MODULE 4: IMPLEMENTING THE CURRICULUM

Lesson 1: Curriculum Implementation

1. Forces that Influence the Implementation of the Curriculum
2. Approaches on Curriculum Implementation
3. Implementing the Curriculum in the Classroom

Objectives: Given the information, the students would have:

1. Identified the roles of stakeholders in the implementation of a curriculum;
2. Explained the approaches to curriculum implementation;
3. Concluded that stakeholders are important considerations in the implementation of the
curriculum.

INTRODUCTION:
After crafting the curriculum, then it is tie to implement. Ornstein and Hunkins (2004),
defines curriculum Implementation as the interaction between those who have created the
program and those who are in charge to deliver the content. Implementation requires educators
to shift from the current program which they are familiar with the new or modified program. To
facilitate implementation, curriculum designers need to provide the necessary support for their
recommended curricular innovations or modifications. They need to build self-confidence among
those affected. Successful implementation of the curriculum requires implementors to be well-
versed with the contents of the curriculum. They must be clear of the purpose, nature, and the
real and potential benefits of the innovation. This is what we will discuss in this Module.

Engage:
Video clip/News clip of k-12 implementation
You were the second batch to have experienced the implementation of the k-12curriculum, what
were your experiences in the teaching of the subjects from elementary to high school to senior
high? Write your story.

What were the gaps why we needed to shift to the k-12 curriculum?

Study: Self Study

1. FORCES THAT INFLUENCE THE IMPLEMENTATION OF THE CURRICULUM

A. EXTERNAL FACTORS
I. General Influences
a. The Public- Among the aspects of the public that affect the implementation of the curriculum
are felt needs; roles and traditions of the people; demands; current public interest; and special
programs. The felt reads include new curriculum programs, roles and traditions, special functions
and beliefs; demands equality of rights; interest, new technology; and special programs, inclusive
education.
b. Communication Media- The essence of messages from newspaper, magazines, radio and
television broadcast go hand in hand if not compete with educational institution and sources of
information and explanation about the world of life. Carnegeie Foundation stated that the articles
whether cultivating visual and emotional ways of learning at the expense of verbal and rational
ways, as other critics; or whether supplementary and enriching the learning offered in the
classrooms, as many observers and defenders argue, these articles are sources of learning
experiences needed in the curriculum.

c. Churches- The establishments of educational institutions and the design and implementation
of curriculum programs during the renaissance period were largely influenced by the churches.
The trend toward secularization popularized during the modern times however, has not
eliminated the influence of churches toward the implementation of learning programs. Currently,
many religious based learning institutions are offering religion subjects.

II. Intellectual and Academic Factors

a. Textbook authors and Publishers- Textbook are known as permanent fixtures in the
learning environment. So far, a book is an inexpensive and a portable device used in presenting
the basic principles and information that underlies a course of instruction. Authors and publishers
therefore, anticipate the need for new textbook , course book, modules and the like, to produce
works that have sufficient impact to remain useful for a long time.
b. Foundations- One of the major functions foundations is to make ventures and programs with
special attention to educational activities for which adequate support is not available from other
sources. Many of these institutions likewise, implement special curricular programs to suit their
special needs not withstanding the fairly they provide.

III. Opportunities for Graduates

a. Prospects and occupations- The expansion of the research and development activities
including the rapid development of the electronic technologies and aerospace industries have
strongly affected the curriculum innovation and development which eventually affected the
implementation of improved, revised, and new curricular programs. New work technology
demanded by the world of work have likewise influenced changes in learning objectives,
contents, experiences and evaluation implemented in the universe.

IV. Inputs
a. Budgets- The quality and the character of the curriculum are determined significantly by the
financial resource investments that the learning institutions are willing to invest in it. Level of
financial support has four effects in the implementation of courses of stud to include; review of
the curriculum to increase or decrease expense; increase administrative influence on curricular
decisions; increase or decrease incentives for trying out new programs; and intensifying efforts to
offer course that reflect popular interest and attract enrollment.

V. Regulations
a. Government- Among the effects of the government on curriculum design and
implementation include developing objective formulas for the determination of levels of support
for colleges and universities; reviewing and monitoring approved programs periodically; giving
special support to certain types of curricular programs; and formulating policies and regulations
on occupational licensing board.
b. Accrediting Agencies-The concern for accreditation is for quality of the learning instructions’
work and of the professional or pre professional graduates the institution produce. It is observed
that many students and parents assume that accreditation indicates a quality ranking among
universities. Among the aspects that accreditation has great influence are the qualification of
teaching and non-teaching staffs; admission policies; school plant; the availability of laboratory
equipment; libraries, instructional facilities; student-faculty ratio; administration service, and
appropriateness of school’s purpose.

VI. Procedural Influences

a. Transfer students-Learning institutions keep their doors open to students at all stages of
their learning careers. With such, students are given more chances to acquire the kind of
education they wanted and needed. Transfer of students is influence to some extent by the type
and manner of curriculum being implemented such as ladderized curriculum; pre-requisite
system; time and conditions of curricular implementation; general versus major field; and
networking and consortium.
b. Cooperative- Many learning institutions expand their curriculum programs and educational
services by joining forces with other institutions that share similar interest, needs, and
circumstances. The impact of cooperative linkage on curriculum is to give it breadth and depth
that few institutions could provide on their own. Among the consortia included sharing expensive
facilities; libraries; research laboratories; faculty exchange program.

B. INTERNAL FACTORS
I. Academic Department- The academic department has been described by Trow(1978) as the
central link between the university and the disciplines; between an organized body of learning ; a
body of knowledge and characteristics ways of extending knowledge; and the institutions in
which teaching and learning are carried on. In the learning institutions, the departments are the
basic units of curricular administration. The departments give particular attention to the design of
sequence of courses.

II. Colleges and other internal academic divisions- A college or university might also have
an institutions-wide faculty committees on the budget, on educational policy, and institution-wide
faculty council or senate or to a college’s governing board. They can develop their own review
and evaluation procedures and in some cases, make the final decisions, subject to a voter of the
entire faculty, on whether new courses of instructions are to be offered and new educational
programs funded.

III. Presidents or rectors- The university rector can occupy a pivotal position in the planning
and development of undergraduate education. He or she is frequently called on to articulate the
institution’s educational mission to the general public and to prospective students and
benefactors.
-Internally, presidents have the task of interpreting the goals of the academic departments and
the divisions to boards of trustees.

IV. Faculty members- Play multiple roles in the development of the curriculum. As members of
the curriculum or educational policy committees at the college-wide level, they may participate in
decisions on such broad, basic questions as whether an existing department should be split up to
recognize the emergence and promise of new subfields, or whether new interdisciplinary courses
should be introduced.

V. Students- Usually overlooked in this assumption are the enormous influences students exert
simple by exercising their option. There is no such thing as compulsory college attendance.
Students may choose not to go at all. When they do go, they many institutions to consider.
B. APPROACHES TO CURRICULUM IMPLEMENTATION
1. Laissez-Faire Approach: or “let alone approach: The teacher is given the absolute power to
determine what they see best to implement in the classroom. In effect, this allows teachers to
teach lessons they believe are appropriate for their classes and in whatever way they want to
teach such lessons. There is no form of control and monitoring.
2. Authoritarian Control: Teachers are directed by authority figures through a memorandum,
to follow a curriculum. Teachers have no control or leeway over the subjects they are teaching.
The school head exercises absolute power in directing teachers to teach certain subjects in
special ways. In other words, this type of implementation is dictatorial way of imposing
curriculum in the classroom.
For a curriculum to be fully implemented, it takes between the two extremes. Teachers
are expected to follow the prescribed curriculum and make sure they do not miss any
competency. They can design what is best needed for the learners, however, should follow what
is prescribed by the institution.
C. IMPLEMENTING THE CURRICULUM IN THE CLASSROOM
DepEd Order No. 42s., 2016 states that teachers of all public elementary and Secondary
schools will be required to prepare detailed lesson plans. Planning lessons is fundamental to
ensuring the delivery of teaching and learning in schools. These guidelines aim to support
teachers in organizing and managing their classes and lessons effectively and efficiently and
ensure the achievement of learning outcomes.
Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator of
learning. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan
(DLP) and provides teachers with an opportunity for reflection on what learners need to learn,
how learners learn, and how best to facilitate the learning process. These guidelines also aim to
empower teachers to carry out quality instruction that recognizes the diversity of learners inside
the classroom, is committed to learners’ success, allows the use of varied instructional and
formative assessment strategies including the use of information and communications
technologies (ICTs), and enables the teacher to guide, mentor, and support learners in
developing and assessing their learning across the curriculum.
The DLL will be prepared by those with teaching experience while the Detailed lesson
plan will be for those who are with 1 year or no experience in teaching. For Daily lesson plans,
there are 5 major parts which are the I. Objectives (some put this as the Intended Learning
Outcomes or ILO) II. Subject Matter; 3. Procedure; 4. Evaluation; 5: Assignment.
 The Intended Learning Outcomes are provided in the Curriculum Guides provided by the
DepEd. However, if there is need for you to subtask what is prescribed in the curriculum Guide,
then you may follow that from the Blooms’s Taxonomy, Krathwol’s Taxonomy, and Harlow’s
Taxonomy for the Cognitive, Affective and Psychomotor Objectives. Remember that your
objectives should be SMART, (Specific, Measurable, Attainable, Result Oriented, and Time
Bound).
The Subject matter or Content are taken from the Curriculum Guide. They are arranged
such that pre-requisite skills are learned first before a major skill is learned.
The procedure is where the teacher will make use of the different pedagogies in
teaching. The teacher will put life into the intended outcomes and the subject matter. This is the
crux of curriculum implementation. As a teacher, you will design how the lesson will be
presented.
The Evaluation takes place after you have taught the lesson. You can assess what has
been learned prior, during and after, however, in the evaluation part of your lesson plan, you will
specifically measure the attainment of the ILO.

Activate
Snowstorm: 
 Write down what you have learned to summarize your lesson on implementation of the
curriculum. This is your personal learning so that I am not asking you to copy what is in
your manual.
I have learned that in able to have a proper curriculum there are implementors behind it. This
are who we called the external and internal factors. External factors refers to the factors outside
of the school which can negatively influence a pupil’s achievements. While internal factors are
factors within the school that influence students, this play a major role in implementing the
curriculum since it is the one who gives an impact to thr overall outcome performance of the
students.

Secondly, there are 2 approaches in curriculum implementation which is the Laissez-Faire

Approach known as the let alone approach, this allows teachers to teach lessons they believe are
appropriate for their classes and in whatever way the want to teach such lessons. Next approach
is the Authoritarian Approach which the teacher is the one in control in the classroom where they
create a highly-structured learning environment with a strong emphasis on the rules.
In conclusion, teachers need to do a lesson plan in order to execute the curriculum int the
classroom. In line with DepEd Order No. 42s., 2016 states that teachers of all public elementary
and Secondary schools will be required to prepare detailed lesson plans. These guidelines aim to
support teachers in organizing and managing their classes and lessons effectively and efficiently
and ensure the achievement of learning outcomes.

Evaluation
Explain the following in your own words:
1. Who is most important stakeholder in the implementation of the curriculum. Why?
 Teachers are stakeholders who plan, design, teach, implement, and evaluate the
curriculum. No doubt, the most important person in curriculum implementation is
the Teacher. Teacher's influence upon learners cannot be measured. Better
teachers foster better learning. Teachers also assist students in learning by
conveying knowledge to them and by creating an environment conducive to
learning. To ensure that the curriculum is implemented successfully, teachers
must continue their professional development. Teachers need to be fully
informed about the program's philosophy, content, and curriculum elements, as
well as effective teaching strategies.

2. If you are a first time teacher in a public school, what approach to curriculum
implementation will you apply?
I will implement the Authoritarian Control. A first timer public school teacher should implement
this curriculum so that in the first day of teaching students will already have an idea that you as
their teacher have the control inside the classroom and not them, this way students will avoid
doing such unpleasant things. The teacher should really use this kind of implementation since
shes new, she needs to follow what is in the curriculum and what competency should be taught
with the students. Thus, it ensures consistency in teaching and learning. No matter where a
student learns, they should expect to graduate with the same fundamental knowledge and skills.
 3. How would you help implement the prescribed curriculum effectively in your classroom?

I believe Classroom Management is the key component in any educational setting. I believe that
if students are in a safe environment, then learning can take place. This doesn’t necessarily mean
punishing behavior problems but rather a combination of setting the tone in a class, preventing
behavior problems with interesting and engaging curriculums and effectively including all
students in the classroom so that their needs are met. Having the right environment for all
students to learn is my major goal of implementing good classroom management--without it the
students would not be able to learn.