THE TEACHER AS A CURRICULUM
IMPLEMENTOR AND MANAGER
DESIRED LEARNING OUTCOMES
Define curriculum implementation
Analyze what is change process in
curriculum implementation
Explain the process of curriculum
implementation
Curriculum Implementation
Putting into practice the written curriculum
that has been designed in syllabi, course of
study, curricular guides, and subjects.
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)
The interaction between the curriculum that has
been written and planned and the persons who
are in charge to deliver it. (Orstein and
Hunkins, 1998)
Trying out of a new practice and what it looks
like when actually used in a school system.
(Loucks and Lieberman, 1983)
“Teaching” what has been written in the lesson
plan.
Implementing…
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
Therefore… Curriculum Implementation
Means putting the curriculum into operation
with the different implementing agents.
It takes place in a class, a school, a district, a
divion, or the whole educational system.
It 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.
Implementers are responsible to:
Implement a strong curriculum, covering
standards or fairly implementing effective
practices in the classroom
Introduce the curriculum in the classroom as
well as outside the classroom
Provide the types of materials, learning
activities/opportunities, skills to the students
Ensure that the curriculum adequately prepares
the students to advance to the next level
Add a few personalized components from a selection of
activities
Provide the students the opportunities to redirect their
beliefs and reflect upon their classroom practices
Understand the philosophy behind the program and how
it may impact students, parents, administrators, and
stakeholders
Use adequate resources to implement a new curriculum
Prepare and deliver any requirement of the
new curriculum
Upgrade their abilities and competence to
teach the curriculum by attending seminars
and workshops.
What is Curriculum Change?
A process of development or modifications in the
curriculum to improve or adapt it to new circumstances or
priorities.
It can be done through minor adjustments that do not
affect the curriculum structure
Modernization to ensure that the curriculum remains
current and relevant
Reflects new development in society and adequately
prepares learners for life
Innovation that brings new approaches and solutions
KURT LEWIN’S FIELD ANALYSIS MODEL
Designed to weigh the driving and restraining forces
that affect change
Driving Forces – are those that are seeking change or
simply the positive forces for change
Restraining Forces – are those seeking to maintain the
status quo or the obstacles to change.
The model helps to identify those factors that must be
addressed and monitored in order for change to be
successful.
Steps suggested by the model…
Define the problem
Define the objective of change
Identify the driving forces
Identify the restraining forces
Develop the comprehensive change
strategy
Categories of Curriculum Change
1. Substitution – completely changing the old curriculum into
new one
2. Alteration – slight change of the curriculum but not a
replacement of the whole curriculum
3. Restructuring – requires a rearrangement of the curriculum
structure or content that may give way to certain change or
innovation
4. Perturbations – disruptive changes in the curriculum in
which teachers need to adjust
5. Value orientation – shift in emphasis that the teacher provides
which are not within the mission/vision of the school.
Elements of Curriculum Change
Developmental
Participatory
Supportive
Developmental
It should develop multiple perspectives
Increase integration and make learning
autonomous
Create a climate of openness and trust
Appreciate and affirm strengths of the teacher
Teacher support should be present in trying new
tasks
Reflection on the new experiences and challenges
Stages in developmental change process
Orientation and preparation
Refinement
Reflection
Participatory
It encourages sense of ownership and
accountability
It builds a learning community which
is very necessary in curriculum
implementation
It is a positive starting point.
Supportive
It is required in the process of change
Material support like supplies,
equipment and conducive learning
environment
Human support is very much needed
Remember…
TIME is an important commodity
Period of three to five years to institutionalize a
curriculum is suggested
It is needed by the teachers to plan, adapt, train,
practice, provide the necessary requirements and
get support
It is also needed to determine when the
implementation starts and when it will conclude,
since curriculum implementation is time bound
