Chapter 4 : The Teacher as a Curriculum Implementer and a Manager

Lesson 4.1 Implementing The Designed Curriculum as a Change Process

Desired Learning Outcomes:

⮚ Define curriculum implementation.

⮚ Analyze what is the change process in curriculum implementation.

⮚ Explain the process of curriculum implementation.

Curriculum Implementation:
★ The phase where teacher action takes place.
★ One of the most crucial processes in curriculum development.
★ Putting into practice the written curriculum that has been designed in syllabi, course
study, curricular guides, and subjects.
★ 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).
★ The interaction between the curriculum that has been written and planned and the persons
(teachers) who are in charge to deliver it (Ornstein and Hunkins, 1998). It 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 behaviour using new strategies and resources
○ change which requires efforts hence goals should be achievable
★ The trying out of a new practice and what it looks like when actually used in a school
system. It should bring the desired change and improvement (Loucks and Lieberman,
1983)
★ In the classroom context, it means “teaching” what has been written in the lesson plan.
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.
★ On a larger scale, it means putting the curriculum into operation with the different
implementing agents. It takes place in a class, a school, a district, a division, or the whole
educational system. In higher education, it happens for the course, a degree program, the
institution, or the whole higher educational system. It requires time, money, personal
interaction, personal contacts, and support.

CURRICULUM IMPLEMENTATION AS A CHANGES PROCESS

Kurt Lewin’s Force Field Theory and Curriculum Change
Kurt Lewin (1951), 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. 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, when the 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 Lewin 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 restraining forces on the right. If you look at the illustration there is equilibrium.

Driving Force E Restraining Force

Q
Government Intervention U Fear of the Unknown
I
Society’s Values L Negative Attitude to Change
I
Technological Changes B Tradition Values
R
Knowledge Explosion I Limited Resources
U
Administrative Support M Obsolete Equipment

Based on Lewin’s Force Field Theory

According to Lewin, change will be better if the restraining forces shall be decreased, rather than
increasing the driving force. Let us look first at the different changes that occur in the curriculum.
Categories of Curriculum Change
McNeil in 2000 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
is a curriculum that 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 is an example of restructuring.
4. Perturbations. These are changes that are disruptive, but teachers have to adjust to them within a
fairly short time. For example, if the principal changes the time schedule because there is a need
to catch up with the national testing time or the dean, the teacher has to shorten the schedule to
accommodate unplanned extra curricular activities.
5. Value orientation. To McNeil, this is a type of curriculum change. Perhaps this classification
will respond to shifts in the emphasis that the teacher provides which are not within the mission
or vision of the school or vice versa. For example, when new teachers who are recruited in
religious schools give emphasis on academics and forget the formation of values or faith, they
need a curriculum value orientation. Likewise, all teachers in the public schools undergo a teacher
induction program which is a special curriculum for newly hired teachers.
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 new
experiences and challenges.
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, especially 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 which is very necessary in curriculum implementation.
Supportive curriculum implementation is required in the process of change. Material support like
supplies, equipment and 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 to 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.
Time is an important commodity for a successful change process. For any innovation to be fully
implemented, a period of three to five years to institutionalize a curriculum is suggested. Time is needed
by the teachers to plan, adapt, train or practise, provide 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.

Activity: K to 12: Can we make a curriculum change?

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.
3. You see that the middle portion is the word equilibrium or balance.

A. Driving Force/Factor B. Restraining Force/Factor

E
Q
U
I
L
I
B
R
I
U
M
 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 a status quo.

Reference/s: Bilbao, Purita, Ed. D. , Filomena T. Dayagbil, Ed.D. & Brenda Corpuz, Ph.D. (2020).
The Teacher and The School Curriculum. Lorimar Publishing Inc. Metro Manila.

Lesson 4.2 Implementing a Curriculum Daily in the Classrooms

Desired Learning Outcomes:

⮚ Review the components of a daily plan for teaching.

⮚ Identify intended learning outcomes.

⮚ Match learning outcomes with appropriate teaching methods.

A teaching activity is like implementing a miniscule curriculum. A daily lesson is based on a planned or
written curriculum, which will be put to action by the teacher in the classroom. Before the lesson ends the
teacher must find out if the students have truly learned. Let us see how this process will be shown.
And the GOOD NEWS!

DepED Order No. 70 s. 2012

Teachers of all public elementary and secondary schools 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 of teaching experience shall be required to prepare Daily Lesson Plans which
shall include the following:
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment

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

Content Focus

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 or 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 been revisited by his own student, Lorin
Anderson, and David Krathwohl.

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 while the revised version is stated as verbs which
implies a 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 keywords (verbs) for each in the new version of
Bloom’s Taxonomy that follow.

In writing objectives or intended learning outcomes, it is always recommended that more of the higher-
order thinking skills (HOTS) should be developed and less of the low level thinking skills (LOTS) for
learners. The low level categories will develop LOTS and thinking skills progress as the categories move
higher.
 Another revision is 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 of cognition in general awareness of knowledge of one’s

knowledge own cognition, thinking about thinking

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 Strategies of Teaching. 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 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 may be
useful for the different kinds of learners. Some are time tested methods, while others
are non-conventional constructive 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,
Think-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 into consideration that the different strategies should match with the
learning styles of the students.

● Students have different learning styles. There are many classifications of learning
styles according to the different authors. The Multiple Intelligence Theory of Howard
Garner implies 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

Visual - uses graphs, charts, pictures; tends to Turn notes into pictures, diagrams, maps.
remember things that are written in form. Learn the big picture first then 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.

Kinesthetic - prefers hands-on approach; Learn something while doing another thing
demonstrates how to do, rather than explain; (eats while studying). Work while standing.
likes group work with hands on-minds on. Likes fieldwork. Do 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 a visual device, can help
teachers to make decisions on what resources and materials will maximize learning.

So what instructional support materials will the teachers use, according to the learning styles
and the outcomes to be achieved? Here are some guidelines.
1. Use of direct purposeful experience through learning by doing retains almost all of the
learning 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 talk and write. Seventy percent of learning is
remembered. Examples are small group discussion, buzz session, individual reporting,
role play, 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 of around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading will ensure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to abstract, each layer contributes
to learning and requires 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 modelling clay, rings, dumb bells, equipments,
others
Experiential: Utilize all modalities

● Methods and materials must 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 years and less in service.

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 a 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 objects towards the person, it is a pull.

II. Subject Matter

A. Topic: Pushing or Pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
a. Objects move when force is applied to it.
b. A push is a force that moves objects away.
c. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, 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. Motivation
1.1 Bring children to observe outside the classroom to identify things or objects that
are moving.
1.2 Ask the children to report their observations in the class.
2. Pre-laboratory Activities
2. 1 Let the learners recall the standards during a laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheets to each group.
 3. Laboratory Activity
3. 1 Using the activity as a guide, each group works cooperatively.
3.2 Activity 1: Force: Can it Push or Pull?
3.3 Each group records observation for exhibit and reporting.
4. Post-laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze each group result with the whole class.
4.3 Make agreements on the results that lead to conceptualization.
5. Conceptualization
5.1 Throw the following questions to 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.
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 to you, so your bestfriend 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?

● 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.
A rule of thumb is a rule or principle that you follow which is not based on exact calculations, but rather
on experience

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.

Visual Musical/Auditory Verbal

Create visual diagram Write a song or rap Teach concept

Graph results 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 Keep a Journal

create
Create a PowerPoint Retell in your own words

Create a webcast or video Teach concept mapping

Write a story
 Lesson 4.3 The Role of Technology in Delivering the Curriculum

Desired Learning Outcomes:

⮚ Discuss the roles of technology in curriculum delivery.

⮚ Identify the factors in technology selection including the use of visual aids.

After learning fundamental concepts about the curriculum, it’s 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 it 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 an important tool in education while users implement teaching-learning strategies that
conform to the digital environment. Following a prototype 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 the 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 to the 3Rs (reading, ‘riting and ‘rithmetic) but
influences, more particularly: problem-solving fluency, information access and retrieval of
text/images/sound/video fluency, social networking fluency, medica fluence, 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.
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/she 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, charts, Video, VCD, DVD
posters) Computer/multimedia presentations
Visual boards (chalkboard, whiteboard, flannel
board, etc)
Audio materials
 Table 2 - Types of Instructional Media/Technology

Factors in 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 audio or visual form?

2 Appropriateness in Is the medium suitable to the learners’ ability to comprehend? Will the medium
relation to the learners 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)?

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. 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 the trend is expected to 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
and
★ revolutionizing the use of technology to boost educational paradigm shifts that give importance to
student-centered and holistic learning.

These primary roles are based on the framework of Technology-Driven Teaching and Learning called
TPACK ( (1) Technological Knowledge, (2) Pedagogical Knowledge and (3) Content Knowledge).
TPACK shows that there is a direct interconnectedness of the three components, thus in the teaching-
learning process, a teacher should always ask and find the correct answer to the following questions for
every lesson.

1. What shall I teach? (Content Knowledge)

2. How shall I teach the content? (Pedagogical knowledge)
3. What technology will I use in how to teach the content? (Technological knowledge)

Below is the diagram of the TPACK as a Framework in Teaching and Learning. Detailed explanation and
discussion is covered in the course Technology for Teaching and Learning 1.

Criteria for the Use of Visual Aids

Learners say, we learn 83% through the use of sight, compared with less effective ways to learn:
hearing (10%), smell (4%), touch (2%) and taste (1%). In the use of visuals for a wide range of materials
(visual boards, charts, overhead transparencies, slides, computer-generated presentations), there are basic
principles of basic design.
Assess a visual material or presentation (a transparency or slide) using the following criteria:
*Visual elements (pictures, illustrations, graphics):
1. Lettering style or font - consistency and harmony
2. Number of lettering style - no more than 2 in a static display (chart, bulletin board)
3. Use of capitals - short titles and headlines should be no more than 6 words
4. Lettering colors - easy to see and read. Use of contrast is good for emphasis
5. Lettering size - good visibility even for students at the back of the classroom
6. Spacing between letters - equal and even spacing
7. Spacing between lines - not too close as to blur at a distance
8. Number of lines - no more than 8 lines of text in each transparency/slide
9. Appeal - unusual/catchy, two-dimensional, interactive (use of overlays or movable flaps)
10. Use of directionals - devices (arrows, bold letters, bullets, contrasting color and size, special
placement of an item)

Lesson 4.4 Stakeholders in Curriculum Implementation

Desired Learning Outcomes:

⮚ Identify stakeholders of the curriculum.

 ⮚ Enumerate the role of each stakeholder.

Who are involved in curriculum and curriculum development? These are the persons who we call
the stakeholders. Stakeholders are individuals or institutions that are interested in the curriculum. They
get involved in many different ways. You must be one of them. Together with the teachers, school
managers, parents and even the whole community have interest in the curriculum.
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. After all, learners together with the teachers, put
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 realized 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 pass the board
examination, it means 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 curricular and co-curricular activities inside the class. I think, we as students, should be 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 has become 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 curricularists place a 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.

2. Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the curriculum. No doubt,
the most important person in curriculum implementation is the teacher. Teacher’s 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 it 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 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 implementers.

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 with
experiences to learn from. I keep in 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.
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 the 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 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, libraries 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 Leading a small school in a far flung barrio has its pros and cons. First, there are few teachers to
Teacher 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 realized
that a change process is inevitable. My teachers have to be restrained, and their attitudes should be
changed. I am responsible for 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.
 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 homework from school, some
parents are unable to help. Schools need to listen to parents’ concerns about 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 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 with 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 the 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 practised at home. They follow up lessons, they make
available 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 includes 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 Curriculum Resources and Learning Environment

“It takes the whole village to educate the child.” is an African proverb as mentioned by former U.S first
lady Hillary Clinton. What do you understand about 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, other 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 on 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:
1.1 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 agency
that certifies and issues teacher licenses to qualify one to teach and affirms and confirms the
appointment of teachers in the public schools.
- Local Government Units (LGU) include 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 of teachers and
provide school supplies and books. They are the big supporters in the implementation of a school
curriculum.

1.2 Non-Government Agencies and Professional Organizations

Non-government agencies are organizations and foundations that have the main function to
support education. To name a few, this includes the following:
- Gawad Kalinga (GK0 - 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.
- Synergia - an organization/foundation that supports basic education to elevate education through
Reading, Science, Mathematics and English.
- Metrobank Foundation - supports continuing teacher development programs.
- Professional Organizations like Philippine Association For Teachers and Educators (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 is influenced by many stakeholders. Each one has a
contribution and influence in what should replace, modify and substitute the current curriculum. Each one
has a significant mark in specific development and changes the process of curriculum development.

Reference/s: Bilbao, Purita, Ed. D. , Filomena T. Dayagbil, Ed.D. & Brenda Corpuz, Ph.D. (2020).
The Teacher and The School Curriculum. Lorimar Publishing Inc. Metro Manila.