Chapter 3

Implementing the Curriculum

Module 4: The Teacher as Curriculum
Implementor and Manager
Lesson 1 Implementing the Designed
Curriculum as a Change Process

• Defined curriculum implementation

• Analyzed what is change process in
curriculum implementation
• Explained the process of curriculum
implementation
Curriculum Implementation

• Means putting into practice the written

curriculum that has been designed in syllabi,
course of study,curricular guides, and
subjects.
 Ornstein and Hunkins in 1998

• Shift from what is the current to a new or

enhanced curriculum.
• Change in knowledge, action, attitudes of the
person involved.
• Change in behavior using new strategies and
resources.
• Change which requires efforts hence goals
should be achievable.
Curriculum Implementation as a Change Process
Kurt Levin's Force Field Theory
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 Categories of Curriculum Change
1. Substitution - The current curriculum will be
replaced or substituted by a new one. Sometimes, we
call this a complete overhaul.
2. 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 or educational system.
4. Perturbations - These are changes that are
disruptive, but teachers have to adjust to them
within a fairly short time.

5. Value orientation - 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.
 As a process, curriculum should be:

• Developmental
• Participatory
• Supportive
Implementing A Curriculum Daily
in the Classrooms
Desired Learning Outcomes
• Reviewed the components of a daily plan for
teaching
• Identified intended learning outcomes
• Matched learning outcomes with appropriate
teaching methods
 DepED Order No. 70 s. 2012

Teachers of all public elementary and secondary

schools will not be required to prepared 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
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
Main Parts of Lesson Plan

I. Objectives or Intended Learning Outcomes

II. Subject Matter
III. Procedure or Strategies
IV. Assessment of learning outcomes
V. Assignment or Agreement
 The Role of Technology in Delivering the
Curriculum
Desired Learning Outcomes
• Discussed role of technology in curriculum
applications.
• Enhanced the application of outcomes-based learning
with technology both as an aid and platform for
learning.
• Analyzed the significance of systematic lesson
planning in which the appropriate choice of media
comes to play.
 Factors for Technology Selection
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)?
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 edacational paradigm shifts that give
importance to student-centered and holistolic
learning.
Stakeholders in Curriculum Implementation

Desired Learning Outcomes

• Identified stakeholders of the curriculum.
• Enumerate the role of each stakeholder.
 Curriculum Stakeholders

1. Learners are at the core of the curriculum.

2. Teachers are curricularists.
3. School leaders are curriculum managers.
4. Parents
5. Community as the Curriculum Resources and a
Learning Environment.
6. Other Stakeholders in Curriculum
Implementation and Development.
6.1 Government Agencies
• DepEd, TESDA, CHED
• Professional Regulation Commission
(PRC)
• Local Government Units (LGU)
6.1 Non-Government Agencies
• Gawad Kalinga (GK)
• Synergies
• Metrobank Foundation
• Professional Organization like Philippine
Association For Teacher Education
(PAFTE), State Universities and Colleges
Teacher Educators Association (SUCTEA),
National Organization of Science Teachers
and Educators (NOSTE), Mathematics
Teachers Association of the Philippines
(MTAP) and many more.