Module 4
The Teacher as a Curriculum Implementor and a Manager Module Overview:
The next step after a curriculum planning and designing is implementing it. As a teacher, this is
one of the major roles that you do in the school. Many of the curricula that you use may have
been recommended and written down. Your task is to implement such. Daily your plan should
be ready for implementation. The success of learning depends on your implementation effort.
4.1 Implementing the Designed Curriculum Lesson as a Change Process
Desired Learning Outcomes:
• Define curriculum implementation
• Analyze what is change process in curriculum implementation
• Explain the process of curriculum implementation
According to Lewin, change will be better if the restraining forces shall be decreased, rather
than increasing the driving force an 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 in 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 a complete 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. Using an integrated curriculum for the
whole school for K to 12 requires the primary and secondary levels to work as a team.
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 vice versa.
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 make learning autonomous. create a climate of openness and trust, and appreciate
and affirm strengths of the teacher.
•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.
•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.
Implementing a Curriculum Daily in the Classrooms lesson 4.2
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 leacher 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
number, interventiens 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
Procedure
IV. Assessment
V. Assignment
Starting the Class Right: Laying Down the Curriculum Plan
Before the class begins everyday, a teacher must have written a lesson plan. The main parts of a
lesson plan are (1) Objectives tten or Intended learning outcomes (ILO), (2) Subject Matter
(SM), ves (3) Procedure or Strategies of Teaching, (4) Assessment of learning MD. 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 of Objectives presented ted to us as cognitive,
affective and psychomotor.
- Bloom's's Taxonomy has been revisited by his own student, Lorin rin Anderson, and David
Krathwohl. Let us study both in the the comparison belowo
(Bloom's Taxonomy 1956)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
(Revised Bloom's by Anderson 2001)
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Revised Bloom's taxonomy
(Categories)
Remembering. Recall or retrieve previous learned information
Understanding. Comprehend meaning, translation, state problem in own words, making
meaning
Applying. Use concept in new situation, applies what has been learned in new situation
Analyzing. Separate materials or concepts into component parts so that the organization is
clear. Distinguishes between facts and inferences
Evaluating. Make judgments about the value of ideas or materials.
Creating. Build a structure or pattern from various elements. Put parts together to create a
whole, to make new meaning and structure
(Example Key Words)
Defines, describes, identifies, labels, lists, outlines, selects, states
Comprehends, explains. distinguishes, estimates, gives examples, interprets, predicts, rewrites,
summarizes
Applies, changes, computes, operates, constructs, modifies, uses, manipulates, prepares,
shows, solves
Breaks down, compares, contrasts, diagrams, differentiates, discriminates, identifies, infers,
outlines, relates, selects, separates
Appraises, compares, criticizes, defends, describes, discriminates, evaluates, interprets,
justifies, summarizes
Composes,compiles, designs, generates, modifies, organizes, rearranges, reorganizes, revises,
rewrites, summarizes, creates
Levels of Knowledge
1. Factual Knowledge
- Defined as specific data or information.
2. Conceptual Knowledge
- Involves understanding ideas through common names, features, and examples, both concrete
and abstract. Concepts are interrelated facts that work together.
3. Procedural Knowledge
- Refers to understanding how things work and involves step-by-step methods of inquiry.
4. Metacognitive Knowledge
- Knowledge about one's own cognition; essentially, thinking about one's thinking.
Intended Learning Outcomes (ILOs)
SMART Criteria:
Specific: Clearly defined goals.
Measurable: Outcomes that can be assessed.
Attainable: Realistic objectives.
Result-Oriented: Focused on desired outcomes.
Time-Bound: Set within a specific timeframe.
Components of Learning
1. Subject Matter (SM)
- Comprises the body of knowledge (facts, concepts, procedures, metacognition) to be learned,
serving as the "WHAT" in teaching.
2. Procedures, Methods, and Strategies
- Critical for curriculum implementation; this defines how teachers will bring the intended
outcomes and subject matter to life.
Teaching Approaches:
1. Direct Demonstration Methods:
- Guided Discovery
- Inquiry Method
- Problem-Based Learning (PBL)
- Project Method
2. Cooperative Learning:
- Peer Tutoring
- Learning Action Cells
- Think-Pair-Share
3. Deductive and Inductive Approaches:
- Project Method
- Inquiry-Based Learning
4. Additional Innovative Approaches:
- Blended Learning
- Reflective Teaching
- Integrated Learning
- Outcomes-Based Approach
Teachers should align strategies with students' learning preferences to enhance engagement
and understanding.
Learning Styles:
1. Visual Learners:
- Prefer graphs, charts, and pictures.
- Remember written information better.
2. Auditory Learners:
- Learn through listening and speaking.
- Benefit from oral instructions and discussions.
3. Kinesthetic Learners:
- Favor hands-on experiences.
- Thrive in group work and practical demonstrations.
Tips for Teachers:
For Visual Learners:
- Use pictures, diagrams, and mind maps.
- Emphasize the big picture before details.
For Auditory Learners:
- Record lectures for playback.
- Encourage reading aloud and discussing material.
For Kinesthetic Learners:
- Incorporate movement in learning (e.g., standing while studying).
- Engage in fieldwork and hands-on activities.
Learning Retention Rates:
1. Direct Experience:
- Learning by doing retains about 90% (e.g., field trips, community immersion).
2. Active Participation:
-Engaging in discussions and activities retains around 70% (e.g., small group discussions, role
play).
3. Passive Participation:
- Watching movies or demonstrations retains about 50%.
4. Visual Learning:
- Looking at pictures or illustrations leads to 30% retention.
5. Auditory Learning:
- Listening to lectures results in 20% retention.
6. Reading:
- Reading materials ensures about 10% retention.
Types of Instructional Materials:
Visual: Concrete (models, real objects) and abstract (words, symbols).
Audio: Sound recordings (natural or artificial).
Audio-Visual: Combines both sight and sound.
Kinesthetic: Hands-on materials like clay and equipment.
Experiential: Engages multiple senses and modalities.
This lesson plan will show the basic component of any plan. This
ai be applied to any subject that follows a generic format.
Lesson Plan in Science
1. Objectives/Intended Learning Outcomes
1. Tell that force is applied to move objects
2. Describe that pushing or pulling with a force moves objects
3. State that if force moves the object away fron the person it is a push
4. State that if the force moves the object towards the person, it is a pull
Il. Subject Matter
A. Topic: Pushing or Pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves objècts away.
3. A pull is a force that moves the object r near.
D. Science Processes: Observing, Inferring, Making Operational Definition
E. Materials: Real objects like chairs, tables, books,stones.
big boxes and pictures
III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/Past Lesson
B. Lesson Proper
1. Motivation
11 Bring children to observe outside the classroom to identify things or objects that are moving.
1.2 Ask the children to report their observation in the class.
2. Pre-laboratory Activities
2.1 Let the learners recall the standards during a
laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheet to each group.
3. Laboratory Activity
3.1 Using the activity as a guide, each group work
cooperatively.
3.2 Activity 1: Force: Can it Push or Pull?
3.3 Each group records observation for exhibit and reporting.
4. Post-Laboratory Activity
4.1 After the report, display the work in front of e
classroom.
42 Analyze each group result with the whole class.
A3 Make agreements on the results that lead to
conceptualization,
5. Conceptualization
5.1 Throw the following questions to the class to elicit their fomed concepts.
a.What is needed to move the object from one
place to another? (Force is needed to move the
object.)
b. How will you move with a force if you want
the object to go far from you? (Push the object
away.)
c. How will you move with a force, if you want the
object to move near you? (Pull the object near.)
6. Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it
IV. Assessment of Learning Outcomes
V. Assignment
•Finding out what has been achieved: Assessing achieved outcomes
ILO Intended outcomes
ALO Achieved Learning Outcomes
Tests and other tools are utilized at the end of the lesson to identify this:
KPUP
K- knowledge
P- process
U- understanding
P- performance
Levels of Knowledge
1. Factual Knowledge
- Defined as specific data or information.
2. Conceptual Knowledge
- Involves understanding ideas through common names, features, and examples, both concrete
and abstract. Concepts are interrelated facts that work together.
3. Procedural Knowledge
- Refers to understanding how things work and involves step-by-step methods of inquiry.
4. Metacognitive Knowledge
- Knowledge about one's own cognition; essentially, thinking about one's thinking.
Intended Learning Outcomes (ILOs)
SMART Criteria:
Specific: Clearly defined goals.
Measurable: Outcomes that can be assessed.
Attainable: Realistic objectives.
Result-Oriented: Focused on desired outcomes.
Time-Bound: Set within a specific timeframe.
Components of Learning
1. Subject Matter (SM)
- Comprises the body of knowledge (facts, concepts, procedures, metacognition) to be learned,
serving as the "WHAT" in teaching.
2. Procedures, Methods, and Strategies
- Critical for curriculum implementation; this defines how teachers will bring the intended
outcomes and subject matter to life.
Teaching Approaches:
1. Direct Demonstration Methods:
- Guided Discovery
- Inquiry Method
- Problem-Based Learning (PBL)
- Project Method
2. Cooperative Learning:
- Peer Tutoring
- Learning Action Cells
- Think-Pair-Share
3. Deductive and Inductive Approaches:
- Project Method
- Inquiry-Based Learning
4. Additional Innovative Approaches:
- Blended Learning
- Reflective Teaching
- Integrated Learning
- Outcomes-Based Approach
Teachers should align strategies with students' learning preferences to enhance engagement
and understanding.
Learning Styles:
1. Visual Learners:
- Prefer graphs, charts, and pictures.
- Remember written information better.
2. Auditory Learners:
- Learn through listening and speaking.
- Benefit from oral instructions and discussions.
3. Kinesthetic Learners:
- Favor hands-on experiences.
- Thrive in group work and practical demonstrations.
Tips for Teachers:
For Visual Learners:
- Use pictures, diagrams, and mind maps.
- Emphasize the big picture before details.
For Auditory Learners:
- Record lectures for playback.
- Encourage reading aloud and discussing material.
For Kinesthetic Learners:
- Incorporate movement in learning (e.g., standing while studying).
- Engage in fieldwork and hands-on activities.
Learning Retention Rates:
1. Direct Experience:
- Learning by doing retains about 90% (e.g., field trips, community immersion).
2. Active Participation:
-Engaging in discussions and activities retains around 70% (e.g., small group discussions, role
play).
3. Passive Participation:
- Watching movies or demonstrations retains about 50%.
4. Visual Learning:
- Looking at pictures or illustrations leads to 30% retention.
5. Auditory Learning:
- Listening to lectures results in 20% retention.
6. Reading:
- Reading materials ensures about 10% retention.
Types of Instructional Materials:
Visual: Concrete (models, real objects) and abstract (words, symbols).
Audio: Sound recordings (natural or artificial).
Audio-Visual: Combines both sight and sound.
Kinesthetic: Hands-on materials like clay and equipments
Experiential: Engages multiple senses and modalities.
The Role of technology in Delivering the Curriculum
The role of technology in the curriculum springs from the very vision of the e-Philippine plan (e
stands for electronic). Thus it electronic 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.
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
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.
