69

By now you have realized how important a

teacher’s role is in designing a curriculum. In
this module, you will further realize how
essential a teacher is in the implementation
of the curriculum.

Module 3 – Implementing the Curriculum

Overview:
Curriculum implementation process involves helping the learner acquire
knowledge or experience. It is important to note that curriculum implementation cannot
take place without the learner. The learner is therefore the central figure in the
curriculum implementation process. Although there are various factors that also
influence Curriculum Implementation like the resource materials and facilities,
the teacher, the school environment, culture and ideology, Instructional
supervision and assessment. Implementation takes place as the learner acquires the
intended experiences, knowledge, skills, ideas and attitudes that are aimed at enabling
the same learner to function effectively in a society. Therefore putting the
curriculum into operation requires an implementing agent. Stenhouse identifies
the teacher as the agent in the curriculum implementation. She argues that
implementation is the manner in which the teacher selects and mixes the various
aspects of knowledge contained in a curriculum document or syllabus into practice
(Bediako, 2019).
We are already done with planning and designing the curriculum. In this module,
we are going to talk about implementing a class curriculum/lesson plan. Teachers are
considered as the backbone of the educational system as learning will never occur if
there are no teachers delivering the instruction. Even with modular learning which
involves student’s independent learning, it is still the teacher who prepares the modules
containing the lessons to be delivered to the students. The success of learning therefore
depends on the delivery or the implementation of the curriculum.
There is what we call as a miniscule (small, micro) curriculum like your lesson
plan and a big or macro curriculum like the K to 12. In this module, we will put into
action what has been planned and designed.

Lesson 1: Implementing the Designed Curriculum as a Change Process (3

HOURS)

Desired Learning Outcomes

At the end of this module, the students must be able to:

1. Define curriculum implementation.
2. Analyze the change process in a curriculum.
 70

3. Explain the process of curriculum implementation.

“Here we go again, another circular change? We are

already overloaded! Why do we have to do this?”
These are but just some of the clamors we often hear
from teachers whenever something new is being
implemented.

Well, change is inevitable in curriculum

development. We need to cope with
changes, preferably change for the better
and this can be seen through
implementation.

What is curriculum implementation?

Based on Tyler, Taba, Saylor and Alexander or Lewis’s
curriculum models, curriculum implementation is the next step
to curriculum designing. In this stage, the teacher action takes
place. It is a very crucial process in curriculum development as
even though some curriculum planners claim that “a good plan is work half-done” the
success of its implementation still lies on the hands of the teachers.
Simply put, curriculum implementation is putting the written curriculum into
practice. It is in this phase where the learners acquire the planned intended or desired
learning outcomes.

What is curriculum implementation as a change process?

According to the Force Field Theory of Kurt Levin (1951) as cited by Bilbao, et al.
(2014), in the education landscape, there are always two forces opposing each other.
These are the driving force and the restraining force. When these two forces are equal,
the state is equilibrium (balance). There will be a status quo hence there will be no
change. The situation will be as ease. However, when the driving force is too strong
thereby overpowering the restraining force, change will occur. If the opposite happens,
that is, when the restraining force overpowers the driving force, change is prevented. To
give you a picture of this theory, Figure 3 is presented on the next page.
 71

Driving Force E Restraining Force

Q
Government Intervention U Fear of the Unknown
I
Society’s Values L Negative Attitude to Change
I
Technological Changes B
Tradition Values
Knowledge Explosion R Limited Resources
I
Administrative Support U Obsolete Equipment
M
Figure 3. Levin’s Force Field Model

Levin believes that change will be better if the restraining forces shall be
decreased, rather than increasing the driving force. As a curricularist how would you do
this? Let us look into the changes that occur in the curriculum.

Categories of Curriculum Change According to McNeil (1990)

1. Substitution. The current curriculum will be replaced or
substituted by a new one or shall we call complete overhaul.
Example, changing the old text book with a new one.
2. Alteration. In alteration, there is a minor change to the
current curriculum. Example, a graphic calculator can be used
instead of a graphing paper.
3. Restructuring. This refers to a major change or modification in the school
system. A classic example is what is happening during this time of pandemic. DepEd
has looked into the curriculum as this school year we will be using the distance learning
or blended learning approach. DepEd had to filter the contents to be delivered as
learning will be done independently at home by the student, of course with the help of
the parents in the case of basic education particularly in the lower levels.
4. Perturbations. These are disruptive changes but teachers have to adjust to
them within a fairly short time. Again, the classic example that we have is what
happened to us during this pandemic. We were caught unprepared by the situation,
hence, we need to adjust to ensure delivery of instruction.
5. Value Orientation. This is a type of curriculum change according to McNeil.
Bilbao et al. explained that this classification will respond to shift in the emphasis that
the teacher provides which are not within the vision, mission, and goals of the school
and vice versa. Example, from time to time, Catholic schools like us hire new teachers,
some of which may have graduated from other academic institutions and are not fully
aware of the schools vision, mission, and goals. With this, the school has to conduct an
orientation to make these teachers understand the direction the school is going to.

Three Elements of Curriculum Implementation

1. Developmental. It should develop multi perspectives, increase integration and
make learning autonomous. It should create a climate of openness and trust and
 72

appreciate and affirm the strengths of the teacher. There should be teacher support in
trying new task, reflection on the new experiences and challenge.
2. Participatory. For curriculum implementation to succeed, it should be
participatory. Other stakeholders like peers, parents, school leaders and curriculum
specialists are necessary. The characteristics of teacher styles, commitment, and
willingness to change, sills and readiness are critical to implementation. This should be
coupled with organizational structure, principal style, student population characteristics
and other factors. Trust among the key players is very imperative. Each one’s
involvement and participation encourages sense of ownership and accountability and
participation builds a learning community which is very essential in curriculum
implementation.
3. Supportive. Supportive curriculum implementation is very much required in
the process of change. Without the support materials like supplies, equipment,
conducive learning environment, etc. curriculum implementation will not succeed. For
example, in this current situation we are facing, internet connection, social media,
technology gadgets, Learning Management Systems (LMS) for pure on-line instruction,
are a must for schools to successfully deliver instruction in lieu of face-to-face classes.
Time plays a vital role for a successful change process. Ideally, for any
innovation to be fully implemented, period of three to five years to institutionalize a
curriculum is suggested. This is the reason why some stakeholders demand for the
DepEd and CHED to conduct a trial run for the modes of delivery they mandated for
schools to follow this academic year before these will be put into operation this coming
August 24, 2020.
Preparation is of great importance to successfully implement a curriculum;
hence, CHED, DepEd, TESDA and other related organizations have been conducting
webinars to train teachers on how to plan, design, and implement the curriculum during
this pandemic time. There is even a need for schools to conduct orientation and even
trainings to parents as they will be the ones to assist the teachers in delivering the
instruction at home.

I can’t wait to know if you understand

what this topic is all about.

Group Activity
A. Can we make the curriculum change?
The current international problem has greatly affected our educational system.
There are driving forces and restraining forces that affect the implementation of the K to
12curriculum. Simply put, there are factors that will make the implementation of the
curriculum successful and there are also factors that will make it fail. Using the matrix
below, answer the following:
1. What factors make the K to 12 the curriculum succeed especially during this time of
crisis? List these under the driving forces.
2. What factors will hinder the successful implementation of the curriculum? List
these under the restraining force.
 73

3. You see the middle portion, which is balance:

3.1. If A is more than B, there will be a successful implementation of the
curriculum.
3.2. If B will be more than A, it will most likely fail.
3.3. If A and B are equal, it will be status quo.

Driving Force Equilibrium Restraining Force

B. Making sense of curriculum implementation based on your current situation.

1. Reflect on how curriculum is delivered in this time of pandemic.

2. Describe what the teacher is doing to deliver instruction.

2.1. What are the different learner activities?
 74

2.2. What do your teachers do to make you engage in the activities?

2.3. Does majority of you participate? Why? Why not?

2.4. Do your teachers control most of the activities? Explain your answer.

2.5. Will both you and the teachers will achieve the desired learning outcomes
together? Explain.
 75

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 3 Lesson 1
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of
understood the understand the understood adequate
the topic
topic in-depth main points of most aspects of understanding
and presented the topic and the topic and of the topic.
the information presented presented the
convincingly. those with information
ease. with ease.

2 .All Most Most Most of the

information information information
Accuracy of information
presented in was
Information presented in
presented in the video was inaccurate or
the video was clear, but was not clear.
the video was
not usually
clear,
accurate clear, accurate.
accurate
and thorough.
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the video reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
presentation. presentation. presentation.
4 Video Video Video Video
presentation presentation presentation presentation
Reflection of the expresses attempts to has very little has no
group’s very clearly express insights of the insights of
internalization of insightful insightful VMG, core the VMG,
the VMG, core reflection of reflection of values, and core values,
values, and the VMG, core the VMG, core graduates’ and
graduates’ values, and values, and attributes. graduates’
attributes graduates’ graduates’ attributes
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
 76

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of Values values are values are values are values are
extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total Score:

Total Score=

Rating =

Total Scorex100
24

Self-assessment:

Students: Date:

Conforme: Date:

Subject Teacher

Lesson 2: Implementing a Curriculum Daily in the

Classrooms and the Role of Technology in Delivering the
Curriculum
 77

Desired Learning Outcomes

At the end of this lesson, the students must be able to:
1. Review the components of a daily plan for teaching.
2. Identify the intended/desired learning outcomes.
3. Match learning outcomes with appropriate teaching methods.
4. Discuss the role of technology in curriculum application.
5. Enhance the application of the outcomes-based learning with the use of technology
either as an aid or as a platform for learning.

Teaching is actually implementing a miniscule curriculum, specifically, in this

discussion, the lesson plan. A lesson plan is based on a written curriculum which the
teacher will put into action. Before the end of the lesson, the teacher needs to find out if
the students have indeed learned.
You have probably already learned the parts of a lesson plan. To recap, these
are as follows:
I. Desired or Intended Learning Outcomes
II. Subject matter
III. Procedure/Methods/Strategies
IV. Assessment
V. Assignment/Homework

I. Desired/Intended Learning Outcomes. The desired or intended learning

outcomes will be the focus of the lesson. These are based on the Taxonomy of
Objectives composed of the three domains namely; cognitive, affective, and
psychomotor. The levels of learning under each domain have already been discussed in
module 2.
The Intended Learning Outcomes should be written in a SMART way. They
should be Specific, Measurable, Attainable, Result Oriented (Outcomes) and Time
Bound.
II. Subject matter. The subject matter is the “what” of in teaching. It comes from
a body of knowledge (facts, concepts, procedure, and metacognition) that will be
learned by the students through the guidance of the teacher. It is followed by the
references.
III. Procedure/Methods/Strategies. This is the crux (the decisive or most
important point) of curriculum implementation. How a teacher will put life or make the
intended learning outcomes a reality as well as the subject matter to be used depend on
this component. Ideally, the teacher should take into consideration the methods to use
(Direct Demonstration Methods? Cooperative Learning Approaches like Peer Tutoring?
Deductive or Inductive Approaches? OTHER Approaches such as Blended Learning,
Reflective Teaching, Integrated Learning, and Outcomes-based Approach) as well as
the learning styles of the students (Visual? Auditory? Kinesthetic?etc.). Teaching and
learning must be supported by instructional materials that should complement the
methods and learning styles of the students.
 78

IV. Assessment. At the end of each lesson, the teacher needs to determine if
the desired/intended learning outcomes have been converted to “achieved learning
outcomes”. Different types of assessments are used to measure cognitive, affective,
and psychomotor learning. The teacher should also consider the appropriateness of the
assessment tool/s to use.
V. Assignment/Homework. Assignments are about topics/lessons which are not
yet conducted. These will serve as advance studies of the lessons that will be taken up
the following day or the next meeting. Homework is a follow up activity/task that will
enable the learners to apply the concepts they have learned from the lesson during the
day.

What can technology do in terms of delivery

of the curriculum?

The Role of Technology in Delivering the Curriculum

Instructional media also known as media technology, learning technology, or
simply technology plays a crucial role in delivering instructions. It offers various tools of
learning ranging from non-projected and projected media from which teachers can
choose depending on which suits the intended instructional setting. For example, a
chalkboard presentation may be enough in illustrating a mathematical procedure,
however, some topics may need to use video clips to motivate the learners. Table 1
presents the list of non-projected and projected media.

Table 1
Non-projected and Projected media

Non-projected Media Projected media

Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawings, photographs, graphs, Video, VCD, DVD
charts, posters) Computer/multimedia presentations
Visual boards (chalkboard, whiteboard,
flannel board)
Audio materials

Factors for Technology Selection

Bilbao, et al. suggest the following:
 79

1. Practicality. Is the equipment (hardware) or prepared lesson material

(software) available? If not, what would be the cost if the equipment will be procured?
How much will it cost in producing a lesson material in audial and visual form?
2. Appropriateness in relation to the learners. Is the medium suitable to the
learner’s comprehension level? Will the medium be a source of plai amusement or
entertainment but not learning?
3. Activity/suitability. Will the chosen media fit the set instructional event,
resulting in either information, motivation, or psychomotor display?
4. Objective-matching. Overall, does the medium help in achieving the learning
objective/s?

The Role of Technology in Curriculum Delivery

Technological innovation can be clearly seen in the various fields such as

commerce, science and education. It is fast developing such that it is difficult to foresee
the technological revolution in the millennium including its impact to education.
Along this line, there are three current trends that could carry on the nature of
education in the future.
1. The paradigm shift from teacher-centered to student-centered approach to
learning.
2. The broadening realization that education is not simply a delivery of facts and
information but an educative process of cultivating the cognitive, affective, and
psychomotor and much more the contemplative intelligence of the learners of a new
age.
3. The increase in the use of new information and communication technology,
which may be considered as the most explosive trend among the three.
As what we have discussed, change is inevitable in curriculum development.
Today, teachers need to compete with media to sustain the interest of the learners
during the lesson. Not only that, teachers are no longer the “sage on stage”. Students
can now learn a lot of things from the internet. Information and Communications
Technology has greatly evolved that delivery of instruction is no longer dependent on
face-to-face instruction with the teacher as this can now be done using a learning
management system (LMS) or portal or simply put, learning can take place on-line.
Again, a classic example of what technology can do are the learning modalities being
utilized by the educational systems all over the world this time of pandemic.

Assess Yourself
Group Activity
 80

Make a group lesson plan that is appropriate to your area of discipline. Integrate the
use of technology in the plan.

Note:
1. BEED will make a lesson plan for Kindergarten to Grade 6. Choose one level
only.
2. BSED will make a lesson plan for grades 7 to 12 and in your major subject.
Choose one level only.
3. BPED will make a lesson plan either for the elementary or secondary level.
Choose one level only.

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 3 Lesson 2
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
 81

Understanding of clearly seemed to clearly not show an

the topic understood the understand the understood adequate
topic in-depth main points of most aspects of understanding
and presented the topic and the topic and of the topic.
the information presented presented the
convincingly. those with information
ease. with ease.

2 .All Most Most Most of the

information information information
Accuracy of information
presented in was
Information presented in
presented in the video was inaccurate or
the video was clear, but was not clear.
the video was
not usually
clear,
accurate clear, accurate.
accurate
and thorough.
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the video reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
presentation. presentation. presentation.
4 Video Video Video Video
presentation presentation presentation presentation
Reflection of the expresses attempts to has very little has no
group’s very clearly express insights of the insights of
internalization of insightful insightful VMG, core the VMG,
the VMG, core reflection of reflection of values, and core values,
values, and the VMG, core the VMG, core graduates’ and
graduates’ values, and values, and attributes. graduates’
attributes graduates’ graduates’ attributes
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
6 Personal and Personal and Personal and Personal and
professional professional professional professional
Evidences of Values values are values are values are values are
extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total Score:

 82

Total Score=

Rating =

Total Scorex100
24

Self-assessment:

Students: Date:

Conforme: Date:

Subject Teacher

Lesson 3. Stakeholders in Curriculum Implementation

Desired Learning Outcomes
At the end of this module, the students must be able to:
1. Identify stakeholders of the curriculum.
2. Discuss the role of each stakeholder.

Curriculum Stakeholders
Who are the stakeholders involved in a curriculum> Well, it is a common
knowledge that stakeholders are individuals or institutions that are interested in the
curriculum and they are involved in many different ways. You, as learners, are
stakeholders. Your parents, teachers, school administrators are stakeholders; even the
community as a whole is a stakeholder. Let us discuss each of the following.
 83

1. Learners. They are the core of the curriculum. To what extent are the students
involved in curriculum development? Traditionally, students were viewed as mere
recipients of the curriculum. Now, this perception has shifted. Today, learners have
more dynamic participation from planning, designing, implementing and evaluating the
curriculum. Their degree of involvement, however, is dependent on their level of
maturity. The older the students are, the more participative they are.
2. Teachers. They are the curricularists. They plan, design, implement and
evaluate the curriculum. Learning will not transpire without the teacher. To ensure
effective implementation of the curriculum, teachers need to update themselves
continuously.
3. School leaders. They are the curriculum managers. They should fully
understand the need for change as well as the implementation process. They should be
ready to assist the teachers and the students in the implementation. Communication
line should be open to all concerned. It is their job to convince parents on the merits of
the new curriculum. They should be committed to change and should use strategies to
meet the needs of the teachers and learners such as facilities, library, books, etc.
4. Parents. They are significant partners of the school as they are the ones
assisting their children in doing homework and other school tasks. In the new normal
situation, parents will play a very significant role in the delivery of instruction at home
since the school system will employ flexible learning approach (blended learning,
modular instruction, distance learning, on-line learning). Taking this situation into
consideration, schools need to listen to parents’ concerns about how the curriculum will
be implemented at home, learning materials to be used, grading systems, etc.
5. Community. The community is the curriculum resource and learning
environment. According to the former First Lady of the United States, Hilary Clinton, “It
takes the whole village to educate the child.” This is true in a sense that the community
is the extended school ground, a learning environment. In the K to 12 curriculum for
example, one of the requirements in the graduating senior high school is community
immersion. In this activity, the community becomes a bigger venue of learning as the
students are exposed to real life setting. They are given the opportunity to apply the
concepts and skills they have learned from the school.
6. Other Stakeholders in Curriculum Implementation and Development. These
are the government and non-government agencies that may not have direct influence in
the school curriculum but are involved in the planning, designing, implementation and
evaluation of the school curriculum having the main function to support education as
well as have the main function to support education. Examples of government agencies
are DepEd, TESDA, CHED, Professional Regulation Commission (PRC), Civil Service
Commission (CSC), and the Local Government Units (LGU). Examples of non-
government agencies are Gawad Kalinga (GK), Metrobank Foundation, Philippine
Association for Teachers (PAFTE), etc.

Group Reflection
 84

If all the stakeholders contribute positively in curriculum implementation, do

you think curriculum change or development will succeed? Why?

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 3 Lesson 3
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of
understood the understand the understood adequate
the topic
topic in-depth main points of most aspects of understanding
and presented the topic and the topic and of the topic.
the information presented presented the
convincingly. those with information
ease. with ease.

2 .All Most Most Most of the

information information information
Accuracy of information
presented in was
Information presented in
presented in the video was inaccurate or
 85

the video was the video was clear, but was not clear.
not usually
clear, clear,
accurate.
accurate accurate
and thorough. and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the video reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
presentation. presentation. presentation.
4 Video Video Video Video
presentation presentation presentation presentation
Reflection of the expresses attempts to has very little has no
group’s very clearly express insights of the insights of
internalization of insightful insightful VMG, core the VMG,
the VMG, core reflection of reflection of values, and core values,
values, and the VMG, core the VMG, core graduates’ and
graduates’ values, and values, and attributes. graduates’
attributes graduates’ graduates’ attributes
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
6 Personal and Personal and Personal and Personal and
professional professional professional professional
Evidences of Values values are values are values are values are
extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total Score:

Total Score=

Rating =

Total Scorex100
24
 86

Self-assessment:

Students: Date:

Conforme: Date:

Subject Teacher

References:

Bediako, S. “Models and concepts of curriculum implementation, some definitions

and influence of implementation”. (2019). Retrieved:
https://www.researchgate.net/publication/333338710_Models_and_
concepts_of_curriculum_implementation_some_definitions_and_influence
_of_implementation

Bilbao et al. (2014). Curriculum Development. Quezon City: Lorimar Publishing, Inc.
Cahapay, M. Role of Technology in Delivering Curriculum. Retrieved:
https://www.slideshare.net/angelsolinap27/the-role-of-technology-in-delivering-
curriculum
Reyes, E. And Dizon, E. Curriculum Development. (2015). Manila: Adriana Printing Co.,
Inc.