IMPLEMENTING THE CURRICULUM

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.

 Curriculum implementation means putting into practice the written curriculum and subjects. It is
the 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.

 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 engaged with the learners in
the teaching-learning process with the end in view that learning has occurred and learning
outcomes have been achieved.

CURRICULUM IMPLEMENTATION AS A CHANGE PROCESS

KURT LEWIN’S FORCE FIELD THEORY AND CURRICULUM CHANGE
 Kurt Lewin (1951) the father of social psychology explains the process of change.

 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.

BASED ON LEWIN’S FORCE FIELD THEORY

CATEGORIES OF CURRICULUM CHANGE (MCNEIL IN 2000)
 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.

 Alteration - In alteration, there is a minor change to the current or existing curriculum. Example:
instead of using a graphic paper for mathematics teaching, this can be altered by using a graphing
calculator.

 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.

 Perturbations - These are changes that are disruptive, but teachers have to adjust to them within a
fairly short time. Example; if the principal changes the time schedule because there is a need to
catch up with the national testing time or the dean.

 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.