNING.pptx
The document provides guidance on developing and implementing a school improvement plan. It outlines that a school improvement plan sets goals for improving student achievement in key areas like curriculum, environment, and parental involvement. It describes the process for creating the plan, including establishing teams to set goals and strategies. It also discusses implementing the plan by informing staff and the community and regularly monitoring progress, as well as evaluating results through an ongoing data collection process.
The role of stakeholders in curriculum implementation
Stakeholders play an important role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are central to why curriculums are developed and help shape it through their involvement. Teachers are key developers and implementers of curriculum through daily lesson planning. Administrators oversee implementation and resource allocation. Parents support the curriculum through involvement in their child's education and the Parent Teacher Association. The community provides local knowledge and resources to support the curriculum.
Curriculum nature, factors affecting curriculum
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
the roles of stakeholders in curriculum implementation
This document discusses the various stakeholders involved in curriculum implementation, including: 1) Learners, as the primary stakeholders affected by the curriculum. Their characteristics like age, gender, and interests should be considered. 2) Teachers, who plan and carry out the curriculum through lessons and activities. 3) Curriculum managers and administrators, who oversee implementation and ensure schools have what they need. 4) Parents, whose support is important for success and who can influence curriculum content. 5) Community members, who can provide local resources and knowledge. 6) Other stakeholders like professional organizations that can contribute expertise. The government also has a role through departments that regulate education levels.
The roles of stakeholders in curriculum implementation 2
The document discusses the various stakeholders involved in curriculum implementation, including:
1. Learners, who are the primary stakeholders as the curriculum directly influences them. Their characteristics like age, gender, and interests must be considered.
2. Teachers, who play a key role in planning, writing, and delivering the curriculum through lesson plans and activities. They must address learners' goals and needs.
3. Curriculum managers and administrators, who oversee implementation, select teachers, and ensure schools have resources to effectively learn. They are concerned with the curriculum offered.
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This document discusses stakeholders in curriculum implementation including learners, teachers, curriculum managers, parents, and professional organizations. It also covers the roles of technology and instructional media in curriculum delivery. An example lesson plan on natural resources is provided showing traditional versus mastery approaches. The curriculum development process including pilot testing, monitoring, and evaluation is outlined. Areas of focus for curriculum accreditation are also summarized.
MED 5-The Roles of Stakeholders in Curriculum Implementation.pptx
This document discusses the key stakeholders in curriculum implementation: learners, teachers, curriculum managers and administrators, parents, community members, and other stakeholders. Learners are the primary stakeholders as the curriculum is designed for them, so their characteristics must be considered. Teachers are also critical as they plan and deliver the curriculum daily. Curriculum managers and administrators oversee implementation and ensure needed resources are available. Parents support the curriculum and can influence its content. Community members can provide local knowledge and substitute resources. Other stakeholders like professional organizations and government agencies also have influence over the curriculum.
The roles of stakeholders in curriculum implementation lesson 4.4
stakeholder in curriculum implementation -
learning outcomes
-identify stakeholder of the curriculum
- enumerate the role of each stakeholder
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MED 5-The Roles of Stakeholders in Curriculum Implementation.pptx
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The roles of stakeholders in curriculum implementation lesson 4.4
The roles of stakeholders in curriculum implementation lesson 4.4
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Implementing the curriculum
- 2. The Roles of Stakeholders in Curriculum Implementation
- 4. • The very reason a curriculum is developed • The ones being directly influenced by the curriculum 1.) Learners at the Center of the Curriculum
- 5. • The primary stakeholders in the curriculum • Make the curriculum alive • Success of the curriculum
- 6. • The curriculum maker • From a developer to an implementer • Being an implementer is very crucial 2.) Teachers as Curriculum Developers and Implementers
- 7. • Supervise, select & recruit, admit, procure • Plan for the school’s improvement • Can never be ignored 3.) Curriculum Managers and Administrators
- 8. 4.) Parents as Supporters in the Curriculum • Parents are the “Best” supporters of the school
- 9. “How do parents shape the curriculum and Why they become stakeholders? effective parental involvement in school affairs involvement extends from the confine of the school to the home. Parent association is organized
- 10. Substitute for what is needed to implement the curriculum. Some can be a resource speaker.
- 11. Professional organization have shown great influence in school curriculum.
- 12. Government has a great stake in curriculum implementation
- 13. The government is represented by the: Department of Education (DepEd) – for basic education curricula Commission on Higher Education (CHED) – for tertiary and graduate education The Professional Regulation Commission (PRC)