Chapter 3.

Implementing the Curriculum

Module 4: The Teacher as Curriculum Implementor and Manager

Lesson 1: Implementing the Designed Curriculum as a Change Process

Desired Learning Outcomes

 Define curriculum implementation

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

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 which requires efforts hence goals should be achievable.

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 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 Restraining Forces

Government Intervention Fear of the Unknown
Society’s Values EQUILIBRIU Negative Attitude to Change
Technological Changes M Tradition Values
Knowledge Explosion Limited Resources
Administrative Support Obsolete Equipment
Based on Kevin’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 the 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 and 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,

specially 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.

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

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 the 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
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 Example Key Words

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

Higher Order Thinking Skills

HOTS
Creating doing

Active
Evaluating Receiving and
Participating
Analyzing

Applying
Visual Receiving
Understanding
Passive

Remembering Verbal Receiving

LOTS
Lower Order Thinking Skills

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 a 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. Corpuz & 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 Garner 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 styes can help teachers choose
the method and the materials they will use.

Common Characteristics Tips for Teachers about Learners

Visual- uses graphs, charts, pictures; tends to Turn notes into pictures, diagrams, maps. Learn
remember things that are written in form. the big picture first than details. Make mind
maps and concept maps.
Auditory- recalls information through hearing Record lectures and listen to these. Repeat
and speaking; prefers to be told how to do materials out loud “parrots”. Read aloud.
things orally; learns aloud.
Kinesthetic- prefers hands-on approach; Learn something while doing another thing (eats
demonstrates how to do, rather than explain; while studying). Work while standing. Like
likes group work with hands on-minds on. fieldwork. Do many 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

After 2 weeks we tend to remember Nature of Involment

10% of what we READ Reading Verbal Receiving PASSIVE

20% of what we HEAR Hearing Words
30% of what we SEE Looking at Pictures
Watching a movie
50% of what we Looking at an Exhibit Visual Receiving
HEAR & SEE Watching a Demonstration
Seeing it Done on Location
70% of what Participating in a discussion Receiving/ ACTIVE
we SAY Giving a Talk Participating
90% of what Doing a Dramatic Presentation
we SAY & DO Simulating the Real Experience Doing
Doing the Real Thing

Source: Edgar Dale, Audio-Visual Methods in Teaching (3rd 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 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, equipments, 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 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 of 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 your 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.
Lesson 3: The Role of Technology in Delivering 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

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 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, charts, posters) Video, VCD, DVD
Visual boards (chalkboard, whiteboard, flannel board. Computer / multimedia presentations
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 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 to 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.

Lesson 4: Stakeholders in Curriculum Implementation

Desired Learning Outcomes

 Identified stakeholders of the curriculum

 Enumerate the role of each stakeholder

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 to change 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 in 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 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.

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.
― Professional Organizations 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.