CURR I C U LU M

IMPLEME NT A T ION R
-QUEENIE BELLE S. DOMPO
MAED-MATH
Intended Learning Outcomes (ILOs)
1 ●
Define curriculum implementation

2 Familiarize oneself with the major problems

●

involved in curriculum implementation

3 Analyze factors that influence curriculum

●

implementation

4 Examine some common models that support the

●

process of curriculum implementation

WHA T IS C U R R I C U L U M
I MP L E M E NT A T I ON ?
ORNSTEIN AND HUNKINS, 1998
•Implementation is an interaction
between those who have created the
programme and those who are charged
to deliver it.
Implementation requires educators to shift from the current programme which they are familiar with
to the new or modified programme.

Implementation involves changes in the knowledge, actions, and attitudes of people.

Implementation can be seen as a process of professional development and growth involving

ongoing interactions, feedback and assistance.
Implementation is a process of clarification whereby individuals and groups come to understand and
practice a change in attitudes and behaviors; often involving using new resources

Implementation involves change which requires effort and will produce a certain amount of anxiety and to
minimize these, it is useful to organize implementation into manageable events and to set achievable goals.

Implementation requires a supportive atmosphere in which there is trust and open communication
between administrators, teachers, educators, and where risk-taking is encouraged.
•Although large sums of money on implementing
new curriculum, several of these efforts have
failed.

•According to Sarason (1990), the main reason

for failure is the lack of understanding of the
culture of the school by both experts outside the
school system and educators in the system.
FULLAN AND POMFRET (1977);

“Effective implementation of innovations

requires time, personal interaction and
contacts, in-service training and other forms
of people-based support.”
• Curriculum implementation requires winning people
over and it takes time.
• Teachers need to feel appreciated and their efforts
recognized. Some may argue that they should be given
financial rewards but there is evidence to suggest that
external motivation contributes minimally to the
venture.
• Individuals contribute their best talents when they are
internally motivated and derive a good feeling from
being involved.
 AP P R O A C H ES O N
CUR R I CU L U M
IMPLEM E N T A T I O N
HOW SHOULD CURRICULUM
BE IMPLEMENTED?
There are two extreme views about curriculum
implementation:

Laissez-faire­or the “let-

alone” approach.

Authoritarian control.
Laissez-faire­or the “let-alone”
approach.
•Gives teachers absolute power to determine what
they see best to implement in the classroom.
•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 or monitoring
whatsoever.
 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 exercise absolute power in directing
teachers to teach certain subjects in specified ways.
• In other words, this approach is a dictatorial way of imposing
curricular implementation in the classroom.
•A realistic view of curriculum should be between the
two extremes.
• Teachers are expected to follow the prescribed syllabus
exactly and make sure that they do not miss any
topic/component. When teachers diligently follow a
prescribed syllabus in teaching a lesson, then they are
considered to have fidelity of use or fidelity of
implementation.
ADAPTATION TO THE CURRICULUM OR PROCESS ORIENTATION

• Some topics allow or encourage teachers to be creative

and unique in teaching
• Teachers implement personalized variations of the
prescribed curriculum but still guided by it
• It came as a response to the need to acknowledge different
organizational concepts of varying teachers’ needs and
abilities that would require on-site modification
IMPLEME NT A T IO N
MODELS
 Overcoming resistance to change model
1 (ORC)

2 Leadership-obstacle course model (LOC)

3 Linkage model

4 Organizational development model

5 Rand change agent model

IMPLEMENTATION MODELS
•Focuses on overcoming staff resistance to
change that is present immediately before or at
the time of the introduction of the innovation.

1 OVERCOMING RESISTANCE TO CHANGE MODEL (ORC)

•Extends the ORC model and puts emphasis on
the gathering of data to determine the extent
and nature of the resistance in order to deal
with it appropriately.

2 LEADERSHIP-OBSTACLE COURSE MODEL (LOC)

•Involves a cycle of diagnosis, search, and
retrieval, formulation of solution, dissemination
and evaluation.

3 LINKAGE MODEL
•An information-processing change strategy that
enables the system to improve its operations
and the quality of interaction among its
members to facilitate the introduction of
change.

4 ORGANIZATIONAL DEVELOPMENT MODEL (OD)

It is based on the assumption that the success of
the implementation of a new program depends
on: (1)the characteristics of the proposed
change;
(2)the competencies of the teaching and
administrative staff;
(3)the support of the local community and
(4)the school organization structure.

5 RAND AGENT MODEL

Each strategy has certain elements which conform to the
following suggestions of Harris (1985) for the successful
implementation of changes in the school system:

1
Clarification of lines of authority

Involvement of affected parties in goal setting,

2 staff selection and evaluation;

Specification of roles and responsibilities of

3 teachers

Training of personnel in change strategies and

4 conflict-resolution techniques of teachers

5
Support to affected parties
 CURRICULUM
IMPLEMENTATION
Prepared by:
SHERALYN G. REYES
MAED-MATHEMATICS
 FACTORS THAT INFLUENCE
CURRICULUM IMPLEMENTATION
Teachers
Learners
Principals/School Heads
Parents
Resource Materials and Facilities
Interest Groups
School Environment
Culture and Ideology
Assessment
TEACHER
 Factors that impede curriculum
implementation of teachers

Adequacy Profession Profession

of Tim al Support al
Resources e Knowledge
Schoo Profession
l al
Profession
Ethos Attitude &
al
Adequacy Interest
EXTRINSIC
INTRINSI
 Below are some topics to be addressed
in designing professional development
opportunities for teachers

Component
Programm Content Pedagogy s of the
e programme
philosoph
y
LEANERS
PARENTS
Resource Materials
and Facilities
Interest Groups
School Environment
Culture and Ideology
 Implementing Curriculum In The Class

Learning Content
Goals

Learning Assessme
Experien nt Tasks
ce

Teaching Learning
Methods Activities
Instructional objectives:

 Make it clear to teachers what changes

they want students to achieve.
 Help in choosing the appropriate
learning experiences to achieve the
changes or Learning desired.
 Inform students of what is expected of
them.
 Indicate what will be important in
assessing the lesson.
Generic outline for a lesson
plan:
a. objectives
b. pre – requisite knowledge
c. instructional aids and resources
d. learning experiences
(teaching methods & learning
activities)
e. evaluation tasks or
techniques
f. assignment
 THANK
YOU!!!! 