Lesson 2: The Teacher as a Curriculum Designer
outcomes have been achieved.
10 Axioms for Curriculum Designers (Peter Oliva)
 Curriculum Change is Inevitable, necessary, and
desirable.
 Curriculum reflects as a product of its time.
 Curriculum changes made earlier can exist concurrently
with newer curriculum changes.
 Curriculum change depends on people who will implement
the change.
 Curriculum development is a cooperative group activity.
 Curriculum development is a decision-making process
made from choices of alternatives.
 Curriculum development is an ongoing process.
 Curriculum development is more effective if it is a
comprehensive process, rather than a “piecemeal”
 Curriculum development is more effective when it follows
a systematic process.
 Curriculum development starts from where the curriculum
is.
EDUC 90 Lesson 3: THE TEACHER AND THE SCHOOL
CURRICULUM
Curriculum Implementation
 Curriculum implementation is putting into practice the
written curriculum that has been designed in syllabi,
course of study, curricular guides, and subjects.
 A process wherein the learners acquire planned or
intended knowledge, skills and attitudes that are aimed at
enabling the same learners to function effectively in the
society.
 Curriculum implementation as the interaction between the
curriculum that has been written and planned and the
persons (teachers) who are in charged to deliver.
(Ornstein and Hunkins, 1998)
 Curriculum implies the following:
 Shift from what is the current to a new or enhanced
curriculum.
 Change in knowledge, actions, and attitudes of the
persons involved.
 Change which requires efforts hence goals should be
achievable.
 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
(Loucks and Lieberman, 1983)
 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 teaching-learning process with the
end in the view that learning has occurred and learning
 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 happens for the course, a
degree program, institution or the whole education
system. It requires time, money, personal interaction,
personal contacts and support.
Curriculum Implementation as a Change Process
Kurt Levin’s/Lewin’s Force Field Theory and Curriculum Change
 Kurt Levin/Lewin (1951)- explains the process of change.
The model can be used to explain curriculum change and
implementation.
 In education landscape, there are two opposing forces;
driving force and restraining force.
When these two 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 forces is stronger than
the driving force, change is prevented. This is the idea of Kurt Levin
in his Force Field Theory.
According to Levin/Lewin, change will be better if the
restraining forces shall be decreased, rather than increasing the
driving force.
Categories of Curriculum Change (Mcneil, 1990)
 Substitution- the curriculum will be replaced or substituted
by a new one. Sometimes, we call this a complete
overhaul.
 Alteration- there is a minor change to the current or
existing curriculum.
 Restructuring- building a new structure would mean major
change or modification in the school system, degree
program or educational system.
 Perturbations- these are changes that disruptive, but
teachers have to adjust to them within a fairly short time.
Value orientation- 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.
Elements of process of Change Lesson 4: The Role of Technology in Delivering the Curriculum
1. Developmental  An electronically enabled society where all citizens live in
2. Participatory an environment that provides quality education, efficient
3. Supportive government services, greater sources of livelihood and
ultimately a better way of life through enhanced access to
Developmental appropriate technologies. (International Workshop ,
 It should develop multiple perspectives, increase Thailand 2005)
integration and make learning autonomous, create a
climate of openness and trust and appreciate and affirm  This framework presupposes that curriculum delivery
strengths of the teacher. adopts ICT as important tool in education while users
 There should be the teacher support in trying new tasks, implement teaching-learning strategies that conform to the
reflection on the new experiences and challenge. digital environment.
 There are simple stages in the developmental change  Instructional media may also be referred to as media
process for the teachers: orientation and preparation technology or learning technology, or simply technology.
refinement follows  Technology plays a crucial role in delivering instruction to
learners.
Participatory
 For curriculum implementation to succeed, it should be Types of Instructional Media/Technology
participatory, especially because other stake holders like 1. Non-projected Media
peers, school leaders, parents and curriculum, specialists 2. Projected Media
are necessary.
 Characteristics of teacher styles, commitment, willingness Non-projected Media
to change, skills and readiness are critical to  Real objects
implementation.  Models
 This should be coupled with organizational structure,  Field trip
principal style, student population characteristics and  Printed materials (books, worksheets)
other factors.  Visuals (drawings, photographs, charts, posters)
 Trust among key players should also be sought as this a  Visual board (chalkboard, whiteboard, flannel board, etc.)
positive and starting point. Involvement and participation,  Audio materials
encourage sense of ownership and accountability.
Participation builds a learning community in which is very Projected Media
necessary in curriculum implementation.  Overhead transparencies
 Opaque projection
Supportive  Slides
 Curriculum implementation is required in the process of  Films
change.  Video, VCD, DVD
 Material support like supplies, equipment, conductive  Computer/multimedia presentation
learning environment like classrooms and laboratory
should be made available. Factors for Technology Selection
 Human resource is very much needed. The school leader
or head should provide full school or institutional support Practicality
in the implementation of the new curriculum.  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 audio or visual?
 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,
not learning?
Activity/ Suitability
 Will the chosen media fit the set instructional even,
resulting in either information, motivation, or psychomotor
display?

Objective-matching
  Overall, does the medium help in achieving the learning
objective (s)?
Primary Roles of Educational Technology in delivering the
school curriculum’s instructional program have been identified:
 Upgrading the quality of teaching-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.
Current Trends that could carry on the nature of education in
the future.
 Paradigm shift from teacher-centered to student-approach
to learning.
 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.
 Increase in the use of new information and communication
technology or ICT.
Lesson 5: Stakeholders in Curriculum Implementation
Curriculum Stakeholders
Learners are at the core of the curriculum
 Learners have more dynamic participation from the
planning, designing, implementing and evaluating.
 The degree of their involvement is dependent on their
maturity.
 From another angle, whether learners are in elementary,
or college level, they can make or break curriculum
implementation by their active or non-involvement.
 Learners together with the teachers, place action to the
curriculum.
Teachers are Curricularists
 Teachers are stakeholders who plan, design, implement
and evaluate the curriculum.
 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.
 When a curriculum has already been written, the teacher’s
role is to implement like a technician, however teachers
are reflective persons.
Some of the roles that the teacher do in curriculum
implementation are:
 Guiding, facilitating and directing the activities of the
learners.
 Choosing the activities and the methods to be utilized.
 Choosing the materials that are necessary for the activity.
 Evaluating the whole implementation process.
 Making a decision whether to continue, modify or
terminate the curriculum.
School leaders are Curriculum Managers
 Principal 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.
 Communication line should be open to all concerned
should the school leaders a lead in curriculum teamwork.
 Convincing the parents on the merits of a 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 teacher, and learners
like buildings, books, library and other needed resources.
Parents
When children bring home an assignment some parents are unable
to help.
Schools need to listen to parent’s concern about school curriculum
like textbooks, school activities, grading system and others.
Schools have one way of engaging parents’ cooperation through
Brigada Eskwela.
They can also be tapped in various co-curricular activities as
chaperones to their children in Boy and Girl Scouting, Science
Camping etc.
Community as the Curriculum Resources and a Learning
Environment
 It takes the whole village to educate the child. (Hillary
Clinton)
 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 community is the reflection of the school’s influence
and the school is a reflection of the community support.
Other Stakeholders in Curriculum Implementation and
Development
A. 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)
 first agency certifies and issues teachers licenses to
qualify one to teach and the second, affirms and confirms
the appointment of teachers in the public schools.

Local Government Unit (LGU)

 Include the municipal government officials and the
barangay officials.
 Some of the teachers are paid by the LGU.
 They also construct 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.

B. Non-Government Agencies

Gawad Kalinga (GK)- support in early childhood education is very

significant. In each village, a school for pre-school children and out
of school youth have been established.
Synergiea- an organization/foundation that support basic education
to elevate education through Reading, Science, Mathematics and
English.
Metrobank Foundation- supports continuing teacher development
programs.

Professional Organization like Philippine Association for

Teacher Education (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.