EDUC 108
TOPIC: Implementing the Curriculum
The Teacher as Curriculum Implementor and Manager
Implementing the Designed Curriculum as a Change Process
Desired Learning Outcomes:
Define curriculum implementation
Analyze what is change process in curriculum implementation
Explain the process of curriculum implementation
Curriculum Implementation Defined
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 1998 defined 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 behaviour 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 the leaning 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 the larger 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.
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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 status quo, hence
there will be no change. The situation or condition will stay the same. However, when the the driving force overpowers the
restraining force, the 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.
This theory will explain the curriculum change. The illustration will show 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
Government Intervention Q Fear of the Unknown
U
Society’s Values I Negative Attitude to Change
L
Technological Changes I Tradition Values
B
Knowledge Explosion R Limited Resources
I
Administrative Support U Obsolete Requirement
M
According to Levin, change will be better if the restraining forces shall be decrease, rather than increasing the driving
force.
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 is 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 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 leaving everything to the teacher. 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
of 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.
The process of change may contain three important elements. As a process, curriculum implementation should be
developmental, participatory and supportive.
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
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EDUC 108
teacher support in trying new task, reflection on the new experiences and challenge. There are simple stages in the
developmental change process for the teachers. First, is the 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
adjustment 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 o plan, adapt, train or
practise, 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.
Activity: Think-Pair-Share
K to 12: Can We Make a Curriculum Change? P. 7
Lesson 2 – Implementing a Curriculum Daily in the Classroom
Desired Learning Outcomes:
Review the components of a daily plan for teaching.
Identify intended outcomes
Match 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 prepare
detailed lesson plans. They may adopt daily lesson plan 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, as a prospective teachers, you should prepare lesson plan 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.
Content Focus:
Starting the Class Right: Laying Down the Curriculum 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 has revisited by his own student Lorin Anderson and David Krathwohl.
Blooms Taxonomy (1956) Revised Bloom’s 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
Categories Example Key Words
Remembering. Recall or retrieve previous learned Defines, describes, identifies, labels, lists, outlines,
information selects, states
Understanding. Comprehend meaning, translation, Comprehends, explains, distinguishes, estimates, gives
state problem in own words, making meaning examples, interprets, predicts, rewrites, summarizes
Applying. Use concept in new situation, applies what Applies, changes, computes, operates, construct,
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, outlines,
Distinguishes between facts and inferences relates, selects, separates
Evaluating. Make judgements about the value of ideas Appraises, compares, criticizes, defends, describes,
or materials discriminates, evaluates, interprets, justifies,
summarizes
Creating. Build a structure or pattern from various Composes, compiles, designs, generates, modifies,
elements. Put parts together to create a whole, to make organizes, rearranges, reorganizes, revises, rewrites,
new meaning and structure. summarizes, creates.
In writing objectives or intended outcomes, it is always recommended that more of the higher order thinking skills
(HOTS) should be developed and less of the low level thinking skills (LOTS) for learners. The low level categories will
develop LOTS and thinking skills progress as the categories
Understanding Higher Order Thinking Skills
Remembering move higher.
Creating
HOTS
Analyzing Doing
Active
Evaluating
Receiving and
Applying participating
Visual receiving
Low Order Thinking Skills
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EDUC 108
Passive
Verbal Receiving
LOTS
Levels of Knowledge
1. Factual Knowledge – ideas, specific data or information
2. Conceptual Knowledge – words or ideas known by common name, common features, 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 through 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.
There are many Ways of Teaching for the Different Kind 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.
Students have different learning styles. The Multiple Intelligence Theory of Howard Garner implies several
learning styles. Visual, Musical/Auditory, Verbal, Physical/Kinesthetic/, Logical/Mathematical, Social, Solitary,
Naturalist.
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, picture; tends to Turn notes into pictures, diagrams, maps. Leran the big
remember things that are written in form picture first than details. Make mind maps and concept
maps
Auditory – recalls information through hearing and Record lectures and listen to these. Repeat materials
speaking: prefers to be told how to do things orally; out loud “parrots” read aloud
learns aloud.
Kinesthetic – prefers hands-on approach; Learn something while doing another thing (eats while
demonstrates how to do, rather than explain; likes studying). Work while standing. Like fieldwork. Do
group work with hands on-minds on. 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.
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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 experience through learning by doing retains almost all of the learning outcomes. Ninety
percent (90%) of learning is retained. Examples are Field 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 (70%) of learning is remembered. Examples are small group discussion, buzz session, individual
reporting, role play, panel.
3. Passive participation as in watching a movie, 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 (flat, 3 dimensional, realias, models, etc.) or abstract (verbal symbols, words)
Audio: recordings of sounds, natural or artificial
Audio-Visual: Combination of what can be seen and heard.
Kinesthetic : Mani[ulative materials like modelling clay, rings, dumb bells, equipments, others
Experiential: Utilize all modalities
Activity no. 6 – What is your Learning Style
1. Study the Learning Style Choice Board and check as many as you feel you want to do more often. If you have a multiple
learning style individual. (p. 83)
Journal no. 2 – Reflection
Reflect and answer the statement below, based on the lesson you have learned.
1. When I become a teacher,
I will _____________
Because __________
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