CHAPTER 3

Implementing the
Curriculum
 Lesson 1 : Implementing the
Designed Curriculum as a Change
Process

Desired Learning Outcomes

Define curriculum implementation
Analyze what is change process in
curriculum implementation
Explain the process of curriculum
implementation
Curriculum Implementation Defined
Curriculum implementing is the
phase where teacher action takes
place. It is one of the crucial process
in curriculum development although
many education planners would say:
“ A good plan is work half done”. If
this is so, then the other half of the
success of curriculum development
rests in the hands of implementer
who is the teacher.
Curriculum implementation means
putting into practice the written
curriculum that has been designed in
syllabi, course of study, curricular
guides, and subjects. It is a process
wherein the learners acquire the
planned or intended knowledge, skills,
and attitudes that are aimed at enabling
the same learners to function
effectively in society.
Ornstein and Hunkins (1998)
- defined curriculum implementation as the
intersection between the curriculum that has
been written and planned and the persons
(teachers) who are in-charge to deliver it. To
them, it implies the following :
Shift from what is current to a new or enhanced
curriculum
Change in knowledge, actions, attitudes of the
persons involved.
Change in behavior using new strategies and
resources
change which requires efforts hence goals should
be achievable
Loucks and Lieberman (1983)
- defined curriculum implementation as a trying
out of a new practice and what it looks like
when actually used in a school system. It simply
means that implementation should bring the
desired changed and improvement.

Curriculum implementation means “teaching”

what has been written in the lesson plan.
Implementing means using a plan as a guide
to engage with the learners in the teacher-
learning process. It involves the different
strategies of teaching with the support of
instructional materials to go with the strategy.
 Curriculum Implementation as a
Change Process
Kurt Levin’s Force Field Theory and
Curriculum Change
Kurt Levin(1951) - the father of social
psychology.
2 Forces
 Driving Force
 Restraining Force
When the driving force overpowers the restraining
force, the change will occur. If the opposite
happens that is when the restraining force is
stronger than the driving force, change is
prevented.
 Kevin’s Force Field Model

DRIVING FORCE RESTRAINING FORCES

Government
Fear of the Unknown
Intervention
Negative Attitude to
Society’s Values
EQUI Change
LIBR
Technological Changes IUM Tradition Values

Knowledge Explosion Limited Resources

Administrative
Obsolete Equipment
Support
 Categories of Curriculum Change
McNeil in 1990 categorized curriculum change as follows :

1. SUBSTITUTION – the current curriculum will be replaced

or substituted by a new one.
2. ALTERATION – there is a minor change to the current or
existing curriculum
3. RESTRUCTURING – building a new structure
4. PERTURBATION – changes that are disruptive, but
teachers have to adjust to them within a fairly short time.
5. VALUE ORIENTATION – respond to shift in the emphasis
that the teacher provides which are not within the
mission and vision of the school or vice versa.
 3 Important Elements
1. Developmental in the sense that it
should develop multiple perspectives ,
increase integration and make learning
autonomous, create a climate of
openness and trust, an appreciate and
affirm strengths of the teacher.
2. Participatory builds learning
community.
3. Supportive it is required in the
process of change. Material support,
and conductive learning environment
should be made available.
Lesson 2 : Implementing a
Curriculum Daily in the Classrooms

Desired Learning Outcomes

Review the components of a daily plan for
teaching
Identify intended learning outcomes
Match learning outcomes with appropriate
teaching methods
DepEd Order No. 70 s.2012
Teachers of all public and secondary
schools will not be required to prepare
detailed lesson plans. They may adopt
daily lesson logs which contain the
needed information and guide from the
Teacher Guide (TG) and teacher Manual
(TM) reference materials with page
number, interventions given to the
students and remarks to indicate how
many students have mastered the lesson
or are needing remediation.
 However, teachers with less than 2
years of teaching experience shall be
required to prepare Daily lesson Plans
which shall include the following :
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
• Starting the Class Right : Laying
Down the Curriculum Plan
Main parts of Lesson Plan
1.Objectives or Intended Learning
Outcomes
-these are the desired learning that will
be the focus of the lesson. Learning
outcomes are based on Taxonomy of
Objectives presented to us as cognitive,
affective and psychomotor.
Blooms Taxonomy Revised bloom’s by
(1956) Anderson (2001)
EVALUATION CREATING

SYNTHESIS EVALUATING

ANALYSIS ANALYZING

APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING
Revised Bloom’s Taxonomy : A Quick Look
There are three major changes in the
revised taxonomy. These are :
Changing the names in six categories
from nouns to verbs
Rearranging these categories
Establishing the levels of the knowledge
level in the original version
 Categories Example key Words
Remembering. Recall or retrieve Defines, describes, identifies, labels,
previous learned information lists, outlines, selects, states
Understanding. Comprehend Comprehends, explains,
meaning, translation, state problem distinguishes, estimates, gives
in own words, making meaning examples, interprets, predicts,
rewrites, summarizes
Applying. Use concept in new Applies, changes, computes,
situation, applies what has been operates, construct, modifies, uses,
learned in new situation manipulates, prepares, shows,
solves
Analyzing. Separate materials or
Breaks down, compares, contrasts,
concepts into component parts so
diagrams, differentiates,
that the organization is clear.
discriminates, identifies, infers,
Distinguishes between facts and
outlines, relates, selects, separates
inferences
Evaluating. Makes judgments Appraises, compares, criticizes,
about the value of ideas or defends, describes, discriminates,
materials. evaluates, interprets, justifies,
summarizes
Creating. Build a structure or Composes, compiles, designs,
pattern from various elements. Put generates, modifies, organizes,
parts together to create a whole, to rearranges, reorganizes, revises,
In writing objectives, it is always recommended that
more of the higher order thinking skills (HOTS) should
be developed and less of the low order thinking skills
(LOTS)
Higher for learners.
Order thinking Skills HOTS
doing
Creating
Active
Receiving and
Evaluating Evaluating
Participating

Analyzing Analyzing
Visual Receiving
Applying Applying
Passive
Understanding
Understanding
Verbal receiving
Remembering
Remembering
LOTS
Lower Order thinking Skills
Levels of Knowledge
1. Factual Knowledge – ideas, specific data or
information
2. Conceptual Knowledge – words or ideas
known by common name, common features,
multiple specific examples which may either
be concrete or abstract.
3. Procedural Knowledge – how things work,
step-by-step 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.
I. Subject matter or Content.(SM) comes
from a body of knowledge that will be learned
through the guidance of teachers.
II. Procedure or Methods and Strategies –
the crux of curriculum implementation.
*There are many ways of teaching for the different
kinds of learners. Corpuz & Salandanan(2013)
enumerated the following approaches and
methods, which may be useful for the different
kinds of learners.
1.Direct Demonstration Methods : Guided
Exploratory/Discovery Approach, inquiry Method,
Problem-based Learning (PBL), Project Method
2.Cooperative Learning Approaches : Peer tutoring,
Learning Action Cells, Think-Pair-Share
3.Deductive or Inductive approaches : Project
method, Inquiry Based Learning
4.Other approaches : Blended Learning, Reflective
Teaching, Integrated Learning, Outcomes-Based
Approach
*Students have different learning style. Visual,
Auditory and Kinesthetic

Common Tips for teachers about

Characteristics Learners
Visual. Uses graphs, Turn notes into pictures,
pictures diagrams, maps. Learn
the big picture first than
details.
Auditory. Recalls Record lectures and listen
information through to these. Repeat
hearing and speaking materials out loud
“parrots”. Read aloud
Kinesthetics. Hands-on Learn something while
approach doing another thing. Work
while standing. Like field
work.Do many things at
*Teaching and learning must be supported by
instructional materials (IMS). Instructional
materials should complement Visual,
Auditory and Tactile or a combination of the
three.

*Methods and materials must implement the

plan : Taking action.
Example : Lesson plan prescribed by the
DepEd

*Finding out what has been achieved:

Assessing achieved outcomes
CONE OF
LEARNING
Lesson 3 : The Role of
Technology in Delivering the
Curriculum
Desired Learning Outcomes
Discussed role of technology in curriculum
application
Enhanced the application of outcomes-
based learning with technology both as an
aid and platform for learning
Analyzed the significance of systemized
lesson planning in which the appropriate
choice of media comes to play
Technology offers various tools of learning and these
range from non-projected and projected media from
which the teacher can choose, depending on what
he sees fit with the intended instructional setting.

Non-projected
Projected media
media
Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials Films
Visuals Video, VCD, DVD
Visual boards Computer / multimedia
Audio materials presentations
Factors in Technology Selection
1. Practicality
2. Appropriateness in relation to the
learners
3. Activity / Suitability
4. Objective-matching
Three current trends that could carry on to the
nature of education in the future.

1. The first trend is the paradigm shift from

teacher-centered to student-centered
approach
2. The second is the broadening realization that
the education is not simply a delivery of facts
and information, but an educative process of
cultivating the cognitive, affective,
psychomotor and contemplative intelligence.
3. Third is the increase in the use of new
information and communication technology or
ICT.
 Role of educational technology in
Delivering the School Curriculum
 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
 Revolutionizing the use of technology to boost
educational paradigm shifts that give
importance to student-centered and holistic
learning
 Lesson 4 : Stakeholders in
Curriculum Implementation
Desired Learning Outcomes
Identified stakeholders of the
curriculum
Enumerate the role of each
stakeholder
Curriculum Stakeholders

1. Learners are at the core of the curriculum.

2. Teachers are curricularists.
3. School leaders are curriculum managers.
4. Parents
5. Community as the Curriculum Resources
and a Learning Environment
6. Other Stakeholders in curriculum
Implementation and Development
a. Government agencies
b. Non-government agencies
Thank you.