RULE:

How do you spell candy with just two

letters?
 Answer

c and y
How can 5 minus 2 equal 4?
 Answer

IV
FIVE take away two letters F and E which
leaves IV which is 4 in Roman Numerals.
A cat has three kittens: Daisy, Kittie
and Gracie. What is the mother's
name.
Answer What
It was a statement not a question.

7
What is in the center of Paris that
can't be found in Washington or
London?
Answer
R
The center of paRis is R.
 If you throw a white hat with a
blue ribbon into the Red sea, what
does it become?
Answer
wet!
How do you spell "hard water"
using only 3 letters?
Answer
The chicken or the egg?
Which came first?

14
Answer
chicken
It came first in the question.
 Which is correct:
Six and six IS eleven or six and six ARE
eleven?
Answer Neither – Six and Six is
twelve.
What one word contains the
most letters?
Answer
ALPHABET
 Curriculum
Implementation
CHAPTER 5
 Group Reporters

Riel, Ana Mae Ramirez, Marinella Ocampo, Rosemary

 OBJECTIVES
At the end of the discussion, you will be able to:
 Identify the different curriculum workers.
Analyze the different levels of curriculum
implementation in the Philippine context.
Discuss the factors to consider in implementing a
curriculum.
 TOPICS
01 Riel, Ana Mae 02 Riel, Ana Mae
Curriculum Curriculum Workers
Implementation

03 Ramirez, Marinella 04 Ocampo, Rosemary

Ocampo, Rosemary • Things to Consider in Implementing
Levels of Curriculum the Curriculum
• The Role of Technology in
Implementation Delivering the Curriculum
Daily implementation of • Stakeholders in Curriculum
Curriculum Implementation
 CURRICULUM
IMPLEMENTATION
• Focuses on the actual implementation of the curriculum
from the national level to the local school context.
• It describes the dynamic of how various curriculum strive
to do their functions in order to attain educational goals,
programs, policies set by the country, region, division,
district, and down to the local school level.
• Ideally the implementation of the curriculum is influenced
by the educational goals set by the government or schools.
However, the process of Curriculum implementation is
also guided by an educational or curriculum philosophy.
Curriculum Implementation
(SADC MoE Africa, 2000)

 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 the
society
Ornstein and Hunkins (1998)
• It is the interaction between the curriculum that has been
written and planned and the persons (teachers) who are in
charged to deliver it.

• To them, curriculum implementation 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 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 school system.

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 of instructional materials .

In the large scale curriculum implementation means putting the curriculum

into operation with the different implementing agents.
Curriculum Implementation as a Change Process
Kurt Lewin’s Force Field Theory and
Curriculum Change
• Kurt Lewin (1951)
- The Father of social psychology. He explains the process
of change. He made a model that can be used to explain the
curriculum change and implementation.

• Idea of Kurt Lewin in his Force Field Theory

In the education landscape, there are always two forces that oppose each
other: the driving force and the restraining force. When these two are
equal, the state is equilibrium or balance.
P N
O E
S G
I A
T T
I I
V V
E E
 CATEGORIES OF CURRICULUM CHANGE
1. Substitution
- the current curriculum will be replaced or established by a new one.
Sometimes, we call this a complete overhaul.
2. Alteration
- There is a minor change to the current or existing curriculum.

3. Restricting
- Building a new structure would be mean major change or
modification in the school system, degree program and educational
system.
4. Perturbations
- These are changes that are disruptive, but teachers have to adjust
to them within a fairly short time.

5. Value Orientation
- This respond to the shift in the emphasis that the teacher provides
which are not within the mission or vision of the school or vice
versa.
THREE IMPORTANT ELEMENTS OF
CURRICULUM IMPLEMENTATION:

 Developmental
 Participatory
 Supportive
  The success or failure of any curriculum
depends on the people working for its
implementation. Oliva (2005) identified
Curriculum these as curriculum workers.

Workers  At any level of curriculum

implementation, curriculum workers,
through their expertise, creativity, and
dedication, make sure that the curriculum
is implemented as planned.
TEACHERS
The most visible among the curriculum workers. Their roles
as implementers of the curriculum are very crucial. It is
through their expertise, creativity, and commitment that any
Curriculum success is attributed. Teachers develop lesson
plans, unit plans, yearly plans, and syllabi for each subject
they teach. They prepare instructional materials, select
methods and Strategies, and assess students’ progress.
Everyday, teachers are given teaching loads to teach different
subjects. Their educational background, educational
philosophy, teaching styles, and personality affect the
implementation of the curriculum.
PRINCIPALS
• The chief academic and administrative officer of the school.
• They provide curricular and instructional leadership and
supervision to the teachers and other school personnel in the local
school context.
• The who lead teachers in planning different school activities and
make sure that all educational goals set by the Department of
Education are met.
• Principals check the lesson plans developed by each teacher,
prepare the school calendar, supervise instruction, and prepare
school report;
• Work with parents and community leaders and win their support
to any school activities and projects.
 Curriculum Consultant

• Individuals with a rich experience

on doing curriculum projects
related to curriculum planning,
curriculum development, and
curriculum evaluation.
District Supervisors
 Responsible for supervising the implementation
of the curriculum in the district level.
 They help public school principals in ensuring
that the program of the Department of Education
(DepEd) are implemented in their respective
schools.
 They also implemented policies and programs of
the DepEd in private schools.
 Education
Supervisors
 Assigned to specific subject areas in
basic education.
 They help the district office of the
Department of Education in supervising
the implementation of projects and
programs specific for each subject area.
 District Education
Supervisors Supervisors

-Municipality -Division level/

level Provincial
-Generalists -Specialists

Extend
Instructional
supervision
Technical
Assistant (TA)
 Division
i nt end ent s
Super
 Chief academic officer of each division
 Supervise the implementation of the DepEd
curriculum, programs, and projects in the
division level for both public and private
schools.
Regional Directors

 Manage the programs

and projects of the
Department of
Education in the
regional level.
Education Program
Specialists
 Work at the national level or at the central
offices of the Commission on Higher
Education and the Department of
Education
 They assist the two government agencies in
the development of curriculum policies that
will help teachers and other curriculum
leaders in the implementation of the
curriculum
Technical Panels and Technical Commitees

 Professors and individual experts from different

disciplines and fields that assist the CHED in
developing curriculum, formulating curriculum
policies and evaluating the compliance of higher
education institutions to CHED program
standards.
• Posner (1995) pointed out that in analyzing a curriculum, a careful
examination of the background, philosophy, expertise, and the level of
involvement of different curriculum workers are important.

• Walker (1971) made observations that in the process of curriculum

development, various curriculum workers bring with them their philosophies,
beliefs, expertise, and other concerns when they plan and develop
curriculum. Consequently, these are also influential in the implementation of
the curriculum.

• Glatthorn, Boschee, and Whitehead (2006) emphasized that curriculum

workers are curriculum leaders, too. As they implement the curriculum at any
level, these curriculum workers take the role of curriculum leaders providing
directions, guidance, and supervision. They manage people and programs at
any level of education and in any school.
 Curriculum Workers
 Teachers
 Principals
 Curriculum Consultant
 District Supervisors
 Education Supervisors
 Division Superintendents
 Regional Directors
 Education Program Specialists
 Technical Panels and Technical Committees
 RAMIREZ,
MARINELLA D.
BSED ENGLISH 3A
 Levels of Curriculum Implementation
-To ensure the smooth implementation of the curriculum, each department or
ministry of education in any country has established a system that will take charge
of the whole work of planning, development implementation; and evaluation of the
curriculum. Integrated in this system are the curriculum workers mentioned earlier in
this chapter who work in different levels of the bureaucracy.

-As shown in Figure 14, the Philippines follows a centralized system of curriculum
development and implementation that starts from the national level down to the local
school level. Although the regional, division, district, and school levels are empowered
to plan, monitor, and evaluate programs, projects, and plans, the central office of the
Department of Education still does most of the policies and curriculum development
work.
 LEVELS OF CURRICULUM IMPLEMENTATION
REPUBLIC ACT 9155, also known as the GOVERNANCE OF BASIC
EDUCATION ACT OF 2001, SECTION 7 defines the function of each level as
follows.
SECRETARY OF EDUCATION

UNDERSECRETARIES

ASSISTANT SECRETARIES

BUREAU OFFICERS
Undersecretaries
Assistant Secretaries
A. National Level
Through the leadership of the Secretary of Education, the
Undersecretaries, Assistant Secretaries and different Bureau Officers are
responsible for the following:
 formulating national educational
policies;
 formulating a national basic
education plan;
 promulgating national educational
standards;
 monitoring and assessing national
learning outcomes
 Undertaking national educational research and studies;
 Enhancing the employment status, professional
competence, welfare, and working conditions of all
personnel of the Department; and
 Enhancing the total development of learners through
local and national
 Programs and/or projects.
 B. Regional Level
 Consistent with the national educational policies, plans,
and standards, the regional office under the Regional
Director shall be responsible for the following:
 Defining a regional educational policy
framework that reflects the values,
needs, and expectations of the
communities they serve;
 Developing a regional basic education
plan;
 Developing regional educational
standards with a view toward the bench
 B. Regional Level
 Marking for international competitiveness;
 monitoring, evaluating, and assessing regional learning
outcomes;
 Undertaking research projects and developing and
managing region-wide projects which may be funded
through official development assistance and/or other
funding agencies;
 Ensuring strict compliance with prescribed national
criteria for the recruitment, selection, and training of all
staff in the region and divisions;
 B. Regional Level
 Formulating, in coordination with the regional development
council, the budget to support the regional educational plan
which shall take into account the educational plans of the
divisions and districts;
 Determining the organization component of the divisions and
districts and approving the proposed staffing pattern for all
employees in the divisions and districts;
 Hiring, placing, and evaluating all employees in the regional
office, except for the position of assistant director,
 B. Regional Level
 Evaluating all school division superintendents and assistant
division superintendents in the region;
 Planning and managing the effective and efficient use of all
personnel physical and fiscal resources of the office,
including professional staff development;
 Managing the database and management information
system of the region; and
 Approving the establishment of public and private
elementary and high schools and learning centers.
 C. Division Level
A division consists of a province or a city. Consistent with the national educational
policies, plans, and standards, the division level through the leadership of the
Superintendent shall be Division responsible for the following:
 Developing and implementing division education
development plans;
 planning and managing the effective and efficient
use of all personnel physical, and fiscal resources of
the division, including professional staff
development;
 hiring, placing, and evaluating all division
supervisors and school district Supervisors as well
as all employees in the division, both teaching and
non-teaching personnel, including school heads,
except for the assistant division superintendent;
 Monitoring the utilization of funds provided by the national
government and the local government units to the schools and
learning centers;
 Ensuring compliance with quality standards for basic education
programs and this purpose strengthening the role of division
supervisors as subject area specialists;
 Promoting awareness of and adherence by all schools and learning
centers to accreditation standards prescribed by the Secretary of
Education; and
 Supervising the operations of all public and private elementary,
secondary, and integrated schools, and learning centers.
 D. School District Level

A school’s district through the leadership of the District

Supervisor is responsible for the following:
 Providing professional and instructional advice and
support to the school heads and teachers/facilitators of
schools and learning centers in the district or cluster
thereof; and
 Curricula supervision.
 E. School Level
Consistent with the national educational policies, plans, and
standards, the school level through the leadership of school
heads is responsible for the following:
 Setting the mission, vision, goals, and objectives of the
school;
 Creating an environment within the school that is
conducive to teaching and learning;
 E. School Level
 Implementing the school curriculum and being accountable for
higher learning outcomes;
 Developing the school education program and school
improvement plan;
 Offering educational programs, projects, and services that
provide equitable opportunities for all learners in the
community;
 Introducing new and innovative modes of instruction to achieve
higher learning outcomes,
 E. School Level
 Administering and managing all personnel, physical, and fiscal resources of
the school;
 Recommending the staffing complement of the school based on its needs;
 Encouraging staff development;
 Establishing school and community networks and encouraging the active
participation of teachers' organizations, non-academic personnel of public
Schools, and parents-teachers-community associations; and
 Accepting donations, gifts, bequests, and grants to upgrade teachers'
learning facilitators' competencies, improve and expanding school facilities,
and providing instructional materials and equipment.
 National level
 Regional level
 Division level
 District level
 Local School level
 Implementing a
Curriculum Daily in
the Classroom
 Revised Bloom's taxonomy emphasizes students' learning
outcomes through the use of refined terms. The revised
taxonomy is a refreshed take on Bloom's Taxonomy from 1956,
which examined cognitive skills and learning behavior. Changes
to terminology, structure and emphasis are a part of the revised
approach.
 To provide learners with clearer instructional goals, a group of
researchers led by Bloom's colleague David Krathwohl and one
of Bloom's students, Lorin Anderson, revised the taxonomy in
2001. In the new variant, nouns were replaced by action verbs.
Also, the two highest levels of the taxonomy were swapped.
 The top two levels are essentially swapped from the
old to the new version.

This revised taxonomy moves the “evaluation” stage down a
level and the highest element becomes “creating.”

 At the second to the highest level of the revised version, people

defend, support, justify and evaluate their opinion on this
information.

 And at the highest level, people generate new ideas, create a new
product, or construct a new point of view.
This change was made because the taxonomy is viewed as a
hierarchy reflecting increasing complexity of thinking, and creative
thinking (creating level) is considered a more complex form of
thinking than critical thinking (evaluating level).

 A person can evaluate information without being creative, but

creative thinking requires some level of evaluation or critical
thinking (i.e. you need to evaluate the effectiveness of your new
idea).
Cone of Experience
 The Dale's cone of experience helps teachers to plan different
kinds of learning experiences in order to create the most effective
learning environment for the purpose of studying geographical
contents. Direct, purposeful experience: The cone of experience is
started with direct, purposeful experience at its base.
 Dale's cone of Experience provides teaching and learning models
that allows teachers to understand how to increase the retention
rate of learners by involving the learner. This means that while the
learner participate and get involved in the learning process by
expression, they awaken the sensory organs.
PHILIPPINE EDUCATIONAL SYSTEM
 PHILIPPINE EDUCATIONAL SYSTEM
• R.A. 10533 or the Enhanced Basic Education
BasicEducation Act of 2013
• K-12 Education Program of the Philippines

• Republic Act No. 7722 or Higher Education Act

Higher Education of 1994
• CHED

Technical • Republic Act 7796 or “Technical Education and

Education and Skills Development Act of 1994”
Skills Development • TESDA
 Levels of Curriculum Implementation at the
Higher Education Level
Commission on Higher Education Central Office (National Level)

Policies and
CHED Office for Program Standards(OPS) – responsible for curricular matters Two
Guidelines
Development
CMO- CHED Memorandum Order Levels
CHED Regional Offices of
Regional Quality Assurance Team (RQuAT) – duty to ensure that all HEIs in their CHED
Monitoring
Implementation regions comply with CHED requirements and policies

Higher Education Institutions

Curriculum
Proposals
(Colleges, Professional Institutes, Universities)
 The Role of
Technology in
Delivering the
Curriculum
 “an electronically enabled society where all citizens
live in an environment that provides quality education,
efficient government services, greater sources of
livelihood and ultimately a better way of
life through enhanced access to appropriate workshop
technologies.”
— International Workshop On Emerging
Technologies, Thailand, December 14-16,
2005
Technology in Instructional Media

Instructional Media
-referred to as media
technology or learning
technology, or simply
technology
 Types of Instructional Media/ Technology
Non- Projected media are visuals that do not need the use of
equipment for projection
• Real objects
• Models
• Field trips
• Kits
• Printed materials (books, worksheets)
• Visuals (drawings, photographs, graphs,
charts, posters)
• Visual boards (chalkboard, whiteboard,
flannel board. etc.)
• Audio materials
Types of Instructional Media/ Technology

Projected visuals are

media formats in which
pictures are enlarged and
displayed on a screen
which are suitable for all
use at all grade levels and
for instruction in all
curriculum areas.
 The Role of Technology in
Curriculum Delivery

teacher-centered to student-
Three centered approach
Current broadening realization
Trends
the increase in the use of new information
and communication technology or ICT
 The Primary Roles Of Educational Technology In
Delivering The School Curriculum's Instructional
Program
● 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 as 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.
Stakeholders in
Curriculum
Implementation
 Stakeholders in Curriculum
Implementation

1. Learners are at 2. Teachers are 3. School leaders

the core of the Curricularists. are curriculum
curriculum. managers.
 Stakeholders in Curriculum
Implementation

4. Parents 5. Community as the 6. Other

Parents may not directly be Curriculum Resources Stakeholders
involved in curriculum and a Learning
implementation, but they • Government
Environment
are formidable Agencies
partners for the success of
"It takes the whole village
any curriculum to educate the child"
• Non-Government
development endeavor.
Agencies
 04
Things to Consider in
Implementing the Curriculum
Ocampo, Rosemary R.
Presenter
 Things to Consider in Implementing
the Curriculum

Government School Philosophy,

Requirements
 Department of Education
 Commission on Higher Education
 Technical Education Skills
Development Authority
 Memoranda  guidelines
 Policies  requirements
Vision and Mission,
and Core Values
 selecting the specific contents
and learning experiences for all
students enrolled in each
program
 Things to Consider in Implementing
the Curriculum

Government School Philosophy,

Requirements
 Department of Education
 Commission on Higher
 Education Technical Education
Skills Development Authority
 Memoranda  guidelines
 Policies  requirements
Vision and Mission,
and Core Values
 selecting the specific contents
and learning experiences for all
students enrolled in each
program
 Things to Consider in Implementing
the Curriculum
Learning Needs and Demands
Environment of the Society
 Laboratories
 classrooms  macro level - adding subjects or
 Libraries contents
 sports facilities  local school level- integrating
 instructional technologies specific competencies in the
 other facilities prescribed by the various syllabi for each course
government for each program.
MACRO LOCAL
LEVEL SCHOOL
 Things to Consider in Implementing
the Curriculum

Needs of the Faculty Expertise

Students

Interests
general profile of
Experience/s
students Competencies
It is an aptitude test geared
toward providing information
through test results for self-
assessment, career awareness
and career guidance of junior
high school students of the K to
12 Basic Education Program
(BEP).
 Things to Consider in Implementing
the Curriculum

Needs of the Faculty Expertise

Students

Interests
general profile of
Experience/s
students Competencies
Philippine Professional Standards For Teachers (PPST)
Things to Consider in Implementing
the Curriculum

The Changing Nature of

Knowledge

Theories
Researches
 CURRICULUM EXPERTS

Ornstein & Tanner &

Tyler, 1949 Sowell, 1996 Hunkins, Marsh,2004 Tanner,
1993 2007
The Success of Curriculum Implementation

 How curriculum leaders and workers’ plan

design and develop the implementation of the
curriculum.
 School resources and the implementers at the
school level are also contributory to the
success of curriculum implementation.
Thank You!