Instructional Module in PED 109

The Teaching Profession

First Semester A.Y 2020-2021

Dr. Danilo F. Rubrico

Associate Professor V

Module 5
Time Allotment:
Implementing the Designed Curriculum as a Change process

I. Introduction

The next step after a curriculum planning and designing is to

implement it. As a teacher, this is one of the major roles that you do in
the school. Many of the curricula that you use may have been
recommended and written down. Your task is to implement such. Daily
your plan should be ready for implementation. The success of learning
depends on your implementation effort. There is a miniscule
curriculum like your lesson plan, or a big one like the K to 12
curriculum. You will be both an implementor and a manager of these
curricula. You will be put action to what has been planned and
designed. It is you, a teacher, you will add more meaning to the
various activities in the classroom. This is what we call teaching styles.
You have to make the day of the learners interesting, engaging and
unforgettable. No curriculum should stop at planning or designing
phase. It has to be implemented.

II. Learning Outcomes

After answering this module, you are expected to have
1. Defined curriculum implementation
2. Analyzed what is change process in curriculum implementation.
3. Explained the process of curriculum implementation
4. Reviewed the components of a daily plan for teaching
5. Identified intended learning outcomes
6. Matched learning outcomes with appropriate teaching methods
7. Discussed the role of technology in curriculum application.
8. Enhanced the application of outcomes-based learning with
technology both as an aid and platform for learning.

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 9. Analyzed the significance of systematic lesson planning in which the
appropriate choice of media comes to play
10. Identified stakeholders of the curriculum
11. Enumerated the role of each stakeholders.

III. Learning Content/Topic

Lesson 1: Curriculum Implementation: Defined

Following the curriculum models of Tyler, Taba, Saylor and Alexander or

Lewis, is the next step to curriculum designing which is curriculum implementing.
This is the phase where teacher action takes place. It is one of the most crucial
processes in curriculum development although many education planners would say:
“A good plan is work half done.” If this is so, then the other half to the success of
curriculum development rests in the hands of the implement who is the teacher.

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. (SADC MoE Africa, 2000)

Ornstein and Hunkins in 1998 defined curriculum implementation as 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 a school system.
It simply means that implementation should bring the desired change and
improvement.

In the classroom context, curriculum implementation means “teaching” what

has been written in the lesson plan. Implementing means using the plan as a guide

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to engage with the learners in the teacher-learning process with the end in view
that learning has occurred ad learning outcomes have been achieved. It involves
the different strategies of teaching with the support instructional materials to go
with the strategy.

In a larger scale, curriculum implementation means 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 educational
system. Or in higher education, curriculum implementation 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 education landscape, there are always two forces that oppose each
other. These are the driving force and the restraining force. When these two forces
are equal, the state is equilibrium, or balance. There will be a status quo, hence
there will be no change. The situation or condition will stay the same. However,
driving force overpowers the restraining force, then change will occur. If the
opposite happens that is when the restraining force is stronger than the driving
force, change is prevented. This is the idea of Kurt Levin in his Force Field Theory.

We shall use this theory to explain curriculum change. The illustration below
shows that there are driving forces on the left and the resisting forces on the right.
If you look at the illustration there is equilibrium. If the driving force is equal to the
restraining force will change happen. Do you think, there will be curriculum change
in this situation? Why?

Driving Force E Restraining Forces

Q
Government Intervention U Fear of Unknown
I
Society’s Values L Negative Attitude to Change

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 I
Technological Changes Tradition Values
B
R
Knowledge Explosion Limited Resources
I
U
Administrative Support Obsolete Equipment
M
Based on Kevin’s Force Field Model

According to Levin, change will be better if the restraining forces shall be

decreased, rather than increasing the driving force. As a curricularist, how would
you do this? Let us look first at the different changes that occur in the curriculum.
It is important to identify these as part of our understanding of curriculum
implementation.

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. Example, changing
an old book to entirely new one, not merely a revision.

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.

3. Restructuring - Building a new structure would mean major change or

modification in the school system, degree program or educational system.
Using an integrated curriculum for the whole school for K to 12 requires the
primary and secondary levels to work as a team. Another example that a
curriculum will be restructured when there is a significant involvement of
parents in the child's instead of leaving everything to the teacher. Using the
"In-school Off-school" or a blended curriculum are examples of restructuring.

4. Perturbations - These are changes that are disruptive, but teachers have to
adjust to them within a fairly short time. For example, the principal changes
the time schedule because there is a need to catch up with the national
testing time or the dean, shortens schedule to accommodate unplanned
extracurricular activities.

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.

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 For example, new teachers who are recruited in religious schools give
emphasis on academics and forget the formation of values or faith, need a
curriculum value orientation. Likewise, all teachers in public schools, undergo,
teachers induction program which is a special curriculum for newly hired
teacher.

Regardless of the kind of change in curriculum and implementation,

the process of change may contain three important elements. As a process,
curriculum implementation should be developmental, participatory and
supportive.

It should be developmental in the sense that it should develop

multiple perspectives, increase, integration and make learning autonomous,
create a climate of openness and trust and appreciate and affirm strengths of
the teacher. There should be teacher support in trying new tasks,
reflection on the new experiences and challenge.

There are simple stages in the developmental change process for the
teachers. First, is orientation and preparation. The initial use is very
mechanical or routinary. However, as the skills are honed and mastery of the
routine is established, refinement follows. This means adjustments are made
to better meet the needs of the learners and achieve the learning outcomes.
In this step, there will be continuous reflection, feedback and refinement.

Participatory. For curriculum implementation to succeed, it should be

participatory, specially because other stakeholders like peers, school leaders,
parents and curriculum specialists are necessary. Characteristics of teacher
styles, commitment, willingness to change, skills, and readiness are critical to
implementation. This should be coupled with organizational structure,
principal style, student population characteristics and other factors. Trust
among key players should also be sought as this is a positive starting point.
Involvement and participation encourage sense of ownership and
accountability. Participation builds a learning community is which is very
necessary in curriculum implementation.

Supportive curriculum implementation is required in the process of

change. Material support like supplies, equipment, conductive learning
environment like classrooms and laboratory should be made available.
Likewise, human support is very much needed. The school leader or head
should provide full school or institutional support in the implementation of
the new curriculum. They too have to train to understand how to address
curriculum change as part of their instructional as well as management
functions.

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 Time is an important commodity for a successful change process. 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. Time is also needed
to determine when the implementation starts and when it will conclude, since
curriculum implementation is time bound.

Support from peers, principals, external stakeholders will add to the success
of implementation. When teachers share ideas, work together, solve problems,
create new materials, and celebrate success, more likely that curriculum
implementation will be welcomed.

Lesson 2: Implementing A Curriculum Daily in the Classroom

DepED Order No. 70 s. 2012

Teachers of all public elementary and secondary sch0ols will not be

required to prepare detailed lesson plans. They may adopt daily lesson logs
which contain the needed information and guide from the Teacher Guide
(TG) and Teacher Manual (TM) reference material with page number,
interventions given to the students and remarks to indicate how many
students have mastered the lesson or are needing remediation.

However, teachers with less than 2 years teaching experience shall

be required to prepare Daily Lesson Plans which shall include the following:

I. Objectives
II. Subject Matter
III. Procedure

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 IV. Assessment
V. Assignment

So, as prospective teachers, you should prepare lesson plan that will comply
with the necessary components asked by the Department of Education. Those who
will be employed in the private schools, may have different lesson plan format. But
the fundamental parts will be the same.

Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins everyday, a teacher must have written a lesson plan.
The main parts of a lesson plan are (1) Objectives Intended learning outcomes
(ILO). (2) Subject Matter (SM), (3) Procedure or Strategies of Teaching, (4)
Assessment of learning outcomes (ALO) and (5) Assignment or Agreement.

I. Intended Learning Outcomes (ILO) - these are the desired learning that will
be the focus of the lesson. Learning outcomes are based on Taxonomy of
Objectives presented to us as cognitive, affective and psychomotor. Bloom's
Taxonomy has revisited by his own student Lorin Anderson and David Krathwohl.
Let us study both in the comparison below.

Revised Bloom’s Taxonomy by

Blooms Taxonomy (1956)
Anderson (2001)

EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDESTANDING
KNOWLEDGE REMEMBERING

Somehow the two are similar, however the highest level of cognition in the
revised version, is creating. Take note that the original version is stated as nouns

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while the revised version is stated as verbs which implies more active form of
thinking.

Revised Bloom's Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are:

a. Changing the names in the six categories from nouns to verbs.

b. Rearranging these categories.
c. Establishing the levels of the knowledge level in the original version.

Let us study the cognitive categories with the example key words (verb) for
each in the new version of Bloom’s Taxonomy that follow.

Categories Example Key Words

Remembering – recall or retrieved Defines, describes, indentifies, labels,

previous learned information. lists, selects, states

Understanding – comprehend meaning, Comprehends, explains, distinguishes,

translation, state problem in own words, estimates, gives examples, interprets,
making meaning. predicts, rewrite, summarizes

Applying – use of concept in new Applies, changes, computes, operates,

situation, applies what has been learned constructs, modifies, uses, manipulates,
in new situation. prepares, shows, solves

Analyzing – separates materials or Breaks down, compares, contrasts,

concepts into component parts so that diagrams, differentiates, discriminates,
the organization is clear. Distinguishes identifies, infers, outlines, relates,
between facts and inferences. selects, separates

Evaluating – makes judgments about the Appraises, compares, criticizes, defends,

value or ideas or materials. describes, discriminates, evaluates,
interprets, justifies, summarizes

Creating – builds a structure or pattern Composes, compiles, designs,

from various elements. Put parts generates, modifies, organizes,
together to create a whole, to make a rearranges, reorganizes, revises,
new meaning and structure. rewrites, summarizes, creates

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 In writing objectives or intended learning outcomes, it is always
recommended that more of the higher order thinking skills (HOTS) should be
develop and less of low level thinking skills (LOTS) for learners. The low level
categories will develop LOTS and thinking skills progress as the categories move
higher.

Higher Order Thinking Skills HOTS

Creating doing

Active
Evaluating
Receiving and
Participating
Analyzing
Visual Receiving
Applying
Passive
Understanding
Verbal Receiving
Remembering
LOTS
Lower Thinking Skills

Another revision in the expansion of the concept of Knowledge which was not
given emphasis nor discussed thoroughly before.

Levels of Knowledge

1. Factual knowledge - ideas, specific data or information

2. Conceptual knowledge - words or ideas known by common name, common

features, multiple specific examples which may either be concrete or abstract.
Concepts are facts that interrelate with each other to function together.

3. Procedural knowledge - how things work, step-by-step actions, methods

of inquiry.

4. Metacognitive knowledge - knowledge of cognition in general, awareness

of knowledge of one's own cognition., thinking about thinking.

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Intended learning outcomes (ILO) should be written in a SMART way. Specific,
Measurable, Attainable, Result Oriented (Outcomes) and Time Bound.

II. Subject Matter or Content - (SM) comes from a body of knowledge (facts,
concepts, procedure and metacognition) that will be learned through the
guidance of the teacher. Subject matter is the WHAT in teaching. In a plan,
this is followed by the references.

III. Procedure or Methods and Strategies - this is the crux of curriculum

implementation. How a teacher will put life to the intended outcomes and the
subject matter to be used depends to on this component.

Let's take a closer view. How will you as a teacher arrange a teaching-
learning situation which will engage students to learn? Here are some points to
remember.

 There are many ways of teaching for the different kinds of learners
(Corpuz & Salandanan, 2013) enumerated the following approaches and
methods, which maybe useful for the different kinds of learners. Some are time
tested methods, while others are non-conventional constructivist methods.

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach Inquiry

Method, Problem-based Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action cells, Thin-
Pair Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-based Learning,
4. Other approaches: Blended learning, Reflective Teaching, Integrated Learning,
Outcomes-based approach

Teachers have to take consideration that the different strategies should

match with the learning styles of the students.

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  Students have different learning styles. There are many classifications of
learning styles according to the different authors. The Multiple Intelligence
Theory of Howard Garner implied several Learning Styles. But for our lesson, we
will just focus on the three learning styles which are Visual, Auditory and
Kinesthetic. These three preferred styles can help teachers choose the method
and the materials they will use.

Common Characteristics Tips for Teachers about Learners

Turn notes into pictures, diagrams,

Visual – uses graphs, charts, pictures. Tends maps. Learn the big picture first
to remember things that are written in form. than details. Make mind maps and
concept maps.

Auditory – recalls information through Record lectures and listen to these.

hearing and speaking. Prefers to be told how Repeat materials out loud “parrots”.
to do things orally. Learns aloud. Read aloud.

Learn something while doing

Kinesthetic – Prefers hands-on approach another thing (eats while studying).
demonstrates how to do, rather than explain. Work while standing. Likes
Likes group work with hands on-mind s on. fieldwork. Does many things at one
time.

 Teaching and Learning must be supported by instructional materials

(IMs)

Considering the teaching methodologies and the learning styles, the different
support materials should be varied. This will ensure that the individual differences
will be considered.

Instructional materials should complement Visual, Auditory and Tactile or a

combination of the three. However, following Dale's Cone of Learning which is

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 visual device that can help teachers to make decision on what resources and
materials will maximize learning.

CONE OF LEARNING

After 2 weeks we
tend to remember Nature of Involvement

10% of what we READ Reading Verbal Receiving

Hearing
20% of what we HEAR
Words

PASSIVE
30% of what we SEE Looking at
Pictures

Watching a movie
Looking at an Exhibit
50% of what we Watching a Visual Receiving
HEAR and SEE Demonstration
Seeing it Done on
Location

70% of what Participating in a Discussion Receiving/

we SAY Giving a Talk Participating
ACTIVE

Doing a Dramatic Presentation

90% of what Simulating the Real experience Doing
we SAY and DO Doing the Real Thing

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 Source: Edgar Dale, Audio-Visual Methods in Teaching (3rd Ed.), Holt, Rinehart and Winston (1969)

So what instructional support materials will the teachers use, according to

the learning styles and outcomes to be achieved? Here are some guidelines.

1. Use of direct purposeful experience through learning by doing retains almost

all of the leaning outcomes. Ninety percent of learning is retained. Examples
are field trip, field study, community immersion, practice teaching.

2. Participation in class activities, discussion, reporting and similar activities

where learners have the opportunity to say and write. Seventy percent of
learning is remembered. Examples are small group discussion, buzz session,
individual reporting, role play, and panel.

3. Passive participation as in watching a movie, viewing exhibit, watching

demonstration will retain around 50% of what has been communicated.

4. By just looking at still pictures, paintings, illustrations and drawings, will

allow the retention around 30% of the material content.

5. By hearing lecture, sermon, monologues, only 20% is remembered.

6. Reading, will assure 10% remembering of the materials.

Regardless of the amount of remembering from the concrete to abstract,

each layer contributes to learning and require instruction support materials.

Visual: Concrete (flat, 3 dimensional, realias, models, etc.) or abstract

(verbal symbols, words)
Audio: Recordings of sounds, natural or artificial
Audio-Visual: Combination of what can be seen and heard
Kinesthetic: manipulative materials like modeling clay, rings, dumb bells,
equipment, others.
Experiential: Utilized all modalities

 Using Methods and Materials to Implement the Plan: Taking Action

Example No. 1: Lesson Using Basic Steps and Parts as Prescribed by DepEd
Order 70 s, 2012 for Teachers Two year and less Service.

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 This lesson plan will show the basic component of any plan. This can be
applied to any subject that follows a generic format.

Lesson plan in Science

I. Objectives/Intended Learning Outcomes

1. Tell that force is applied to move objects.

2. Describe that pushing or pulling with force moves objects.

3. State that if force moves the object away from the person it is a push.

4. State that if the force moves the object towards the person, it is a pull.

II. Subject Matter

A. Topic: Pushing or Pulling Moves Objects

B. References: Bilbao, P. (2020) Exploring Science with Fun

C. Science Concepts

1. Objects move when force is applied to it.

2. A push is a force that moves objects away.

3. A pull is a force that moves the object near.

D. Science Processes: Observing, Interfering, Making Operational Definition

E. Materials: Real objects like chairs, tables, books, stones, big boxes and
pictures

III. Procedure

A. Preparatory Activity

1. Review of Prior Learning/Past Lesson

B. Lesson Proper

1.1. Bring children to observe outside the classroom to identify things or

objects that are moving.

1.2. Ask children to report their observation in the class.

2. Pre-laboratory Activities
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2.1. Let the learners recall the standards during a laboratory activity.

2.2. Present all the materials needed.

 4. Post-laboratory Activity
4.1. After the report, display the work in front of the classroom.
4.2. Analyze with the whole class each group result.
4.3. Make agreements on the results, which lead to conceptualization.
5. Conceptualization
5.1. Throw the following questions of the class to elicit their formed
concepts.
a. What is needed to move the object from one place to another?
(Force is needed to move the object)
b. How will you move with a force if you want the object to go far from
you? (Push the object away)
c. How will you move with a force if you want the object to move near
you? (Pull the object near)
6. Application
6.1. Do you have enough force to push the wall? Try it.
6.2. Do you have enough force to pull a box? Try it.
6.3. Do you have enough force to push a chair? Try it.

IV. Assessment of Learning Outcomes

Circle the letter of the correct answer from the item below.
1. If you throw a ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide

2. You want the chair to be nearer you so your best friend can sit, what will you
do?
a. Pull the chair b. Push the chair c. Carry the chair

3. A table is blocking the way. You wanted to remove it farther to provide a

passage. What will you do?
a. Break the table b. Push the table to the side c. Pull the table

4. What do you need in order to move an object away or near you?

a. Force b. Food c. Water

5. Can your force move everything?

a. Yes b. No c. Not sure

V. Assignment
At home, list four objects that you can push or pull. What did you use to pull or
push the objects?

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  Finding out what has been achieved: Assessing achieved outcomes

At the end of the activity, the teacher will find out if the intended learning
outcomes (ILO) have been converted into achieved learning outcomes (ALO).

Tests and other tools are utilized at the end of the lesson to identify this.
What Knowledge, Process Understanding and Performance (KPUP) are
demonstrated by the learners? The rule of thumb is what has been taught should
be measured, to find out if the intended outcomes set at the beginning has been
achieved. More detailed discussion will be found in the Module on Evaluation of the
curriculum.

Lesson 3: The Role of Technology in Delivering the Curriculum

After learning fundamental concepts about the curriculum-its nature and
development-comes the practical phase of curriculum implementation.
Appropriately, the significance of technology in curriculum development deserves
discussion.

The role of technology in the curriculum springs from the very vision of the
e-Philippine plan (e stands for electronic). Thus is stated: “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 technologies.” (International
workshop on emerging technologies, Thailand, December 14-16, 2005).This points
to the need for an e-curriculum, or a curriculum which delivers learning consonant
with the Information Technology and Communications Technology (ICT) revolution.
This framework presupposes that curriculum delivery adopts ICT as important tool
in education while users implement teaching-learning strategies that conform to the
digital environment. Following a proto-type outcomes-based syllabus, this same
concept is brought about through a vision for teachers to be providers of relevant,
dynamic and excellent education programs in a post-industrial and technological
Philippine society. Thus among educational goals desired for achievement is the
honing of competencies and skills of a new breed of students, now better referred
to as a generation competent in literacies of the 3 Rs (or reading, writing and
rithmetic) but influencies, more particularly: problem –solving fluency, information
access and retrieval of texts/images/sound/video fluency, social networking fluency,
medica fiuence, and digital creativity fluency.

Instructional media may also be referred to as media technology or learning

technology, or simply technology. Technology plays a crucial role in delivering
instruction to learners.

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 Technology offers various tools of learning and these range from non-
projected and projected media from which the teacher can choose, depending on
what he sees fit with the intended instructional setting. For example, will a
chalkboard presentation be sufficient in illustrating a mathematical procedure; will a.
video clip be needed for motivating learners?

In the process, what ensues is objective-matching where the teacher decides

on what media or technology to use to help achieve the set learning objectives.

Non-projected media Projected media

Real objects Overhead transparencies

Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawings, photographs, graphs, Video, VCD, DVD
charts, posters) Computer/multimedia presentation
Visual boards (chalkboard, whiteboard,
flannel, board. Etc.)
Audio materials
Table 1: Types of instruction media/technology

Factors for Technology Selection

In deciding on which technology to use from a wide range of media available,

the factors on which to base selection are:

1. Practicality - Is the equipment (hardware) or already prepared lesson

material (software) available? If not, what would be the cost in acquiring the
equipment or producing the lesson in audial or visual form?

2. Appropriateness in relation to the learners - Is the medium suitable to the

learners ability to comprehend? Will the medium be a source of plain
amusement or entertainment, but not learning?

3. Activity /suitability - Will the chosen media fit the set instructional event,
resulting in either information, motivation, or psychomotor display?

4. Objective-matching - Overall, does the medium help in achieving the learning

objective(s)?

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The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious

fields of commerce, science and education, is fast developing such that it is difficult
to foresee the technological revolution in the millennium, inclusive of educational
changes. For certain, however, technological changes in education will make its
impact on the delivery of more effective, efficient and humanizing teaching-and-
learning.

But presently, we can identify three current trends that could carry on to the
nature of education in the future. The first trend is the paradigm shift from teacher-
centered to student-centered approach to learning. The second is the broadening
realization that education is not simply a delivery of facts and information, but an
educative process of cultivating the cognitive, affective, psychomotor, and much
more the contemplative intelligence of the learners of a new age. But the third and
possibly the more explosive trend is the increase in the use of new information and
communication technology or ICT.

Already at the turn of the past century, ICT in its various forms and
manifestations has made its increasing influence on education, and it is expected
that the trend will speed up even more rapidly. Propelling this brisk development is
the spread of the use of the computer, and the availability of desktop micro-
computers affordable not only to cottage industries, businesses, and homes but
also to schools.

For now, the primary roles of educational technology in delivering the school
curriculum's instructional program have been identified:

 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 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.

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Lesson 4: Stakeholders in Curriculum Implementation

Curriculum Stakeholders

1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum development? The old
view that students are mere recipients of the curriculum, is now changing. Learners
have more dynamic participation from the planning, designing, implementing and
evaluating. However, the degree of their involvement is dependent on their
maturity. The older they are in high school or college, the more they participate.
From another angle, whether learners are in the elementary or college level, they
can make or break curriculum implementation by their active or non-involvement.
Afterall, learners together with the teachers, place action to the curriculum.

At the end of the curriculum development process, the fundamental question

asked is: Have the students learned?

When some college students were asked about their role in curriculum development,
here are their answers.

Student 1: I never realize that as a student, I have a participation in curriculum

development. It is true that as students, our learning is the basis of
the success or failure of the curriculum. For example if all of us will
pass the board examination, it will mean that the teacher education
curriculum is a success.

Student 2: In high school our teachers would always look into what we are
learning. The whole year round, we have varied activities inside the
class and our co-curricular activities. I think, we as students, are
considered in writing the curriculum.

Student 3: When we were in the elementary level, our lessons were very
simple. But now that we are in college, the content we learn
became complicated. I learned that actually, our curriculum is
spiral. And that the difficulty of the subject matter is also adjusted
to our maturity level.

Why do curricularist place of lot of premium on the students? It is because

the learners make the curriculum alive. A written curriculum that does not consider
the students will have a little chance to succeed.

DR. DANILO RUBRICO Page 19

2. Teachers are curricularist.

Teachers are stakeholders who plan, design, teachers, implement and

evaluate the curriculum. No doubt, the most important person in Curriculum
implementation is the teacher. Teachers influence upon learners cannot be
measured. Better teachers foster better learning. But teachers need to continue
with their professional development to contribute to the success of curriculum
implementation. Teachers should have full knowledge of the program philosophy,
content and components of curriculum and ways of teaching.

A teacher designs, enriches and modifies the curriculum to suit the learners’
characteristics. As curriculum developers, teachers are part of textbook committees,
teacher selection, school evaluation committee or textbooks and module writers
themselves.

When a curriculum has already been written, the teacher's role is to

implement like a technician, however, teachers are reflective persons. They put
their hearts into what they do. They are very mindful that in the center of
everything they do, is the learner.

Some of the roles that the teachers do in curriculum implementation are:

1. Guiding, facilitating and directing the activities of the learners;

2. Choosing the activities and the methods to be utilized;
3. Choosing the materials that are necessary for the activity;
4. Evaluating the whole implementation process and
5. Making a decision whether to continue, modify or terminate the curriculum.

All of these roles are very crucial to achieve success in the implementation.
Unsuccessful implementation may even lead to educational failure.

Let us read how the teachers are viewed as curriculum implementer.

Student: I believe my teachers know very well our curriculum. She knows what
to teach and how to teach it well. I do not miss my class everyday because she
guides us in all our lesson activities. Without our teacher I am not sure if we can
learn more than what we are achieving now.

Teacher: As a classroom teacher, it is my responsibility to make my students

learn. I have to give action to the written curriculum. I have to see to it that my
students are provided experiences to learn from. I keep in my mind, how I can
sustain the interest of my students by using teaching strategies that are effective.
At the end of the day, I am very happy to know that my students have achieved
the intended learning outcomes. I do this because as a teacher I am a Curriculum
implementer.
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 Truly, the teacher has a great stake in the curriculum. Curriculum planning,
designing and implementing are in the hands of a good teacher. In the educational
setting, it is clear that the teacher has a very significant role in curriculum
development.

3. School leaders are curriculum managers.

Principals and school heads too, have important roles in curriculum

implementation process in schools. They should understand fully the need for
change and the implementation process. They should be ready to assist the
teachers and the students in the implementation. Communication line should be
open to all concerned should the school leaders a lead in curriculum teamwork.

Convincing the parents on the merits of the new curriculum is the job of the
school heads. They should be committed to change and should employ strategies to
meet the needs of the teachers, and learners like buildings, books, library, and
other needed resources.

Let us listen to the two school heads on how, they understand their stakes on
the curriculum.

Principal: I am a principal of a big central elementary school. It is part of my

function to lead my school in any curriculum innovation. First of all I make
sure that my teachers understand the restructuring or alteration of our
school curriculum that is forthcoming. I also call on the parents to
participate in the change that will happen by keeping them informed. I
have to make sure that materials needed are available for the teachers
and students to use. I always keep in mind my role as an instructional
leader.

Head Teacher: Leading a small school in a far flung barrio has its pros and
cons. First, there are few teachers to supervise and fewer students to
support. As a proactive school head, I always see to it that we keep pace
with the changes in the school curriculum. While preparing for the
implementation of K to 12, I realize that change process is inevitable. My
teachers have to be retrained, their attitudes should changed. I am
responsible in seeing to it that the curriculum is implemented as it should
be and at the end of the year, our school can show evidence that learning
has taken place as designed by the K to 12 recommended curriculum.

DR. DANILO RUBRICO Page 21

4. Parents

Parents are significant school partners. Besides the students, teachers and
school administrators, play an important role in curriculum implementation. When
children bring home a homework from school, some parents are unable to help.
Schools need to listen to parents concerns about school curriculum like textbooks,
school activities, grading systems and others schools have one way of engaging
parents cooperation through Brigada Eskwela. In this event, parents will be able to
know the Situation in the school. Most often parents volunteer to help. They can
also be tapped in various co-curricular activities as chaperones to children in Boy
and Girl Scouting, Science Camping and the like. Parents may not directly be
involved in curriculum implementation, but they are formidable partners for the
success of any curriculum development endeavor.

Here are two examples of how parents think of their stake in curriculum
development.

Parent: I am the proud that my child goes to this school. The teachers are
hardworking and the school head is very supportive. On my part, I always
cooperate in the school’s concern that will make my child learn. I volunteer
for work where I am needed. We parents support the Brigada Eskwela and
other school activities. If they call on us parents, we always answer their
request. We also make suggestions on how, the parents at home can assist
in the learning of the children.

Guardian: I am a guardian. I stand as a second parent of my nieces and nephew.

I know that as a parent, I should not leave entirely to the school the
responsibility of educating the child. Although, I do not really know much of
new curriculum, I welcome the changes that the school is making. I am
always ready to give support to School concerns of my wards.

How do parents help shape the curriculum in schools? Here are some observations.

 The school composed of parents who are positively involved in school

activities have better achievement than schools with uninvolved parents.
Disciplinary problems are minimal, and students are highly motivated. When
parents take interest in their child's learning, they become closer to the
school.

 The home is the extended school environment. In lifelong learning, the

achieved learning in schools are transferred at home. Thus, the home
becomes the laboratory of learning. Parents see to it that what children learn
in school are practiced at home. They follow up lessons, they make available

DR. DANILO RUBRICO Page 22

 materials for learning and they give permission for the participation of their
children.

 In most schools, parent associations are organized. This is being encouraged

in School Based Management. In some cases, this organization also include
teachers to expand the school learning community. Many school projects and
activities are supported by this organization. This is considered as the best
practice in most performing schools.

5. Community as the Curriculum Resources and a Learning Environment

"It takes the whole village to educate the child" goes the statement of former
First Lady Hillary Clinton. What do you think of this statement?

Yes, it is true that the school is in the community, hence the community is
the extended school ground, a learning environment. All the barangay leaders, the
elders, others citizens and residents of the community have a stake in the
curriculum. It is the bigger school community that becomes the venue of learning.
The rich natural and human resources of the community can assist in educating the
children. The community is the reflection of the school's influence and the school is
a reflection of the community support.

6. Other Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence in the school curriculum. These
are agencies and organizations that are involved in the planning, design,
implementation and evaluation of the school curriculum. To name a few, the list
follows.

6.1 Government Agencies

 DepEd, TESDA, CHED - Trifocalized agencies that have regulatory and

mandatory authorities over the implementation of the curricula.

 Professional Regulation Commission (PRC) and Civil Service Commission

(CSC)- The first agency certifies and issues teacher licenses to qualify one to
teach and the second, affirms and confirms the appointment of teachers in
the public schools.

 Local Government Units (LGU) includes the municipal government officials

and the barangay officials. Some of the teachers are paid through the budget
of the LGUs. They also construct school buildings, provide equipment,
support the professional development teachers and provide school supplies
and books. They are the big supporters in the implementation of a school
curriculum.

DR. DANILO RUBRICO Page 23

6.2 Non-Government Agencies

Non-government agencies are organizations and foundations that have the

main function to support education. To name a few, this will include the following:

 Gawad Kalinga (GK) - to build communities means to include education. The

full support of GK in early childhood education is very significant. In each
village, a school for pre- school children and out of school youth have been
established

 Synergiea- an organization/foundation that support basic education to

elevate education through Reading, Science Mathematics and English.

 Metrobank Foundation- supports continuing teacher development programs.

 Professional Organizations like Philippine Association For Teacher Education

(PAFTE), State Universities and Colleges Teacher Educators Association
(SUCTEA), National Organization of Science Teachers and Educators (NOSTE),
Mathematics Teachers Association of the Philippines (MTAP) and many more.

A school curriculum, whether big or small are influenced by many

stakeholders. Each one has a contribution and influence in what should replace,
modify, substitute the current curriculum. Each one has a significant mark in
specific development and change process of curriculum development.

IV. Learning Asessment

A. perfect Match
In column A are concepts about curriculum implementation. Connect a line
from the box on the left (A) to the arrow on the right (B) of the correct match.
Column A Column B

Note: Refer to page 72 by Bilbao

B. Simple Recall. Provide the answer to what is asked in each item.
Refer to page 85 by Bilbao nos. 1 to 10

V. Enrichment Activities
1. Reflect and answer the statement below, based on the lesson you learned in this
lesson. Write your answer in 10 sentences.
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DR. DANILO RUBRICO Page 24

__________________________________________________________________
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2. How can technology help in enrichment activities? Write your answer in 5

sentences.
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3. If all the stakeholders contribute positively in curriculum implementation, do you

think curriculum change or development will succeed? Why? Or why not? Answer in
5 sentences.
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DR. DANILO RUBRICO Page 25