1. IMPLEMENTING
THE
CURRICULUM
Module III
Reporters:
Bertez, Mayla
Espadera, Rofa Claire
Plagata, Jemelyn Hope
Prias, Christine Joy
Quiambao, Ma. Junlie

2. The Roles of
Stakeholders in
Curriculum
Implementation
Lesson I

3. Stakeholder
s

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
1.) Learners at the Center
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)

14. Lesson 2

16. • Media Technology
• Learning Technology
• Simply Technology

17. Technology
• Plays a crucial role in
delivering instruction to
learners
• Offers various tools of
learning

18. For Example:
Will a chalkboard
presentation be sufficient in
illustrating a mathematical
procedure; will a video clip be
needed for motivating
learners?

19. Types of Instructional
Media/Technology
Non-projected
Media
Projected
Media
Real Objects
Models
Field Trips
Kits
Overhead
Transparencies
Opaque projection
Slides
File strips

20. Non-projected
Media
Projected Media
Printed
materials
Visuals
Visual Boards
Audio Materials
Films
Video, VCD, DVD
Computer/
Multimedia
presentations
Types of Instructional
Media/Technology

21. Factors of Technology
Selection
• Practicality
• Appropriateness in relation
to the learner
• Activity/suitability
• Objective-matching

22. The Role of Technology in
Curriculum Delivery

23. • The paradigm shift from
teacher-centered to student-
centered approach to learning
Three Current Trends that
could carry nature of
Education in the future:

24. • An educative process of cultivating
the
cognitive, affective, psychomotor, an
d much more the contemplative
intelligence of the learners of a new
age.
Three Current Trends that could
carry nature of Education in the
future:

25. • The increase in the use of new
information and
communication technology or
ICT.
Three Current Trends that could
carry nature of Education in the
future:

27. • 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.

28. • Broadening the delivery of
outside school
• Revolutionizing the use of
technology to boost educational
paradigm that gives importance
to student-centered and holistic
learning.

30. Subject :Science
Level :Grade 6
Class Size :45 students
Duration :2 periods(2hrs)
Lesson :Saving Our Earth
Topic :Natural Resources

32. At the end of the lesson, pupils will be
able to:
• Correctly understand the
situation that planet Earth is
in
• Identify dangers, causes and
ways to save the Earth

33. At the end of the lesson, pupils
will be able to:
• Appreciate natural resources
and graphically express their
appreciation of the Earth’s
natural resources.

34. Instructional Media
• VHS Discovery
Material-Our Planet
earth(15 minutes)
• White board

35. Activiti
es

36. • Teacher introduce the general
topic and lesson
• Pupils are prepared to view the
VHS material
• After viewing, the teacher
engages pupils in brief
motivational discussion.

37. • After viewing, the teacher
engages pupils in brief
motivational discussion.
• Teacher highlights meaningful
opinions from the class

38. • Teacher divides the class into
groups, each group to fill in a
grid brief points on:
»Dangers to the earth
»Causes of danger
»Ways to save the earth

39. • Teacher asks each group to
prepare a board presentation
of their brief output.
• Teacher makes a summary of
the lesson.
• Teacher assigns each student to
prepare a poster design.

40. In the traditional approach to
instruction, the teacher
• Presents the lesson to the class
• Assess the students
• Moves the next lesson

41. In a proposed mastery approach
instruction, the teacher:
• Presents the lesson to the
whole class
• Assesses if learners attained
mastery of the lesson

42. • Provides enrichment activities
with the use of media
technology
• Re-mediate the non-mastery
student
• Moves on the next lesson

44. o This process will gather empirical data
o Follows some form of research design
o Usually follows an experimental
method
Pilot testing or field try out

45. oAssures the teachers and the
school that indeed the
curriculum materials
are ready to use
Pilot testing or field try out

46. Basic Education Curriculum(BEC)
• the original name of the
curriculum to the whole
nationwide 2002
• renamed as Revitalized Basic
Education Curriculum(RBEC)

47. Monitoring
Process
• Curriculum monitoring- ask the
question: how are we doing?
• Important to determine if
curriculum is still relevant and
effective

48. • periodic assessment and
adjustment during the period of
time
• Like formative evaluation
• Determines how the curriculum is
working

49. • Provides decision that would even
end or terminate the program
• Done by the module
writers, curriculum experts or
outside agencies

50. Curriculum evaluation
o The process of judging the value,
effectiveness and adequacy of
curriculum.
o should be useful and systematic.

52.  an approach to curriculum
evaluation which places the
content, design, operation
of evaluation procedure.

53. The school personnel
participate in planning
and conduct of school
evaluation activities

54. It is participative evaluation
where the control and the process
rest on the school personnel
themselves.
A range of evaluation activities
may take place within the school.

55. 1. Accountability is shared by all,
hence bias and conflict are
minimized.
2. School personnel develop
evaluation skills.

56. 3. The real concern of the school and
community are addressed by the
evaluation.
4. Broad participation of school
personnel provide opportunities for
building school cohesiveness.

57. 5.) Provides reliable and valid
information on curriculum,
resources, and general
school functioning

58.  a voluntary process of
submitting a curricular
program to an external
accrediting body for review
in any level of education.

59. studies the statement
of the educational
intentions of the
school.

60. Areas for Accreditation
under Curriculum and
Instruction
1.) Curriculum And Program of
Studies
Includes the cluster of
knowledge, skills, attitudes, values
and experiences

61. 2.)Classroom Management
Management of teaching and learning
in the classroom
Provide opportunities to develop
independent lifelong learners
Teacher will act as a manager of
learners and learning

62. 3.)Instructional Process or
Methodologies
Follow principles and
theories that enhance
learning outcomes

63. 4.)Graduation Requirements
Graduation - successful
accomplishment of the curricular
program of studies
• Student has to accomplish its
academic program

64. 5.)Administrative Support for
Effective Instruction
• Principal has a distinct
responsibility of curricular
manager or manager of
learning

65. 6. )Evaluation of Academic
Performance of Students
Learning outcomes of the
students must be evaluated
Students should receive
information about their school
performance promptly and
regularly