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EDUC 313 - CURRICULUM DEVELOPMENT

Topic: Chapter 3 Curriculum Implementation

ROLE OF THE TEACHER IN THE CURRICULUM IMPLEMENTATION

“Better than a thousand days of diligent study is one day with a great teacher.” (Jaoanese proverb)

 TEACHER
- Without doubt the most important person in the curriculum implementation process is the
teacher. With their knowledge, experience and competencies, teachers are central to any
curriculum improvement effort. Regardless of which philosophical belief the education system
is based on, there is no denying that teachers influence students’ learning.
- (Ripple Effect) Better teachers foster better learning. Teachers are most knowledgeable about
the practice of teaching and are responsible for introducing the curriculum in the classroom and
outside the classroom as well. In order to create strong curriculum teachers must play an
integral role in every step of the process.
- Below are some topics to be addressed in designing professional development opportunities for
teachers who are implementing a new programme.
o Programme Philosophy: It is important for teachers to understand both the Philosophy
behind the programme as well as how the new programme may impact-students,
parents, administrative, and other stakeholders.
o Content: Teachers may find the curriculum introduces content with which they are
unfamiliar, which they have not taught in a while, or is familiar but presented in an
unfamiliar way. For example: using a problem-solving approach rather than topical
approach.
o Pedagogy: Teachers need opportunities to become familiar with the new programme’s
pedagogical approach. They may need to work on particular teaching skills emphasized
in the new programme, such as teaching of value, or perhaps to become familiar with a
tool such as the internet.
o Components of the Programme: Teachers will need opportunities to learn about the
components of the new programme early in the implementation phase. For example,
the new programme might place greater emphasis on school-based assessment while
teachers are more accustomed to national or centralized assessment.

 LEARNERS
- There is a tendency among curriculum implementers to ignore the role of students as agents of
change. Increasingly, there is a realization that even primary school children can contribute to
meaningful change. Students must be willing to participate in the program.
- If students do not see the relevance of the program there is the likelihood that they will not be
motivated to participate or learn. However, it is still not clear how students should be involved
 in the curriculum implementation phase even though they are the main recipients of the
program.
- Students may be so entrenched in their thinking and behavior that changes proposed in the
curriculum may not be enthusiastically received.
- For example: students may be used to being given notes by their teachers and the new program
requires them to make their own notes. Some students may not know how to make notes and
have to be taught how to go about it. Even getting students to participate in discussions may
not be well received if they have been accustomed to being passive recipients of information.

Curriculum implementation refers to how teachers deliver instruction and assessment through the use
of specified resources provided in a curriculum. Curriculum designs generally provide instructional
suggestions, scripts, lesson plans, and assessment options related to a set of objectives.

PROCESS OF CURRICULUM IMPLEMENTATION

The curriculum implementation process can be divided into four phases:

1. Planning

2. Content and Methods

3. Implementation

4. Evaluation and Reporting

DIFFERENT VIEWS IN CURRICULUM IMPLEMENTATION

a. laissez-faire approach or the “let-alone” approach

This gives teacher absolute power to determine what they see best to implement in the classroom. In
effect, this allows teachers to teach lessons they believe are appropriate for their classes and in
whatever way the want to teach such lessons. There is no firm of control or monitoring whatsoever.

b. Authoritarian control

In this view, teachers are directed by authority figures through a memorandum, to follow a curriculum.
Teachers have no control or leeway over the subjects are teaching. The school head exercise absolute
power in directing teachers to teach certain subjects in specified ways. In other words, this approach is
dictatorial way of imposing curricular implementation in the classroom.

A realistic view of curriculum implementation should be between the two extremes. Teachers are
expected to follow the prescribed syllabus exactly and make sure that syllabus in teaching a lesson, then
they are considered to have fidelity of use or fidelity of implementation.

To promote fidelity of use, one need to identify the topics or subjects that need more focus. These
subjects are those that are more technical or more difficult.
On the other hand, some topics allow or encourage teachers to be creative and unique in teaching these
topics. Teachers implement personalized variations of the prescribed curriculum, but still be guided by
it. This is referred to as adaptation to the curriculum or process orientation came as a response to the
need to acknowledge different organizational concepts and varying teachers’ needs and abilities that
would require

The learners are the very reason a curriculum is developed. They are the ones who are directly
influenced by it. Learners in all levels make or unmake the curriculum by their active and direct
involvement. Students, though experience from their own education are able to give advice on student
resources and facilities and are in a favorable position to judge other aspects of curricula, such as the
balance and relevance of course content and assessment.

Learners are responsible for attending class and completing reading and other assignments as
prescribed by the teacher. Although their first role in the process is a passive listener, listening requires
paying the attention during class… The responsibility for paying attention and studying was left up to the
learner.

STAKEHOLDERS AND THEIR ROLE IN THE IMPLEMENTATION OF CURRICULUM

Curriculum development requires the input of different stakeholders such as, teacher, school
heads, parents, community members, students, district administrators and school boards.

Administrators ensure teachers have the equipment and resources necessary to deliver
educationally effective curriculum. They also have a hand in matters like planning events and
implementing curriculum…. Every person who works for a school, from teachers to custodial workers,
reports to an educational administrator

Principals play a key role in the delivery of quality instruction. Their responsibilities include
ensuring educational strategies are in place that support effective learning for all students. They serve as
a facilitator, guide and supporter of quality instructional practices.

On their own part, parents should provide resources, monitor their wards and volunteer in school
events; develop good relationship with principals and teachers; keep school well informed about
homework, curriculum problems and child development; attend school events, help in the classroom,
ask questions about the progress of their child.

Parents are in the role of passive recipients of notices concerning learning and behavior of their child.
Schools and teachers do not have strategies to attract parents into work and decision making and
implementation of curriculum.

Parental Responsibilities

 Provide an environment that is SAFE