P R O F E D 9
GROUP 3
THE TEACHER AS A
CURRICULUM IMPLEMENTOR
AND A MANAGER
ABAD, FRANCES CHARMIE H. BALASSU, SHAIRA MAE G. CATUTUYA, KRIZELLE NYVA A. GATILA, LOVELYN JOY A.
FAJARDO, JAMAICA G. MATIAS, SHERLYN T. PAGALA, CECILLE P. WA-IS, CRISELDA G.
M A ’ A M : D E M E T R I A A . C O R P U Z
LESSON 1:
IMPLEMENTING THE DESIGNED
CURRICULUM AS A CHANGE PROCESS
CURRICULUM IMPLEMENTATION
the phase where teacher action takes place.
is one of the most crucial processes in curriculum
development.
putting into practice the written curriculum that has been
designed in syllabi, course of study, curricular guides and
subjects.
a process wherein the learners acquire the planned or
intended knowledge, skills and attitude to function
effectively in society.
ORNSTEIN & HUNKINS (1998)
according to them “curriculum implementation” is the interaction
between the curriculum that has been written and planned and the
person (teacher) who are in charge to deliver it. to them, the
curriculum implementation implies the following:
shift from what is the current to a new or enhanced curriculum.
change in knowledge, actions, attitudes of the persons involved.
change in behavior using new strategies and resources.
change which require efforts hence goals should be achievable.
LOUCKS & LIEBERMAN (1983)
defined as the trying out of a new practice and what it look like
when actually used in school system. Simply means that
implementation should bring the desired change and improvement.
CURRICULUM IMPLEMENTATION
means “teaching” what has been written in the lesson plan and
putting the curriculum into operation with the different
implementing agents that take place in a class, school, a
district, a division or the whole educational system.
IMPLEMENTING
means using the plan as a guide to engage with the learners in
the teaching-learning process and involves the different
startegies of teaching with the support of instructional
materials to go with the strategy.
KURT LEWIN (1951)
father of social psychology and explains the
process of change in his force field theory.
two forces in education landscape
DRIVING FORCE RESTRAINING FORCE there is a status quo,
hence there will be
equilibirium equilibirium no change
/balanced /balanced
DRIVING FORCE overpower RESTRAINING FORCE change will occur
DRIVING FORCE RESTRAINING FORCE change is prevented
overpower
KURT LEWIN FIELD FORCE THEORY
DRIVING FORCE E
RESTRAINING FORCE
Q
government intervention U fear of the unknown
I
society’s values L negative attitude to change
I
technological changes tradition values
B
knowledge explosion R
limited resources
I
administritive support U obselete equipment
M
according to lewin, change will be better if the restraining forces
shall be decreased,rather than increasing the driving force.
categories of curriculum
mcniel,1990 change
substitution alteration
will be replaced or
there is a minor change to
substituted by a new one and
the current or existing
sometimes call this as
curriculum
complete overhaul.
categories of curriculum
mcniel,1990 change
restructuring perturbations
building a new structure would these are changes that are
mean major change or modification disruptive, but teachers have to
in the school system, degree adjust to them within a fairly
program or educational system. short time.
in-school off school unplanned extra-
blended curriculum curricular activities
categories of
curriculum change
mcniel,1990
value orientation
a type of curriculum of change that respond to
shift in emphasis that the teacher provides are
not within mission or vision of the school or
vice versa.
developmental
it develop multiple perspectives,
increase integration and make
learning autonomous, create a
three elements
climate of openness and trust and
appreciate an affirm strengths of
of process of the teacher.
change step 1: ORIENTATION AND PREPARATION
initial use is very
mechanical or routinary.
there will be continuous
reflection, feedback and
refinement.
participatory supportive
curriculum implementation is
for curriculum implementation
required to change.
to succeed, it should be
participatory, especially
because other stakeholders material support like supplies,
like peers, school leaders, equipment, conductive learning
parents and curriculum environment like classrooms and
specialists are necessary. laboratory should be made
available.
involvement and participation time is an important commodity for
encourages sense of ownership a successful change process and
and accountability. also needed to determine when the
implementation starts and when it
participation builds a learning will conclude, since curriculum
community implementation is time bound.
LESSON 2:
IMPLEMENTING A CURRICULUM DAILY
IN THE CLASSROOMS
Starting the class right: Laying down the Curriculum Plan
1. objectives or intended learning outcomes (ilo)
2. subject matter (sm)
3. procedure or strategies of teaching
4. assesment of learning outcomes (alo)
5. assignment or agreement
1 . objectives or intended
learning outcomes (ilo)
these are the desired learning that will be the focus of the lesson
should be written in smart way
based on taxonomy of objectives :
cognitive, affective and psychomotor
revised bloom’s taxonomy
by lorin anderson & david krathwohl
blooms taxonomy (1956) revised bloom’s (2001)
evaluation creating
synthesis evaluating
analysis analyzing
application applying
comprehension understanding
knowledge remembering
levels of knowledge
factual conceptual
knowledge knowledge
ideas, specific data words or ideas known by
or information common name, common
features, multiple
specific examples which
may either be concrete or
abstract.
levels of knowledge
procedural metacognitive
knowledge knowledge
how things work , knowledge of cognition in
step-by-step actions, general, awareness of
methods of inquiry knowledge of one’s
cognition, thinking about
thinking.
2. 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,
this is followed by the references.
3. procedure or methods and startegies
the crux of curriculum implementation and how will
the teacher put life to the intended outcomes and
the subject matter to be used
approaches and methods
corpuz & salandanan,2013
1. Direct demonstration methods
2. Cooperative learning approaches
3. Deductive or inductive approaches
4. other approches: blended learning, reflective teaching,
integrated learning, outcome-based approach
Students have different learning styles
three learning style
common characteristics tips for teachers and learners
visual uses graphs, turn notes into pictures,
charts, pictures. tends diagrams, maps. learn the big
to remember things that picture first than details.
make mind maps and concept
are written in form.
maps.
common characteristics tips for teachers and learners
auditoryrecalls record lectures and listen
information through
ton these. repeat materials
hearing and speaking.
out loud”parrots”. read
orefers to be told how t
aloud.
do things orally. learns
aloud.
kinesthetic
learns something while doing
prefers hands -on
other thing(eat while studying).
approach. demonstrate
work while standing. like
how to do, rather than
fieldwork. does many things at
explain. likes group work
one time.
with hands on-minds on.
Teaching and Learning must be supported by
instructional materials (IMs)
dale cone of learning
visual- concrete (flat, 3-dimension
al, realias, models, etc.) or
abstract ( verbsl symbols, words)
audio- recordings of sounds,
natural or artificial
audio-visual- combination of what
can be seen and heard
kinesthetic- manipulative materials
like modeling clay, rings, dumb bells,
equipment, others
experiential- utilize all models
Finding out what has been achieved:
Assessing achieved outcomes.
at the end of the activity, the teacher will find out if the
intended learning outcome (ilo) has been converted into
achieved learning outcomes (alo)
kpup- what knowledge, process
understanding and performance
found at the end of the lesson
LESSON 3:
THE ROLE OF TECHNOLOGY IN
DELIVERING THE CURRICULUM
Instructional Media
referred to as media technology or learning
technology in which 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
sees fit with the integrated instructional setting.
TYPES OF INSTRUCTIONAL
MEDIA TECHNOLOGY
non-projected media projected media
real objects overheard
models transparencies
fieldtrips opaque projection
kits slides
printed materials, filmstrips
worksheet films
visuals(drawing, video, vcd, dvd
photocards, computer/multime
graphs, chars, dia presentations
poster)
audio materials
factors for technology selection
practicality activity/suitability
is the equipment (hardware)
will the chosen media fit the set
or already prepared lesson
instructional event , resulting in
material(software)
either information,motivation,or
available?
psychomotor display?
appropriateness in
relation to the objective
learners
matching overall, does the
is the medium suitable to medium help in achieving the
the learners’ ability to learning objectives?
comprehend?
THE ROLE OF TECHNOLOGY IN
CURRICULUM DELIVERY
a fast developing such that it is difficult to
foresee the technological revolution in the
millennium, inclusive of educational
changes.
technological changes in education and make
its impact on the delivery of more effective,
efficient, and humanizing teaching and
learning.
three current broadening
trends realization
paradigm shift education is not simply a
from teacher-centered to delivery of facts and
students-centered approach information but an educative
learning process of cultivating the
cognitive, affective,
explosive trend psychomotor and much more
the contemplative
increase in the use of new intelligence of the learners
technology and communication, of a new age.
technology or ict.
PRIMARY ROLES OF
EDUCATIONAL TECHNOLOGY
in delivering the school curriculum’s instructional program
upgrading the quality of teaching-and-learning in schools.
increasing the capacity of the teacher to effectively inculcate
learning, and for students to gain mastery of lesson and courses
broadening the delivery of education outside schools through non-
traditional approaches to formal and informal learning, such as
open universities and lifelong learning to adult learners
revolutionizing the use of technology to boost educational
paradigm shifts that give importance to student-centered and
holistic learning.
technology driven
teaching and
technological knowledge
learning
also called as tpack what technology will i use in
how to teach the content
tpack pedagogical knowledge
a direct
interconnectedness how shall i teach the content?
of the three
components,thus in
teaching-learning content knowledge
process, a teacher
should always ask what shall i teach?
and find the correct
answer.
CRITERIA FOR THE USE OF
VISUAL AIDS
Smell Touch
4% 2% 1%
taste
visual elements
Hearing 1. lettering style or font-consistency and harmony
10%
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 quality 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
Sight transparency/slide
83% 9. appeal-unusual/catchy,two-dimensional,interactive (use of
overlays or movable tabs)
10. use of directionals-devices (arrows, bold letters, bullets,
contrasting color and size, special placement of an item.
LESSON 4:
STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION
Curriculum Stakeholders
1. learners are the core of the curriculum
learners have more dynamic participation in
planning ,designing, implementing and evaluating.
whether learners are in elementary or college
level, they can make a break curriculum
implementation by their active or non-involvement.
Student 1: i never realize that as a student, I have a
participation in the curriculum development.
student learning is the basis of success or failure
in the curriculum
Student 2: In high school our teachers would always
look into what we are learning.
varied curricular and co-curricular activities
Student 3: When we are in the elementary level our
lesson were very simple.
Now our lesson in college has become complicated . I
learned that actually, our curriculum is spiral.
2. Teachers are curricularists.
teachers are stakeholders who plan, design,
teach, implement and evaluate the curriculum.
ROLES THAT THE TEACHERS DO IN THE
CURRICULUM IMPLEMENTATION:
1. Guiding, facilitating and directing the activities of the
learners.
2. choosing the activities and the methods to be utilized.
3. choosing the materials that are necessary for the activity.
4. evaluating the whole implementation process and
5. making a decision whether to continue, modify or terminate
the curriculum.
How teachers viewed as curriculum implementer:
Student 1: I believe my teacher knows
very well the curriculum
knows what to teach and how to teach it
well.
teacher: as a classroom teacher, it is my
responsibility to make my students learm.
3. School leaders are curriculum managers.
principals and school heads, too, have important roles
in curriculum implementation process in schools. they
should understand fully the need for change in the
implementation process.
Principal:
it is my part of my function to lead my school in any
curriculum innovation.
Head Teacher:
as a proactive school head, i always see to it that we
keep pace with the changes in the school curriculum.
4. Parents
significant school partners and plays an important
role in curriculum implementation.
The school needed to listen to the parents concerns
one way of engaging parents cooperation is through
“ brigada eskwela”
parents can be involved in various co-curricular
activities.
key in curricular success
not directly be involved in curricular implementation but they
are a formidable partners for the succes of any curriculum
development endeavors.
5. community as curriculum resources
and learning environment.
“ it takes a whole village to educate the child”
by hillary clinton (former us first lady)
education involves the entire community, not just schools.
the community acts an extended learning environment
because they provide valuable resources and support for
education.
the school reflects the community support, and the
community reflects the influence of the school.
GOVERNMENT AGENCIES
DEPED, TESDA, CHED - trifocalized agencies that have regulatory
and mandatory authorities over the implementation o fthe
curricula
professional regulation commission (prc) and civil service
commission (csc) - agencies that certifies and issues teacher
licenses to qualify to teach and affirms and confirms the
appointment of teachers in the public schools.
local government unit (lgu)- they are the big supporters in the
implementation of a school curriculum by providing construct
of school buildings, provide equipment and school supplies and
books.
NON-GOVERNMENT AGENCIES
Gawad kalinga (gk) -to build communities means to include
education. full support in early childhood education.
synergia- an organization/foundation that support basic education
to elevate education through reading, science, mathematics and
english.
metro bank foundation- supports continuing teacher
development programs.
Philippine Association for Teachers and Educators ( PAFTE)
State Universities and Colleges Teachers Education Association ( SUCTEA)
National Organization of Science Teachers and Educators (NOSTE)
Mathematics Teachers Association of the Philippines (MTAP)
A school curriculum, whether big or small is
influenced by many stakeholders. Each one has a
contribution and influence in what should we
replace, modify and substitute the current
curriculum. Each one has a significant mark in
specific development and change process of
curriculum development.
THANK YOU !
