Implementing

the Curriculum
 Curriculum Implementation
Ornstein and Hunkins in (1998) defined curriculum implementation as the
interaction between the curriculum that has been written and planned the
persons (teachers) who are in charge to deliver it.

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; and
• Change which requires efforts hence goals should be achievable.
Models of Implementation
1.ORC Model
Overcoming Resistance to 3.RCA Model
Change Model Rand Change Agent Model

2.LOC Model 4.OD Model

Leadership-Obstacle Course Organizational
Model Development Model

5.Linkage Model
 1. Overcoming
Resistance to Change
model
ORC focuses on overcoming staff resistance to
change that is present immediately before, or
at the time of the introduction of the
innovation.
 Developmental Stages of Concern
Stage 1: Unrelated Concerns- The first stage is a stage of indifference. A teacher is aware
change but do not see how it relates to their own life. As such the teacher is not worried
about whatever innovation is coming.
Stage 2: Personal Concerns
The teacher is now concerned with how the new innovation or curriculum will impact
their life personally.
Stage 3: Task-Related Concerns
The teacher is thinking about how to use the new curriculum or innovation. Questions
begin to go through their head in terms of application.
Stage 4: Impact-Related Concerns
Now the teacher has taken their focus of their performance and is now worried about
how this will affect students. At this stage, teachers are focusing on their students,
peers, and school.
2.Leadership Obstacle Course (LOC) Model

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

We can do this by making sure that the following five conditions exist:

1. The organizational members must have a clear understanding of the proposed

Innovation.

2. Individuals within the organization must be given relevant skills so that they possess the capabilities
requisite for carrying out the innovation.

3. The necessary materials and equipment for the innovation must be furnished.
• 4. If need
be, the organizational structure must be modified so that it is compatible with
the innovation being suggested.
• 5. The participants in the innovation must be motivated to spend the
required time and effort to make the innovation a success.
The ORC model conceptualizes educational change
as a two stage process:

1. Initiation
2. Incorporation ( or the innovation as part of the
ongoing processes of the organization)

The LOC model considers educational change as a

sequence of three stages:

3. Initiation
2. Attempted implementation
4. incorporation
3.Linkage Model
It recognizes that there are innovators in research and development
centers universities, etc. Educators in the field, however, find some of their
attempts at innovations that are inappropriate for solving the problems.

2 SYSTEMS OF LINKAGE MODEL

• User System ( individuals problems, societal problems)
• Resource System(university, resource center)
4.Organizational development model (OD)
An information-processing change method that enables the system to
enhance member interactions and system operations to support the
introduction of change.

7 Characteristics of this model:

1. Emphasis on teamwork for addressing issues
2. Emphasis on group and intergroup processes
3. Use of action research
4. Collaboration within the organization
5. Those in charge serve as consultants and facilitators
6. Organizations culture must be considered
7. Appreciation of organizations dynamics in a continuously changing
environment.
5.Rand Agent Model
This model suggests that organizational dynamics seem to be the chief barriers to
change.

3 Stages in the Change Process:

1. Initiation- at this stage, the curriculum developers work to secure the support
for the anticipated change
2. Implementation- the proposed change; the new program and the organizational
structure are adjusted to operationalize the change
3. Incorporation- the changes implemented become part of the established
program.
Curriculum Implementation as a Change
Process in the Institution
Kurt Lewin (1951), the father of social psychology explains the
process of change.

In the education landscape, there are always two forces that

oppose each other. These are the driving force and the
restraining force.
• Driving forces- are those seeking change
• Restraining forces-are those seeking to maintain the status
qou.
Categories of Curriculum Change
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.
Categories of Curriculum Change

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. ​
Categories of Curriculum Change

3 Restructuring
Building or creating a new structure
There is a major change or modification in the school
system, degree program, or educational system.

Example:
• Schools introduce a new curriculum to
their teachers and pupils
• “In-school Off-School”
Categories of Curriculum Change

4 Perturbations
These are changes that are disruptive, but teachers have to
adjust to them within a fairly short time.

Example:
• The teacher has to shorten the schedule to
accommodate unplanned extra-curricular
activities.
Categories of Curriculum Change

5 Value Orientation

Respond to shifts in the emphasis that the

teacher provides which are not within the mission
or vision of the school or vice versa.

Example:
• When new teachers who are recruited in
religious schools give emphasis on academics
and forget the formation of values or faith
IMPORTANT ELEMENTS
1 Developmental
 It should develop multiple perspectives
 Increase integration and make learning autonomous
 Create a clime of openness and trust
 Appreciate and affirm the strengths of the teacher.
IMPORTANT ELEMENTS
2 Participatory

 Stakeholders, such as teachers, parents, other

school leaders, and curriculum specialists should
participate.
IMPORTANT ELEMENTS
3 Supportive

 The school leader or head

should provide full
school or institutional
support to the
implementation of the
new curriculum.
 Philippine Educational System

National Level

Department of Commission on Technical Education

Education Higher Education and skills Authority
(DepEd) (CHED) (TESDA)
 PHILIPPINE EDUCATIONAL SYSTEM ORGANIZATIONAL CHART

Basic Education Higher Education Technical- Vocational

National Level CHED Regional Offices TESDA Regional Offices

Higher Education Institutions Technical-Vocational

Division Level (Universities, Colleges, Professional
Institutes) Schools

District Level

Local School Level