C.

Curriculum
Development and
Implementation

Rizon M. Macailao
Lymar Joy F. Olivar
Francis L. Pacia
CURRICULUM IMPLEMENTATION
Curriculum implementation is the
interaction between the curriculum that has
been written and planned and the persons
who are in charge to deliver it. The effort
and success of the implementation would lie
on the hands of the teachers. (Ornstein and
Hunkins 1998)
Model of Curriculum Development
• Technical-Scientific Approach (Modernist
Perspective)
A. The Models of Bobbitt and Charters
B. The Tyler Model: Four Basic Principle
(1) determine the school’s purposes,
(2) identify educational experiences related to those purposes,

(3) ascertain how the experiences are organized, and

(4) evaluate the purposes.
Model of Curriculum Development
• C. The Taba Model: Grassroots Rationale
Seven Major Steps
1. Diagnosis of needs
2. Formulation of objectives
3. Selection of content
4. Organization of content
5. Selection of learning experiences.
6. Organization of learning activities
7. Evaluation and means of evaluation.
D.The Backward-Design Model
Three levels of decision making
• 1. an educator considers goals and checks on
national, state, and local content standards.
• 2. curriculum developers (including classroom
teachers) select content—valuable information
and skills that might lead students to the desired
results.
• 3. involves narrowing the content possibilities.
E. The Task-Analysis Model
Types of Task-Analysis
1. Subject matter, or content, is the starting point
in subject-matter analysis.
2. learning analysis -begins when content is being
organized
Nontechnical-Nonscientific Approach
(Postmodernist, Postconstructivist
Perspective)
A. The Deliberation Model
Six Stages
(1) public sharing,
(2) highlighting agreement and disagreement,
(3) explaining positions,
(4) highlighting changes in position,
(5) negotiating points of agreement,
(6) adopting a decision.
Nontechnical-Nonscientific Approach
(Postmodernist, Postconstructivist Perspective)

B.Slattery’s Approach to Curriculum Development

C. Doll’s Model of Curriculum Development
Curriculum Implementation Process
A. Modernist Approaches to Curriculum
Implementation
B. Postmodernist Approaches to Curriculum
Implementation
Curriculum Workers
• Curriculum worker (used interchangeably
with curriculum supervisor, curriculum
leader, curriculum coordinator, and
curriculum specialist) encompasses various
educators, from teachers to superintendent.
The Curriculum Worker’s Responsibilities
• 1. Develop technical methods and tools to carry out
curriculum planning in the school (school district or state
agency).
• 2. Obtain curriculum knowledge and apply it in the real world
of classrooms and schools.
• 3. Agree on what is involved in curriculum development and
design, including the relationships among the curriculum’s
elements.
• 4. Agree on and align the relationships among curriculum,
standards (and other mandates), instruction, and supervision,
including their interdependencies.
• 5. Be a change agent who considers schools within the
context of society.
• 6. Create a mission or goal statement to provide
direction and focus behavior within the organization.
7. Be open to new curriculum trends and thoughts.
• 8. Confer with parental, community, and professional
groups.
• 9. Encourage colleagues and other professionals to
solve professional problems. Innovate; become
familiar with and use new programs and ideas.
• 10. Develop a program for continuous curriculum
development, implementation, and evaluation.
• 11. Balance different subject areas and grade levels,
and integrate them into the total curriculum.
• 12. Understand current research in teaching and
learning, as well as new programs relevant to target
students
The Student’s Role
• To plan themes, units, lesson plans, and school
projects that allowed for considerable student
input. (Kilpatrick and Rugg).

• To plan and implement curriculum and to be

“aware more than the children themselves of
what the children want and need.(Dewey)
• Curriculum making should start with
“diagnosing the needs of students. She
considered curriculum “as a plan for
learning.”(Taba)

• Knowledge of the students and their potential

contributions had a “bearing on shaping
curriculum.
• Curriculum planning related to students’ rights
and the fact that students are the program’s
recipients. (Doll)

• Participate in curriculum development, subject

to “a number of variables such as intelligence,
motivation and knowledge” and, most
importantly, their “maturity.” (Peter Oliva).
• Teachers who encourage student or parental
input in curriculum planning run the risk of
reducing their influence and getting bogged
down on tangential subjects.
The Teacher and the Curriculum
• He/She is concerned with the teacher’s role in
planning and implementing the curriculum at
the classroom, school, and district levels.(Doll)

• Involved “in every phase” of curriculum making,

including the planning of “specific goals,
materials, content, and methods.”
• Their role is to develop, implement, and evaluate
curriculum.(Oliva)

• Initiate proposals,review proposals, gather data,

conduct research, make contact with parents and
other lay people, write and create curriculum
materials, obtain feedback from learners, and
evaluate programs.
• Level 1, the teachers’ role is maintenance,
• Level 2 are meditative,
• Level 3, what he refers to as a creative or
generative stage(Carl Glickman)
• Teachers bring the curriculum to life through
instruction. Their diverse methods of instruction
which might include lectures, close reading,
discussions, and group work will shape how
students receive the curriculum.

• Teachers employ support personnel.(James

Beane)
The Principal and the Curriculum
• Leader of instruction, need to upgrade the
curriculum to meet the standards.(Glathorn)

• Capable of providing such leadership and don’t

want their assistance in these technical areas,
which teachers consider more appropriate for
peer coaching and collegial staff development.
• Contended that dealing with the school’s daily
operation, especially writing memos, attending
meetings, and speaking on the telephone, takes
up most of their time.
• Assistant principals or chairpersons to meet
responsibilities of curriculum, instruction, and
program development.
• Most secondary school principals rely on other
staff members (teachers and supervisors) to
plan, implement, and evaluate the curriculum.
Principals must deal with many problems and
issues involving students, teachers, and parents.

• Principals have the knowledge and experience to

know what works in schools.
Levels of Curriculum Implementation
1. Models for Piloting
-Feasibility Study
2.Piloting and Evaluation
-laboratory tryout
-pilot tryout
-field tryout
• 3.Collaborative / “Bottom Up”
Piloting
• 4.Piloting and innovation
MODELS FOR FIDELITY OF CURRICULUM
IMPLEMENTATION MODERNIST MODELS

A. MODERNIST MODELS
a. Overcoming resistance to change (ORC)

* Resistance to change is natural.

* Need to overcome resistance at outset of
innovation activities.
* Must address concerns of staff
Organizational Development Model (OD)
* Stress on organizational culture
* Implementation is an on-going interactive
process.

c. Concerns-Based Adoption Model (CBA)

* Change is personal
* Stress on school culture
d. Systems Model
* The organizational is composed of parts,
units and departments.
* Linkages between people and groups.
Post modernist models

c. Complexity Theory Influenced

Approaches
* Complex relations cannot be distilled into
simple incidents.
* Complexity deals with interactive dynamic
systems.
 Factors affecting implementation

• Students
• Teachers
• Supervisors
• Principals
• Curriculum Directors
• Parents and Community members
Measures of effectiveness

For basic Education

• Completion rate
• Academic performance
• Awards and Recognition
Measures of effectiveness

For basic College

• Level of Accreditation
• Licensure Exam Passing Rate
• Rate of Employability
• Awards and Recognition
• Center of Excellence/Center of Development
THANK YOU!