Second Semester, Academic Year 2020 – 2021

Course Code : Cognate 209

Course Title : Curriculum Development And Recent Trends
Professor : Dr. Daisy L. Aranguren
Student Name : : Glaiza T. Raya
MAED – Educational Management

Chapter III: Implementing the Curriculum

Lesson I: Implementing the Designed Curriculum As a 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 process wherein the learners acquire the planned or intended knowledge, skills and
attitudes that are aimed at enabling the same learners to function effectively in the society

Ornstein and Hunkins (1998) defined curriculum implementation as the interaction between the
curriculum that has been written and planned and the persons (teachers) who are in
charged to deliver it.

Loucks and Lieberman (1983) defined as the trying out of a new practice and what it looks like
when actually used in a school system. It simply means that implementation should bring
the desired change and improve.

CURRICULUM IMPLEMENTATION AS A CHANGE PROCESS

Kurt Levin’s Force Field Theory and Curriculum Change

 as the father of social psychology explains the process of change.

Based on Kevin’s Force Field Model

DRIVING FORCE
Government Intervention
Society’s values
Technological Changes
Knowledge Explosion
Administrative Support
E RESTRAINING FORCES
Q Fear of the unknown
U
Negative Attitude to Change
I
L Tradition values
I Limited Resources
B Obsolete equipment
R
I
U
 M
CATEGORIES OF CURRICULUM CHANGE
1. Substitution
The current curriculum will be replaced or substituted by a new one

2. Alteration
Introduce minor changes or modification on the current one.

3. Restructuring
Building a new structure would mean major change or modification in the school
system, degree program or educational system

4. Perturbations
These are changes that are disruptive, but teachers should adjust to them within a
fairly short time.

5. Value Orientation
To McNeil, this is a type of curriculum change. Perhaps this classification will respond
to shift in the emphasis that the teacher provides which are not within the mission or vision of the
school or vice versa

IMPORTANT ELEMENTS IN THE PROCESS OF CHANGE

1. Development
It should develop multiple perspectives, increase integration and make learning
autonomous, create a climate openness and trust and appreciate and affirm strengths of the
teachers.

2. Partipatory
For curriculum implementation to succeed, it should be participatory, especially other
stakeholders like peers, school leaders, parents and curriculum necessary in curriculum
implementation.

3. Supportive
Materials support like supplies, equipment, conductive learning environment like
classrooms and laboratory should be made available. For any innovation to be fully
implemented, period of three to five years to institutionalize a curriculum is suggested.
Time is needed by the teachers to plan, adapt, train or practice, provide the necessary
requirements and get support. Support from peers, principals, external stakeholders
will add to the success of implementation.

References:
 Purita P. Bilbao, E. F. (2014) Curriculum Development for Teachers. 776 Aurora Blvd., cor
Boston Street, Cubao, Quezon City, Metro Manila: LORI MAR
 https://www.scribd.com/document/370393383/Implementing-the-Designed-Curriculum-as-a-
Change-Process