IMPLEMENTING THE

CURRICULUM
AS A CHANGE PROCESS

PRESENTER NAME:
 NELVIC PANUNCIALES
 ABBYGALE VAN TULAYBA
 MA. KRISTINE LEQUIGAN
 Using the plan as a guide
to engage with the leaners in
the teacher-learning process
IMPLEMENTI
NG with the end in the view that
learning occurred, and the
learning outcomes have been
achieved.
 A plan or drawing
produced to show the look
and function or workings of
DESIGN a building. garment or other
object before it is built or
made.
 Is a standards-based sequence
of planned experiences where
CURRICUL students practice and achieve
UM proficiency in content and applied
learning skills. A central guide for
educators to know what is essential
for teaching and learning.
 Focuses on the creation of the
overall coarse blueprint, mapping
content to develop a course
CURRICULU outline and build the course. Each
M DESIGN learning objectives is met with
assessment strategies, exercises,
content, subject matter analysis
and interactive activities.
 The act or instance of
CHANGE making or becoming
different.
 A series of actions or
PROCES steps taken in order to
S achieve a particular end.
 Putting into practice the written
curriculum that has been designed in the
syllabi, course of study, curricular guide and
CURRICULUM subjects.
IMPLEMENTATIO It's a process wherein the learners
N acquire the planned or intended
knowledge, skill and attitudes that are
aimed at enabling same leaners to
function effectively in the society.
 As the interaction between the curriculum
that has been written and planned, and the persons
(teachers) who are in charge to deliver it.
ORNSTEIN - Shift from what is the content to a new or enhanced

AND curriculum.
- Change in knowledge, actions, attitudes of the person
HUNKINS involved.

(1998) - Change in behavior using new strategies and

resources.
- Change which requires efforts hence goals should be
achievable.
 They defined it as the trying
LOUCKS out of a new practice and what it
AND looks like when already used in
LIEBERMA school system.
N (1983) *In the classroom context
•Teaching
 *Change is a constant law of nature. It bring
improvements. Change is an ongoing
process.
CONCEP
T OF *Not all changes lead to improvement, but
CHANGE all improvement requires change. The
ability to develop, test and implement
changes is essential for any individual,
group or organization that wants to
continuously improve.
FEATUR *It's a PROCESS not an EVENT
ES *It requires time, energy and
OF resources

CHANGE *It is achieved incrementally and

entails development in feelings and
skills.
 May be assisted by permissiveness
and support in accordance of with a
PROCESS OF helpful improvement in curriculum.
CURRICULU Changing curriculum changes individuals.
M CHANGE It must be necessary in consideration
that the resources of implementation of
curriculum are available or not.
MCNEIL IN 1990 CATEGORIZED CURRICULUM
CHANGE AS FOLLOWS:

Substitution Alteration Restructuring

Value
Perturbations
Orientation
 The current curriculum will
be replaced or substituted
SUBSTITUTI by a new one.
ON
Example: Changing an old
book to entirely new one.
 In alteration, there is a
minor change to the current or
ALTERATIO existing curriculum.
N Example:
Instead of using a graphing paper for
mathematics teaching, this can be
altered by using a graphing
calculator.
 Building a new structure would
mean major change or modification
in the school system, degree
RESTRUCTURI program or educational system.
NG Example:
Using an integrated curriculum for the
whole school for K-12 requires the
primary and secondary levels to work as
a team.
 These are changes that are disruptive,
but teachers should adjust to them within
a fairly short time.

PERTURBATIO Example:
NS
If the principal changes the time schedule
because there is a need to catch up with the
national testing time, the teacher has to
shorten. schedule to accommodate
unplanned extra-curricular activities.
 This classification will respond to shift
in the emphasis that the teacher provides
which are not within the mission or
VALUE vision of the school or vise versa.
ORIENTATI
ON Example:
When new teachers who are recruited in
religious give emphasis on academics and
forget the formation of values or faith,
they need a curriculum value orientation.
CURRICULUM IMPLEMENTATION AS A
CHANGE PROCESS
Kurt Levin’s Force Field Theory and Curriculum
Change
Kurt Levin’s (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.
IMPORTANT ELEMENTS IN THE PROCESS OF
CHANGE
 Development
It should develop multiple perspectives, increase integration and make learning autonomous, create a
climate openness and trust, appreciate and affirm strengths of the teachers.
 Participator
For curriculum implementation to succeed, it should be participatory, especially other stakeholders
like peers, school leaders, parents and curriculum specialists are necessary. Participation builds a learning
community in which is very necessary in curriculum implementation
 Supportive
Material support like supplies, equipment, conductive learning environment like classrooms and
laboratory should be made available. 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. Support from peers, principals, external
GENERALIZATION
The teacher is the key agent in the curriculum implementation process.

Implementation requires adjusting personal habits, ways of behaving, program

emphases, learning spaces, and existing curricula and schedule.

It also requires time, efforts, energy and resources in order to achieve the goals.

On the other hand, curriculum need to change because our world is constantly
changing, and students need to be able to change with it.

Having an updated curriculum seeks to achieve a good balance between academic

and technical and vocational (practical) learning areas.

Updated curriculum is paramount to success for everyone.