Mark Anthony O.

Nuevo
II-BTLED-B
THE TEACHERS AND CURRICULUM

MODULE 6: THE TEACHER AS CURRICULUM IMPLEMENTOR AND MANAGER

LESSON 1: IMPLEMENTING THE DESIGNED CURRICULUM AS A

CHANGE PROCESS

Activity 1 – K to 12: Can We Make a Curriculum Change? (By Groups)

The K to 12 is the current reform in our national basic education curriculum. There are driving
forces as well as restraining forces that affects its implementation. In other words, there are 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.

Driving Force Restraining Forces

Preparedness for Tertiary Learning Forced to choose the strand
Access to quality education Only focused in one area
EQUI- Lack of budget, classroom, school
Holistic Education
LI- supplies and teachers
More Skilled and Competitive Graduates BRIUM Dropout rates increases
Insufficient instructional Time Urgent shift in environment

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.
Activity 2 – Making Sense of Curriculum Implementation

1. Observe class where the teacher is actually teaching.

2. Describe what the teacher is doing for at least the whole period.
3. Write down your observations based on the following questions:

3.1 What were the different learners activities?

• Didactic Learning Activities. Some learning activities are passive, and designed to present important
information to students in an efficient way.

•Active Learning. Other learning activities require students to independently solve problems or create

products.

•Collaborative Learning. Collaborative learning is active learning that students engage in together

3.2 What did the teacher do? To make the learners engage in the activities?
Welcoming students' opinions and ideas into the flow of the activity and caring about students' social
and emotional needs and treating students fairly

3.4 Did the teacher control most of the activities?

• Sometimes teachers set the tone of their classrooms, build a warm environment, mentor and nurture
students, become role models

3.5 Did the learners and the teacher together achieve the desired learning outcomes? Explain
• Yes, teachers wants their students to learn and of course students also wants to learn and doesn’t like
to fail that’s why they’re doing their best to learn and I think that’s the reason to achieve the desired
learning outcome
Self-Check

Perfect Match

In column A are concepts about curriculum implementation. Connect a line from the box on the
left (A) to the arrow on the right (B) of the correct match.
Column A Column B
Concepts Meaning Description
- Minor curriculum change like the use of e-portfolio instead of
Implementing
portfolio as an artifact.
- Progressive steps from orientation to reflection about the
Restructuring curriculum that is a characteristic of a curriculum
implementation.
Developmental - Major curriculum change like shifting from face to face to on
online delivery of an academic program.
- Curriculum process of putting into action what has been
Alteration
planned and designed.
- Process that ensures that the curriculum brings about
Change Process something different and better than before in the desired
learning outcomes.

Self-Reflect

1. As a future teacher, what would be your response to curriculum implementation as part of

curriculum change? Are you willing to take part in the implementation? Why? Why not?
Write your answer in the box.

My Response to Curriculum Implementation

As a future teacher, I am welling to be take part of curriculum implementation. Because its

my pleasure to be part of implementation of the curriculum. And its for me to help others to
learn.

LESSON 2: IMPLEMENTING A CURRICULUM DAILY IN THE CLASSROOM

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 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 a Power Point Create. ✓ - Retell in your Own Words✓
- Create a Webcast or Video - Teach Concept Mapping
- Write a Story ✓

Physical/Kinesthetic Logical/Mathematical
Learning Styles
- Create a Game Choice Board - Create a Code
- Do an Experiment ✓ - Make a Time Line
- Construct a Model We all learn in different - Compare/Contrast Ideas ✓
- Build a Representation ways! Pick your way to - Create an Outline
- Create a Sport discover, think, create and - Design a Map
learn concepts in all areas; - Show a Pattern
math, reading, science, - Teach Concept Mapping
history, writing etc.

Social Solitary Naturalist

- Tell Stories or Poems ✓ - Research an Area - Collect and Categorize
- Survey Others - Keep a Journal - Data, Material, or Ideas
- Interview Someone - Write About Personal - Discover or Experiment ✓
- Teach a Cooperative Game Experiences. ✓ - Take a Field Trip
- Role Play. ✓ - Think about … and plan … - Adapt Materials
- Hold a Discussion - Read a Book on … - Label and Classify

Source: Loving2Learn.com

Take Action
Activity 2: Matching the Teaching Strategies with Learning Styles
in Curriculum Implementation

Congratulations future Teacher!

Now that you have identified your own learning style, what strategy or method of teaching

will be most appropriate for you? Look for 4 members from among your classmates who have similar
learning style with you.

Make a group Lesson Plan that is most appropriate for your group, using the basic components
as prescribed by the Department of Education.

I. Objectives

II. Subject Matter

III. Procedure

IV. Assessment

V. Assignment

Self-Check

Let’s recall! Provide the answer to what is asked in each item.

1. What is the first level of knowledge in Bloom’s Taxonomy?

REMEMBERING
2. What is the highest level of cognition in the Revised Bloom’s Taxonomy?
CREATING

3. What DepEd requires a newly hired teacher to write a lesson plan?

DETAILED LESSON PLAN

4. What is referred to as miniscule curriculum that the teachers implements everyday?

DAILY LESSON PLAN

5. What is the learning style of a learner, who likes to tinker with many things?

TACTILE LEARNER

6. What component of a lesson plan requires an active action for a curriculum to be

implemented?
 PROCEDURES AND METHOD STRATEGIES

7. Who provides a visual model to show what instructional support can best enhance learning?

NEIL FLEMING’S

8. Who was Bloom’s student who revised his taxonomy of objectives?

LORIN ANDERSON AND DAVID KRATHWOHL

9. Who is the frontline curriculum implementer?

TEACHER

10. Who provided the original taxonomy for the cognitive domain?

BENJAMIN BLOOM

Self-Reflect

Reflect and answer the statements below, based on the lesson you learned in this lesson.

1. When I become a teacher, I will not only give some knowledge to my student but also I help
them to be better person. And at the same time I will motivate my student to Go harder for there
specific goal in life and keep fighting even they are in the hard time.

LESSON 3: THE RULE OF TECHNOLOGY IN DELIVERING THE

CURRICULUM

Take Action

Class activity: Make students in groups decide on (a) a specific lesson to be taught (b) learning
objectives (c) choice of media (d) preparing Ingrid form a Lesson Plan, as in the following example:

Table 2 An Example of a Simplified Lesson Plan

 Subject : Science
Level : Grade 6
Class size : 45 students
Duration : 2 periods (2 hours)
Lesson : Saving Our Earth
Topic : Natural Resources

Specific desired learning outcomes:

At the end of the lesson, learners must have:

- Correctly understood the situation that planet is in

- Identify dangers, causes and ways to save the earth
- Appreciate natural resources and graphically expressed their appreciation of the earth’s
natural resources

Instructional media

- VHS Discovery material – Our Planet Earth

(15 minutes)
- White board

Activities

- Teacher introduces the general topic and lesson

- Pupils are prepared to view the VHS material
- After viewing, the teacher engages pupils in a brief motivational discussion (What planet did
you see? What is happening to the Earth now? Why do you think there is a need to
save the earth? etc.)
- Teacher highlights meaningful opinions from the class
- Teacher divides the class into groups, each group to fill in a grid brief points on:
A. Dangers to the earth
B. Causes of dangers
C. Ways to save the earth
- Teacher asks each group to prepare a board presentation of their brief output.
- Teacher makes a summary of the lesson.
- Teacher assigns each student to prepare a poster design (with picture and text) on the subject
of Saving Natural Resources of the Earth for presentation and discussion in the next class.
Self-Check

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 (transparency or slide) using the following criteria:
Visual elements (pictures, illustrations, graphics)
1. Lettering style or font – consistency and harmony
2. Number of lettering styles – no more than 2 in a static display (chart, Bulletin board)
3. Use of capitals – short titles or 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
Overall look:
patterns of alignment, shape, balance, style, color, scheme and color appeal.
That educators are now more keenly aware of their responsibility to deliver the highest quality
of education to the learners. They also recognize the need to use and integrate technology in the
curriculum and the teaching-learning process of classroom instruction. There is no doubt, however that
the concept of educational technology is a very complex one, made more sophisticated with the advent
of what is called hypermedia or multimedia packages that include: text, audio, graphic image (still
picture), animation, and video clip.
Today, hypermedia find an application in what is known as Information and i Technology or ICT
that includes tutorial software packages, and others. An example is the hypermedia package in
Economics which can be accessed through the Internet site WinEcon.
Everyday technology including Information and Communication Technology, advances by leaps
and bounds, thus as it advances we can be certain that educational technology will continue to play an
important role in education. In the traditional approach to instruction, the teacher (a)
presents the lesson to the class (b) assesses the students (through oral or written tests) and (c) moves to
the next lesson.

Self-Reflect

In a proposed mastery approach to instruction, the teacher (a) presents the lesson to the whole
class (b) assesses if the learners attained mastery of the lesson (c) provides enrichment activities with
the use of media technology (d) re-mediates the non-mastery student (e) moves on to the next lesson.
1. How is the mastery approach better than the traditional one?
2. The mastery approach appears time-consuming and difficult. Do you believe practice and
experience can overcome these difficulties?
3. How can technology help in enrichment activities?
4. Should the effective use of media be also assessed by the teacher?
 LESSON 4: STAKEHOLDERS IN CURRICULUM IMPLEMENTATIONS

Take Action

Activity 1: Learn More, Make an Interview

With the use of the interview protocol below, ask two persons (ex: one student or one teacher
and one LGU) among the Stakeholders. Record your interview data and report to the class.

Name of the Interviewee: JOHN TRISTAN DELAProtocol

Interview CRUZ Interviewer:
on the RolesERWIN JOSHUA LAYNES
of Stakeholders
Name of School: UNIVERSITY OF LUZON
Category: (Check only)
Name of the
Student: Interviewee:
__✓_______ _____GIL
Teacher: BRIAN OXCIANO__
___________ School Head:Interviewer: ERWIN JOSHUA
_____________ Parent: LAYNES_______
Name of School: ______GRACE BAPTIST LEARNING CENTER_____________________
_____________
Category:
Community (Check
_______only) LGU _________ Gov”t. Agency ________ Non-Gov’t. Agency _________
Student: ___________ Teacher: _✓__ School Head: _____________ Parent: _____________
Lead Questions:
Community _______ LGU _________ Gov”t. Agency ________ Non-Gov’t. Agency _________
1. What do you know about the curriculum that is taught in this school? The curriculum is intended
Lead Questions:
curriculum .
2. Are you1.involved
What indothe
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know aboutin the the curriculum
school? How?that
Yes,isand
taught
as ainstudent
this school?
I mustThe curriculum
engage myself in this
school is termed
different activities that the school do.as "ACE- accelerated Christian education." This kind of curriculum specializes on
3. Why do youindividual
get involvedlearning
in theofschool
the students
activities? Because I am student.
4. Do the.2. activities
Are you involved
contributein the activities
to the in the
learning school? How?
achievement of theYes.
students? For me Yes.
I guide the students of level 5 in their core subjects ( math,
5. What is your most important involvement that contributed to the learning english, etc.)ofand
theteaches theGive
students? levels 1, 2, and
3 in their
specific musicAsclass.
example. a student the most important involvement that contributed to the learning of
3. student
other Why doisyou
the get involved For
knowledge. in the school We
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learn from involved because
experience I was
of the hired a teacher for two
others.
6. Would years.
you like to continue what you are doing for the school curriculum? Why? For me Yes as long
4. Do the activities contribute to the learning achievement of the students? Yes.
as I am part of that curriculum.
But it’s actually the cumulative effort of the student and the teacher. Not only the teacher.
Note to5.interviewers:
What is your most important involvement that contributed to the learning of the students? Give
specific example. My most important involvement is the extension class that we do to improve the
1. You may use tape recorder or write on your field notebook their answers.
learning of the students especially on the subjects: math and english.
2. Consolidate the answers and write in paragraph form your report for two individual samples.
3. Submit to your faculty facilitator and make and share your experiences to the whole class.
We extend the learning from 4pm - 5pm and sometimes we exceed beyond 5pm because of the need to
master the lessons
6. Would you like to continue what you are doing for the school curriculum? Why? No,
Because the curriculum has to follow certain procedures and I know my capacity that I cannot
compromise to the needs of the curriculum that's why I cannot continue what I am doing in the
school.Note to interviewers:
1. You may use tape recorder or write on your field notebook their answers.
2. Consolidate the answers and write in paragraph form your report for two individual samples.
3. Submit to your faculty facilitator and make and share your experiences to the whole class.
Self-Check

Stakeholders: How are they involved in curriculum implementation?

Enter in the matrix the stakeholders and identify their involvement in Curriculum
Implementation

Stakeholders Involvement

LEARNER’S
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.
TEACHERS The teacher designs, enriches, and modifies
the curriculum to suit the learner’s
characteristics. Teachers are empowered to
develop their own curricula taking into
consideration their own expertise, the
context of the school and the abilities of
the learners
ADMINISTRATOR The role of the administrators can never be
ignored. The principle of command
responsibility and institutional leadership
rests on the shoulders of the school
administrators. The final decision making in
terms of the school’s purpose rests on the
shoulders of school administrators. In the
academic institution, school administrators
have a great stake or concern about what
kind of curriculum their schools offer and
how these are implemented.
PARENTS The power of parent’s to influence
curricula to include instructional materials
and school activities is great, such that
success of curricula would somehow
depend on their support.
COMMUNITY The community members and materials in
the existing local community can very well
 substitute for what are needed to
implement the curriculum. Respected
community members may be included in
school boards as in some schools.
OTHER STAKEHOLDERS  There are other important stakeholders in
curriculum implementation. Professional
organizations have shown great influence
in school curriculum. They are being asked
by curriculum specialists to contribute in
curriculum review because they have a
voice in licensure examinations, curriculum
enhancement and many more. 

Self-Reflect

QUESTIONS for REFLECTION: Reflect on this question and answer below.

1. If all the stakeholders contribute positively in curriculum implementation, do you think,
curriculum change or development will succeed? Why? Or why not
Yes, For me if all the stakeholders contribute positively in curriculum implementation I think the
curriculum succeed and develop. Because it help a lot for the curriculum to know if it is
effective and implement this to others faster.