The Teacher and

3
The School
Curriculum

Chapter IMPLEMENTING
THE CURRICULUM
Implementing the Designed Curriculum as a Change Process

Presented by
Sandoval, Tracee Julian C.
BSE ENGLISH Y3
Module 4 OVERVIEW

THE TEACHER AS A
CURRICULUM IMPLEMENTOR
AND MANAGER
CURRICULUM
IMPLEMENTATION
DEFINED
01. This is the phase where the teacher takes place.
CURRICULUM
IMPLEMENTATION
DEFINED
01. This is the phase where the teacher takes place.
02. Many education planners would say “ A good plan is work
half done”
CURRICULUM
IMPLEMENTATION
DEFINED
SADC MoE Africa 2000
01. Curriculum implementation means putting into practice the
written curriculum that has been designed.
CURRICULUM
IMPLEMENTATION
DEFINED
SADC MoE Africa 2000
01. Curriculum implementation means putting into practice the
written curriculum that has been designed.
02. Process where the learners acquire the planned, or intended
knowledge, skills, and attitudes that are aimed.
CURRICULUM
IMPLEMENTATION
DEFINED
Omstein and Hunkins in 1998
01. Interaction between the curriculum that has been written and
planned and the persons (teachers) who are in charge of
delivering it.
CURRICULUM
IMPLEMENTATION
DEFINED
Omstein and Hunkins in 1998
02. The curriculum guides teachers in delivering instruction to
students. They use it to create meaningful learning experiences
by selecting appropriate strategies, designing lesson plans, and
aligning activities with objectives.
Curricullum 02.
implementation implies
the following:
03.
Shift from what is current to

01. a new or enhanced

curriculum.
04.
 Change in knowledge,
Curricullum 02. action, attitueds of the

implementation implies persons involved .

the following:
03.
Shift from what is current to

01. a new or enhanced

curriculum.
04.
 Change in knowledge,
Curricullum 02. action, attitueds of the

implementation implies persons involved.

the following: Change in behavior using

03. new strategies and

resources.

Shift from what is current to

01. a new or enhanced

curriculum.
04.
 Change in knowledge,
Curricullum 02. action, attitueds of the

implementation implies persons involved.

the following: Change in behavior using

03. new strategies and

resources.

Shift from what is current to Change which requires

01. a new or enhanced

curriculum.
04. efforts hence goals should be
achievable.
CURRICULUM
IMPLEMENTATION
DEFINED
Loucks and Lieberman 1983
01. Trying out a new practice and what it looks like when used in
the school system.
CURRICULUM
IMPLEMENTATION
DEFINED
Loucks and Lieberman 1983
01. Trying out a new practice and what it looks like when used in
the school system.
02. In the classroom context, curriculum implementation means
teaching what has been written in the lesson plan.
Kurt Lewin’s Force Field
Theory and Curriculum
Change
Kurt Lewin (1951)
The father of social psychology
explains the process of change.
Kurt Lewin’s Force Field
Theory and Curriculum
Change
• In the educational landscape, there are always two forces that oppose each other.
Kurt Lewin’s Force Field
Theory and Curriculum
Change
• In the educational landscape, there are always two forces that oppose each other.
• These are Driving force and Restraining force, when these two are equal the state is
equilibrium or balance.
Kurt Lewin’s Force Field
Theory and Curriculum
Change
• In the educational landscape, there are always two forces that oppose each other.
• These are Driving force and Restraining force, when these two are equal the state is
equilibrium or balance.
• There will be status quo, hence there will be no change.
Kurt Lewin’s Force Field Theory and Curriculum Change

DRIVING FORCE E RESTRAINING FORCE

Q
Government Intervention
U
I
L
I
B
R
I
U
M
Kurt Lewin’s Force Field Theory and Curriculum Change

DRIVING FORCE E RESTRAINING FORCE

Q
Government Intervention
U
I
Society’s Value L
I
B
R
I
U
M
Kurt Lewin’s Force Field Theory and Curriculum Change

DRIVING FORCE E RESTRAINING FORCE

Q
Government Intervention
U
I
Society’s Value L
I
Technological Changes B
R
I
U
M
Kurt Lewin’s Force Field Theory and Curriculum Change

DRIVING FORCE E RESTRAINING FORCE

Q
Government Intervention
U
I
Society’s Value L
I
Technological Changes B
R
Knowledge Explosion I
U
M
Kurt Lewin’s Force Field Theory and Curriculum Change

DRIVING FORCE E RESTRAINING FORCE

Q
Government Intervention
U
I
Society’s Value L
I
Technological Changes B
R
Knowledge Explosion I
U
Administrative Support M
Kurt Lewin’s Force Field Theory and Curriculum Change

DRIVING FORCE E RESTRAINING FORCE

Q
Government Intervention Fear of the Unknown
U
I
Society’s Value L
I
Technological Changes B
R
Knowledge Explosion I
U
Administrative Support M
Kurt Lewin’s Force Field Theory and Curriculum Change

DRIVING FORCE E RESTRAINING FORCE

Q
Government Intervention Fear of the Unknown
U
I
Negative Attitude to
Society’s Value L Change
I
Technological Changes B
R
Knowledge Explosion I
U
Administrative Support M
Kurt Lewin’s Force Field Theory and Curriculum Change

DRIVING FORCE E RESTRAINING FORCE

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

R
Knowledge Explosion I
U
Administrative Support M
Kurt Lewin’s Force Field Theory and Curriculum Change

DRIVING FORCE E RESTRAINING FORCE

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

R
Knowledge Explosion I Limited Resources
U
Administrative Support M
Kurt Lewin’s Force Field Theory and Curriculum Change

DRIVING FORCE E RESTRAINING FORCE

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

R
Knowledge Explosion I Limited Resources
U
Administrative Support M Obsolete Equipment
Categories of Curriculum
Change
01. Substitution
The current curriculum will be replaced or substituted by
new one.
Example: Changing an old book to entirely new one, not merely a revision.
Categories of Curriculum
Change
02. Alteration
There is a minor change to the current or existing curriculum.
Example: Instead of using a graphing paper for mathematics teaching, this can be altered by using a graphing
calculator.
Categories of Curriculum
Change
03. Restructuring
Building a new structure would mean major change or
modification in the school system, degree program, or educational
system,
Categories of Curriculum
Change
03. Restructuring
These are changes that are disruptive, but teachers have to adjust
to them within a fairly short time.
Categories of Curriculum
Change
04. Perturbation
These are changes that are disruptive, but teachers have to adjust
to them within a fairly short time.
Categories of Curriculum
Change
05. Value Oriention
This is a type of curriculum change. Perhaps this classification will
respond to shift in the emphasis that the teacher provides.
Categories of Curriculum
Change
THREE IMPORTANT ELEMENTS

01. Developmental
• It should be developmental in the sense that it should develop multiple perspective, increase
integration, and make learning autonomous, create a climate of openness and trust, and appreciate
and affirm strengths of the teacher.
Categories of Curriculum
Change
THREE IMPORTANT ELEMENTS

01. Developmental
• It should be developmental in the sense that it should develop multiple perspective, increase
integration, and make learning autonomous, create a climate of openness and trust, and appreciate
and affirm strengths of the teacher.
• There are simple stages in the developmental change process for the teachers. First, is Orientation
and Preparation.
• As the skills are honed and mastery of the routine is established , refinement follows.
Categories of Curriculum
Change
THREE IMPORTANT ELEMENTS

02. Participatory
• Stakeholders like peers, school leader, parents , and curriculum specialist
are necessary.
• Characteristics of teacher styles, commitment, willingness to change,
skills, and readiness are critical to implementation.
Categories of Curriculum
Change
THREE IMPORTANT ELEMENTS

03. Supportive
• Material support like supplies, equipment, and conductive learning
environment like classrooms and laboratory should be made available.
• Human support is very much needed.
 TIME
• 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 suuggested.
 TIME
• 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 suuggested.
• Time is needed by teachers to plan, adapt, train or practise, provide the
neccessary requirements and get support.
 TIME
• 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 suuggested.
• Time is needed by teachers to plan, adapt, train or practise, provide the
neccessary requirements and get support.
• Time is needed to determine when the implementation starts and when it
conclude, since curriculum implementation is time bound.
Thank you
very
much!