Curriculum Implementation Defined

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

Ornstein and Hunkins in 1998 defined curriculum implementation as the interaction between the
curriculum that has been written and planned and the persons (teachers) who are in charge to
deliver it. To them, curriculum implementation implies the following.

 Shift from what is current to a new or enhanced curriculum

 Change in knowledge, actions, attitudes of the persons involved
 Change in behavior using new strategies and resources
 Change which requires efforts hence goals should be achievable

Louks and Lieberman (1983) define curriculum implementing as the trying out of a new practice
and what ir looks like when actually used in a school system. It simply means that
implementation should bring the desired change and improvement.

Curriculum Implementation as a Change Process

Kurt Levin’s Force Field Theory and Curriculum Change
Kurt Levin’s (1951), the father of social psychology explains the process of change. The
model can be used to explain curriculum change and implementation.

Driving Force F Restraining

Q
Government Intervention U Fear of the unknown
I
Society’s values L Negative Attitude to change
I
Technological changes Tradition values
B
Knowledge Explosion
R Limited Resources
I
Administrative U Obsolete Equipment
M

Based on kevin’s Force Field Model

According to Levin, change will be better if the restraining force shall be decreased, rather than
increasing the driving force. As a curricularist, how would you do this?
Let us look first at the different change that occur in the curriculum. It is important to identify
these as part of our understanding of curriculum implantation.

Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:

1. Substitution- The current curriculum will be replaced or substituted by a new one. Sometimes,
we call this complete overhaul.
2. Alternation- In alteration, there is a minor change to the current or existing curriculum.
3. Restructuring- Building a new structure would mean major change or modification in the school
system, degree program pr educational system. Using an integrated curriculum for the whole
school for K to 12 requires the primary and secondary levels to work as a team.
4. Perturbations-These are changes that are disruptive, but teachers have to adjust to them within
a fairly short time.
5. Value orientation- To McNeil this is the 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.

Regardless of the kind of change in curriculum and implementation, the process of change may
contain three important elements. As a process, curriculum implementation should be
development, participatory and supportive.

What is knowledge?

-Knowledge is a familiarity, awareness, or understanding of someone or

something, such as facts, information, descriptions, or skills, which is acquired through
experience or education by perceiving, discovering, or learning. 

Levels of Knowledge

1. Factual knowledge- ideas, specific data or information

2. Conceptual knowledge- words or ideas known by common name, common

features, multiple specific examples which may either be concrete or abstract. Concepts
are facts that interrelate with each other to function together.
3. Procedural knowledge-how things work, step-by-step actions, methods of inquiry.

4. Metacognitive knowledge - knowledge of cognition in general, awareness of

knowledge of one's own cognition, thinking about thinking.

Intended learning outcomes (ILO) should be written in a SMART way. Specific,

Measurable, Attainable, Result Oriented (Outcomes) and Time Bound.

1. Subject Matter or Content. (SIM) comes from a body of knowledge (facts, concepts,
procedure and metacognition) that will be learned through the guidance of the teacher.
Subject matter is the WHAT in teaching. In a plan, this is followed by the references

2. Procedure or Methods and Strategies. This is the crux of curriculum

implementation. How a teacher will put life to the intended outcomes and the subject
matter to be used depends on this component.

Let's take a closer view. How will you as a teacher arrange a teaching-learning situation
which will engage students to learn? Here are some points to remember.
 There are many ways of teaching for the different kinds of learners. Corpuz
& Salandanan, (2013) enumerated the following approaches and methods, which
may be useful for the different kinds of learners. Some are time tested methods,
while others are non-conventional constructivist methods.

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach,

Inquiry Method, Problem-based Learning (PBL), Project method

2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells,

Think-Pair-Share

3. Deductive or Inductive Approaches: Project Method, Inquiry-Based

Learning,

4. Other approaches: Blended Learning, Reflective Teaching, Integrated

Learning, Outcomes-Based Approach

Teachers have to take consideration that the different strategies should match
with the learning styles of the students.

• Students have different learning styles. There are many classifications of

learning styles according to the different authors. The Multiple Intelligence
Theory of Howard Garner implies several learning styles, but for our lesson, we
will just focus on the three learning styles which are Visual, Auditory and
Kinesthetic. These three preferred styles can help teachers choose the method
and the materials they will use.
 Common Characteristics Tips for Teachers about learners
Visual- uses graphs, charts, pictures; Turn notes into pictures, diagrams,
tends to remember things that are maps. Learn the big picture first than
written in form. details. Make mind maps and concept
maps.

Auditory- recalls information through Record lectures and listen to these.

hearing and speaking; prefers to be Repeat materials out loud "parrots"
told how to do things orally; learns Read aloud
aloud
Kinesthetic- prefers hands-on Learn something while doing another
approach; demonstrates how to do, thing (cats while studying). Work
rather than explain; likes group work while standing. Like fieldwork. Do
with hands on-minds on. many things at one time.

 Teaching and learning must be supported by instructional materials (IMs)

Considering the teaching methodologies and the learning styles, the different
support materials should be varied. This will ensure that the individual differences
will be considered.

Instructional materials should complement Visual, Auditory and Tactile or a

combination of the three. However, following Dale's Cone of Learning which is
visual device, can help teachers to make decision on what resources and
materials will maximize learning.

CONE OF LEARNING

After 2 weeks we tend to Nature of Involvement

rember

10% of what we READ Reading Verbal Receiving

20% of what we HEAR Hearing Words

30% of what we SEE Looking at Pictures

Watching a movie
Looking at an Exhibit
50% of what we Watching a Demonstration Visual Receiving
HEAR & SEE Seeing it Done on Location

70% of what Participating in a discussion Receiving/

We SAY Giving a Talk Participating

90% of Doing a Dramatic Presentation

what we Simulating the Real Experience Doing
SAY & DO Doing the Real Thing

Source: Edgar Dale, Audio-Visual Methods in Teaching (3rd Ed.), Holt, Rinehart and
Winston (1969)

Here are some guidelines.

1. Use of direct purposeful experience through learning by doing retains almost all of the
learning outcomes. Ninety percent of learning is retained. Examples are field trip, field
study, community immersion, practice teaching.

2. Participation in class activities, discussion, reporting and similar activities where

learners have the opportunity to say and write. Seventy percent of learning is
remembered. Examples are small group discussion, buzz session, individual reporting,
role play, panel.

3. Passive participation as in watching a movie, viewing exhibit, watching demonstration

will retain around 50% of what has been communicated.

4. By just looking at still pictures, paintings, illustrations and drawings, will allow the
retention of around 30% of the material content.

5. By hearing as in lecture, sermon, monologues, only 20% is remembered.

6. Reading, will ensure 10% remembering of the material.

 Regardless of the amount of remembering from the concrete to abstract, each layer
contributes to learning and require instruction support materials.

Visual: Concrete (flat, 3-dimensional, realias, models, etc.) or abstract (verbal symbols,
words)

Audio: recordings of sounds, natural or artificial

Audio-Visual: Combination of what can be seen and heard

Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells, equipments,
others

Experiential: utilize all modalities

LESSON-3 The Role of Technology in Delivering the Curriculum

 The role of technology in the curriculum springs from the very vision of the e-philippine
plan. It is stated that an electronically enabled society where all citizens live in an
environment that provides quality education,efficient government service,greater sources
of livelihood and ultimately a better way of life through enhanced access to appropriste
technologies.

 Instructional media- may also be referred to as media technology or learing

technology,or simply technology.Technology plays a crucial role in delivering
instruction to learners

 Techonology offers various tools of learning and these range from non-projected
and projected media from which the teacher can choose,depending on what he
see fits with the intended instructional setting.
 EXAMPLE OF NON PROJECTED MEDIA-Real objects, models, field trips,
printed materials, visuals
 EXAMPLE OF PROJECTED MEDIA-Slides, video, VCD, DVD,
Computer/Multimedia presentation

 FACTORS IN TECHNOLOGY SELECTION

1.Practicality- Is the equipment (Hardware) or already prepared lesson materials
(Software).
2.Appropriate- In relation to the learners.
 3.Activity/Suitability- Will the choosen media fit the srt instructional event, resulting in
either information ,motivation, or psychomotor display.
4.Objective matching- Overall, does the medium helps in achieving the learning
objective(s).
Lesson 4: Stakeholders in Curriculum Implementation

What is stakeholders?
Stakeholders are individual or institution that are interested in the school curriculum.

Curriculum Stakeholders
1. Learners are at the core of the curriculum
The older view that students are mere recipients of the curriculum, is now
changing. Learners have more dynamic participation from planning, designing,
implementing and evaluating. However, the degree of their involvement is
dependent on their maturity.

2. Teachers are curricularists

Teachers are stakeholders who plan, design, teach, implement and evaluate the
curriculum. No doubt, the most important person in curriculum implementation is
the teacher.
Some of the roles that the teachers do in curriculum implantation are:
1. Guiding, facilitating, and directing the activities of the learners;
2. Choosing the activities and the methods to be utilized;
3. Choosing materials that are necessary for the activity;
4. Evaluating the whole implementation process, and
5. Making a decision whether to continue, modify or terminate the curriculum.

3. School leaders are curriculum managers

Principals and the school heads, too, have important roles in the curriculum
implementation process in schools. They should understand fully the need for
change and 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 should the school leaders lead in curriculum teamwork.

4. Parents
Parents are significant school partners. Besides the students, teachers and school
administrators, play an important role in curriculum implementation.

How do parents help shape the curriculum in schools? Here are some
observations.
  The school composed of parents who are positively involved in school activities have
better achievement that schools with uninvolved parents. Disciplinary problems are
minimal, and students are highly motivated. When the parents take interest in their
child’s learning, they become closer to the school.
 The home is the extended school environment. In lifelong learning, the achieved learning
in schools are transferred at home. Thus, the home becomes the laboratory of learning.
Parents see to it that what children learn in school are practiced at home. They follow up
lessons, they make available materials for learning and they give permission for the
participation of their children.
 In most schools, parents associations are organized. This is being encouraged in School
Based Management. In some cases, this organization also includes teachers to expand
the school learning community. Many school projects and activities are supported by this
organization. This is considered as the best practice in most performing schools.

5. Community as the Curriculum Resources and a Learning Environment

“It takes the whole village to educate the child” – former First Lady Hillary Clinton

What do you think of this statement?

6. Other Stakeholders in Curriculum Implementation and Development

6.1 Government Agencies

 DepEd, TESDA, CHED - trifocalized agencies that have
regulatory and mandatory authorities over the
implementation of the curricula.
 Professional Regulation Commission (PRC) and the
Civil Service Commission (CSC) - the agency that
certifies and issues teacher licenses to qualify one to teach
and affirms and confirms the appointment of teachers in
the public schools.
 Local Government Units (LGU) include the municipal
government officials and the barangay officials. Some
of the teachers are paid through the budget of the LGUs.
They also construct school buildings, provide equipment,
support the professional development teachers and
provide school supplies and books. They are big
supporters in the implementation of a school curriculum.

6.2 Non-government Agencies

Non-government agencies are organizations and foundations that have the main
function to support educations.
 Gawad Kalingan(GK) – to build communities means to include
education. The full support of GK in early childhood education is very
significant. In each village, a school for pre-school children and out-of-
school youth have been established.
 Synegia an organization/foundation that supports basic education to
elevate education through Reading, Science, Mathematics and
English.
 Metrobank Foundation – supports continuing teacher development
programs.
 Professional Organizations like Philippine Association For Teachers
and Educators (PATAFE), State Universities and Colleges Teachers
Educators Association (SUCTEA), National Organization of Science
Teachers and Educators (NOSTE), Mathematics Teachers
Association of the Philippines (MTAP) and many more.