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Module 7 Implementing The Curriculum: The Teacher As The Curriculum Implementer and Manager

This document discusses curriculum implementation and the teacher's role in it. It defines implementation as translating the planned curriculum into lessons and activities for students. The teacher acts as the agent that selects and combines the knowledge in the curriculum documents into classroom practice. Several factors influence implementation, but it is essential for bringing about the changes envisioned in the curriculum. The document also outlines models of implementation and categories of curriculum change, noting that changes can occur slowly or rapidly.

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Monica De Guzman
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558 views

Module 7 Implementing The Curriculum: The Teacher As The Curriculum Implementer and Manager

This document discusses curriculum implementation and the teacher's role in it. It defines implementation as translating the planned curriculum into lessons and activities for students. The teacher acts as the agent that selects and combines the knowledge in the curriculum documents into classroom practice. Several factors influence implementation, but it is essential for bringing about the changes envisioned in the curriculum. The document also outlines models of implementation and categories of curriculum change, noting that changes can occur slowly or rapidly.

Uploaded by

Monica De Guzman
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 7

STUDY GUIDE FOR MODULE NO. 7

Module 7 Implementing the Curriculum: The Teacher as the


Curriculum Implementer and Manager
MODULE OVERVIEW

Implementation of the curriculum is a crucial process in curriculum development. It is a period


where the teachers are in control of delivering the written and planned curriculum. Curriculum
implementation is teaching in the classroom context. In the educational landscape, driving and
restraining forces are two forces that oppose each other. These two are the determinants of the
curriculum change. Regardless of the methods, kind of change, or implementation. We should
understand as educators that change in the curriculum should be developmental, participatory, and
supportive. We should always remember that curriculum implementation takes place in the whole
educational system.

A very important part of curriculum implementation is that the teacher should consider carefully
the order in which learning targets should be learnt. It is logical to put learning targets requiring lower
level skills before those requiring higher level skills, for example, teaching the children to draw lines
before teaching them to write. In some cases, the targets themselves may form a definite sequence or
hierarchy when the skills actually come in a continuous or chained sequence, for example, putting on a
shirt and buttoning it up. Some higher level targets can be learnt more quickly after the pre-requisite
skills have been mastered.

Mezieobi (1993), conceptualized the term implementation simply as a process of putting an


agreed plan, decision, proposal, idea or policy into effect. Hence curriculum implementation
includes the provision of organized assistance to staff (teachers) in order to ensure that the newly
developed curriculum and the most powerful instructional strategies are actually delivered at the
classroom level. Esu, Enukoha & Umoren (2004) also conceived curriculum as all learning experiences a
child has under the guidance of a teacher. According to Offorma (2005), curriculum is a programme
which is made up of three components: programme of studies, programme of activities and programme
of guidance.

Curriculum as viewed by Alebiosu (2005) also as an instrument that dictates the affairs of every
educational system. It is the vehicle through which knowledge and other learning activities are
disseminated. Curriculum implementation process involves helping the learner acquire knowledge or
experience. It is important to note that curriculum implementation cannot take place without the learner.
The learner is therefore the central figure in the curriculum implementation process. Although there
are various factors that also influence Curriculum Implementation like the resource materials
and facilities, the teacher, the school environment, culture and ideology, Instructional supervision
and assessment. Implementation takes place as the learner acquires the intended experiences,
knowledge, skills, ideas and attitudes that are aimed at enabling the same learner to function effectively
in a society. Therefore, putting the curriculum into operation requires an implementing agent.
Stenhouse identifies the teacher as the agent in the curriculum implementation she argues that
implementation is the manner in which the teacher selects and mixes the various aspects of
knowledge contained in a curriculum document or syllabus into practice.

MODULE LEARNING OBJECTIVES

At the end of the discussion, the students will be able to achieve the following learning outcomes:
1. At the end of the discussion the participant will able to;
2. Define Curriculum Implementation
3. Understand the different categories of curriculum change.
4. Explain the important elements of process of change

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 7

5. Determine the target variables for daily to implement the curriculum.


6. Differentiate the commonalities of Bloom's Taxonomy and its revised version.
7. Evaluate the important methods in implementing curriculum and make an effective teaching and
learning strategies.
8. Recite the role of technology in applying the curriculum
9. Enhanced the student’s ability in using technology for both teaching and learning.
10. Determine the importance of planning a lesson that fits a method of learning.
11. Enumerate the different stakeholders of the curriculum.
12. Identify and discussed the roles of each stakeholders.

LEARNING CONTENTS

Stimulate

This will explore the cognitive skills of the class through the K-W-W Chart.
TOPIC: Phases and Processes of Curriculum Development

ACQUIRE: Acquisition of knowledge through the presentation of the topic.


TOPIC: Phases and Processes of Curriculum Development
C. CURRICULUM IMPLEMENTATION
I. Models of Implementation
a) ORC Model (Overcoming Resistance to Change)
b) LOC Model (Leadership-obstacle Course Model)
c) Linkage Model
d) RCA Model (Rand Change Agent Model)

II. Change Processes

I. a Curriculum Implementation as a Change Process


b. Kurt Levin’s Force Field Theory and Curriculum Change

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II. b Categories of Curriculum Change (Mcniel)


a.) Substitution
b.) Alteration
c.) Restructuring
d.) Perturbations
e.) Value Orientation

III. Levels of Curriculum Implementation


a) Planning
b) Contents and Methods
c) Implementation
d) Evaluation and Reporting

Correlation Technique: This activity will allow the class to rel;ate and identify the similarities
and differences of the Models of Implementation.

Models of Implementation

Overcoming to Change
Resistance Model

Leadership-obstacle
Course Model Linkage Model

Range Change Agent


Model

LEARNING ACTIVITY 1

I. Analyze the following questions. On your own understanding, compose three (3) to
five (5) sentences to explain and elaborate your answers.

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a. How technology make the student’s learning experiences significant and outstanding?
b. As the K-12 was an example of substitution type of curriculum change, do you think that
this curriculum was implemented well in all aspects? Why or why not?
c. What do you think is the most important role of the external stakeholders? Why?

II. Think yourself as you are educator already. Now in laying down the curriculum,
what particular learning pedagogy or style you would want to implement on different
grade level of students? Why?
Student’s Level Teaching Pedagogy
Pre-school

Grade 3
Grade 4

Grade 6

Junior High School


Grade 7- 10

Senior High School


Grade 11-12
College
1st Year- 4th Y

SUMMARY

Curriculum implementation therefore refers to how the planned or officially designed course of
study is translated by the teacher into syllabuses, schemes of work and lessons to be delivered to students.
The implementation, as an essential part of curriculum development, brings into existence the anticipated
changes. The changes can occur in several ways. The two most obvious ways are :i) Slow change: this
occurs for instance, when we incorporate minor adjustments in the course schedule, when we add some
books to the library or when we update the unit plan, etc. is a slow change; and ii) Rapid change: this
happens as a result of new knowledge or social trends influencing the curriculum, such as computers
education being introduced in the curriculum, etc. Traced to its roots, the term curriculum is derived from the
Latin word “currer” which means a race course taken by horses. In education, curriculum may be taken to
mean a race course taken by the educational process. Before 1918, courses offered in learning
institutions were only known as subjects.

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REFERENCES

Bilbao, P., Corpuz, B., & Dayagbil, F. (2015). Curriculum Development for Teachers. Lorimar Publishing.

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