MODULE 4

THE TEACHER AS A CURRICULUM IMPLEMENTOR AND A

MANAGER

PRESENTED BY: GATA, KRISTEL MHAY M.

 LESSON 4.1
IMPLEMENTING THE DESIGNED CURRICULUM
AS A CHANGE PROCESS
 CURRICULUM IMPLEMENTATION DEFINED
It is one of the crucial process in the curriculum development although many
education planners would say: “ A good plan is work half done.”

Putting into practice the written curriculum that has been designed in the syllabi,
course of study, curricular guides, and subjects. It's a process wherein the learners
acquire the planned or intended knowledge, skills and attitudes that are aimed at
enabling the same learners to functions effectively in the society. Ornstein and
Hunkins - as the inter action between the curricula that has been written and
planned and the persons(teachers) who are in charged to deliver it. Loucks and
Lieberman- they defined it as the trying out of a new practice and what it looks like
when actually used in school system. simply means that implementation should
bring desired change and improvement
CURRICULUM IMPLEMENTATION AS A CHANGE
PROCESS
BASED ON LEWIN’S FORCE FIELD THEORY
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
CATEGORIES OF CURRICULUM CHANGE Three Important Elements as a Process:
1. Substitution. The current curriculum will be
Developmental. it should develop multiple
replaced or substituted by a new one
perspectives, increase integration and make
2. Alteration. In alteration, there is a minor
learning autonomous, create a climate of
change to the current or existing curriculum.
openness and trust, and appreciate and affirm
3. Restructuring. Building a new structure would
strengths of the teacher.
mean major change or modification in the school
Participatory. Characteristics of teacher
system, degree program or educational system.
styles, commitment, willingness to change,
4. Perturbations. These are changes that are
skills, and readiness are critical to
disruptive, but teachers have to adjust to them
implementation.
within a fairly short time.
Supportive. Material support like supplies,
5. Value orientation. To McNeil, this is a type of
equipment and conductive learning
curriculum change. This classification will respond
environment like classrooms and laboratory
to shift in the emphasis that the teacher provides
should be made available. Likewise, human
which are not within the mission or vision of the
support is very much needed.
school or vice versa
 LESSON 4.2
IMPLEMENTING A CURRICULUM DAILY IN THE
CLASSROOMS
 DEPED ORDER NO. 70 S. 2012 Starting the Class Right: L:aying down
Teachers of all public elementary and secondary the Curriculum Plan
schools will not be required to prepare detailed Before the class begins everyday, a teacher must
lesson plans. They may adopt daily lesson logs have written a lesson plan. The main parts of a
which contain the needed information and guide lesson plan are (1) Objectives or Intended
from the Teacher Guide (TG) and Teacher learning outcomes (ILO), (2) Subject Matter (SM),
Manual (TM) reference material with page (3) Procedure or Strategies of Teaching, (4)
number, inventions given to the students and Assessment of learning outcomes (ALO) and (5)
remarks to indicate how many students have Assignment or Agreement
mastered the lesson or are needing remediation.
1. Intended Learning Outcomes (ILO). These
However, teachers with less than 2 years of are the desired learning that will be the focus of
teaching experience shall be required to prepare the lesson. Learning outcomes are based on
Daily Lesson Plans which shall include the Taxonomy of Objectives presented to us as
following: cognitive, affective and psychomotor. Bloom's
I. Objectives II. Subject Matter III. Procedure Taxonomy has been revisited by his own student,
IV. Assessment V. Assignment Lorin Anderson, and David Krathwohl.
REVISED BLOOM’S TAXONOMY: A QUICK
LOOK
In writing objectives or intended learning LEVELS OF KNOWLEDGE:
outcomes, it is always recommended that more of
.1Factual knowledge - ideas, specific data or
the higher-order, thinking skills (HOTS) should be
developed and less of the low level thinking skills information.
(LOTS) for learners 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-bystep actions, methods of inquiry.
4. Metacognitive Knowledge- knowledge of
cognition in general, awareness of knowledge of
one’s 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.
 Ways of teaching for the different kinds
of learners. (Corpus & Salandanan, 2013):
Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry
Method, Problem-based Learning (PBL), Project method.
Cooperative Learning Approaches: Peer Tutoring, Learning Action cells, Think-
Pair Share.
Deductive or Inductive Approaches: Project Teaching, Inquirybased Learning,
Other Approaches: Blended learning, Reflective Teaching, Integrated Learning,
Outcomes-based Approach
Students have different learning styles: CONE OF LEARNING
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.
 LESSON 4.3
THE ROLE OF TECHNOLOGY IN DELIVERING
THE CURRICULUM
 Instructional media Factors in Technology Selection:
may also be referred to as media technology or 1.Practicality. Is the equipment (hardware) or
learning technology, or simply technology 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)?
 These primary roles are based on the framework of
THE ROLE OF TECHNOLOGY IN CURRICULUM TechnologyDriven Teaching and Learning called TPACK (
DELIVERY (1) Technological Knowledge, (2) Pedagogical Knowledge
The primary roles of educational technology in delivering and (3) Content Knowledge). TPACK shows that there is a
the school curriculum ' s instructional program have been direct interconnectedness of the three components, thus in
identified teachinglearning process, a teacher should always ask and
find the correct answer to the questions for every lesson.
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.
CRITERIA FOR THE USE OF VISUAL AIDS
Visual elements (pictures, illustrations, graphics):

Lettering style or font - consistency and harmony

Number of lettering style - no more than 2 in a static display (chart, bulletin board)
Use of capitals - short titles or headlines should be no more than 6 words
Lettering colors - easy to see and read. Use of contrast is good for emphasis
Lettering size - good visibility even for students at the back of the classroom .
Spacing between letters - equal and even spacing
Spacing between lines - not too close as to blur at a distance
Number of lines - No more than 8 lines of text in each transparency/slide
Appeal unusual/catchy, two-dimensional, interactive (use of overlays or movable
flaps)
Use of directionals - devices (arrows, bold letters, bullets, contrasting color and size,
special placement of an item.
 LESSON 4.4
STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION
 CURRICULUM STAKEHOLDERS
Learners are at the Core of the Curriculum: Learners have more dynamic participation from the planning,
designing, implementing and evaluating. However, the degree of their involvement is dependent on their
maturity.

1. Teachers are Curricularist. Teachers are stakeholders who plan, design, teach, implement and evaluate
the curriculum. No doubt, the most important person in curriculum implementation is the teacher.
2. 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.
3. Parents. Parents are significant school partners. Besides the students teachers and school administrators,
play an important role in curriculum implementation.

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. It is true that the school is in the community. It is the bigger school community that becomes
the venue of learning. The community is the reflection of the school's influence and the school is a reflection of
the community support
 OTHER STAKEHOLDERS IN CURRICULUM 1.2 Non-Government Agencies and
Professional Regulations:
IMPLEMENTATION AND DEVELOPMENT
1.1 Government Agencies: Gawad Kalinga (GK) - to build communities means to
include education. The full support of GK in early
DepEd, TESDA, CHED- trifocalized agencies that childhood education is very significant.
have regulatory and mandatory authorities over Synergia - an organization/foundation that supports
the implementation of the curricula. basic education to elevate education through
Reading, Science, Mathematics and English.
Metrobank Foundation - supports continuing teacher
Professional Regulation Commission (PRC)
development programs.
and Civil Service Commission (CSC)- the
Professional Organizations like Philippine
agency that certifies and issues teacher licenses
Association For Teachers and Educators (PAFTE),
to qualify one to teach and affirms and confirms
State Universities and Colleges Teacher
the appointment of teachers in the public schools.
Educators Association (SUCTEA), National
Organization of Science Teachers and Educators
Local Government Units (LGU) include the (NOSTE), Mathematics Teachers Association of
municipal government officials and the barangay the Philippines (MTAP) and many more.
officials.
Thank You