Implementing the

Curriculum
 Lesson 1 : Implementing the
Designed Curriculum as a Change
Process

Desired Learning Outcomes

Define curriculum implementation
Analyze what is change process in curriculum
implementation
Explain the process of curriculum
implementation
Curriculum Implementation Defined
Curriculum implementing is the phase where
teacher action takes place. It is one of the
crucial process in curriculum development
although many education planners would
say: “ A good plan is work half done”. If
this is so, then the other half of the success
of curriculum development rests in the
hands of implementer who is the teacher.
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)
- defined curriculum implementation as
the intersection between the curriculum that has
been written and planned and the persons
(teachers) who are in-charge to deliver it. To
them, it implies the following :
Shift from what is 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 requires efforts hence goals should be
achievable
Loucks and Lieberman (1983)
- defined curriculum implementation as
a trying out of a new practice and what it looks
like when actually used in a school system. It
simply means that implementation should bring
the desired changed and improvement.

Curriculum implementation means “teaching”

what has been written in the lesson plan.
Implementing means using a plan as a guide to
engage with the learners in the teacher-learning
process. It involves the different strategies of
teaching with the support of instructional
materials to go with the strategy.
 Curriculum Implementation as a
Change Process
Kurt Levin’s Force Field Theory and
Curriculum Change
Kurt Levin(1951) - the father of social psychology.
2 Forces
- Driving Force
- Restraining Force
When the driving force overpowers the restraining
force, the change will occur. If the opposite
happens that is when the restraining force is
stronger than the driving force, change is
prevented.
 Kevin’s Force Field Model

DRIVING FORCE E RESTRAINING FORCES

Q
Government Intervention U Fear of the Unknown
I
Negative Attitude to
Society’s Values L
Change
I
Technological Changes B Tradition Values
R
Knowledge Explosion I Limited Resources
U
Administrative Support M Obsolete Equipment
 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.
2. ALTERATION – there is a minor change to the current or
existing curriculum
3. RESTRUCTURING – building a new structure
4. PERTURBATION – changes that are disruptive, but teachers
have to adjust to them within a fairly short time.
5. VALUE ORIENTATION – respond to shift in the emphasis
that the teacher provides which are not within the mission
and vision of the school or vice versa.
 3 Important Elements
1. Developmental in the sense that it should
develop multiple perspectives , increase
integration and make learning autonomous,
create a climate of openness and trust, an
appreciate and affirm strengths of the teacher.
2. Participatory builds learning community.
3. Supportive it is required in the process of
change. Material support, and conductive
learning environment should be made
available.
Lesson 2 : Implementing a
Curriculum Daily in the Classrooms
Desired Learning Outcomes
Review the components of a daily plan for
teaching
Identify intended learning outcomes
Match learning outcomes with appropriate
teaching methods
DepEd Order No. 70 s.2012
Teachers of all public 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 materials with page
number, 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 :
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
• Starting the Class Right : Laying Down the
Curriculum Plan
Main parts of Lesson Plan
1.Objectives or Intended Learning Outcomes
-these are the desired learning that will be the
focus of the lesson. Learning outcomes are based
on Taxonomy of Objectives presented to us as
cognitive, affective and psychomotor.
 Revised bloom’s by Anderson
Blooms Taxonomy (1956) (2001)
EVALUATION CREATING

SYNTHESIS EVALUATING

ANALYSIS ANALYZING

APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING
Revised Bloom’s Taxonomy : A Quick Look
There are three major changes in the revised
taxonomy. These are :
Changing the names in six categories from
nouns to verbs
Rearranging these categories
Establishing the levels of the knowledge level in
the original version
 Categories Example key Words
Remembering. Recall or retrieve previous Defines, describes, identifies, labels, lists,
learned information outlines, selects, states
Understanding. Comprehend meaning, Comprehends, explains, distinguishes,
translation, state problem in own words, estimates, gives examples, interprets,
making meaning predicts, rewrites, summarizes
Applying. Use concept in new situation, Applies, changes, computes, operates,
applies what has been learned in new construct, modifies, uses, manipulates,
situation prepares, shows, solves
Analyzing. Separate materials or concepts Breaks down, compares, contrasts,
into component parts so that the diagrams, differentiates, discriminates,
organization is clear. Distinguishes identifies, infers, outlines, relates, selects,
between facts and inferences separates
Evaluating. Makes judgments about the Appraises, compares, criticizes, defends,
value of ideas or materials. describes, discriminates, evaluates,
interprets, justifies, summarizes
Creating. Build a structure or pattern Composes, compiles, designs, generates,
from various elements. Put parts together modifies, organizes, rearranges,
to create a whole, to make new meaning reorganizes, revises, rewrites, summarizes,
and structure creates
In writing objectives, it is always recommended that more of the
higher order thinking skills (HOTS) should be developed and
less of the low order thinking skills (LOTS) for learners.
Higher Order thinking Skills HOTS
doing
Creating
Active
Receiving and
Evaluating Evaluating
Participating

Analyzing Analyzing
Visual Receiving
Applying Applying
Passive
Understanding
Understanding
Verbal receiving
Remembering
Remembering
LOTS
Lower Order thinking Skills
Levels of Knowledge
1. Factual Knowledge – ideas, specific data or
information
2. Conceptual Knowledge – words or ideas known by
common name, common features, multiple specific
examples which may either be concrete or abstract.
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
Intended Learning Outcomes (ILO) should be written
in a SMART way. Specific, Measurable, Attainable,
Result Oriented (Outcomes) and Time Bound.
I. Subject matter or Content.(SM) comes from a
body of knowledge that will be learned through the
guidance of teachers.
II. Procedure or Methods and Strategies – the crux
of curriculum implementation.
*There are many ways of teaching for the different kinds
of learners. Corpuz & Salandanan(2013) enumerated
the following approaches and methods, which may be
useful for the different kinds of learners.
1.Direct Demonstration Methods : Guided
Exploratory/Discovery Approach, inquiry Method,
Problem-based Learning (PBL), Project Method
2.Cooperative Learning Approaches : Peer tutoring,
Learning Action Cells, Think-Pair-Share
3.Deductive or Inductive approaches : Project method,
Inquiry Based Learning
4.Other approaches : Blended Learning, Reflective
Teaching, Integrated Learning, Outcomes-Based
Approach
*Students have different learning style. Visual, Auditory
and Kinesthetic

Tips for teachers about

Common Characteristics
Learners
Visual. Uses graphs, pictures Turn notes into pictures,
diagrams, maps. Learn the big
picture first than details.

Auditory. Recalls information Record lectures and listen to

through hearing and speaking these. Repeat materials out
loud “parrots”. Read aloud

Kinesthetics. Hands-on Learn something while doing

approach another thing. Work while
standing. Like field work.Do
many things at one time
*Teaching and learning must be supported by
instructional materials (IMS). Instructional
materials should complement Visual, Auditory
and Tactile or a combination of the three.

*Methods and materials must implement the plan :

Taking action.
Example : Lesson plan prescribed by the DepEd

*Finding out what has been achieved: Assessing

achieved outcomes
CONE OF LEARNING
Lesson 3 : The Role of Technology
in Delivering the Curriculum
Desired Learning Outcomes
Discussed role of technology in curriculum
application
Enhanced the application of outcomes-based
learning with technology both as an aid and
platform for learning
Analyzed the significance of systemized lesson
planning in which the appropriate choice of media
comes to play
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
intended instructional setting.

Non-projected media Projected media

Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials Films
Visuals Video, VCD, DVD
Visual boards Computer / multimedia
Audio materials presentations
 Factors in Technology Selection
1. Practicality
2. Appropriateness in relation to the learners
3. Activity / Suitability
4. Objective-matching
Three current trends that could carry on to the
nature of education in the future.

1. The first trend is the paradigm shift from

teacher-centered to student-centered approach
2. The second is the broadening realization that
the education is not simply a delivery of facts
and information, but an educative process of
cultivating the cognitive, affective,
psychomotor and contemplative intelligence.
3. Third is the increase in the use of new
information and communication technology or
ICT.
 Role of educational technology in Delivering
the School Curriculum
 Upgrading the quality of teaching-and-learning in
schools
 Increasing the capability of the teacher to effectively
inculcate learning, and for students to gain mastery
of lessons and courses
 Broadening the delivery of education outside
schools through non-traditional approaches to
formal and informal learning
 Revolutionizing the use of technology to boost
educational paradigm shifts that give importance to
student-centered and holistic learning
 Lesson 4 : Stakeholders in
Curriculum Implementation
Desired Learning Outcomes
Identified stakeholders of the curriculum
Enumerate the role of each stakeholder
Curriculum Stakeholders

1. Learners are at the core of the curriculum.

2. Teachers are curricularists.
3. School leaders are curriculum managers.
4. Parents
5. Community as the Curriculum Resources and a
Learning Environment
6. Other Stakeholders in curriculum Implementation
and Development
a. Government agencies
b. Non-government agencies
Thank you.