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Chapter 3 (Module 4 - Lessons 1-4)
Chapter 3 (Module 4 - Lessons 1-4)
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.
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 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
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.
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.
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
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
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.
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.
Let us study the cognitive categories with the example key words (verbs) for each in
the new version of Bloom’s Taxonomy that follow.
doing
Active
Receiving and
Participating
Visual Receiving
Passive
Verbal Receiving
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.
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.
● 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.
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.
Cone of Learning
P
20% of what we HEAR Hearing Words
as
Watching a movie
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.
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
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
Circle the letter of the correct answer from the items below.
V. Assignment at home, list four object that you can push or pull. What did you use to pull or
push the objects?
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
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.
Kits Filmstrips
Audio materials
3. Activity/suitability – Will the chosen media fit the set instructional event,
resulting in either information, motivation, or psychomotor display?
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
success or failure of the curriculum. For example if all of us will pass the
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
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
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.
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
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.
“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.
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