Institute of Teacher Education

IQRA DEVELOPMENT ACADEMY

Tamparan, Lanao del Sur, BARMM

CURRICULUM DEVELOPMENT
CHAPTER 3: IMPLEMENTING THE CURRICULUM
MODULE 4
THE TEACHER AS CURRICULUM IMPLEMENTOR AND MANAGER

OVERVIEW
The next step after a curriculum planning and designing is to implement it.

As a teacher, this is one of the major roles that you do in the school. Many of the curricula that you
use may have been recommended and written down. Your task is to implement such. Daily your plan should
be ready for implementation. The success of learning depends on your implementation effort.

There is a miniscule curriculum like your lesson plan, or a big one like the k to 12 curriculum. You
will be both an implementor and a manager of these curricula. You will put action to what has been planned
and designed. It is you, a teacher, who will add more meaning to the various activities in the classroom.
This is what we call teaching styles. You have to make the day of the learners interesting, engaging, and
unforgettable. No curriculum should stop at planning or designing phase. It has to be implemented.

Good luck, Teachers!

OBJECTIVES
By the time you finish this chapter, you should be able to:

1. Define curriculum implementation

2. Analyze what is change process in curriculum implementation
3. Explain the process of curriculum implementation
4. Review the components of a daily plan for teaching
5. Identify intended learning outcomes
6. Match learning outcomes with appropriate teaching methods
7. Discussed role of technology in curriculum application
8. Enhanced the application of outcomes-based learning with technology both as an aid and platform
for learning.
9. Analyzed the significance of systematic lesson planning in which the appropriate choice of media
comes to play.
10. Identified stakeholders of the curriculum.
11. Enumerate the role of each stakeholder.

CONTENT

Lesson 1
Implementing the Designed Curriculum as a Change Process

CURRICULUM IMPLEMENTATION DEFINED

Following the curriculum models of Tyler, Taba, Saylor and Alexander of Lewis, is the next step to
curriculum designing which is curriculum implementing. This is the phase where teacher action takes place.
It is one of the most crucial process in curriculum development although many education planners would
say: “A good plan is work half done.” If this is so, then the other half of the success of curriculum
development rests in the hands of the implementor who is the teacher.

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. (SADC MoE Africa, 2000)

Ornstein and Hunkins in 1998ndefined 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.

Loucks and Lieberman (1983) define curriculum implementation 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 improvement.

In the classroom context, curriculum implementation means “teaching” what has been written in
the lesson plan. Implementing means using the plan as a guide to engage with the learners in the teacher-
learning process with the end in view that learning has occurred and learning outcomes have been
achieved. It involves the different strategies of teaching with the support instructional materials to go with
the strategy.

In a large scale, curriculum implementation means putting the curriculum into operation with the
different implementing agents. Curriculum implementation takes place in a class, a school, a district, a
division, or the whole educational system. In higher education, curriculum implementation happens for the
course, a degree program, the institution, or the whole higher education system. It requires time, money,
personal interaction, personal contacts, and support.

CURRICULUM IMPLEMENTATION AS A CHANGE PROCESS

Kurt Levin’s Force Field Theory and Curriculum Change

Kurt Levin (1951), the father of social psychology explains the process of change. The
model can be used to explain curriculum change and implementation.

In the education landscape, there are always two forces that oppose each other. These
are the driving force and the restraining force. When these two forces are equal, the state is
equilibrium, or balance. There will be a status quo, hence there will be no change. The situation or
condition will stay the same. However, when he driving force overpowers the restraining force, then
change will occur. If the opposite happens that is when the restraining force is stronger than the
driving force, change is prevented. This is the idea of Kurt Levin in his Force Field Theory.

We shall use this theory to explain curriculum change. The illustration below shows that
there are driving forces on the left and the resisting forces on the right. If you look at the illustration
there is equilibrium. If the driving force is equal to the restraining force, will change happen? Do
you think, there will be curriculum change in this situation? Why?

Driving Force E Restraining Forces

Q
Government Intervention Fear of the Unknown
U
Society’s Values I Negative Attitude to Change
L
Technological Changes I Tradition Values

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 B
Knowledge Explosion Limited Resources
R
I
Administrative Support U Obsolete Equipment
M
Based on Kevin’s Force Field Model

According to Levin, 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 first at the different changes that occur in the curriculum. It is important to identify
these as part of our understanding of curriculum implementation.

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 a complete overhaul. Example, changing an old book to entirely new one, not
merely a revision.

2. Alteration. In alteration, there is a minor change to the current or existing curriculum. For
example, instead of using a graphing paper for mathematics teaching, this can be altered by
using a graphing calculator.

3. Restructuring. Building a new structure would mean major change or modification in the
school system, degree program or 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. Another
example is a curriculum that will be restructured when there is a significant involvement of
parents in the child’s instead of leaving everything to the teachers. Using the “In-school Off-
school” or a blended curriculum is an example of restructuring.

4. Perturbations. These are changes that are disruptive, but teachers have to adjust to them
within a fairly short time. For example, if the principal changes the time schedule because there
is a need to catch up with the national testing time or the dean, the teacher has to shorten
schedule to accommodate unplanned extra-curricular activities.

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. For example, when new teachers who are recruited in
religious schools give emphasis on academics and forget the formation of values or faith, they
need a curriculum value orientation. Likewise, all teachers in the public schools, undergo
teacher induction program which is a special curriculum for newly hired teachers.

Regardless of the kind of change in curriculum and implementation, the process of change may
contain 3 important elements. As a process, curriculum implementation should be development
participatory and supportive.

It should be developmental in the sense that it should develop multiple perspectives, increase
integration and make learning autonomous, create a climate of openness and trust, and appreciate and
affirm strengths of the teacher. There should be teacher support in trying new tasks, reflection on the new
experiences and challenge.
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 There are simple stages in the developmental change process for the teachers. First, is orientation
and preparation. The initial use is very mechanical or routinary. However, as the skills are honed and
mastery of the routine is established, refinement follows. This means adjustments are made to better meet
the needs of the learners and achieve the learning outcomes. In this step, there will be continuous reflection,
feedback and refinement.

Participatory. For curriculum implementation to succeed, it should be participatory, specially

because other stakeholders like peers, school leaders, parents and curriculum specialists are necessary.
Characteristics of teacher styles, commitment, willingness to change, skills, and readiness are critical to
implementation. This should be coupled with organizational structure, principal style, student population
characteristics and other factors. Trust among key players should also be sought as this is a positive starting
point. Involvement and participation encourage sense of ownership and accountability. Participation builds
a learning community which is very necessary in curriculum implementation.

Supportive curriculum implementation is required in the process of change. Material support like
supplies, equipment and conductive learning environment like classrooms and laboratory should be made
available. Likewise, human support is very much needed. The school leader or head should provide full
school or institutional support to the implementation of the new curriculum. They too have to train to
understand how to address curriculum change as part of their instructional as well as management
functions.

Time is an important commodity for a successful change process. 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. Time is
also needed to determine when the implementation starts and when it will conclude, since curriculum
implementation is time bound.

Support from peers, principals, external stakeholders will add to the success of implementation.
When teachers share ideas, work together, solve problems, create new materials and celebrate success,
more likely that curriculum implementation will be welcomed.

Lesson 2
Implementing a Curriculum Daily in the Classrooms
A teaching activity is like implementing a miniscule curriculum. A daily lesson is based on a planned
or written curriculum, which will be put to action by the teacher in the classroom. Before the lesson ends
the teacher must find out if the students have truly learned. Let us see how this process will be shown.

DepED Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be required to prepare detailed
lesson plans. They may adopt daily lesson logs which contain the needed information and guide from the
Teacher Guide (TG) and Teacher Manual (TM) reference material with page number, interventions given
to the students and remarks to indicate how many students have mastered the lesson or are needing
remediation.

However, teachers with less than 2 years of teaching experience shall be required to prepare Daily
Lesson Plans which shall include the following:

I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
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 So, prospective teachers, you should prepare lesson plans that will comply with the necessary
components asked by the Department of Education. Those who will be employed in the private schools,
may have a different lesson plan format, but the fundamental parts will be the same.

 Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins every day, a teacher must have written a lesson plan. The main parts of a
lesson plan are (1) Objectives or Intended Learning Outcomes (ILO), (2) Subject Matter (SM), (3) Procedure
or Strategies of Teaching, (4) Assessment of Learning outcomes (ALO) and (5) Assignment or Agreement

I. Intended Learning Outcomes (ILO). These are the desired learning that will be the focus of
the lesson. Learning outcomes are based on Taxonomy of Objectives presented to us as
cognitive, affective and psychomotor. Bloom’s Taxonomy has revisited by his own student Lorin
Anderson and David Krathwohl. Let us study both in the comparison below.

Bloom’s Taxonomy (1956) Revised Bloom’s Taxonomy by Anderson

(2001)

EVALUATION CREATING

SYNTHESIS EVALUATING

ANALYSIS ANALYZING

APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING

Somehow the two are similar, however the highest level of cognition in the revised version, is
creating. Take note that the original version is stated as nouns while the revised version is stated as verbs
which implies more active form of thinking.

Revised Bloom’s Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are:

a. Changing the names in the six categories from nouns to verbs.

b. Rearranging these categories.
c. Establishing the levels of the knowledge level in the original version.

Let us study the cognitive categories with the example key words (verbs) for each in the new version
of Bloom’s Taxonomy that follow.

Categories Example Key Words

Remembering. Recall or retrieve previous learned Defines, describes, identifies, labels, lists, outlines,
information selects, states

Understanding. Comprehend meaning, Comprehends, explains, distinguishes, estimates,

translations, state problem in own words, making give examples, interprets, predicts, rewrites,
meaning summarizes

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 Applying. Use concept in new situation, applies Applies, changes, computes, operates, constructs,
what has been learned in new situation modifies, uses, manipulates, prepares, shows,
solves

Analyzing. Separate materials or concepts into Breaks down, compares, contrasts, diagrams,
component parts so that the organization is clear. differentiates, discriminates, identifies, infers,
Distinguishes between facts and inferences. outlines, relates, selects, separates

Evaluating. Make judgments about the value of Appraises, compares, criticizes, defends,
ideas or materials describes, discriminates, evaluates, interprets,
justifies, summarizes

Creating. Build a structure or pattern from various Composes, compiles, designs, generates,
elements. Put parts together to create a whole, to modifies, organizes, rearranges, reorganizes,
make new meaning and structure revises, rewrites, summarizes, creates

Levels of Knowledge

1. Factual Knowledge- ideas, specific data or information

2. Conceptual Knowledge- words or ideas known by common name, common features, and 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.

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

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  Students have different learning styles. There are many classifications of learning styles according
to the different authors. The Multiple Intelligence Theory of Howard Gardner 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; tends to Turn notes into pictures, diagrams, maps. Learn
remember things that are written in form. the big picture first than details. Make mind maps
and concept maps.

Auditory- recalls information through hearing and Record lectures and listen to these. Repeat
speaking; prefers to be told how to do things orally, materials out loud “parrot”. Read aloud.
learns aloud.

Kinesthetic- prefers hands-on approach; Learn something while doing another thing (eats
demonstrates how to do, rather than explain, likes while studying). Work while standing. Like field
group work with hands on-minds on. work. Do 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.

So what instructional support materials will the teachers use, according to the learning styles and the
outcomes to be achieved? Here are some guidelines.

1. Use of direct purposeful experiences through learning by doing retains almost all of the learning
outcomes. Ninety percent of learning is retained. Examples are filed 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 movies, 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 or abstract

Audio: recording of sounds, natural or artificial

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 Audio-visual: combination of what can be seen and heard

Kinesthetic: manipulative materials like modelling clay, rings, dumb bells, equipment, others

Experiential: Utilize all modalities

 Methods and materials must implement the plan: Taking action

Example No. 1: Lesson using basic steps and parts as prescribed by DepEd Order 70 s. 2012 for teachers,
two years and less in service.

This lesson plan will show the basic component of any plan. This can be applied to any subject that
follows a generic format.

Lesson Plan in Science

I. Objectives/ Intended Learning Outcomes

1. Tell that force is applied to move objects.
2. Describe that pushing or pulling with a force moves objects.
3. State that if force moves the object away from the person it is a push.
4. State that if the force moves the object towards the person, it is pull.
II. Subject Matter
A. Topic: Pushing or Pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
D. Science Processes: observing, inferring, making operational definition
E. Materials: real objects like chairs, tables, books, stones, big boxes and pictures
III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/ Past Lesson
B. Lesson Proper
1. Motivation
1.1 Bring children to observe outside the classroom to identify things or objects that
are moving.
1.2 Ask the children to report their observation in the class.
2. Pre-laboratory Activities
2.1 Let the learners recall the standards during a laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheet to each group.
3. Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity 1: Force: Can it Push or Pull?
3.3 Each group records observation for exhibit and reporting.
4. Post-Laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze with the whole class each group result.
4.3 Make agreements on the results, that lead to conceptualization.
5. Conceptualization
5.1 Throw the following questions of the class to elicit their formed concepts.
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 a. What is needed to move the object from one place to another? (force is
needed to move the object.)
b. How will you move with a force if you want the object to go far from you?
(Push the object away)
c. How will you move with a force, if you want the object to move near you?
(Pull the object near.)
6. Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it.
IV. Assessment of Learning Outcomes
Circle the letter of the correct answer from the items below.
1. If you throw a ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide
2. You want the chair to be nearer you, so your best friend can sit, what will you do?
a. Pull the chair b. Push the chair c. carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a passage. What
will you do?
a. Break the table b. push the table to the side c. pull the table
4. What do you need in order to move an object away or near you?
a. Force b. Food c. Water
5. Can your force move everything?
a. Yes b. No c. Not sure
V. Assignment
At home, list four objects that you can push or pull. What did you use to pull or push the
objects?
 Finding out what has been achieved: assessing achieved outcomes
At the end of the activity, the teacher will find out if the intended learning outcomes (ILO) have
been converted into achieved learning outcomes (ALO)
Tests and other tools are utilized at the end of the lesson to identify this. What knowledge,
process understanding and performance (KPUP) are demonstrated by the learners? The rule of
thumb is what has been taught should be measured, to find out if the intended outcomes set at
the beginning has been achieved.

Lesson 3
The Role of Technology in Delivering the Curriculum
After learning fundamental concepts about the curriculum-its nature and development, comes that
practical phase of curriculum implementation. Appropriately, the significance of technology in curriculum
development deserves discussion.

The role of technology in the curriculum springs from the very vision of the e-Philippine plan (e
stands for electronic). Thus it is stated: “an electronically enabled society where all citizens live in an
environment that provides quality education, efficient government services, greater sources of livelihood
and ultimately a better way of life through enhanced access to appropriate technologies.” (International
workshop on emerging technologies, Thailand, December 14-16, 2005). This points to the need for an e-
curriculum, or a curriculum which delivers learning consonant with the information technology and
communication technology (ICT)) revolution. This framework presupposes that curriculum delivery adopts
ICT as important tool in education while users implement teaching-learning strategies that conform to the
digital environment. Following a prototype outcomes-based syllabus, this same concept is brought about
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through a vision for teachers to be providers of relevant, dynamic, and excellent education programs in a
post-industrial and technological Philippine society. Thus among educational goals desired for achievement
is the honing of competencies and skills of a new breed students, now better referred to as generation
competent in literacies to the 3 Rs (or reading, ‘riting, and ‘rithmetic) but influences, more particularly:
problem-solving fluency, information access and retrieval of texts/images/sound/video fluency, social
networking fluency, media fluency and digital creativity fluency.

Instructional media may also be referred to as media technology or learning technology, or simply
technology. Technology plays a crucial role in delivering instruction to learners.

Technology offers various tools of learning and these range from non-projected and projected and
projected media from which the teacher can choose, depending on what he sees fit with the intended
instructional setting. For example, will a chalkboard presentation be sufficient in illustrating a mathematical
procedure; will a video clip be needed for motivating learners?

In the process, what ensues is objective matching where the teacher decides on what media or
technology to use to help achieve the set learning objectives.

Non-projected media Projected media

Real objects Overheard transparencies

Models Opaque projection

Field trips Slides

Kits Filmstrips

Printed materials (books, worksheets) Films

Visuals (drawing, photographs, graphs, charts, Video, VCD, DVD

posters)
Computer/multimedia presentations
Visual boards (chalkboard, whiteboard, flannel
board, etc.)

Audio materials

Factors in Technology Selection

In deciding on which technology to use from a wide range of media available, the factors on which
to base selection are:

1. Practicality. Is the equipment (hardware) or already prepared lesson material (software) available?
If not, what would be the cost in acquiring the equipment or producing the lesson in audial or visual
form?
2. Appropriateness in relation to the learners. Is the medium suitable to the learners’ ability to
comprehend? Will the medium be a source of plain 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)?

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The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of commerce,
science, education, is fast developing such that it is difficult to foresee the technological revolution in the
millennium, inclusive of educational changes. For certain, however, technological changes in education will
make its impact on the delivery of more effective, efficient and humanizing teaching and learning.

But presently, we can identify three current trends that could carry on to the nature of education in
the future. The first trend is the paradigm shift from teacher-centered to student-centered approach to
learning. The second is the broadening realization that education is not simply a delivery of facts and
information, but an educative process of cultivating cognitive, affective, psychomotor and much more the
contemplative intelligence of the learners of a new age. But the third and possibly the more explosive trend
is the increase in the use of new information and communication technology or ICT.

Already at the turn of the past century, ICT, in its various forms and manifestations has made its
increasing influence on education and the trend is expected to speed up even more rapidly. Propelling this
brisk development is the spread of the use of the computer and the availability of desktop micro-computers
affordable not only to cottage industries, businesses and homes but also to schools.

For now, the primary roles of educational technology in delivering the school curriculum’s
instructional program have been identified:

 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.
 Broadening the delivery of education outside schools through non-traditional approaches to formal
and informal learning, such as Open Universities and lifelong learning to adult learners.
 Revolutionizing the use of technology to boost educational paradigm shifts that give importance to
student-centered and holistic learning.

Enrichment

Home assignment for students to design through drawing or cut-outs from print publications (such
as newspapers and magazines) the futuristic classroom. (Clue: laptops or electronic computer for every
student, electronic camera audio-video conversation, teleconferencing, digital photo or video student
production, etc.)

Lesson 4
Stakeholders in Curriculum Implementation
Who are involved in curriculum and curriculum development? These are the persons who we call
the stakeholders. Stakeholders are individuals or institutions that are interested in the curriculum. They get
involved in many different ways. You must be one of them. Together with the teachers, school managers,
parents and even the whole community have interest in the curriculum. We will all meet them in this lesson.

Curriculum Stakeholders

1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum development? The old view that students are
mere recipients of the curriculum, is now changing. Learners have more dynamic participation from the
planning, designing, implementing and evaluating. However, the degree of their involvement is dependent
on their maturity. The older they are in high school or college the more they participate. From another angle,

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whether learners are in the elementary or college level, they can make or break curriculum implementation
by their active or non-involvement. After all, learners together with the teachers, put action to the curriculum.

At the end of the curriculum development process, the fundamental question asked is: Have the
students learned? Why do curricularists place of lot of premium on the students? It is because, the learners
make the curriculum alive. A written curriculum that does not consider the students, will have a little chance
to succeed.

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. Teachers influence upon learners
cannot be measured. Better teachers foster better learning. But teachers need to continue with their
professional development to contribute to the success of curriculum implementation. Teachers should have
full knowledge of the program philosophy, content and components of curriculum and ways of teaching.

A teacher designs, enriches and modifies the curriculum to suit the learners’ characteristics. As
curriculum developers, teachers are part of textbook committees, teacher selection, school evaluation
committee or textbooks and module writers themselves.

When a curriculum has already been written, the teacher’s role is to implement like a technician,
however, teachers are reflective persons. They put their hearts into what they do. They are very mindful
that in the center of everything they do, is the learner.

Some of the roles that the teachers do in curriculum implementation are:

1. Guiding, facilitating, and directing the activities of the learners;

2. Choosing the activities and the methods to be utilized;
3. Choosing the 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.

All these roles are very crucial to achieve success in the implementation. Unsuccessful implementation
may even lead to educational failure.

Truly, the teacher has a great stake in the curriculum. Curriculum planning, designing and implementing
are in the hands of a good teacher. In the educational setting, it is clear that the teacher has a very significant
role in curriculum development.

3. School leaders are curriculum managers.

Principals and school heads, too, have important roles in 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. Convincing the parents on the merits of
the new curriculum is the job of the school heads. They should be committed to change and should employ
strategies to meet the needs of the teachers, and learners like buildings, books, library, and other needed
resources.

4. Parents

Parents are significant school partners. Besides the students, teachers and school administrators, play
an important role in curriculum implementation. When children bring home a homework from school, some
parents are unable to help. Schools need to listen to parents’ concerns about school curriculum like

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textbooks, school activities, grading systems and others. Schools have one way of engaging parents’
cooperation through Brigada Eskwela. In this event, parents will be able to know the situation in the school.
Most often parents volunteer to help. They can also be tapped in various co-curricular activities as
chaperones to children in Boy and Girl Scouting, Science Camping and the like. Parents may not directly
be involved in curriculum implementation, but they are formidable partners for the success of any curriculum
development endeavor.

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 than schools with uninvolved parents. Disciplinary problems are minimal and students
are highly motivated. When 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, parent 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” goes the statement of former First Lady Hillary Clinton.
What do you think of this statement? Yes, it is true that the school is in the community, hence the community
is the extended school ground, a learning environment. All the barangay leaders, the elders, other citizens
and residents of the community have a stake in the curriculum. It is the bigger school community that
becomes the venue of learning. The rich natural and human resources of the community can assist in
educating the children. The community is the reflection of the school’s influence and the school is a
reflection of the community support.

6. Other Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school curriculum. These are agencies and
organizations that are involved in the planning, design, implementation and devaluation of the school
curriculum. To name a few, the list follows.

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 Civil Service Commission (CSC)- the agency
that certifies and issues teacher licenses to quality 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 the big supporters in the implementation of a
school curriculum

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 6.2 Non-Government Agencies

Non-government agencies are organizations and foundations that have the main function to support
education. To name a few, this includes the following:

- Gawad Kalinga (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 preschool children
and out-of-school youth have been established.
- Synergia- 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 (PAFTE),
State Universities and Colleges Teacher Educators Association (SUCTEA), National
Organization of Science Teachers and Educators (NOSTE), Mathematics Teachers and
Association of the Philippines (MTAP) and many more.

A school curriculum, whether big or small is influenced by many stakeholders. Each one has a
contribution and influence in what should replace, modify and substitute the current curriculum. Each one
has a significant mark in specific development and change process of curriculum development.

REFERENCES:

 Bilbao, Purita P., EdD, Dayagbil, Filomena T., Ed.D, Corpuz, Brenda B., PhD, (2015) Curriculum
Development For Teachers. Lorimar Publishing Inc., Quezon City, Metro Manila.
 Bilbao, Purita P., EdD, Dayagbil, Filomena T., Ed.D, Corpuz, Brenda B., PhD, (2014) Curriculum
Development For Teachers. Lorimar Publishing Inc., Quezon City, Metro Manila.
 Pawilen, Greg T. (2015) Curriculum Development: A Guide For Teachers and Students. Rex Book
Store, Inc., Nicanor Reyes, Sr. St., Sampaloc, Manila.

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