DANGAL

GREETINGS!
OBJECTIVES
At the end of the unit, pre-service teacher’s should be able to:
• demonstrate knowledge of curriculum planning, design and
organization,
implementation, evaluation and improvement; and

• prepare developmentally-sequenced lesson plans with well-

aligned learning
outcomes and competencies based on curriculum development
URIRMUULC
C
CURRICULU
M
ECOSJIVBES
OBJECTIVES
NOTTCNE
CONTENT
PXEEEEIRSCN
EXPERIENCES
AAEUVNITLO
EVALUATION
I. CURRICULUM
PLANNING
 According
1) National Association to 2)Acc to G.Hass:
of -Curriculum is all of the
Early Childhood experiences that
Education: individual
-It is an Organized learners have in a
programme of education
framework
that defines the content
whose purpose is to
children learn from the achieve
goals, and objectives.
process, through which
children achieve the -Which are planned in
identified curriculum terms of
goals. a framework of theory
and
 C u rr i c u l u m P l a n n i n g
is a:
Foundation that
provides base to
the It helps TEACHER'S
make decission in
questions of, how
class,
to which works as a
teach and what to guide
teach?based on a to help respond
master plan : better
1) How children to children's
behaviours.
Curriculum planning is a
process of
Gatheri Obtained
Sortin
ng
from
many
Selecti
g sources
in order to
Balanci
ng attain
Synthesizing
ng
relevant goals of
information the
 What would be the AIM of
having
Curriculum Planning?
Provides an
Introduces Provides Gives
Provides children
environment
experiences that with
surprise have a positive
opportunities
children of
and trust so that
novelty in
impact on all to choices children can
round
learning development
follow and ask
individual questions
new interests without fear
concepts
of
making
ELEMENTS OF
CURRICULUM
PLANNING
According to Tyler, it is essential as a part of
comprehensive theory of organization to show what
elements of curriculum will serve satisfactorily as
organizing elements. The appropriate coordination of
elements of curriculum would guarantee the success of
a curriculum. There is no consensus among the experts
on elements of curriculum, but the most four common
points of view concerning this issue are: objectives,
content or subject matter, methods or learning
experiences and evaluation.
These four basic elements of curriculum are
essential and interrelated to each other. Aims,
goals, and objectives can be simplified as “what is
to be done”; the subject matter/content is “what
subject matter is to be included”; the learning
experiences is “what instructional strategies,
resources and activities will be employed”; while
curriculum evaluation is “what methods and
instruments will be used to assess the results of
the curriculum”.
1. Curriculum Objectives

The curriculum aims, goals and objectives spell out

what is to be done. It tries to capture what goals
are to be achieved, the vision, the philosophy, the
mission statement and objectives. Further, it
clearly defines the purpose and what the
curriculum is to be acted upon and try what to
drive at. We begin with this element because it is
difficult to plan a successful trip without a
There are four main factors affecting the
formulation of curriculum objectives. These
are

The society
The knowledge
The learner
The learning process
2. Content or Subject Matter

A second element is the content of the curriculum.

It contains information to be learned at school. It is
an element or a medium through which the
objectives are accomplished. Content or subject
matter refers to the body of knowledge that the
student will take away when the course is done. It
must assure that the curriculum objectives are
properly met.
Available sources and resources
Demand of the society
International needs
Level and age of the learner or student
Methods of content organization
Number of courses offered
Quantity and qualification of teaching staff
Scope of subject matter
System of examination
Type of society and culture
3. Learning Experiences (Methods of Delivering
Knowledge)

The term “learning experience” is not the same as

the content with which a course deals nor the
activities performed by the teacher. The term
“learning experience” refers to the interaction
between the learner and the external conditions in
the environment to which he/she can react.
Learning takes place through the active behavior of
the student.
4. Curriculum Evaluation

Curriculum evaluation refers to the process of

placing value on a curriculum. Evaluation may
focus on a curriculum’s design, including content
and process; its implementation; or outcomes. It
identifies the quality, effectiveness of the program,
process and product of the curriculum.
II. CURRICULUM DESIGN
AND
ORGANIZATION
 CURRICULUM DESIGN

refers to the structure or organization

of the curriculum, and curriculum
development includes the planning,
implementation, and evaluation
processes of the curriculum.
 Purpose of Curriculum Design
Teachers design each curriculum with a specific
educational purpose in mind. The ultimate goal is to
improve student learning, but there are other reasons to
employ curriculum design as well. For example, designing
a curriculum for middle school students with both
elementary and high school curricula in mind helps to
make sure that learning goals are aligned and
complement each other from one stage to the next. If a
middle school curriculum is designed without taking prior
knowledge from elementary school or future learning in
high school into account it can create real problems for
APPROACHES IN
CURRICULUM
DESIGNING
 Child or Learner-Centered Approach

• The learners are at the center stage in

the educative process. The curriculum is
built upon the learner's knowledge,
skills, learnings and potentials.
Child or Learner-Centered Approach

• From its design how should a child-centered or learner-

centered curriculum be approached?

1. A new respect for the child is fundamental.

2. A new freedom of action is provided.
3. The whole activity is divide into units of work.
4. The recognition of the need for using and exploring many
media for self-discovery and self-direction is embraced.
Subject-Centered Approach

Anchored on the curriculum design which prescribes different

and separate subjects into one broad field

1. The primary focus is the subject matter.

2. The emphasis is on bits and pieces of information which are
detached from life.
3. The continuing pursuit of learning outside the school is not
emphasized.
4. The subject matter serves as a means of identifying
problems in living.
Problem-Centered Approach

This approach is based on a curriculum design which assumes

that in the process of living, children experience problems.

1. The learners are capable of directing and guiding themselves

in resolving problems.
2. The learners are prepared to assume their civic
responsibilities.
3. The curriculum leads the learners in the recognition of
concerns and problems and in seeking solutions.
TYPES OF CURRICULUM
DESIGN
Subject-Centered Curriculum Design

Subject-centered curriculum design revolves around a

particular subject matter or discipline. For example, a
subject-centered curriculum may focus on math or
biology.

This curriculum design tends to focus on the subject

rather than the individual. It is the most common type
of curriculum used in K-12 public schools in states and
local districts in the United States.
Learner-Centered Curriculum Design

In contrast, learner-centered curriculum design considers each

individual's needs, interests, and goals. In other words, it
acknowledges that students are not uniform and adjusts to those
student needs. Learner-centered curriculum design is meant to
empower learners, allowing them to shape their education
through choices.

Instructional plans in a learner-centered curriculum are

differentiated, allowing students to choose assignments, learning
experiences, or activities. This can motivate students and help
them stay engaged in the material.
Problem-Centered Curriculum Design

Like learner-centered curriculum design, problem-centered curriculum

design is also a form of student-centered design. Problem- centered
curricula focus on teaching students how to look at a problem and
come up with a solution to the problem. Students are thus exposed to
real-life issues, which helps them develop skills that are transferable
to the real world.

Problem-centered curriculum design increases the relevance of the

curriculum and allows students to be creative and innovative as they
are learning. The drawback to this form of curriculum design is that it
does not always consider learning styles.
ELEMENTS OF
DESIGNING
 Teachers design each curriculum with a specific
educational purpose in mind. The ultimate goal is to
improve student learning, but there are other
reasons to employ curriculum design. For example,
designing a curriculum for middle school students
with both elementary and high school curricula in
mind helps ensure that learning goals are aligned
and complement each other from one stage to the
next.
 The Elements of designing a curriculum include:

1. Purpose: This includes aims, goals, and objectives.

2. Design of subject matter: Organizing the
content to be taught.
3. Implementation of learning experiences: How the
curriculum is delivered to students.
4. Evaluation approaches: Assessing the
effectiveness of the curriculum.
COMPONENTS OF
CURRICULUM
DESIGN
 The four components of curriculum
design:
1.Aims, Goals, and Objectives
2.Subject Matter
3.Learning Experiences
4.Evaluation approach
 Aims, Goals, and
Objectives
The curriculum aims, goals and
objectives spell out what is to be
done. It clearly defines the purpose
and what the curriculum is to be
acted upon and try what to drive at.
 Subject Matter
It contains information to be
learned in school. It is an element
or a medium through which the
objectives are accomplished.
 Learning Experiences
Instructional strategies and methods are
the core of the curriculum. These
instructional strategies and methods will
put into action the goals and use of the
content in order to produce an outcome.
 Evaluation
Approaches
It identifies the quality and
effectiveness of the program,
process and product of the
curriculum.
III. CURRICULUM IMPLEMENTATION
 MODELS OF
IMPLEMENTATION
 OVERCOMING RESISTANCE
TO CHANGE MODEL (ORC
MODEL)
This model focuses on gaining advocates and sharing power equally
between administrators and teachers. The ORC model focuses on
allowing for the personal needs of the teachers to be addressed
through maintaining high flexibility in the implementation.
 The ORC model focuses on change from
the perspective of the teacher. In this
model, there are four stages:

1.Unrelated concerns
2.Personal Concerns
3. Task-related concerns
4. Impact-related
concerns
 UNRELATED CONCERNS

The first stage is a stage of indifference. A teacher is aware

change but do not see how it relates to their own life. As such
the teacher is not worried about whatever innovation is coming.
An example might be hearing about efforts to bring online
learning to a school. The teacher knows this innovation is out
there but it has not impacted them yet.
 PERSONAL CONCERNS

The teacher is now concerned with how the new innovation or

curriculum will impact their life personally. For example, an English
teacher wrestling with how using online learning will affect what they
are trying to do in the classroom.
 TASK-RELATED
CONCERNS
In stage 3, the teacher is thinking about how to use the new
curriculum or innovation. Questions begin to go through their
head in terms of application. For the online learning example,the
teacher may wonder about such problems as how much time will
it take to learn this? What are the best ways to use this new
innovation? What kind of support will i get? These are just some
of the many questions that are possible.
 IMPACT-RELATED
CONCERNS
Now the teacher has taken their focus of their performance and
now is now worried about how this will affect students. At this
stage, teachers are focusing on their students, peers, and school.
For the online learning example, teachers start to wonder how
online learning will benefit the students. A teacher may start to
wonder how other teachers are doing as they try to use this new
innovation. The shift here is from self to others.
 CONCLUSION

Change involves a reaction. For the ORC model, the reaction

involves four clear steps. Every teacher may not go through
these four stages. However, these stages help to explain what
a leader can anticipate when trying to implement curriculum.
 LEADERSHIP OBSTACLE COURSE
MODEL (LOC MODEL)

this model treats staff resistance to change as problematic and

proposes that we should collect data to determine the extent
and nature of the resistance in implementing curriculum.
S

THIS CAN BE CARRIED OUT BY

THE FOLLOWING:
a. The organizational member must have a clear understanding of the
proposed innovation.
b. Individual within the organization must be given relevant skills so
that they possess capabilities requisite for carrying out the innovation.
c. The necessary materials and equipment for the innovation must be
furnished
d. if need be, the organizational structure must be modified so that it is
compatible with the innovation being suggested.
e. The participants in the innovation must be motivated to spend the required
time and effort to make the innovation a success.
 LOC MODEL CONSIDERS
EDUCATIONAL
CHANGE AS A SEQUENCE OF THREE
STAGES:
a. initiation attempted implementation

b. attempted implementation
c.Incorporation
 LINKAGE MODEL

This model recognizes that there are innovators in research and

development centres such as universities.
 RAND CHANGE AGENT MODEL
(RCA MODEL)

This model suggest that organizational dynamics seem to be the chief

barriers to change.
3 STAGES IN THE CHANGE PROCESS:

a. Initiation

b.Implementation

c.Incorporation
SS

THE ASSUMPTION BEHIND THIS IS THAT THE

SUCCESS OF
THE IMPLEMENTATION IS A FUNCTION OF:
a. The characteristics of the proposed change
b. The ability of the academic and administrative staff
c. The readiness of the local community
d. The organizational structure
 CHANGE
PROCESSES
 Concept of
• Change is achange
constant law of nature it bring
improvement. Change is an ongoing process.

• Not all Changes leads to improvement but all

improvement requires change the ability to
develop , test and implement changes is essential
for any individual group or organization that wants
to continuously improve.
 Process of curriculum
• The process ofchange
curriculum change may be
assisted by permissiveness and support in
accordance of with a helpful improvement in
curriculum. Changing curriculum changes
individual.
•It must be necessary in consideration that the
resources of implementation of curriculum are
available or not
 Features of
Change
• It’s a PROCESS not an EVENT

•It requires time, energy and resources

•It is achieved incrementally and entails

development in feelings and skills.
Important Element In the Process of
Change
Important Element In the Process of
Change
Important Element In the Process of
Change
INSTITUTIONALIZATION
 • Institutionalization is the act of
establishing something as a
convention or norm in an
organization or culture. It is a term
use by Miles(1983), to refer a
process leading to the innovation at
which to have become a built in or
accepted part school's curriculum.
IV. CURRICULUM EVALUATION
S

REASONS FOR
EVALUATION
To determine whether or not the newly
adopted curriculum is producing the intended
results and meeting the objectives that it has set
forth, and it is an essential component in the
process of adopting and implementing any new
curriculum in any educational setting.
 TYPES OF
EVALUATION
EVALUATION MODELS
 What is Evaluation Model?

The evaluation model is a systematic

approach that will guide in measuring the
efficiency and effectiveness of training, a
course, or and education program.
 Kirkpatrick Four-Step Evaluation
Framework
According to this model evaluation should always begin with
level one, and then, as time and budget allows, should move
sequentially through levels 2, 3, and 4. Information from each
prior level serves as a base for the next levels evaluation.

The Kirkpatrick Model is a globally recognized method of

evaluating the results of training and learning programs. It
assesses both formal and informal training methods and rates
them against four levels of criteria: reaction, learning,
behavior, and results.
 CIPP Evaluation
The mostModel
important thing about this model is
that it provides the holistic view of every
element by evaluating context, input, process
and output from each and every angle.
C ontext Evaluation
I nput Evaluation
P rocess Evaluation
P roduct Evaluation
 CIPP Evaluation
Model
• Context- is about the environment in which a program
would be used. This context analysis is called a needs
assessment.
• Input- analysis is anout a resources that will be used to
develop the program, such as people, funds, space and
equipment.
• Process- evaluation examines the status during the
development of the program.
• Product - evaluation that assessments of the succes of
the program.
 Flashlight Triad
Model
Flashlight Triad models 5 Distinctive steps
1.Overview and Confronting the blob- A brainstorming
session
2.From Blob to Issue- Considers the purpose of evaluation.
what information do you want to have a feedback?
3.From Issue to Triad- take the elements you chose on step
2 and create triads which consists of TAO:
• Type of Technology that is employed
• The activity the technology enables; and
• Outcome expected from the activity.
4. From Triad to Data- from the triad, now questions are
created to gather data about the triads. This questions
usually falls into one of the 5 categories:
• Technology
• interaction of technology and activity
• activity
• interaction of activity and outcomes
• outcomes
5. From data to the next step- after analysing the data
collecting and answering the questions created modifications
are made.
V. CURRICULUM
IMPROVEMENT
 WHAT IS CURRICULUM
IMPROVEMENT?
Curriculum improvement is a process
aimed at enhancing the effectiveness
of an academic program, it involves
reviewing and modifying the content,
structure, and delivery of a
curriculum to ensure that it is
relevant, responsive, and engaging
to learners.
 Importance of Curriculum Improvement:

Curriculum improvement is important because it enables

educational institutions to
keep pace with the changing demands of the society and the workforce.
Steps involved in Curriculum Improvement:
1. Conducting a needs assessment: This involves identifying the needs of
the
learners, the institution, and the community in which the institution is
located.
This information can be gathered through surveys, interviews, focus
groups, and
other data collection methods.
2. Identifying goals and objectives: Based on the needs assessment,
goals and
 3. Developing a plan: A plan should be developed
outlining the steps that need to be taken to achieve
the goals and objectives. This plan should include a
timeline, budget, and resources needed.
4. Implementing the plan: The plan should be put into
action, with regular monitoring and evaluation to
ensure that it is on track to achieve the goals and
objectives.
5. Evaluating the outcomes: After the plan has been
implemented, an evaluation should be conducted to
determine whether the goals and objectives were met,
and to identify areas for further improvement.
 Strategies for Effective Curriculum
Improvement
1. Collaborative Approach: Curriculum improvement
should be a collaborative effort involving teachers,
administrators , students, and other stakeholders.
2. Use of data: Data should be used to inform the
curriculum improvement process.
3. Flexibility: Curriculum improvement should be flexible
enough to respond to changing needs and circumstances.
4. Continuous Improvement: Curriculum improvement ,
should be an ongoing process, with regular evaluation
and updates to ensure that the curriculum remains
revelant and effective.
 LEVELS OF
CURRICULUM
IMPROVEMENT
APPROACHES TO
CURRICULUM
IMPROVEMENT
 APPROACHES TO
CURRICULUM
IMPROVEMENT
refers to a strategic framework or method used to
MODELS OF IMPLEMENTATION
enhance and refine the educational content and
delivery within a specific learning environment. It
encompasses a set of principles, methodologies,
and practices that guide the process of identifying
areas for improvement, developing solutions, and
LUVIDECE implementing changes to the curriculum
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 Behavioral-Rational
Approach
is deeply rooted in the objective and measurable. It’s about clear-cut
goals and the steps needed to achieve them.

MODELS OF IMPLEMENTATION
• Goal-Oriented: This approach is fixated on end results. Educators
set specific objectives and design the curriculum to meet these
targets.
• Assessment-Driven: Success is measured through testing and
evaluation, ensuring that the goals are met.
• Structured Learning: The content is sequenced logically, moving
from simple to complex in a step-by-step progression.
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 Systems-Managerial
Approach
is the control center that manages the traffic. It’s about efficiency,
organization, and a smooth operation.

MODELS OF IMPLEMENTATION
• Efficiency: The focus is on the most effective ways to reach
educational goals with minimal waste.
• Control: There’s a strong emphasis on monitoring and adjusting
the curriculum to ensure it runs like a well-oiled machine.
• Optimization: The curriculum is constantly reviewed and refined
to produce the best outcomes.

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 Intellectual-Academic
Approach
This one is all about the life of the mind—fostering critical thinking
and a deep understanding of academic content.

MODELS OF IMPLEMENTATION
• Disciplinary Focus: The curriculum is centered around academic
disciplines, valuing scholarly content and intellectual rigor.
• Knowledge-Based: It’s about cultivating a solid foundation of
knowledge and the ability to apply that knowledge critically.
• Cognitive Development: The aim is to develop higher-order
thinking skills and a lifelong love of learning.

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 Humanistic-Aesthetic
Approach
Turning to the Humanistic-Aesthetic approach, we enter a territory
where the human experience is paramount. It’s a more personal
journey that values the individual and their development.
MODELS OF IMPLEMENTATION
• Personal Growth: The curriculum is designed to nurture the whole
person, emotionally, socially, and intellectually.
• Creative Expression: There’s a strong emphasis on the arts and
the development of aesthetic appreciation.
• Self-Actualization: Education is seen as a path to realizing one’s
full potential and finding one’s place in the world.
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 Reconceptualist
Approach
Reconceptualist approach challenges the status quo. It’s about
critical reflection, questioning underlying assumptions, and
MODELS OF IMPLEMENTATION
exploring new possibilities.
• Critical Thinking: The curriculum encourages questioning and the
challenging of traditional norms and practices.
• Social Justice: There’s a focus on education as a means to
address and rectify social inequalities.
• Change-Oriented: The goal is not just to learn but to transform
oneself and society.
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 REFERENCE
S
https://www.slideshare.net/slideshow/
implementingthedesignedcurriculumaschangeprocesspptx/253161336

https://www.slideshare.net/slideshow/curriculum-implementationpptx-253427595/253427595?

MODELS OF IMPLEMENTATION
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KCXBhiZr-s-afk3rc7mls2w_aem_9GHOtyHgeOr08mroqIhY1g

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 MODELS OFTHANK
IMPLEMENTATION

YOU!
LUVIDECE
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