Curriculum

WORKSHEET 3

The Teacher as a Curriculum Implementor and

a Manager
 PRETEST
Directions: Answer the following:
We hear teachers say: “Here goes again, another curricular change! We are already overloaded!
Why do we have to do this?”
Questions:
1. Why do you think teachers say those lines? Cite an example problem that can prove the given line.
For me, teacher says those lines maybe because they don’t want to change the way they’ve been
teaching. For example, if the teacher experienced success with those methods and materials of course
they will insist not to change it.
2. Why do we need to have curriculum changes?
Curriculum adjustments are required for the advancement of knowledge. Knowledge is always
evolving. It's continually getting better. A lot of theory is being uncovered today that would not have
been recognized previously. This new material should be familiar to the students. As a result of this
increase in knowledge, the curriculum must be revised. We also need to change the curriculum to
meet the new demands, interests, and skills of students. There is a significant contrast between the
interests of students in the twenty-first century and those of previous generations. Their interests and
talents have also altered. Computer competence is now required. Curriculum adjustments are required
for the advancement of knowledge. Knowledge is always evolving. It's continually getting better. A lot
of theory is being uncovered today that would not have been recognized previously. This new material
should be familiar to the students. As a result of this increase in knowledge, the curriculum must be
revised. We also need to change the curriculum to meet the new demands, interests, and skills of
students. There is a significant contrast between the interests of students in the twenty-first century
and those of previous generations. Their interests and talents have also altered. Computer
competence is now required.

Implementing
Lesson 4.1 the Designed Curriculum as a Change Process

 LEARNING ACTIVITIES
Activity 1: K to 12: Can we make a curriculum change? (By Groups)
The K to 12 is the current reform in our national basic education curriculum. There are driving forces
as well as restraining forces that affect its implementation. In other words, there are factors that will make K to
12 succeed but there are also factors that will make K to 12 fail.
1. What factors make the K to 12 succeed? Write these on the left column A. you may not fill up all the
boxes.
2. What factors make the K to 12 difficult to succeed? Write these on the right column B. you may not fill
up all the boxes.

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
 3. You
see that the middle portion is the word equilibrium or balance.

A. Driving Force/Factors E B. Restraining Force/Factors

Increased competency and have better global School lack enough facilities
opportunities Q

Provide holistic education for all students U It is costly for parents

Higher quality education I The drop-out rate increases

Preparedness for tertiary learning L Needs a lot of money from the government

Readiness to join the workforce I Forces selection of strands

B
It builds skills for the global economy
R
It creates stages in education
I
It creates a conductive learning environment
U

1. If A is more than B, there will be a successful curriculum change.

2. If B is more than A, there will be an unsuccessful curriculum change.
3. If A and B are equal, then there will be as status quo.

Activity 2: Make Sense of Curriculum Implementation

1. Observe a class where the teacher is actually teaching.
2. Describe what the teacher is doing for at least the whole period.
3. Write down your observation based on the following questions:
3.1 What were the different learners’ activities?
Student use online platform. The teachers use the student- centered approach. Most of their activities
done in kahoot apps, it is fun, interactive, game style in class quiz.
3.2 What did the teacher do, to make the learners engage in the activities?
The instructor ensures that her kahoot tasks are exciting for her students to answer. She included an
interactive presentation quiz or lesson-related activities.
3.3 Where majority of the children actively participating? Why?
When the teacher inquires about the students' personal experiences, allowing children to tell their
personal stories
3.4 Did the teacher control most of the activities?
Because it is an online platform, it is difficult for the teacher to monitor well her students
3.5 Did the learners and the teacher together achieve the desired learning outcomes? Explain
I believe the learners and the instructor accomplish the targeted learning goals. .Because the lesson
itself focuses on the application and integration of information and skills that emphasize in their
learning outcomes.

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
  SELF-CHECK
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.

Concepts Meaning/Description

 Implementing  Minor curriculum change like the use of e-portfolio instead of

portfolio as an artifact.
 Restructuring  Progressive steps from orientation to reflection about the
curriculum that is a characteristic of a curriculum
implementation.
 Developmental  Major curriculum change like shifting from face-to-face to online
in the delivery of an academic program.
 Alteration  Curriculum process of putting into action what has been
planned and designed.
 Change Process  Process that ensures that the curriculum brings about
something different and better than before in the desired
learning outcomes.

Implementing
Lesson 4.2 a Curriculum Daily in the Classrooms

 LEARNING ACTIVITIES
Activity 1: What is Your Learning Style?
1. Study the Learning Style Choice Board and check as many as you feel you want to do more often.
2. If you have more choices, then you have a multiple learning style as an individual.
Source: Loving2Learn.com

Visual Musical/Auditory Verbal

 Create Visual Diagram Write a Song or Rap  Teach Concept
 Graph Result of a Survey  Create a Dance  Write Instructions
 Create a Comic Strip  Write a Jingle  Create Ads
 Create a Poster  Create a Rhyme  Write a Poem
 Draw a Map  Use an Instrument to Create  Keep a Journal
 Create a Power Point  Retell on your Own Words
 Create a Webcast or Video  Teach Concept Mapping
 Write a Story

Physical/Kinesthetic Learning Styles Choices Board Logical/Mathematical

 Create a Game We all learn in different ways! Pick  Create a Code
 Do an Experiment your way to discover, think, create  Make a Time Line
 Construct a Model and learn concepts in all areas;  Compose/Contrast Ideas
 Build a Representation math, reading, science, history,  Create an Outline
 Create a Sport writing, etc…  Design a Map
 Show a Pattern

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
  Teach Concept mapping

Social Solitary Naturalist

 Tell Stories or Poems  Research an Area  Collect and Categorize Data,
 Survey Others  Keep a Journal Material, or Ideas
 Interview Someone  Write about Personal  Discover or Experiment
 Teach a Cooperative Game Experience  Take a Field Trip
 Role Play  Think about…and plan  Adapt Materials
 Hold a Discussion  Create a Power Point  Label and Classify
 Read a Book on…

Activity 2: Matching the Teaching Strategies with Learning Style in Curriculum Implementation

Congratulations Future Teacher!

Now that you identify your own learning style, what strategy or method of teaching will be most
appropriate for you? Look for 4 members from among your classmates who have similar learning style with you.
Make a group Lesson Plan that is most appropriate for your group, using the basic components as prescribed
by the Department of Education.
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment

In another Files

 SELF-CHECK
Let’s recall! Provide the answer to what is asked in each item.
1. What is the first level of knowledge in Bloom’s taxonomy?
The first level of Bloom's Taxonomy is remembering. This level helps build a solid foundation and acts
as a stepping stone towards more complex learning. At this level, students are asked to memorize and
recall facts.
2. What is the highest level of cognition in the Revised Bloom’s Taxonomy?
Creating includes reorganizing elements into a new pattern or structure through planning. This is the
highest and most advanced level of Bloom's Taxonomy.
3. What DepEd Order requires a newly hired teacher to write a lesson plan?
DepEd Order No. 70 s. 2012 requires a newly hired teacher to write a lesson plan DO No. 70 s. 2012
4. What is referred to as a miniscule curriculum that the teacher implements everyday?
A miniscule curriculum that a teacher has to carry out daily is referred to as lesson plan.
5. What is the learning style of a learner, who likes to thinker with many things?
A tactile learner, he/she like to take things apart and put things together, and tend to find reasons to
tinker or move around when you become bored.
6. What component of a lesson plan requires an active action for a curriculum to be implemented?
A procedure, the procedure is the step-by-step guide for the lesson. It should show the progress of the
lesson.
7. Who provided a visual model to show what instructional support can best enhance learning?
Visual Learning is one of the three different learning styles popularized by Neil D. Fleming in his VAK
model of learning

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
 8. Who
was Bloom’s student who revised his taxonomy of objectives?
Lorin Anderson was once a student of the famed Benjamin Bloom, and David Krathwohl was one of
Bloom's partners as he devised his classic cognitive taxonomy.

9. Who is the frontline curriculum implementor?

The frontline curriculum implementer is the teachers. Teacher are viewed as implementers of
curriculum they look to manuals and guides to drive the teaching each day.
10. Who provided the original taxonomy for the cognitive domain?
Bloom's Taxonomy is a model that describes the cognitive processes of learning and developing
mastery of subject. The model is named after Benjamin Bloom, the man who headed up the original
committee of researchers and educators who developed the original taxonomy throughout the 1950s
and 60s.

Implementing
Lesson 4.3 the Designed Curriculum as a Change Process

 LEARNING ACTIVITIES
Class Activity: Make students in groups decide on (a) specific lesson to be taught (b) learning
objectives (c) choice of media (d) preparing in grid form a Lesson Plan, as in the following example:
Table 3 – An Example of Simplified Lesson Plan

Subject : SCIENCE

Level : GRADE 8

Class Size : 35 STUDENTS

Duration : 1 1/2 PERIOD (1 ½ HOURS)

Lesson : UNDERSTANDING TYPOONS

Topic : PUBLIC STORM WARNING

SIGNALS

Specific Desired Learning Outcomes

At the end of the lessons, learners are expected to:

1. Describe the effects of the winds, given a certain storm warning signal.
2. Appreciate the importance of heeding or listening to weather news.
3. Develop the key concepts needed to assess public storm warning signal with its equivalent hazards.
4. Suggest necessary precautions not to experience weather disturbance.
Instructional Media

 Visual assistance,
 Laptop
 ppt presentation
 video presentation
Activities

 Teacher will do the daily routines; Prayer, checking of attendance

 Review Previous Lesson
 Unlocking the key words of the lesson (Kph, PAGASA)

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
  Teacher asks what the weather report is and shows a picture of places affected by different typhoons.
Student will describe what they see on the picture and try to guess the signal
 Teacher highlights meaningful opinions from the class
 Teacher will post the chart on the board. Describing the effects of the winds, given a certain Public
Storm Warning Signal.
 Teacher divides the class into 3 groups; each group will make a digital poster about Public Storm
Warning Signals. Allowing student to use their laptop and phone for the activity
 Teacher asks each group to prepare a presentation of their works
 Teacher makes summary of the lesson
 Teacher ask student to copy or cut out news about the storm signal or typhoon from the newspaper for
their assignment.

 SELF-CHECK
Assess a visual material or presentation (Transparency or Power point Slides Presentation).
Directions: Make your own PowerPoint presentation presenting the poem “The Road Not Taken” by Robert
Frost. Follow the criteria for the use of Visual Aids. Click the link below for the rubrics.
(https://www.scholastic.com/content/dam/teachers/lesson-plans/migrated-files-in-body/rubric.pdf )

Another File

LessonStakeholders
4.4 in Curriculum Implementation

 LEARNING ACTIVITIES
Activity 1. Learn More, Make an Interview
With the use of the interview protocol below, ask two persons (ex: 1 student and 1 teacher OR 1
teacher and 1 LGU) among the Stakeholders. Record your interview data and report to the class.

Interview Protocol on the Roles of Stakeholders

Name of the Interviewee:_________________________________ Interviewer:________________________
Name of School:_________________________________________________________________________
Category: (check only)
Student:_____ Teacher:_____ School Head:_____ Parent:_____
Community:_____ LGU:_____ Gov’t Agency:_____ Non-Gov’t Agency:_____
Lead Questions:
1. What do you know about the curriculum that is taught in this school?
2. Are you involved in the activities in the school? How?
3. Why do you get involved in the school activities?
4. Do the activities contribute to the learning achievement of the students?
5. What is your most important involvement that contributed to the learning of the students? Give
specific example.
6. Would you like to continue what you are doing for the school curriculum? Why?
Note to interviewers:
1. You may use tape recorder or write your answers on your field notebook.
2. Consolidate the answers and write your report for two individual samples in paragraph form.
3. Submit your work and share your experiences to the whole class.

Ma’am Marinelle is a teacher in an Adventist school. She is in her 3 yrs in the field of education. So here, her
answer to my interview; “Adventist curriculum development is defined by the Adventist worldview, based on our
underlying philosophy. This Core process includes four overlapping stages: purpose, plan, practice, and

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
 product. The
purpose of Adventist education is to help students reach their highest potential and to fulfill God's purpose for
their lives. Ma’am marinelle always involved in school activities because it is her role as a teacher. Teachers
help students develop an engaged relationship with the content and the Christian teacher functions in the
classroom as God's minister in the plan of redemption. And because she believes that it is her mission and
God's calling. And yes the activities contribute to the learning achievement of the students. A faith-based
education can encourage critical thinking that not only seeks knowledge and understanding of the science that
explains our world but also analyzes and questions how this knowledge could or should be used in the light of
faith. Ma’am marinelle likes to continue what she is doing for the school curriculum. Because she believe that
schools focus on preparing students not just for success in this life, but for eternity. The ultimate goal of each
teacher is to see each student in a personal relationship with Jesus Christ.”

 SELF-CHECK
Stakeholders: How are they involved in curriculum implementation?
Enter in the matrix the stakeholders and identify their involvement in curriculum implementation.
Stakeholders Involvement

Learners Core of the curriculum. Learners have more dynamic

participation from the planning, designing,
implementing and evaluating.

Teachers Curriculartists. Teachers are stakeholders who plan,

design, teach, implement and evaluate the curriculum

School leaders 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.

Parents Parents are significant school partners. Besides the

students, teachers and school administrators, play an
important role in curriculum implementation.

Community Community as the Curriculum Resources and a

Learning Environment

 ASSESSMENT
Directions: Choose the letter of the correct answer and explain briefly.
1. “ A good plan is half of the work done.” Goes a popular reminder to curricularists. What would the other
half refer in curriculum development?
a. Curriculum designing c. Curriculum Modification
b. Curriculum implementation d. Curriculum Planning
2. Kurt Lewin’s Force Field Theory in curriculum change, describes that change will occur if one condition
exists. Which one?
a. Driving force > Restraining Force
b. Driving Force = Restraining Force
c. Driving Force < Restraining Force
d. Restraining Force is not equal to Driving Force
3. What kind of curriculum change is being described? “The principal, together with the teachers agreed
that the time schedule should be shortened by ten minutes for every subject to provide for a common
preparation time for the year-end Division Tests.”

Fabrero, Ethel Kate F.

BSEd-SCIENCE III
 a. S
ubstitution c. Restructuring
b. Alteration d. Perturbation
c.
4. In preparation for the implementation of the curriculum, all teachers are required to write a lesson plan
to guide teaching. However, DepEd issued an order that exempts teachers with two or more years of
teaching experience to write a detailed lesson plan. This order refers to:
a. DO No. 70 s. 2012 c. DO No. 02, s. 2018
b. CMO No. 74 s. 2017 d. CMO No. 82, s. 2020
5. Based on the complexity of the learning process, Bloom and Anderson recently revised the original
taxonomy to present a clearer hierarchy of cognitive learning. Which one is the most recent?
a. Knowledge, comprehension, application, analysis, synthesis, evaluation
b. Remembering, understanding, applying, analyzing, evaluating, creating
c. Knowing, understanding, applying, analyzing, evaluating, innovating
d. Knowledge, understand, apply, analyze, synthesize, evaluate

Fabrero, Ethel Kate F.

BSEd-SCIENCE III