Chapter 6 Curriculum Implementation

Chapter 6
Curriculum
Implementation
Credits to: MaKenJi Escalante
Intended Learning Outcomes (ILOs)
• Define the curriculum implementation.
• Familiarize oneself with the major
problems involved in curriculum
implementation.
• Analyze factors that influence
curriculum implementation.
• Examine some common models that
support the process of curriculum
implementation.
Curriculum?!?
___________ is the starting

point in any curriculum.
becomes the
criteria for determining the
aims, selection, organization,
and implementation of the
curriculum in the classroom.
helps answer general
questions:
• What are schools for?
• What subjects are of value?
• How should students learn the content?
also helps us to answer
precise tasks:
• What textbooks to use?
• How to use them?
• What homework to assign and how much
of it?
• How to test and use the results?
CURRICULUM
• Plays an important role in an
educational system. It is somehow a
blueprint which leads the teacher and
the learner to reach the desired
objectives. As a result, authorities
have to design it in such a way that it
could lead the teacher and the learner
meet the desired learning outcomes.
However, the ultimate goal is not
to design the best and ideal
curriculum, but to put it into
operation successfully.
Implementing the curriculum is
the most crucial and sometimes
the most difficult phase of the
curriculum development process.
CURRICULUM IMPLEMENTATION
Implementation is an interaction
between those who have created the
programme and those who are charged
to deliver it.
All persons engaged in classroom teaching, in
any level of instruction, -- teachers, principals,
district supervisors, superintendents, etc.,
including guidance counselors, school
librarians, industrial arts or vocational
instructors, and all other persons performing
supervisory and/or administrative functions
in all schools, colleges, and universities; but
shall not include school nurses, school
physicians, school dentists, and other school
employees.
According to Ornstein and Hunkins, 1998;
• Implementation requires educators
to shift from the current programme
which they are familiar with to the
new or modified programme.
Ang pagpapatupad ay
nangangailangan ng mga tagapagturo
na lumipat mula sa kasalukuyang
programa na pamilyar na sa kanila sa
bagong o binagong programa.
• Implementation involves changes
in the knowledge, actions, and
attitudes of people.
Ang pagpapatupad ay
nagsasangkot ng mga pagbabago
sa kaalaman, aksyon, at saloobin
ng mga tao.
• Implementation can be seen as a
process of professional development
and growth involving on-going
interactions, feedback, and assistance.
Ang pagpapatupad ay makikita bilang
isang proseso ng propesyonal na pag-
unlad at pag-unlad na kinasasangkutan
ng mga patuloy na pakikipag-ugnayan,
feedback, at tulong.
• Implementation is a process of clarification
whereby individuals and groups come to
understand and practice a change in
attitudes and behaviours; often involving
using new resources.
Ang pagpapatupad ay isang proseso ng
paglilinaw kung saan ang mga indibidwal at
grupo ay nakakaunawa at nagsasagawa ng
pagbabago sa mga saloobin at pag-uugali;
madalas na kinasasangkutan ng paggamit ng
mga bagong mapagkukunan.
• Implementation involves change which requires
effort and will produce a certain amount of
anxiety, and to minimize these, it is useful to
organise implementation into manageable
events and to set achievable goals.
Ang pagpapatupad ay nagsasangkot ng
pagbabago na nangangailangan ng pagsisikap at
makakapagdulot ng isang tiyak na halaga ng
pagkabalisa at upang mabawasan ang mga ito,
kapaki-pakinabang na maisaayos ang
pagpapatupad sa mga napapanahong kaganapan
at magtakda ng mga maabot na layunin.
• Implementation requires a supportive
atmosphere in which there is trust and
open communication between
administrators, teachers, educators, and
where risk-taking is encouraged.
Ang pagpapatupad ay nangangailangan ng
isang mapagbigay na kapaligiran kung saan
may tiwala at bukas na komunikasyon sa
pagitan ng mga tagapangasiwa, guro,
tagapagturo, at kung saan hinihikayat ang
pagkuha ng panganib.
X-plementing Curriculum
Although large sum$ of
money are spent on
implementing new
curriculum, several of
those efforts have failed.
Sarason 1990
• The main reason for the failure is the
lack of understanding of the culture
of the school by both experts outside
the school system and educators in
the system.
Successful Implementation of
Curriculum
• Requires understanding the power
relationship, the traditions, the roles and
responsibilities of individuals in the school
system.
Nangangailangan ng pag-unawa sa
relasyon ng kapangyarihan, sa mga
tradisyon, sa mga tungkulin at
responsibilidad ng mga indibidwal sa
sistema ng paaralan.
Curriculum
• Implementers should be well-
versed with the contents of the
curriculum. They must be clear of
the purpose, the nature, and the
real and potential benefits of the
innovations.
Curriculum
• Requires winning people over and it
takes time.
• Teachers need to feel appreciated
and their efforts recognized.
(Some may argue that they should be given
financial rewards, but there is evidence to suggest
that external motivation contributes minimally to
the venture).
Curriculum
Individuals contribute their best
talents when they are internally
motivated and derive a good
feeling from being involved.
Fullan and Pomfret, 1977
“Effective implementation of
innovation requires time, personal
interaction and contacts, in-service
training and other forms of people-
based supports.”
CONCLUSION
Curriculum implementation is much more
than handing out new materials for courses
of study.
It requires an understanding of the
program’s purpose, the roles people will
play, and those who are affected.
The process must be planned, but not
rigidly.
It requires continued fine-tuning.
It requires a community of trust.
Transparency
KEY PLAYERS:
Administrators, teachers, students, school
board, community members, government.
etc.
Chalamat Po! (^_0)>

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Chapter 6

___________ is the starting

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