CHAPTER 3

IMPLEMENTING THE CURRICULUM

Module 4: The Teacher as Curriculum Implementor and Manager

Module Overview:
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.

There is a miniscule curriculum like your lesson plan, or a big one like the K to 12
curriculum. You will be both an implement or and a manager of these curricula. You will
put action to what has been planned and designed. It is you, a teacher, who will add
more meaning to the various activities in the classroom. This is what we call teaching
styles. You have to make the day of the learners interesting, engaging and
unforgettable. No curriculum should stop at planning or designing phase. It has to be
implemented.

Good luck, Teachers!

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

Following the curriculum models of Tyler, Taba, Saylor and Alexander or Lewis,
is the next step to curriculum designing which is curriculum implementing. This is the
phase where teachers action takes place. It is one of the most crucial processes in
curriculum development although manty education planners would say: “A good plan is
work half done.” If this is so, then the other half to the success of curriculum
development rests in the hands of the implement who is the teacher.
 Curriculum implementation means putting into practice the written curriculum that
has been designed in syllabus 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 the
society. (SADC MoE Africa, 2000)

Ornstein and Hunkins in 1998 defined curriculum implementation as the

interaction between the curriculum that has been written and planned and the persons
(teachers) who are in charged to deliver it. To them, 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 a new strategies and resources.
● Change which requires efforts hence goals should be achievable.

Loucks and Lieberman (1983) define curriculum implementation as the 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 change and improvement.

In the classroom context, curriculum implementation means “teaching” what has

been written in the lesson plan. Implementing means using the plan as a guide to
engage with the learners in the teacher-learning process with the end in view that
learning has occured and learning outcomes have been achieved. It involves the
different strategies of teaching with the support instructional materials to go with the
strategy.

In a larger scale, curriculum implementation means putting the curriculum into

operation with the different implementing agents. Curriculum implementation takes
place in a class, a school, a district, a division, or the whole educational system. Or in
higher education, curriculum implementation 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.

Curriculum Implementation as a Change Process

Kurt Levin’s Force Field Theory and Curriculum Change

Kurt Levin (1951) as the father of social psychology explains the process of
change. The model can be used to explain curriculum change and implementation.

In the education landscape, there are always two forces that oppose each
other. These are the driving force and the restraining force. When these two forces
are equal, the state is equilibrium, or balance. There will be a status quo, hence
there will be no change. The situation or condition will stay the same. However,
 when the driving force overpowers the restraining force, then change will occur. If
the opposite happens that is when the restraining force is stronger than the driving
force, change is prevented. This is the idea of Kurt Levin in his Force Field Theory.

We shall use this theory to explain curriculum change. The illustration below
shows that there are driving forces on the left and the resisting forces on the right.

E
Driving Force Q Restraining Force
U
Government Intervention I Fear of the Unknown
Society’s Values L Negative Attitude to Change
Technological Changes I Tradition Values
Knowledge Explosion B Limited Resources
Administrative Support R Obsolete Equipment
I
U
M
Based on Lewin’s Force Field Theory

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. Example, changing an old
book to entirely new one, not merely a revision.

2. Alteration. In alteration, there is minor change to the current existing curriculum.

For example, instead of using a graphing paper for mathematics teaching, this
can be altered by using a graphing calculator.

3. Restructuring. Building a new structure would means 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. Another example that a curriculum will
be restructured when there is a significant involvement of parents in the child’s
instead of leaving everything to the teacher. Using the “In-school Off-school” or a
blended curriculum are examples of restructuring.

4. Perturbations. These are changes that are disruptive, but teachers have to
adjust to them within a fairly short time. For example, the principal changes the
time schedule because there is a need to catch up with the national testing time
 or the dean, shortens schedule to accommodate unplanned extra curricular
activities.

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 or vice versa. For
example, new teachers who are recruited in religious schools give emphasis on
academics and forget the formation of values or faith, need a curriculum value
orientation. Likewise, all teachers in the public schools, undergo, teacher
induction program which is a special curriculum for newly hired teachers.

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 and make learning autonomous, create a
climate openness and trust and appreciate and affirm strengths of the teacher.
There should be teacher support in trying new tasks, reflection on the new
experiences and challenge.

There are simple stages in the developmental change process for the
teachers. First, is orientation and preparation. The initial use is very routinary.
However, as the skills are honed and mastery of the routine is established,
refinement follows. This means adjustments are made to better meet the needs
of the learners and achieve the learning outcomes. In this step, there will be
continuous reflection, feedback and refinement.

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. This should be coupled with organizational structure, principal
style, student population characteristics and other factors. Trust among key
players should also be sought as this is a positive starting point. Involvement
and participation encourage sense of ownership and accountability.
Participation builds a learning community is which is very necessary in
curriculum implementation.

Supportive curriculum implementation is required in the process of

change. Material support like supplies, equipment, conductive learning
environment like classrooms and laboratory should be made available.
Likewise, human support is very much needed. The school leader or head
should provide full school or institutional support in the implementation of the
new curriculum. They too have to train to understand how to address curriculum
change as part of their instructional as well as management functions.
 Time is an important commodity for a successful change process. For any
innovation to be fully implemented, period of three to five years to institutionalize a
curriculum is suggested. Time is needed by the teachers to plan, adapt, train or
practice, provide the necessary requirements and get support. Time is also needed to
determine when the implementation starts and when it will conclude, since curriculum
implementation is time bound.

Support from peers, principals, external stakeholders will add to the success of
implementation. When teachers share ideas, work together, solve problems, create new
materials, and celebrate success, more likely that curriculum implementation will be
welcomed.
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 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, 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 teaching experience shall be

required to prepare Daily 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

Before the class begins everyday, a teacher must have written a lesson
plan. The main parts of a lesson plan are (1) Objectives or Intended learning
outcomes (ILO) , (2) Subject Matter (SM), (3) Procedure or Strategies of
Teaching, (4) Assessment of learning 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 to us as cognitive, affective and
psychomotor. Bloom’s Taxonomy has revisited by his own student
Lorin Anderson and David Krathwohl. Let us study both in the
comparison below.
 Blooms Taxonomy (1956) Revised Bloom’s by Anderson (2001)
EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

Somehow the two are similar, however, the highest level of cognition in
the revised version, is creating. Take note that the original version is stated as
nouns while the revised version is stated as verbs which implies more active form
of thinking.

Revised Bloom’s Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are:
a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories
c. Establishing the levels of the knowledge level in the original version.

Let us study the cognitive categories with the example key words (verbs) for each in
the new version of Bloom’s Taxonomy that follow.

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 of concept in new situation, Applies, changes, computer, operates,
applies what has been learned in new constructs, modifies, uses, manipulates,
situation. prepares, shows, solves
Analyzing- separates materials or concepts Breaks down, compares, contrasts, diagrams,
into component parts so that the organization differentiates, discriminates, identifies, infers,
is clear. Distinguishes between facts and outlines, relates, selects, separates
inferences
Evaluating- makes judgements about the Appraises, compares, criticizes, defends,
value of ideas or materials. describes, discriminates, evaluates, interprets,
justifies, summarizes
Creating- builds a structure or pattern from Composes, compiles, designs, generates,
various elements. Put parts together to modifies, organizes, rearranges, reorganizes,
create a whole, to make new meaning and revises, rewrites, summarizes, creates.
structure

In writing objectives or intended learning outcomes, 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. The low level categories will develop
LOTS and thinking skills progress as the categories move higher.

Higher Order Thinking Skills HOTS

doing

Active

Receiving and
Participating

Visual Receiving

Passive

Verbal Receiving

Lower Order Thinking Skills

LOTS

Another revision is the expansion of the concept of Knowledge which was not
given emphasis nor discussed thoroughly before.

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. Concepts are facts that interrelate with each other to function
together.
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.

II. 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. In a plan, this is followed by the
references.

III. Procedure or Methods and Strategies- this is the crux of curriculum

implementation. How a teacher will put life to the intended outcomes and the subject
matter to be used depends to on this component.

● There are many ways of teaching for the different kinds of learners
(Corpuz&Salandanan, 2013) enumerated the following approaches and methods,
which maybe useful for the different kinds of learners. Some are time tested
methods, while others are non-conventional constructive methods.

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,
Thin-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 styles. There are many classifications of

learning styles according to the different authors. The multiple Intelligence
Theory of Howard Gardner implied several Learning Styles. But for our lesson,
we will just focus on the three learning styles which are Visual, Auditory and
Kinesthetic. These three preferred styles can help teachers choose the method
and the materials they will use.
Common Characteristics Tips of Teachers about Learners
Visual- Uses graphs, charts, pictures. Tends to Turn notes into pictures, diagrams, maps.
remember things that are written in form. Learn the big picture first than details.
Make mind maps and concept maps.
Auditory- Recalls information through hearing Record lectures and listen to these.
and speaking. Prefers to be told how to do Repeat materials out loud “parrots”. Read
things orally. Learns aloud. loud.
Kinesthetic- Prefers hands-on approach. Learn something while doing another
Demonstrates how to do, rather than explain. things (eats while studying). Work while
Likes group work with hands on-minds on. standing. Likes fieldwork. Does many
things at one time.

● Teaching and Learning must be supported by instructional materials (IMs)

Considering the teaching methodologies and the learning styles, the different
support materials should be varied. This will ensure that the individual differences
will be considered.

Instructional materials should complement Visual, Auditory and Tactile or a

Combination of the three, However, following Dale’s Cone of Learning which is
visual device than can help teachers to make decision on what resources and
materials will maximize learning.

Cone of Learning

After 2 weeks Nature Involvement

We tend
10% of what we READ Reading Verbal Receiving

P
20% of what we HEAR Hearing Words
as

30% of what we SEE Looking at Pictures

Watching a movie

Looking at an Exhibit Visual Receiving

50% what we HEAR & Watching a Demonstration

SEE Seeing it Done on Location

70% of what we SAY Participating in a discussion Receiving

Giving a Talk Participating

Active
Doing a Dramatic Presentation

90% of what we Simulating the Real Experience Doing

SAY & DO Doing the Real Thing

Source: Edgar Dale, Audio-Visual Methods in Teaching (3 rd Ed.), Holt, Rinehart and Winston (1969)

So what instructional support materials will the teachers use, according to the
learning styles and the outcomes to be achieved? Here are some guidelines.
1. Use of direct purposeful experience through learning by doing retains almost all
of the learning outcomes. Ninety percent of learning is retained. Examples are
field trip, field study, community immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities where
learners have the opportunity to say and write. Seventy percent of learning is
remembered. Examples are small group discussion, buzz session, individual
reporting, role play, panel.
3. Passive participation as in watching a movie, viewing exhibit, watching
demonstration will retain around 50% of what has been communicated.
4. By just looking at still pictures, paintings, illustrations and drawings, will allow the
retention of around 30% of the material content.
 5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading, will assure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to abstract, each

layer contributes to learning and require instruction support materials.
Visual: Concrete (flat, 3 dimensional, realias, models, etc.) or abstract
(verbal symbols, words)
Audio: recordings of sounds, natural or artificial
Audio-Visual: Combination of what can be seen and heard

Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells,

equipments, others
Experiential: utilize all modalities

● Using Methods and Materials to Implement the Plan: Taking Action

Example No.1 Lesson Using Basic Steps and Parts as Prescribed by DepEd Order
70s s, 2012 for Teachers Two years and less in Service.

This lesson plan will show the basic component of any plan. This can be applied
to any subject that follows a generic format

Lesson Plan in Science

I. 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 from the person it is a push.
4. State that if the force moves the object towards the person, it is a pull.

II. 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 objects away.
3. A pull is a force that moves the object 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
1.1 Brings 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 exhibits and reporting.

4. Post-Laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze with the whole class each group result.
4.3 Make agreements on the results, that lead to conceptualization.

5. Conceptualization
5.1 Throw the following questions of the class to elicit their formed 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

Circle the letter of the correct answer from the items below.

1. If you throw a ball to a classmate, what force will you apply

a. Push b. Pull c. Slide
2. You want the chair to be nearer you so your best friend can sit, what will you do?
a. Pull the chair b. Push the chair c. Carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a passage. What
will you do?
a. Break the table b. Push the table to the side c. Pull the table
4. What do you need in order to move an object away or near you?
a. Force b. Food c. Water
5. Can your force move everything?
a. Yes b. No c. Not sure

V. Assignment at home, list four object that you can push or pull. What did you use to pull or
push the objects?

● Finding out what has been achieved: Assessing achieved outcomes

At the end of the activities, the teacher will find out if the intended learning
outcomes (ILO) have been converted into achieved learning outcomes (ALO).

Tests and other tools are utilized at the end of the lesson to identify this. What
knowledge, Process Understanding and Performance (KPUP) are demonstrated
by the learners? The rule of thumb is what has been taught should be measured,
to find out if the intended outcomes set at the beginning has been achieved.
More detailed discussion will be found in the Module on Evaluation of the
curriculum
Lesson 3: The Role of Technology in Delivering the Curriculum

Desired Learning Outcomes:

⮚ Discuss the roles of technology in curriculum delivery.

⮚ Identify the factors in technology selection including the use of visual aids.

After the learning fundamental concepts about the curriculum- its nature and
development-comes the practical phase of curriculum implementation. Appropriately,
the significance of technology in curriculum development deserves discussion.
The role of technology in the curriculum springs from the very vision of the e-
Philippine plan (e stands for electronic). Thus is 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.” (International workshop on
emerging technologies, Thailand, December 14-16, 2005). This point needs for an e-
curriculum, or a curriculum which delivers learning consonant with the Information
Technology and Communications Technology (ICT) revolution. This framework
presupposes the curriculum delivery adopts ICT as an important tool in education while
users implement teaching-learning strategies that conform to the digital environment.
Following a prototype outcomes-based syllabus, this same concept is brought about
through a vision for teachers to be providers of relevant, dynamic and excellent
 education programs in a post-industrial and technological Philippine society. Thus
among the educational goals desired for achievement is the honing of competencies
and skills of a new breed of students, now better referred to as a generation competent
in literacies to the 3Rs (or reading, ‘riting and ‘rithmetic) but influences, more
particularly: problem-solving fluency, information access and retrieval of
texts/images/sound/video fluency, social networking fluency, media fluency, and digital
creativity.
Instructional media may also be referred to as media technology or learning
technology, or simply technology. 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/she
sees fit with the intended instructional setting. For example, will a chalkboard
presentation be sufficient in illustrating a mathematical procedure; will a video clip be
needed for motivating learners?
In the process, what ensues is the objective-matching where the teacher decides
on what media or technology to use to help achieve the set learning objectives.

Non- projected media Projected media

Real objects Overhead transparencies

Models Opaque projection

Field trips Slides

Kits Filmstrips

Printed materials (books, worksheets) Films

Visuals (drawings, photographs, graphs, Video, VCD, DVD

charts, posters)
Computer / multimedia presentations
Visual boards (chalkboard, whiteboard, flannel
board, etc.)

Audio materials

Table 2. Types of instructional Media/Technology

Factors for Technology Selection

 In deciding on which technology to use from a wide range of media available, the
factors on which to base selection are:
1. Practicality – Is the equipment (hardware) or already prepared lesson material
(software) available? If not, what would be the cost in acquiring the equipment
or producing the lesson in audial or visual form?

2. Appropriateness in relation to the learners – Is the medium suitable to the

learners’ ability to comprehend? Will the medium be a source of plain
amusement or entertainment, but not learning?

3. Activity/suitability – Will the chosen media fit the set instructional event,
resulting in either information, motivation, or psychomotor display?

4. Objective-matching – Overall, does the medium help in achieving the learning

objective(s)?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of

commerce, science and education, is fast developing such that it is difficult to foresee
the technological revolution in the millennium, inclusive of educational changes. For
certain, however, technological changes in education will make its impact on the
delivery of more effective, efficient and humanizing teaching-and-learning.
But presently, we can identify three current trends that could carry on to the
nature of education in the future. The first trend is the paradigm shift from teacher-
centered to student-centered approach to learning. The second is the broadening
realiztaion that education is not simply a delivery of facts and information, but an
educative process of cultivating the cognitive, affective, psychomotor, and much more
the contemplative intelligence of the learners of a new age. But the third and possibly
the more explosive trend is the increase in the use of new information and
communication technology or ICT.
Already at the turn of the past century, ICT, in its various forms and
manifestations has made its increasing influence on education and the trend is
expected to speed up even more rapidly. Propelling this brisk development is the
spread of the use of the computer and the availability of desktop micro-computers
affordable not only to cottage industries, businesses, and homes but also to schools.
For now, the primary roles of the educational technology in delivering the school
curriculum’s instructional program have been identified:
● 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;
 ● broadcasting 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; and
● revolutionizing the use of technology to boost educational paradigm shifts that
give importance to student-centered and holistic learning.

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). TPACK shows that there is a direct interconnectedness of
the three components, thus in teaching-learning process, a teacher should always ask
and find the correct answer to the following questions for every lesson.
1. What shall I teach? (Content knowledge)
2. How shall I teach the content? (Pedagogical knowledge)
3. What technology will I use on how to teach the content? (Technological
knowledge)

Below is the diagram of the TPACK as a Framework in the Teaching and

Learning. Detailed explanation and discussion is covered in the course Technology for
Teaching and Learning 1.

Technological
Pedagogical Content
Knowledge
(TPACK)

Technological
Technological Knowledge Technological
Pedagogical (TK) Pedagogical
Knowledge Knowledge
(TPK) Content (TPK)
Pedagogical
Knowledge
Knowledge
(CK)
(PK)
 Pedagogical
Content
Knowledge
(PCK)

Contexts

Figure 1 – TPACK Framework (Koehler, 2006)

Criteria for the Use of Visual Aids

Learners say, we learn 83% through the use of sight, compared with less
effective ways to learn: hearing (10%), smell (4%), touch (2%) and taste (1%). In the
use of visuals for a wide range of materials (visual boards, charts, overhead
transparencies, slides, computer-generated presentations), there are basic principles of
basic design.
Assess a visual material or presentation (a transparency or slide) using the
following criteria:
● Visual elements (pictures, illustrations, graphics):
1. Lettering style of front— consistency and harmony.
2. Number of lettering style— no more than 2 in 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 visibility 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 transparency/slide.
9. Appeal— unusual/catchy, two-dimensional, interactive (use of overlays or
movable flaps).
10. Use of directional— devices (arrows, bold letters, bullets, contrasting color and
size, special placement of an item).
Lesson 4: Stakeholders in Curriculum Implementation

Desired Learning Outcomes:

⮚ Identify stakeholders of the curriculum.

⮚ Enumerate the role of each stakeholder.
Who are involved in curriculum and curriculum development? These are the
persons who we call the stakeholders. Stakeholders are individuals or institutions that
are interested in the curriculum. They get involved in many different ways. You must be
one of them. Together with the teachers, school managers, parents and even the whole
community have interest in the curriculum. We will all meet them in this lesson.
Curriculum Stakeholders
1. Learners are at the core of the curriculum
To what extent are the students involved in curriculum development? The
old view that students are mere recipients of the curriculum, is now changing.
Learners have more dynamic participation from the planning, designing,
implementing and evaluating. However, the degree of their involvement is
dependent on their maturity. The older they are in high school or college, the
more they participate. From another angle, whether learners are in the
elementary or college level, they can make or break curriculum implementation
by their active or non-involvement. After all, learners together with the teachers,
place action to the curriculum.
At the end of the curriculum development process, the fundamental
question asked is: Have the students learned?
When some college students were asked about their role in curriculum
development, here are their answers.

Student 1: I never realize that as a student. I have a participation in curriculum

development. It is true that as students, our learning is the basis of the

success or failure of the curriculum. For example if all of us will pass the

board examination, it will mean that the teacher education curriculum

is a success.

Student 2: In high school our teachers would always look into what we are learning.

The whole year round, we have varied curricular and co-curricular activities
inside the class. I think, we as students, are considered in writing the
curriculum.

Student 3: When we were in the elementary level, our lessons were very simple.

But now that we are in college, the content we learn become complicated.

I learned that actually, our curriculum is spiral. And that the difficulty of the

subject matter is also adjusted to our maturity level.

 Why do curricularists place of lot of premium on the students? It is
because, the learners make the curriculum alive. A written curriculum that does
not consider the students, will have a little chance to succeed.

2. Teacher are curricularists.

Teachers are stakeholders who plan, design, teach, implement and

evaluate the curriculum. No doubt, the most important person in curriculum
implementation is the teacher. Teachers’ influence upon learners cannot be
measured. Better teachers foster better learning. But teachers need to continue
with their professional development to contribute to the success of curriculum
implementation. Teachers should have full knowledge of the program philosophy,
content and components of curriculum and ways of teaching.
A teacher designs, enriches and modifies the curriculum to suit the
learner’s characteristics. As curriculum developers, teachers are part of textbook
committees, teacher selection, school evaluation committee or textbooks and
module writers themselves.
When a curriculum has already been written, the teacher’s role is to
implement it like a technician, however, teachers are reflective persons. They put
their hearts into what they do. They are very mindful that in the center or everything
they do, is the learner.
Some of the roles that the teachers do in curriculum implementation are:

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.
All of these roles are very crucial to achieve success in the
implementation. Unsuccessful implementation may even lead to educational
failure.
 Let us read how the teachers are viewed as curriculum implementer

Student 1: I believe my teachers know very well our curriculum. She knows what to teach

and how to teach it well. I do not miss my class everyday because she guides

us in all our lesson activities. Without our teacher, I am not sure if we can learn

more than what we are achieving now.

Teacher: As a classroom teacher, it is my responsibility to make my students learn. I have to give

action to the written curriculum. I have to see to it that my students are provided experiences

to learn from. I keep in my mind, how I can sustain the interest of my students by using

teaching strategies that are effective. At the end of the day. I am very happy to know that my

students have achieved the intended learning outcomes. I do this because as a teacher, I am

a curriculum implementer.

Truly the teacher has great stake in the curriculum. Curriculum planning,
designing and implementing are in the hands of a good teacher. In the educational
setting, it is clear that the teacher has a very significant role in curriculum development.
3. School leaders are curriculum managers.

Principals and schools heads too, have important roles in curriculum

implementation process in schools. They should understand fully the need for
change and the implementation process. They should be ready to assist the
teachers and the students in the implementation. Communication line should be
open to all concerned should the school leaders a lead in curriculum teamwork.
Convincing the parents on the merits of the new curriculum is the job of
the school heads. They should be committed to change and should employ
strategies to meet the needs of the teachers, and learners like buildings, books,
library, and other needed resources.
Let us listen to the two heads on how they understand their stakes on the
curriculum.

Principal :I am a principal of a big central elementary school. It is part of my function to

 lead my school in any curriculum innovation. First of all, I make sure that my
teachers understand the restructuring or alteration of our school curriculum that is
forthcoming. I also call on the parents to participate in the change that will happen by
keeping them informed. I have to make sure that materials needed are available for the
teachers and students to use. I always keep in mind my role as an instructional leader.

Head Teacher: Leading a small school in a far flung barrio has its pros and cons. First,

there are few teachers to supervise and fewer students to support. As a proactive
school head, I always see to it that we keep pace with the changes in the school
curriculum. While preparing for the implementation of K to 12, I realize that change
process is inevitable. My teachers have to be retrained, and their attitudes should
change. I am responsible in seeing to it that the curriculum is implemented as it should
be and at the end of the year, our school can show evidence that learning has taken
place as designed by the K to 12 recommended curriculum.

4. Parents

Parents are significant school partners. Besides the students, teachers and school
administrators, play an important role in curriculum implementation. When children bring
home a homework from school, some parents are unable to help. Schools need to listen
to parents’ concerns about the school curriculum like textbooks, school activities,
grading systems and others. Schools have one way of engaging parents’ cooperation
through Brigada Eskwela. In this event, parents will be able to know the situation in the
school. Most often, parents volunteer to help. They can also be tapped in various co-
curricular activities as chaperones to children in Boy and Girl Scouting, Science
Camping and the like. Parents may not directly be involved in curriculum
implementation, but they are formidable partners for the success of any curriculum
development endeavour.

Here are the two example of how parents think of their stake in curriculum
development.

Parent: I am the proud that my child goes to this school. The teachers are hardworking and the
school head is very supportive. On my part, I always cooperate in the school’s concern that will make my
child learn. I volunteer for work where I am needed. We parents support the Brigada Eskwela and other
school activities. If they call on us parents, we always answer their request. We also make suggestions on
how the parents at home can assist in the learning of the children.
Guardian: I am a guardia. I stand as a second parent of my nieces and nephew. I know that as a parent,

I should not leave entirely to the school the responsibility of educating the child. Although, I do

not really know much of new curriculum, I welcome the changes that the school is making. I

am always ready to give support to school concerns of my words.

How do parents shape the curriculum in schools? Here are some observations.

● The school composed of parents who are positively involved in school activities
have better achievement than schools with uninvolved parents. Disciplinary
problems are minimal, and students are highly motivated. When parents take
interest in their child’s learning, they become closer to the school.
● The home is the extended school environment. In lifelong learning, the achieved
learning in schools are transferred at home. Thus, the home becomes the
laboratory of learning. Parents see to it that what children learn in school are
practiced at home. They follow up lessons, they make available materials for
learning and they give permission for the participation of their children.
● In most schools, parent associations are organized. This is being encouraged in
School-Based Management. In some cases, this organization also includes
teachers to expand the school learning community. Many school projects and
activities are supported by this organization. This is considered as the best
practice in most performing schools.

5. Community as the Curriculum Resources and a Learning Environment

“It takes the whole village to educate the child.” is an African proverb
as mentioned by the former first lady Hillary Clinton. What do you think of this
statement?
Yes it is true that the school is in the community, hence the community is
the extended school ground, a learning environment. All the barangay leaders,
the elders, other citizens and residents of the community have a stake in the
curriculum. It is the bigger school community that becomes the venue of learning.
The rich natural and human resources of the community can assist in educating
the children. The community is the reflection of the school’s influence and the
school is a reflection of the community support.

6. Other Stakeholders in Curriculum Implementation and Development

 Some stakeholders may not have direct influence on the school
curriculum. These are agencies and organizations that are involved in the
planning, design, implementation and evaluation of the school curriculum.
To name a few, the list follows:

6.1 Government Agencies

- DepEd, TESDA, CHED – Trifocalized agencies that have regulatory

and mandatory authorities over the implementation of the curricula.

- Professional Regulation Commission (PRC) and Civil Service

Commission (CSC)- the first agency certifies and issues teacher
licenses to qualify one to teach and the second, affirms and confirms
the appointment of teachers in the public schools.

- Local Government Units (LGU) include the municipal government

officials and the barangay officials. Some of the teachers are paid
through the budget of the LGUs. They also construct school building,
provide equipment, support the professional development teachers
provide school supplies and books. They are big supporters in the
implementation of a school curriculum.
6.2 Non-Government Agencies

Non-government agencies are organization and foundations that have the

main function to support education. To name a few, this will include the
following:

- Gawad Kalinga (GK) – to build communities means to include

education. The full support of GK in early childhood education is very
significant. In each village, a school for pre-school children and out of
school youth have been established.

- Synergia- an organization/foundation that supports basic education to

elevate education through Reading, Science, Mathematics and
English.

- Metrobank Foundation- supports continuing teacher development

programs.

- Professional Organizations like Philippine Association For Teacher

Education (PAFTE), State Universities and Colleges (SUC’s), Teacher
Educators Association (SUCTEA), National Organization of Science
Teachers and Educators (NOSTE), Mathematics Teachers Association
of the Philippines (MTAP) and many more.
 A school curriculum, whether big or small, is influenced by many stakeholders.
Each one has a contribution and influence in what should replace, modify and substitute
the current curriculum. Each one has a significant mark in specific development and
change process of curriculum development.

References:

Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2020). The teacher and the school
curriculum. Lorimar Publishing, INC. Quezon City, Metro Manila.

Bilbao, P.P., Dayagbil, F.T., & Corpuz, B.B. (2014). Curriculum development. Lorimar
Publishing, Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City,
Metro Manila