cHAPTER

Curriculum
3 Implementing the
Curriculum

Development for
Teachers

The Teacher as Curriculum

Module 4
Implementor and Manager

Module Overview:

The next step after a curriculum planning and designing is to implement it.

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 implementor 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!

Implementing the Designed Curriculum

Lesson 1
as a Change Process

Desired Learning Outcomes

  Define curriculum implementation
 Analyze what is change process in curriculum implementation
 Explain the process of curriculum implementation

Take Off

We hear teachers say: “Here goes again, another curricular change! We are
already overloaded! Why do we have to do this?”
This is a common voice that we hear from teachers and curriculum
implementors. But as we mentioned earlier, change is inevitable in curriculum
development. To be relevant, we need to change – a change for the better and it can be
obviously seen through implementation.

Content Focus

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 teacher action takes place. It is one of the most 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 the implementor 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.
(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 charge to deliver it. To them, curriculum implementation 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 with requires efforts hence goals should be achievable.
 Loucks and Lieberman (1983) define curriculum implementation as the trying
out of a 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
occurred 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. 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), 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. If you look at the illustration there is
equilibrium. If the driving force is equal to the restraining force will
change happen? Do you think, there will be curriculum change in this
situation? Why?

Driving Force E Restraining Forces

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

According to Levin, change will be better if the restraining forces shall be

decreased, rather than increasing the driving force. As a curricularist, how would you
do this?

Let us look first at the different changes that occur in curriculum. It is

important to identify these as part of our understanding of curriculum
implementation.

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. 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 a minor change to the current or 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 mean 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 is a
curriculum that 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 is an example of restructuring.

4. Perturbations. These are changes that are disruptive, but teachers have to
adjust to them within a fairly short time. For example, if the principal changes
the time schedule because there is a need to catch up with the national testing
time or the dean, the teacher has to shorten 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, when new teachers who are recruited in religious schools give
 emphasis on academics and forget the formation of values or faith, they 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 an 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
of 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 mechanical or
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, especially 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 which is very necessary in curriculum
implementation.

Supportive curriculum implementation is required in the process of

change. Material support like supplies, equipment and 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 to 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.
 Take Action

Activity 1: K to 12: Can We Make a Curriculum Change? (By Groups)

The K to 12 is the current reform in our national basic education curriculum.

There are driving forces as well as restraining forces that affect its implementation. In
other words, there are factors that will make K to 12 succeed but there are also factors
that will make K to 12 fail.

1. What factors make the K to 12 succeed? Write these on the left column A. You
may not fill up all the boxes.
2. What factors make the K to 12 difficult to succeed? Write these on the right
column B. You may not fill up all the boxes.
3. You see that the middle portion is the word equilibrium or balance.

A. Driving B. Restraining
Force/Factors Force/Factor

E
Q
U
I
L
I
B
R
I
U
M

1. If A is more than B, there will be a successful curriculum change.

2. If B is more than A, there will be an unsuccessful curriculum change.
3. If A and B are equal, then there will be a status quo.
Activity 2: Making Sense of Curriculum Implementation

1. Observe class where the teacher is actually teaching.

2. Describe what the teacher is doing for at least the whole period.
3. Write down your observation based on the following questions:
3.1 What were the different learners activities?
3.2 What did the teacher do, to make the learners engage in the activities?
3.3 Were majority of the children actively participating? Why?
3.4 Did the teacher control most of the activities?
3.5 Did the learners and the teacher together achieve the desired learning
outcomes? Explain.

Self-Check

Perfect Match
In column A are concepts about curriculum implementation. Connect a line from
the box on the left (A) to the arrow on the right (B) of the correct match.
Column A Column B

Concepts Meaning/Description

 Minor curriculum change like the use of e

 Implementing
portfolio instead of portfolio as an artifact.

 Progressive steps from orientation to

reflection about the curriculum that is a
 Restructuring
characteristics of a curriculum
implementation.

 Major curriculum change like shifting from

 Developmental face to face to on line in the delivery of an
academic program.

 Curriculum process of putting into action

 Alteration
what has been planned and designed.
  Process that ensures that the curriculum
brings about something different and
 Change Process
better than before in the desired learning
outcomes.

Self-Reflect

1. As a future teacher, what would be your response to curriculum

implementation as part of curriculum change? Are you willing to take part in
the implementation? Why? Why not? Write your answer in the box.

My Response to Curriculum Implementation

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 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

Take Off

A teaching activity is like implementing a miniscule curriculum. A daily lesson is

based on a planned or written curriculum, which will be put to action by the teacher in
the classroom. Before the lesson ends, the teacher must find out if the students have
truly learned. Let us see how this process will be shown.

And the GOOD NEWS!

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 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

So, as prospective teachers, you should prepare lesson plans that will comply
with the necessary components asked by the Department of Education. Those who will
be employed in the private schools, may have a different lesson plan format, but the
fundamental parts will be the same.

Content Focus

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 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 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
Remembering. Recall or retrieve Defines, describes, identifies, labels, lists,
previous learned information
Understanding. Comprehend meaning,
translation, state problem in own words,
making meaning
Applying. Use concept in new situation,
applies what has been learned in new
situation
Analyzing. Separate materials or
concepts into component parts so that the
organization is clear. Distinguishes
between facts and inferences
Evaluating. Make judgments about the
value of ideas or materials.
Creating. Build a structure or pattern
from various elements. Put parts together
to create a whole, to make new meaning
and structure
Example Key Words
outlines, selects, states
Comprehends, explains, distinguishes,
estimates, gives examples, interprets,
predicts, rewrites, summarizes
Applies, changes, computes, operates,
constructs, modifies, uses, manipulates,
prepare, shows, solves
Breaks down, compares, contrasts,
diagrams, differentiates, discriminates,
identifies, infers, outlines, relates, selects,
separates
Appraises, compares, criticizes, defends,
describes, discriminates, evaluates,
interprets, justifies, summarizes
Composes, compiles, designs, generates,
modifies, organizes, rearranges,
reorganizes, revises, rewrites,
summarizes creates

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 level thinking skills (LOTS) for the learners. The low level categories will develop
LOTS and thinking skills progress as the categories move higher.

HOTS

doing

Active

Receiving and
Participating

Visual Receiving

Passive

Verbal Receiving

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.
I. 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.
II. 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 on this component.
Let’s take a closer view. How will you as a teacher arrange teaching-learning
situation which will engage students to learn? Here are some points to remember.

 There are many ways of teaching for the different kinds of learners.
Corpus and Salandanan, (2013) enumerated the following approaches and
methods, which may be useful for the different kinds of learners. Some are
time tested methods, while others are non-conventional constructivist
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,
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

Teachers have to take consideration that the different strategies should

match with the learning styles of the students.
  Students have different learning styles. There are many classifications of
learning styles according to the different authors. The Multiple Intelligence
Theory of Howard Gardner implies 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 for Teachers about Learners
Turn notes into pictures, diagrams,
Visual – uses graphs, charts, pictures;
maps. Learn the big picture first than
tends to remember things that are
details. Make mind maps and concept
written in form.
maps.
Auditory – recalls information through Record lectures and listen to these.
hearing and speaking; prefers to be told Repeat materials out loud “parrots”.
how to do things orally; learns aloud. Read aloud.
Kinesthetics – prefer hands-on Learn something while doing another
approach; demonstrates how to do, thing (eats while studying). Work while
rather than explain; likes group work standing. Like fieldwork. Do many
with hands on-mind-on. 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, can help teachers to make decision on what resources and materials
will maximize learning.

CONE OF LEARNING

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 ensure 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,

equipment, others

Experiential: utilize all modalities

Methods and materials must implement the plan: Taking action

Example No. 1: Lesson using basic steps and parts as prescribed by DepEd
Order 70 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 the 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 the Prior Learning/Past Lesson
B. Lesson Proper
1. Motivation
1.1 Bring 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 exhibit 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 objects 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 activity, 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.

Take Action

Activity I: What is Your Learning Style?

1. Study the Learning Style Choice Board and check as many as you feel you
want to do more often.
2. If you have more choices, then you have a multiple learning style individual.
Visual Musical/Auditory Verbal
 Create Visual Diagram  Write a Song or Rap  Teach Concept
 Graph Results of a  Create a Dance  Write Instructions
Survey  Write a Jingle  Create Ads
 Create a Comic Strip  Create a Rhyme  Write a Poem
 Create a Poster  Use an Instrument to  Keep a Journal
 Draw a Map Create  Retell in your Own
 Create a Power Point Words
 Create a Webcast or  Teach Concept
Video Mapping
 Write a Story

Physical/Kinesthetic Learning Styles Logical/Mathematical

 Create a Game  Create a Code
 Do an Experiment
 Construct a Model
 Build a Representation
Choice Board
We all learn in
different ways! Pick
your way to discover.
Think, create, and
learn concepts in all
areas; math, reading,
science, history,
writing, etc….
 Make a Time Line
 Compare/Contrast
Ideas
 Create an Outline
 Design a Map
 Show a Pattern
 Teach Concept
Mapping

Social Solitary Naturalist

 Tell Stories or Poems
 Survey Others
 Interview Someone
 Teach a Cooperative
Game
 Role Play
 Hold a Discussion
 Research an Area
 Keep a Journal
 Write about Personal
Experience
 Think about… and
plan…
 Create a Power Point
 Read a Book on…
 Collect and Categorize
Data, Material, or
Ideas
 Discover or
Experiment
 Take a Field Trip
 Adapt Materials
 Label and Classify

Source: Loving2Learn.com

Activity 2: Matching the Teaching Strategies with Learning Style in Curriculum

Implementation
Congratulations Future teacher!
Now that you have identified your own learning style, what strategy or method
of teaching will be most appropriate for you? Look for 4 members from among your
classmates who have similar learning style with you.
Make a group Lesson Plan that is most appropriate for your group, using the
basic components as prescribed by the Department of Education.
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
 V. Assignment

Self-Check

Let’s recall! Provide the answer to what is asked in each item.

1. What is the first level of knowledge in Bloom’s Taxonomy?
2. What is the highest level of cognition in the Revised Bloom’s Taxonomy?
3. What DepEd Order requires a newly hired teacher to write a lesson plan?
4. What is referred to as a miniscule curriculum that the teacher implements
everyday?
5. What is the learning style of a learner, who likes to tinker with many
things?
6. What component of a lesson plan requires an active action for a
curriculum to be implemented?
7. Who provided a visual model to show what instructional support can best
enhance learning?
8. Who was Bloom’s student who revised his taxonomy of objectives?
9. Who is the frontline curriculum implementer?
10. Who provided the original taxonomy for the cognitive domain?

Self-Reflect

Reflect and answer the statement below, based on the lesson you learned in this
lesson.
1. When I become a teacher,
I will ………………………….
Because ………………………..
 The Role of Technology in Delivering
Lesson 3
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 systematic lesson planning in which the appropriate
choice of media comes to play

Take Off

After 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 it 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 points to the need
for an e-curriculum, or a curriculum which delivers learning consonant with the
Information Technology and Communications Technology (ICT) revolution. This
framework presupposes that curriculum delivery adopts ICT as 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 educational goals desired for achievement is the honing
competencies and skills of a new breed of students, now better referred to as a
generation competent in literacies to the 3 Rs (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, medica
fluence, and digital creativity fluency.

Content Focus

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 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 objective-matching where the teacher with

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)
Visual boards (chalkboard, whiteboard, Computer / multimedia presentations
flannel board. etc.)
Audio materials

Table 1. Types of instructional media/technology

Factors in 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 n for 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 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 realization 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 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
 Broadening 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
 Revolutionizing the use of technology to boost educational paradigm shifts that
give importance to student-centered and holistic learning.
ENRICHMENT

Home assignment for students to design through drawing or cut-outs from print
publications (such as newspapers and magazines) the futuristic classroom. (Clue:
laptops or electronic computer for every student, electronic camera audio-video
conversation, teleconferencing, digital photo or video student production, etc.)

Take Action

Class activity: Make students in groups decide on (a) a specific lesson to be taught
(b) learning objectives (c) choice of media (d) preparing in grid form a
Lesson Plan, as in the following example:

Table 2 An Example of a Simplifies Lesson Plan

Subject : Science
Level : Grade 6
Class size : 45 students
Duration : 2 periods (2 hours)
Lesson : Saving Our Earth
Topic : Natural resources

Specific desired learning outcomes:

At the end of the lesson, learners must have:

 Correctly understood the situation that planet earth is in

 Identify dangers, causes and ways to save the earth
 Appreciate natural resources and graphically expressed their appreciation of
the earth's natural resources

Instructional media

 VHS Discovery material — Our Planet Earth

(15 minutes)
 White board
Activities
 Teacher introduces the general topic and lesson
 Pupils are prepared to view the VHS material
 After viewing, the teacher engages pupils in a brief motivational discussion
(What planet did you see? What is happening to the earth now? Why do
you think there is a need to save the earth? Etc.)
  Teacher highlights meaningful opinions from the class
 Teacher divides the class into groups, each group to fill in a grid brief
points on:
A. Dangers to the earth
B. Causes of dangers
C. Ways to save the earth
 Teacher asks each group to prepare a board presentation of their brief
output.
 Teacher makes a summary of the lesson.
 Teacher assigns each student to prepare a poster design (with picture and
text) on the subject of Saving Natural Resources of the Earth for
presentation and discussion in the next class.

Self-Check

Learners say, we learn 80% 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 (visuals boards, charts, overhead
transparencies, slides, computer-generate presentations), there are basic principles of
basic design.
Assess a visual material or presentation (a transparency or slide) using the
following criteria:
 Visual elements (picture, illustrations, graphics)
1. Lettering style or font – consistency and harmony
2. Number of lettering style – no more than 2 in a 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 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 directionals – devices (arrows, bold letters, bullets, contrasting color
and size, special placement of an item.

 Overall look: patterns of alignment, shape, balance, style, color scheme and color
appeal.
 That educators are now more keenly aware of their responsibility to deliver the
highest quality of education to learners. They also recognize the need to use and
integrate technology in the curriculum and the teaching-learning process of classroom
instruction. There is no doubt, however, that the concept of educational technology is a
very complex one, made more sophisticated with the advent of what is called
hypermedia or multimedia packages that include: text, audio, graphic image (still
picture), animation, and video clip.
Today, hypermedia find an application in what is known as Information and
Communication Technology or ICT that includes tutorial software packages, webpages,
simulation games, project management packages, and others. an example is the
hypermedia package in Economics which can be accessed through the Internet site
WinEcon.
Everyday technology including Information and Communication Technology,
advances by leaps and bounds, thus as it advances we can be certain that educational
technology will continue to play important role in education. In the traditional approach
to instruction, the teacher (a) presents the lesson to the class (b) assess the students
(through oral or written tests) and (c) moves to the next lesson.

Self-Reflect

In a proposed mastery approach to instruction, the teacher (a) presents the

lesson to the whole class (b) assesse if learners attained mastery of the lesson (c)
provides enrichment activities with the use of media technology (d) re0mediates the
non-mastery student (e) moves on to the next level.
1. How is the mastery approach better than the traditional one?
2. The mastery approach appears time-consuming and difficult. Do you believe
practice and experience can overcome these difficulties?
3. How can technology help in enrichment activities?
4. Should the effective use of media be also assessed by the teacher? Why?
 Lesson 4 Approaches to School Curriculum

Desired Learning Outcomes

 Identified stakeholders of the curriculum

 Enumerate the role of each stakeholder

Take Off

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.

Content Focus

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, put 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 pass the
board examination, it means 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, should be
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 has 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. Teachers 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 learners' 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 like a technician, however, teachers are reflective persons. They put their
hearts into what they do. They are very mindful that in the center of 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 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: 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 a 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 school 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 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 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 school 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 be changed. 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 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 endeavor.
Here are two examples of how parents think of their stake curriculum
development.
Parent: I am 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 with
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 guardian. 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 wards.
 How do parents help 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 practised 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” goes the statement of
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, others 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 agency that certifies and issues teacher licenses to qualify one to
teach and 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 buildings, provide equipment, support the
professional development teachers and provide school supplies and books. They
are the big supporters in the implementation of a school curriculum

6.2 Non-Government Agencies

Non-government agencies are organizations and foundations that have the
main function to support education. To name a few, this includes 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.
-ProfessionalOrganizations like Philippine Association For Teachers and
Educators (PAFTE), State Universities and Colleges 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.

Take Action

Activity 1: Learn More, Make an Interview

With the use of the interview protocol below, ask two persons (ex: 1 student and
1 teacher OR 1 teacher and one LGU) among the Stakeholders. Record your
interview data and report to the class.

Interview Protocol on the Roles of Stakeholders

Name of the Interviewer: _____________________________________ Interviewer: ________________
 Name of School:________________________________________________________________
Category: (check only)
Student: ___________ Teacher:____________ School Head: _____________ Parent: _____________
Community: _________ LGU: _________ Gov’t Agency: _________ Non-Gov’t Agency: _________

Lead Questions:

1. What do you know about the curriculum that is taught in this school?
2. Are you involved in the activities in the school? How?
3. Why do you get involved in the school activities?
4. Do the activities contribute to the learning achievement of the students?
5. What is your most important involvement that contributed to the learning of
the students? Give specific example.
6. Would you like to continue what you are doing for the school curriculum?
Why?

Note to interviewers:

1. You may use tape recorder or write on your field notebook their answers.
2. Consolidate the answers and write in paragraph form your report for two
individual samples,
3. Submit to your faculty facilitator and make share your experiences to the
whole class.

Self-Check

Stakeholders: How are they involved in curriculum implementation?

Enter in the matrix the stakeholders and identify their involvement in
Curriculum Implementation

Stakeholders Involvement
 Self-Reflect

QUESTION for REFLECTION: Reflect on this question and answer below.

If all the stakeholders contribute positively in curriculum implementation,
do you think, curriculum change or development will succeed? Why? or why
not?
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