Making Things Better:

Implementing and Enri

ching the Curriculum
Reporters:
Marjorie V. Eisma
Johna B. Adube
Dores Geneta
What Is This Lesso
What Will You Lear
n About? n?
Aside from being familiar with At the end of this lesson, you should be able to do the
the process of curriculum following:
development, being a curriculum 1. Lead teachers in curriculum implementation
leader requires you to have a 2. Discuss the importance of curriculum
implementation
hand in curriculum 3. Cite two extreme views on how curriculum is
implementation. A well-crafted implemented
school curriculum is useless 4. Name some factors that affect the success of
unless properly implemented. curriculum implementation
How is effective curriculum 5. Discuss the tree basic domains for gauging the
implementation guaranteed? effectiveness of curriculum implementation
What steps are involved? This 6. Describe the process of developing and evaluating
an enrichment curriculum
lesson will answer these
7. Guide teachers in preparing an enrichment
questions. curriculum
Making Things Better:
Implementing and Enriching the Curriculum
01 02 03 04 05

Curriculum Preliminaries to How Should a Approaches to Curriculum

Implementation Curriculum Curriculum be Optimize Implementation
Implementation Implemented? Curriculum Perspectives
Opportunities

06 07 08 09 10

Factors Affecting Factors in Monitoring the Concerns in Domains for

Curriculum Promoting Process of Describing and Assessing
Implementation Successful Curriculum Measuring Curriculum
Curriculum Implementation Curriculum Implementation
Implementation Implementation Effectiveness
Success

11 12 13 14

Curriculum Principles of Enrichment Triad Assessing the

Enrichment Curriculum Model Enriched
Enrichment Curriculum
CURRICULUM IMPLE
MENTATION
01
CURRICULUM IMPLEMENTATION
Curriculum Implementation is expected to occur
between Component 4 and Component 5 of
Kellough and Kellough’s (1996) curriculum
development model.
Evaluation
and Implementation
Revision - refers to actual use of the curriculum or syllabus or
what it consists of in practice (Fullan and Pomfret,
1997, in Marsh, 1992)
Curriculum
Implementation Curriculum Dysfunction
- may be due to a gap between what is perceived as the
ideal practice and what the current curriculum offers in
reference to a particular subject (Leithwood, 1981 as
cited in Marsh, 1992)
Educational
Plan In a way, the teachers are asked to “test” a new
(Content curriculum in actual school setting. Teachers get a
and chance to provide inputs into the new curriculum at
Instruction) the operational tryout
PRELIMINARIES TO
CURRICULUM IMPLE
MENTATION
02
PRELIMINARIES TO CURRICULUM IMPLEMENTATIO
N

Why are we Changing Question Question How is this different

to a new curriculum? from the old one?
01 02
Are there support
materials for me to use, Question How will I implement
Question the new curriculum?
and are they readily
available? 07 03
Are we going to be Will I be able to use the
trained to do this? Question Question
new curriculum
Who can provide me 5&6 04 effectively?
with assistance if I
encounter a problem?
HOW SHOULD A CUR
RICULUM BE IMPLE
MENTED?
03
HOW SHOULD A CURRICULUM
BE IMPLEMENTED?

LAISSEZ-FAIRE
AUTHORITARIAN
APPROACH
(“let alone approach”)
CONTROL

- Gives the teachers the absolute power to determine
what they see best to implement in the classroom.
- Allows the teachers to teach lesson they believe are
appropriate for their classes.
- There is no form of control or monitoring
- Teachers are directed by authority figures
through a memorandum to follow a curriculum.
- Teachers have no control or leeway over the
subjects they are teaching.
- This approach is a dictatorial way of imposing
curricular implementation in the classroom.
APPROACHES TO O
PTIMIZE CURRICULU
M OPPORTUNITIES
 04 APPROACHES TO OPTIMIZE
CURRICULUM OPPORTUNITIES
Teachers diligently follow a
prescribed syllabus in teaching Some topics allow or encourage teachers to
a lesson be creative and unique in teaching these
topics. Teachers can implement
personalized variations of the prescribed
To promote FIDELITY OF USE curriculum, but still be guided by it.
fidelity of use,
first you need to or
identify the
topics or FIDELITY OF
ADAPTATION
subjects that TOTHE CURRICULUM
need more focus
IMPLEMENTATION or
A structured approach to implementation is PROCESS Process orientation comes
then followed, one in which teachers are
provided clear instructions early on. should ORIENTATION as a response to the need to
be familiar with and well trained on the more acknowledge different
important topic/s. They should have also organizational contexts and
developed the needed skills to translate the varying teachers’ needs and
curriculum into actual lessons inside the abilities that would require
classroom and beyond. on-site modifications.
CURRICULUM IMPLE
MENTATION PERSPE
CTIVES
05
CURRICULUM IMPLEMENTATION
PERSPECTIVES
Considers the impact of planning and availability of
resources in program implementation. For example,
a biology teacher wants to teach the parts of a cell
but cannot do so effectively because her school
does not have microscopes for this purpose..

Technical Perspective
Considers the balance of power that determines the
success of a curriculum. For example, the
Political Perspective
curriculum developed by a school head is not
implemented by
teachers who question the school head’s authority. Cultural Perspective

Puts emphasis on the beliefs and ways of behaving in

a society that ultimately affect what happens inside the
classroom. For example, a biology teacher who wants
to teach the use of a microscope also plans to have
her students dissect frogs to familiarize them with a
frog’s actual anatomical structure..
FACTORS AFFECTIN
G CURRICULUM IMP
LEMENTATION
06
FACTORS AFFECTING CURRICULUM I
MPLEMENTATION (FULLAN, 1982)

Characteristics
A Characteristics at the
B Characteristics at
C Characteristics
external to the
D
of Change school district level the school level local system

1. Need and 1. The history of innovative 1. The Principal 1. Role of government

relevance to attempts 2. Teacher-teacher 2. External assistance
change 2. The adoption process relations
2. Clarity 3. Central administrative 3. Teacher
3. Complexity support and involvement characteristics and
4. Quality and 4. Self-development and orientations
practicality of the participation
program 5. Timeline and information
system
6. Board and community
characteristics
07
FACTORS IN PROMOTING SUCCESSFUL CU
RRICULUM IMPLEMENTATION (PARSONS,1987)
1. The need for time 7. A collaborative framework

2. A technology for change 8. Leadership

3. Recognition of the school culture 9. Recognition of the system-level culture

4. Incentives and rewards 10. The need of political perspective

5. Sharing of burden in the workplace 11. The need to win allies

6. Releasing of energy innovation 12. Recognition of the role of individuals

MONITORING THE P
ROCESS OF CURRIC
ULUM IMPLEMENTAT
ION
08 MONITORING THE PROCESS OF
CURRICULUM IMPLEMENTATION
Monitoring is Important
Because:
1. It promotes efficiency.
2. It enhances continuous
development.
3. It keeps teachers vigilant and
diligent in their tasks.
4. It maintains the school head’s
visibility and involvement in the
curriculum.
Monitoring is NOT Necessary
Because:
1. Too close monitoring disrupts school
activities
2. Monitoring may have adverse effects on
the collegial relationship between the
school head and the teachers.
3. Insisting on an authoritarian approach to
curriculum implementation ignores the
unique needs of teachers and students.
4. The teachers may focus on teaching to the
test and lose sight of maintaining quality
teaching.
5. Monitoring may be demeaning to teacher
who considers herself to be a craft
specialist.
Guidelines to Consider to Increase the Success
in the Monitoring of Curriculum Implementation

Place emphasis on mutual accomplishment

1 rather than on total fidelity.

Is an approach that allows school

heads to maintain the essence of
Strivethe
for the development
while of a teacher-friendly and
2 curriculum,
change-simple
teachers certain curriculum
giving
in the beginning.
leeway for their
individual teaching styles to
manifest.

Promote a culture of collaboration and continuous

3 improvement in the school.
CONCERNS IN DESC
RIBING AND MEASU
RING CURRICULUM
IMPLEMENTATION S
UCCESS
09 CONCERNS IN DESCRIBING AND
MEASURING CURRICULUM IMPL
EMENTATION SUCCESS
Once a new curriculum is implemented, there is
also a need to gauge its success. And even if it is
already nearing institutionalization, there is still a
need to monitor the actual implementation, and more
importantly, the educational outcomes.

As a school head, how would you know whether

the curriculum had been effective or not? What tools
for measuring success will you use?
DOMAINS FOR ASSE
SSING CURRICULUM
IMPLEMENTATION E
FFECTIVENESS
 10 DOMAINS FOR ASSESSING CURRICULUM IMPLEMENT
ATION EFFECTIVENESS
Better learning opportunities
provided by effective curriculum is
A study by Combleth (1990, expected to translate into
in Marsh 2002) reveals that
students may spend up to
Student measurable achievements.
Assessment could be undertaken
80% of the time engaged in Activities to gauge the amount of knowledge
using and studying a and skills acquired.
particular material. The more and
materials are effectively
used, the more well accepted
Achievements
the curriculum would be.

Curriculum
Teacher
Support Could be
Activities measured
Materials through visits,
observations,
checklists, and
interviews
CURRICULUM ENRIC
HMENT
11
CURRICULUM ENRICHMENT

CORE ENRICHMENT
CURRICULUM ENRICHMENT CURRICULUM

Refers to the Is defined by It provides excitement and

essential guide that Glatthorn (1997) as restores fun in the curriculum.
teachers use to the learning that Generally, the enrichment
determine the goes beyond what is curriculum is given less
subjects to be taught prescribed by the priority than the mastery
and how to teach mastery curriculum curriculum, as the former is
these subjects supposed to be reserved
mostly for enhancement
activities. Nevertheless, the
enrichment curriculum also
needs to be carefully
planned.
11
CURRICULUM ENRICHMENT
Here are some sources of ideas for creating
an enrichment curriculum:

1. Special student knowledge, skills, and interests

2. Special teacher knowledge, skills, and interests
3. Aspects of the subject not often studied in school
4. New developments in the field
5. Special knowledge of other community members
6. Local topic aspects drawn from the mastery
curriculum
7. Topics in the mastery curriculum studied in greater
depth
8. Lessons, topics, and prerequisite skills and
knowledge that students have not fully mastered
11
CURRICULUM ENRICHMENT
In planning for the enrichment curriculum, there is a need to
develop school-based policies and general procedures for the
enrichment component. The following questions should be
considered:

1. Will the enrichment content be delivered as a part

of a regular course or will it be organized as an
elective course?
2. How much time should be allotted for the
enrichment curriculum?
3. Who will handle or teach enrichment content
besides the teachers?
4. What resources will be provided to support
enrichment teaching?
11
CURRICULUM ENRICHMENT
The enrichment units are formulated considering
the following concerns:

1. Enrichment units must include curriculum

enrichment strategies.
2. Enrichment units must avoid repetition of activities
within subjects or grade levels.
3. Enrichment units have to be likely approved by
parents and other community stakeholders.
4. Enrichment units must respond to student’s
special needs.
5. Enrichment units must be sufficiently integrated
into the mastery curriculum.
PRINCIPLES OF CUR
RICULUM ENRICHME
NT
12
PRINCIPLES OF CURRICULUM
ENRICHMENT

1 Each learner is unique.

Learning is more effective when students

2 enjoy what they are doing.

Learning is more meaningful and enjoyable when content

3 and process are learned in the context of a real and a
present problem

The acquisition of knowledge and skills are enhanced

4 when students construct their own meaning through
knowledge and skills application.
ENRICHMENT
TRIAD MODEL
 13

Extends the regular curriculum by providing

students a wide range of experiences and
activities in order to introduce a variety of General
exciting areas of interest.
Exploratory
Covers activities designed for specific Activities
students who are interested to develop
skills that are beyond what the regular Group
curriculum and Type I enrichment
curriculum could offer. It focus on thinking Training TYPE I ENRICHMENT
and feeling skills necessary to carry out Activity
investigation. TYPE II ENRICHMENT
The students investigate real problems as Individual &
individuals or small groups. They become TYPE III ENRICHMENT
Small Group
producers of knowledge rather than
consumers, actively formulating a problem, Investigation
designing research, and presenting a of Real
product. Problems
ASSESSING THE EN
RICHED CURRICULU
M
14 ASSESSING THE ENRICHED
CURRICULUM
Three ways with which you can assess the enriched
curriculum:

Have a committee review the enriched curriculum

1 implementation. This is done to provide an opportunity
for discussion and improvement

Obtain constructive feedback from colleagues or peers

2 who observed the implementation of the enriched
curriculum.

Seek student feedback occasionally to determine

3 student perceptions on the enrichment program’s
quality and effectiveness.
 Thank You
for Listenin
g!