Implementing
Curriculum
Presented by: Aaron Nephi Bautista
At the end of the lesson, the students should be able to:
Differentiate the categories of curriculum change;
empathize with the challenges faced by educators in
implementing curriculum changes, and;
demonstrate the ability to implement different teaching
approaches and methods suitable for various types of
learners.
Overview
Implementing curriculum
Curriculum Implementation
as a Change Process
Implementing a Curriculum
Daily in the Classrooms
Implementing Curriculum
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.
Ornstein and Hunkins (1998)
As between the interaction curriculum that has been written and planned
and the person who is in charge of delivering it. To them, curriculum
implementation implies the following:
Shift from what is the current to a new or enhanced curriculum.
Change in knowledge, actions, and attitudes of the person involved.
Change in behavior using new strategies and resources
Change that requires effort hence goals should be achievable.
Ornstein and Hunkins (1998)
The trying out of a new practice and what it looks like when actually used in
a school system.
In the classroom context
Teaching
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 of
instructional materials to go with the strategy.
Ornstein and Hunkins (1998)
On a larger scale
Putting operation of the curriculum into with the different
implementing agents.
Curriculum implementation takes place in a class, a school, a district, a
division, or the whole higher education system.
In higher education
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)
As 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.
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 A COMPLETE
OVERHAUL.
2. ALTERATION - THERE IS A MINOR CHANGE TO THE CURRENT OR EXISTING
CURRICULUM.
CATEGORIES OF CURRICULUM CHANGE
3. RESTRUCTURING - 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 A SHIFT IN THE EMPHASIS THAT THE
TEACHER PROVIDES WHICH IS NOT WITHIN THE MISSION OR VISION OF THE SCHOOL OR
VICE VERSA.
3 ELEMENTS OF CURRICULUM IMPLEMENTATION
DEVELOPMENTAL - SHOULD DEVELOP MULTI-PERSPECTIVE AND MAKE LEARNING
AUTONOMOUS. THERE SHOULD BE TEACHER SUPPORT IN TRYING NEW TASKS AND
REFLECTION ON THE NEW EXPERIENCES AND CHALLENGES.
PARTICIPATORY - FOR CURRICULUM IMPLEMENTATION TO SUCCEED. BECAUSE OTHER
STAKEHOLDERS LIKE PEERS, SCHOOL LEADERS, PARENTS, AND CURRICULUM SPECIALISTS
ARE NECESSARY.
SUPPORTIVE - CURRICULUM IMPLEMENTATION IS REQUIRED IN THE PROCESS OF CHANGE.
MATERIAL SUPPORT LIKE SUPPLIES, EQUIPMENT, AND CONDUCTIVE LEARNING
ENVIRONMENTS LIKE CLASSROOMS, AND LABORATORIES SHOULD MADE AVAILABLE.
3 ELEMENTS OF CURRICULUM IMPLEMENTATION
TIME IS AN IMPORTANT COMMODITY FOR A SUCCESSFUL CHANGE
PROCESS. AND SUPPORT FROM PEERS, PRINCIPALS, AND EXTERNAL
STAKEHOLDERS WILL ADD TO THE SUCCESS OF IMPLEMENTATION.
Implementing a Curriculum Daily in the
Classrooms
A teaching activity is like implementing a minuscule curriculum.
A Daily Lesson is based on a planned or written curriculum, which will
be put into action by the teacher in the classroom.
Before the lesson ends the teacher must find out if the students have
truly learned.
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 numbers, 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:
DepEd Order No. 70 s. 2012
1. Objectives
2. Subject Matter
3. Procedure
4. Assessment
5. Assignment
Starting the Class Right: Laying Down the
Curriculum Plan
Main Parts of Lesson Plans
A Teacher must have written a lesson plan. The main parts of the 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)
ILO is the desired Learning that will be the focus of the lesson.
Learning Outcomes are based on the Taxonomy of Objectives presented
to us as Cognitive, Affective, and Psychomotor.
Bloom's Taxonomy has been revisited by his students, Lorin Anderson,
and David Krathwohl.
Levels of Knowledge
1. Factual Knowledge - ideas, specific data or information
2. Conceptual Knowledge - words or ideas are known by common name, common
features, and 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.
SMART IN LESSON PLAN
Approaches and Methods Used for Teaching Different Kinds of Learners
(Corpuz & Salandanan, 2013)
1. Direct Demonstration Methods
Guided Exploratory/Discovery Approach
Problem-based Learning (PBL)
Project Method
2. Cooperative Learning Approaches
Peer Tutoring
Learning Action Cells
Think-Pair-Share
Approaches and Methods Used for Teaching Different Kinds of Learners
(Corpuz & Salandanan, 2013)
3. Deductive or Inductive Approaches
Project Method
Inquiry-based Learning
4. Other Approaches
Blended Learning
Reflective Teaching
Integrated Learning
Outcomes-Based Approach
Thank You For
Listening
