Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar, Philippines
Web: http://uep.edu.ph; Email: [email protected]

COLLEGE OF EDUCATION
BACHELOR OF PHYSICAL EDUCATION

WRITTEN REPORT IN EDUC 7- THE TEACHER AND THE SCHOOL CURRICULUM

Members: Cluster No.: 3 Class ID No.: 1871301

1. Naza, Jay-Ar
2. Zabala, Mikaela
3. Olivas, Lolibelle
4. Morecho, Neoñils
5. Oligario, Orsisio III
6. Monteroso, Patricia Ann
7. Muncada, Shina Mae

Chapter 3: Implementing the Curriculum

OBJECTIVES

At the end of the lesson students will be able to;

1. Analyze the teacher's role in curriculum implementation and management.

2. Appreciate the importance of teacher leadership in student learning.
3. Organize a learning sequence.

CONTENT

Chapter 3: Implementing the Curriculum

The Teacher as a Curriculum Implementor and a Manager

- Implementing and Designing Curriculum as a Change Process

- Implementing a Curriculum Daily in the Classrooms
- The Role of Technology in Delivering the Curriculum
Curriculum Implementation Defined
Following the curriculum models of Tyler, Taba, Saylor and Alexander or Lewis, is the next step to
curriculum designing which is curriculum implementing. 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 behavior 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 contacts, and support.

Curriculum Implementation as a Change Process

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 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
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 force is stronger than the driving force, change is prevented. This is the idea of Kurt
Lewin in his Force Field Theory.
We shall use this theory to explain curriculum change. 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?

According to Lewin, change will be better if the restraining forces shall be decreased, rather than increasing
the driving force as a curricularist, how would 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

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
overhaul.
2. Alteration. In 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. 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.

The process of change may contain Three important elements. As a process 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.
Participatory. For curriculum implementation to succeed, it should be participatory, especially because
other stakeholders like peers, school leaders, parents and curriculum specialist are necessary.
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.

Time is an important commodity for a successful change process.

Implementing a Curriculum Daily in the Classrooms
A teaching activity is like implementing a miniscule curriculum. A daily lesson is based on a planned or
written curriculum, which will be put to action by the teacher in the classroom. Before the lesson ends the
teacher must find out if the students have truly learned. Let us see how this process will be shown.

And the GOOD NEWS!

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 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:

1. Objectives

II. Subject Matter

Ⅲ. Procedure

IV. Assessment

V. Assignment

So, as prospective teachers, you should prepare lesson plans 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.

Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins every day, a teacher must have written a lesson 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

1. Intended Learning Outcomes (ILO). These are the desired learning that will be the focus of the lesson.
Learning outcomes are based on Taxonomy of Objectives presented to us as cognitive, affective and
psychomotor. Bloom's Taxonomy has been revisited by his own student, Lorin Anderson, and David
Krathwohl. Let us study both in the comparison below.

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.

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 action 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.
1. 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. Let's
take a closer view. How will you as a teacher arrange a teaching-learning situation which will engage
students to learn? Here are some points to remember.

There are many ways of teaching for the different kinds of learners.
Corpuz & 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

Students have different learning styles. There are many classifications of learning styles according to
the different authors. The Multiple Intelligence Theory of Howard Garner implies several learning styles,
but for our lesson, we will just focus on the three learning styles which are Visual, Auditory and Kinesthetic.
These 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, pictures; tends to remember things that are written in form.
Turn notes into pictures, diagrams, maps. Learn the big picture first than details. Make mind maps and
concept maps.
Auditory- recalls information through hearing and speaking; prefers to be told how to do things orally;
learns aloud.
Record lectures and listen to these. Repeat materials out loud "parrots". Read aloud.
Kinesthetic - prefers hands-on approach; demonstrates how to do, rather than explain; likes group work
with hands on-minds on.
Learn something while doing another thing (eats while studying). Work while standing. Like fieldwork. Do
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 a visual device, can help teachers to make decision on
what resources and materials will maximize learning.

CONE OF LEARNING
Source: Edgar Dale, Audio-Visual Methods in Teaching (3rd Ed.), Holt, Rinehart and Winston (1969)
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 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 talk and write. Seventy percent 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, catch layer contributes to learning
and requires 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: Manipulative materials like modelling clay, rings, dumb bells, equipment, others

Experiential: utilize all modalities

Methods and materials must implement the plan: Taking action

Example No. 1: Lesson using basic steps and parts as prescribed by DepEd Order 70 s, 2012 for teachers,
two years and less in service.

This lesson plan will show the basic component of any plan. This can be applied to any subject that follows
a generic format.

THE TEACHER AND THE SCHOOL CURRICULUM

Finding out what has been achieved: Assessing achieved outcomes
At the end of the activity, the teacher will find out if the intended learning outcomes (ILO) have been
converted into achieved learning outcomes (ALO).
Tests and other tools are utilized at the end of the lesson to identify this. What Knowledge, Process
Understanding and Performance (KPUP) are demonstrated by the learners? The rule of thumb is what has
been taught should be measured, to find out if the intended outcomes set at the beginning has been achieved.
More detailed discussion will be found in the Module on Evaluation of the curriculum.

Lesson 4.3
The Role of Technology in Delivering the Curriculum

Introduction
The role of technology in the curriculum springs from the very vision of the e-Philippine plan (e
stands for electronic). Thus, it is stated: "an electronically enabled society where all citizens live in an
environment that provides quality education, efficient government services, greater sources of livelihood and
ultimately a better way of life through enhanced access to appropriate technologies." (International
workshop on emerging technologies, Thailand, December 14-16, 2005). This points to the need for an e-
curriculum, or a curriculum which delivers learning consonant with the Information Technology and
Communications Technology (ICT) revolution. This framework presupposes that curriculum delivery adopts
ICT as an important tool in education while users implement teaching-learning strategies that conform to the
digital environment. Following a prototype-outcomes- based syllabus, this same concept is brought about
through a vision for teachers to be providers of relevant, dynamic and excellent education programs in a
post-industrial and technological Philippine society. Thus, among the educational goals desired for
achievement is the honing of competencies and skills of a new breed of students, now better referred to as a
generation competent in literacies to the 3 Rs (or reading, 'riting and 'rithmetic) but influences, more
particularly: problem-solving fluency, information access and retrieval of texts/images/sound/video fluency,
social networking fluency, medica fluence, and digital creativity fluency.

Instructional media
- may also be referred to as media technology or learning technology, or simply technology. Technology
plays a crucial role in delivering instruction to learners.
Technology offers various tools of learning and these range from non-projected and projected media from
which the teacher can choose, depending on what he/she sees fit with the intended instructional setting. For
example, will a chalkboard presentation be sufficient in illustrating a mathematical procedure; will a video
clip be needed for motivating learners?
In the process, what ensues is objective-matching where the teacher decides on what media or technology
to use to help achieve the set learning objectives.

Types of Instructional Media/Technology

1. Non-projected media
Real objects
Models
Field trips
Kits
Printed materials (books, worksheets)
Visuals (drawings, photographs, graphs, charts, posters)
Visual boards (chalkboard, whiteboard, flannel board. etc.)
Audio materials

2. Projected media
Overhead transparencies
Opaque projection
Slides
Filmstrips
Films
Video, VCD, DVD
Computer/multimedia
presentations

Factors in Technology Selection

In deciding on which technology to use from a wide range of media available, the factors on which to
base selection are:

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 Role of Technology in Curriculum Delivery

 It can easily be observed that technological innovation in the multifarious fields of commerce, science
and education, is fast developing such that it is difficult to foresee the technological revolution in the
millennium, inclusive of educational changes. However, technological changes in education will make its
impact on the delivery of more effective, efficient and humanizing teaching-and-learning.

Three (3) current trends that could carry on to the nature of education in the future.

The first trend is the paradigm shift from teacher-centered to student-centered approach to learning.
The second is the broadening realization that education is not simply a delivery of facts and information, but
an educative process of cultivating the cognitive, affective, psychomotor, and much more the contemplative
intelligence of the learners of a new age.
Third and possibly the more explosive trend is the increase in the use of new information and
communication technology or ICT.
Already at the turn of the past century, ICT, in its various forms and manifestations has made its
increasing influence on education and the trend is expected to speed up even more rapidly. Propelling this
brisk development is the spread of the use of the computer and the availability of desktop micro-computers
affordable not only to cottage industries, businesses, and homes but also to schools.

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 and lifelong learning to as Open Universities and adult learners and,
- Revolutionizing the use of technology to boost educational paradigm shifts that give importance to student-
centered and holistic learning
These primary roles are based on the framework of Technology. Driven Teaching and Learning called
TPACK ((1) Technological Knowledge, (2) Pedagogical Knowledge and (3) Content Knowledge) TPACK
shows that there is a direct interconnectedness of the three components, thus in teaching-learning process, a
teacher should always ask and find the correct answer to the following questions for every lesson.

Criteria for the Use of Visual Aids

Learners say, we learn 83% through the use of sight, compared with less effective ways to learn: hearing
(10%), smell (4%), touch (2%) and taste (1%). In the use of visuals for a wide range of materials (visual
boards, charts, overhead transparencies, slides, computer-generate presentations), there are basic principles
of basic design.
Assess a visual material or presentation (a transparency or slide) using the following criteria:
• Visual elements (pictures, illustrations, graphics):

1. Lettering style or font - consistency and harmony

2. Number of lettering style - no more than 2 in a static display (chart, bulletin board)
3. Use of capitals - short titles or headlines should be no more than 6 words
4. Lettering colors easy to see and read. Use of contrast is good for emphasis
5. Lettering size - good visibility even for students at the back of the classroom
6. Spacing between letters equal and even spacing
7. Spacing between lines - not too close as to blur at a distance
8. Number of lines - No more than 8 lines of text in each transparency/slide
9. Appeal unusual/catchy, two-dimensional, interactive (use of overlays or movable flaps)
10. Use of directionals devices (arrows, bold letters, bullets, contrasting color and size, special placement of
an item

ACTIVITY

For the students understanding and standpoint they will carry out activities that will highlight their creative
expression, discussion-based activity, problem-solving and critical thinking, and collaborative activity
throughout the topics to be discussed.

- Essay writing
- Individual Recitation
- Group discussions
- Brainstorming sessions

SUMMARY/ CONCLUSION

Lesson 4.1 Implementing the Designed Curriculum as a Change Process

Curriculum implementation is the phase in which teachers bring a written curriculum into action, using
syllabi, lesson plans, and other guides to help students learn the intended knowledge, skills, and attitudes. It
is a crucial step in curriculum development, as half of its success depends on effective implementation by
teachers. This process includes adopting new teaching strategies, using resources, and engaging students to
ensure that learning outcomes are achieved. According to Ornstein and Hunkins (1998), curriculum
implementation involves changes in knowledge, attitudes, and behaviors of teachers and requires achievable
goals. Loucks and Lieberman (1983) also describe it as trying out new practices to bring positive change in
education. This change can happen on multiple levels—from classrooms to entire educational systems.

Using Kurt Lewin’s Force Field Theory, curriculum implementation and change are influenced by two
opposing forces: driving forces and restraining forces. Driving forces, such as government intervention,
societal values, technological changes, knowledge growth, and administrative support, push for change.
Restraining forces, like fear of the unknown, resistance to change, traditional values, limited resources, and
outdated equipment, work against change. When these forces are balanced, there is equilibrium, and no
change occurs. For effective curriculum implementation, it is better to reduce restraining forces rather than
only increasing driving forces. Curriculum change can take different forms: Substitution, alteration,
restructuring, perturbations and value orientation. For successful curriculum implementation, the process
should be developmental, participatory, and supportive. Developmental change means teachers refine their
skills and adapt to meet learners' needs over time. Participatory change requires the involvement of
stakeholders—teachers, parents, school leaders—to build a sense of ownership and accountability.
Supportive change ensures that teachers have the necessary resources, like materials and training, and
enough time to adapt.

Lesson 4.2 Implementing a Curriculum Daily in the Classrooms

The creation of an effective lesson plan is crucial for a successful teaching and learning experience. A
well-structured lesson plan includes key components: Intended Learning Outcomes (ILO), Subject Matter
(SM), Teaching Procedures, Assessment of Learning Outcomes (ALO). These components guide both the
teacher and the students through the lesson. The ILO defines the learning objectives, emphasizing the
importance of higher-order thinking skills (HOTS) as described in the revised Bloom’s Taxonomy. This
version encourages active engagement through verbs like “create,” “analyze,” and “evaluate,” which foster
deeper cognitive processes compared to the original taxonomy’s focus on nouns. Additionally, the
knowledge levels—factual, conceptual, procedural, and metacognitive—are essential in guiding the depth of
student understanding.

The Subject Matter (SM) is the content that will be taught, which needs to be connected to the ILOs. The
teaching strategy, or Procedure, is the heart of how the lesson is delivered. Teachers must choose methods
that align with student learning styles—visual, auditory, or kinesthetic. Using varied instructional materials,
guided by Dale’s Cone of Learning, can enhance student retention. More active forms of learning, such as
hands-on activities, discussions, and demonstrations, are more effective than passive forms like reading or
listening alone.

In terms of Assessment, it is vital to evaluate if the intended outcomes have been achieved through
appropriate tests and other evaluation methods. The teacher needs to measure student performance and
understanding of the concepts taught. Assignments also helps reinforce learning outside the classroom. So
by carefully considering all aspects of the lesson plan, from objectives to assessments, teachers can create an
engaging and effective learning experience that accommodates different learners’ needs and enhances their
learning outcomes.

Lesson 4.3 The Role of Technology in Delivering the Curriculum

Instructional media, also known as media technology or learning technology, plays a vital role in
enhancing teaching and learning experiences. Teachers must carefully select the right media based on
practical factors, the learners’ needs, the activity goals, and how well the media aligns with the learning
objectives. Instructional media is categorized into non-projected media (such as real objects, models, printed
materials, and visual aids) and projected media (such as slides, films, videos, and computer presentations).
When choosing the appropriate technology, several considerations must be made: availability, cost, the
media’s ability to engage students, and its relevance to the learning outcomes. The selected technology
should support the shift from teacher-centered to student-centered learning, which is a growing trend in
education. Moreover, technology allows for broader educational delivery through non-traditional methods
like online learning and open universities.
 Incorporating technology into education can improve teaching quality and help students master lessons
more effectively. It also facilitates a more holistic approach to learning by focusing on cognitive, affective,
and psychomotor development. To make technology integration effective, teachers must apply the TPACK
(Technological Pedagogical Content Knowledge) framework, which emphasizes the interconnectedness of
technology, pedagogy, and content knowledge in the teaching process.

Finally, the use of visual aids is critical in improving learning. Research suggests that most learning
occurs through visual means, and when designing visual materials (e.g., slides, charts, and posters), key
design principles should be followed, such as ensuring clarity, appropriate contrast, easy readability, and
visual appeal. By effectively combining the right technology and designed principles teachers can create a
more engaging and effective learning environment.

REFERENCES:

Book---Lorimar
https://www.slideshare.net/slideshow/chapter-3-implementing-the-curriculumpdf/253991857
https://www.scribd.com/document/637708667/What-is-curriculum-implementation-and-its-importance