Module Title: The Teacher and The School Curriculum

Lesson/Topic Title: Implementing the Designed Curriculum as a Change Process

Learning Objectives: At the end of the module, you should be able to:

● Define curriculum implementation

● Analyse what is change process in curriculum implementation
● Explain the process of curriculum implementation

Learning Content

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Introduction

Whenever there are changes in the school curriculum there are always
remarks coming from the teachers like: “Another curriculum change?” “Another
added work for us!” “Why should this be done?’

This is a common reaction from teachers. But as we have mentioned before,

change is inevitable in curriculum development. To be relevant we need to change
– a change for the better. This change is seen in curriculum implementation.

Curriculum Implementation Defined

Curriculum implementation is the phase where teacher action takes place. It

is one of the most crucial processes 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 the syllabi, course of study, curriculular
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 (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; and
 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 teaching-learning process with the end in view
that learning 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 a 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 contact and support.
Curriculum Implementation as a Change Process

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Kurt Lewin’s Force Field Theory and Curriculum Change

Kurt Lewin (1951), the father of social psychology explains the

process of change. The model can be used to explain curriculum change and
implementation.

In the educational 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 a status quo,
hence there will be no change. The situation or condition will stay the same.
However, when the driving force overpowers the restraining force, then change
will occur. If the opposite happens that is when the restraining is stronger than the
driving force, change is prevented. This is the idea of Kurt Lewin in his Force Field
Theory.

Curriculum change will be explained using this theory. The illustration

below shows 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 FORCES E RESTRAINING FORCES

Q
Government Intervention U Fear of the Unknown
I
Society’s Values L Negative Attitude to Change
Technological Changes I Tradition Values
B
Knowledge Explosion R Limited Resources
I
Administrative Support U Obsolete Equipment
M

According to Lewin, change will be better if the restraining forces shall be

decreased, rather than increasing the driving forces. As a curricularist, how will
you do this?

Let us look first at the different changes that occur in the curriculum. It is
important to identify these as part of our understanding of curriculum
implementation.

Categories of Curriculum Change

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McNeil in 2000 categorized curriculum change as follows:

1. Substitution. The current curriculum will be replaced or substituted by a

new one. Sometimes, we call this as 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 for 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 education instead of
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 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. This type of curriculum change responds to a 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 or 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.

Regardless of the kind of change in curriculum and implementation, the

process of change may contain three important elements. As a process,
curriculum implementation should be developmental, participatory and
supportive.

It should be 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 teacher support in trying new tasks, reflection on the
new experiences and challenge.

There are simple stages in the developmental change process for the
teachers. First, is 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 adjustments are made to better
 meet the needs of the learners 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 conducive 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 to
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, 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.

Activities

Activity 1: K to 12: Can we make a curriculum change? (By Groups)

The K to 12 is the current reform in our national basic education curriculum.

There are driving forces as well as restraining forces that affect its
implementation. In other words, there are factors that will make K to 12 succeed
but there are also factors that will make K to 12 fail.

1. What factors make the K to 12 succeed? Write these on the left column A.
You may not fill out all the boxes.
 2. What factors make the K to 12 difficult to succeed? Write these on the
right column B. You may not fill out all the boxes.

3. You see that the middle portion is the word equilibrium or balance.

A. Driving Forces/Factors E B. Restraining Forces/Factors

Q
U
I
L
I
B
R
I
U
M

1. If A is more than B, there will be a successful curriculum change.

2. If B is more than A, there will be an unsuccessful curriculum change.

3. If A and B are equal, then there will be a status quo.

Activity 2: Making Sense of Curriculum Implementation

1. Observe a class where the teacher is actually teaching.

2. Describe what the teacher is doing for at least the whole period.

3. Write down your observation based on the following questions:

3.1What were the different learners’ activities?

3.2What did the teacher do, to make the learners engage in the
activities?

3.3Were majority of the children actively participating? Why?

3.4Did the teacher control most of the activities?

3.5Did the learners and the teacher together achieve the desired
learning outcomes? Explain.

Activity 3: Reflection Paper

 As a future teacher, what would be your response to curriculum
implementation as part of curriculum change? Are you willing to take part in the
implementation? Why? Why not? Write your answer below.

_________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Activity 4: Curriculum Implementation in the New Normal

Watch the video on the topic and prepare a reflection paper on the quality of
education that is attained in the new normal. Cite your own expriences.

Self-Assessment: Perfect Match

In column A are concepts about curriculum implementation. Connect a line

from the box on the left (A) to the arrow on the right (B) of the correct match.

Column A Column B

Concepts Meaning/Description

 Implementing  Minor curriculum change like the use of e-portfolio

instead of portfolio as an artefact.

 Restructuring  Progressive steps from orientation to reflection

about the curriculum that is a characteristic of a
curriculum implementation.

 Developmental  Major curriculum change like shifting from face-to-

face to online in the delivery of an academic
program.

 Alteration  Curriculum process of putting into action what has

 been planned and designed.

 Change Process  Process that ensures that the curriculum brings

about something different and better than before in
the desired learning outcomes.

REFERENCES:

Bilbao, P., et al,(2020), The teacher and the school curriculum, LORIMAR
Publishing Company

Schweitzer, K., (2019), Curriculum Design: Definition, Purpose and Types,

https://www.thoughtco.com/curriculum-design-definition-4154176

Pawilen, Greg Tabios., 2019, The Teacher and the school curriculum, Rex
Book Store, Inc.

https://search.yahoo.com/search?
p=curriculum+implementation+process&fr=yfp-t-m-s&ei=UTF-8&fp=1

http://ptgmedia.pearsoncmg.com/images/9780137034833/downloads/
Hoover_Ch_1_ p3_14.pdf

https://study.com/academy/lesson/curriculum-implementation-steps-
challenges.htmlReferences

https://study.com/academy/lesson/curriculum-implementation-steps-
challenges.htmlReferences

https://www.igi-global.com/dictionary/curriculum-implementation-
and-teacher-motivation/48971

https://www.igi-global.com/dictionary/curriculum-implementation-
and-teacher-motivation/48971

https://files.eric.ed.gov/fulltext/EJ1203958.pdf

https://globalacademicgroup.com/journals/academic%20excellence
%20/CURRICULUM%20IMPLEMENTATION%20AND%20THE
%20TEACHER.pdf

https://autus.group/2020/08/09/the-6-steps-of-curriculum-
implementation-steps-2-3-and-4/
https://www.youtube.com/watch?v=s3PM-0XFLM4

https://www.youtube.com/watch?v=UeneY7Iz81s
 The Teacher and The School Curriculum
1st Semester, School Year 2021-2022

Course Overview

This course includes the study of the fundamental research-based concepts

and principles in curriculum and curriculum development as a foundation to
engage prospective teachers as curricularists. It also focuses on the more active
role of the teacher in planning a developmentally-sequenced teaching-learning
process.

Course Objectives

At the end of the course, the students should be able to:

CO1: Demonstrate research-based knowledge of the concept, theories and

principles and curriculum development within and/or across curriculum teaching
areas.

CO2: Manifest skills in designing and developing constructively-aligned and

developmentally-sequenced learning programs, experience and instructional
processes consistent with curricular needs.

CO3: Apply knowledge and skills in implementing contextualized learning

programs and/or instructional plans that are relevant and responsive to the needs
of diverse learners.

CO4: Develop appropriate skills in the selection and use of tools for monitoring,
critiquing and assessing instructional plans.

CO5: Design sound appropriate tools for monitoring, critiquing and assessing
instructional plans.

Inclusive Week Topic(s) Activities Flexible

and Dates Teaching-
Learning
Modality

Week 8 1. Read Module 8 and do Online and

Curriculum all the activities offline
(October 25 to Implementation indicated there. (modular)
29, 2021) Defined 2. Watch the video on
Curriculum
Curriculum Implementation in the
Implementation New Normal
as a Change 3. Prepare a reflection
paper on the video
Process
 Categories of
Change

Course Outputs and Deadline for Submission

The Teacher and The School Curriculum

1st Semester, School Year 2021-2022

Assessment Timeline

Assessments for the Lesson on Implementing the Designed Curriculum as a Change Process

BEFORE DURING AFTER

● Giving of ● Giving of guidelines on ● Submission of

instructions by the the viewing of the reflection paper
video ● Discussion on the
teacher video
● Explaining the rubrics
on the preparation of
the reflection paper

Reflection paper rubric that will be used to guide the learners throughout the activity.

(teacher and learners)