IMPLEMENTING

THE
CURRICULUM
◦ 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, attitudes that are aimed at
enabling the same learners to function effectively in the
society.
Ornstein and Hunkins (1998)

◦ As the interaction between the curriculum that has been

written and planned and the person who are in charged to
deliver it.
Ornstein and Hunkins (1998)

◦ To them, curriculum implementation implies the following:

◦ Shift from what is the current to a new or enhanced curriculum.
◦ Change in knowledge, actions, attitudes of the person involved.
◦ Change in behavior using new strategies and resources.
◦ Change which requires efforts hence goals should be
achievable.
Loucks and Lieberman (1983)

◦ The trying out of a new practice and what it looks like

when actually used in a school system.

◦ In the classroom context

◦ Teaching
◦ Implementing means using the plan as a guide to engage
with the learners in the teaching 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 the larger scale

◦ 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 higher education system.
◦ In higher education

◦ 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)
◦ As the father of social psychology explains the process of
change, the model can be used to explain curriculum
change and implementation.
◦ In the educational landscape

◦ There are always two forces that oppose each

other. These are the driving force and the
restraining force.
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.

◦ 2. Alteration – there is a minor change to the current or

existing curriculum.
McNeil in 1990 categorized curriculum
change as follows:
◦ 4. Perturbations – these are changes that are disruptive,
but teachers have to adjust to them within a fairly short
time.
◦ 3. Restructuring – building a new structure would mean
major change or modification in the school system, degree
program or educational system.
McNeil in 1990 categorized curriculum
change as follows:
◦ 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.
3 Elements of Curriculum Implementation

◦ Developmental

◦ Participatory

◦ Supportive
Developmental

◦ should develop multi perspective and make learning

autonomous. There should be teacher support in trying
new task, reflection on the new experiences and challenge.
Participatory

◦ for curriculum implementation to succeed. Because other

stakeholder like peers, school leader, parents and
curriculum specialist necessary.
Supportive

◦ curriculum implementation is required in the process of

change. Material support like supplies, equipment,
conductive learning environment like classroom,
laboratory should made available.
◦ Time is an important commodity for a successful change
process. And Support from peers, principal ,external
stakeholder will add to the success of implementation.
Reference

◦ https://www.slideshare.net/RizzaLynnLabastida/implement
ing-the-curricilum