Chapter 6

REPORTERS:

Myrna Macatiguib
Montesa Apatan
Rolene Bacroya
Mae Ann Ybo
Judith Rabac
What is Curriculum implementation?

 Implementation is an interaction between those who have

created the programme and those who are charged to
deliver it. According to Ornstein and Hunkins, 1998;
According to Ornstein and Hunkins, 1998;

 Implementation requires educators to shift from the

current programme which they are familiar with new
or modified programme.
 Implementation involves changes in the knowledge,
actions and attitudes of people
 Implementation can be seen as a process of
professional development and growth involving on-
going interactions, feedback and assistance.
 Implementation is a process of clarification whereby
individuals and groups come to understand and practice a
change in attitudes and behaviours; often involving using
new resources.
 Implementation involves change which requires effort and
will produce a certain amount of anxiety and to minimize
these, it is useful to organize implementation into
manageable event and to set achievable goals.
 Implementation requires a supportive atmosphere in which
there is trust and open communication between
administrators, teachers, educators, and where risk-taking is
encouraged.
 According to Sarason (1990), the main reason for the failure is the
lack of understanding of the culture of the school by both experts
outside the school system and educators in the system.
 As stated by Fullan and Pomfret (1977); “effective
implementation of innovations requires time, personal interaction
and contacts, in –service training and other forms of people- based
support”.

APPROACHES ON CURRICULUM IMPLEMENTATION

 How should curriculum be implemented? There are two extreme
views about curriculum implementation:

 Laissez-faire approach or the “let alone” approach. This gives

teachers absolute power to determine what they see best to
implement in the classroom.
 Authoritarian control. In this view, teachers are directed by
authority figures through a memorandum, to follow a curriculum.
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 they do not miss any
topic/component.

 To promote fidelity of use, one need to identify the topics of

subjects that need more focus.
 On the other hand, some topics allow or encourage teachers to
be creative and unique in teaching these topics.
Implementation Models
1. Overcoming resistance to change model
(ORC)
2. Leadership-obstacle course model (LOC)
3. Linkage model
4. Organizational development model (OD)
Suggestions of Harris(1985)
1. Clarification of lines of authority
2. Involvement of affected parties in goal setting, staff
selection and evaluation
3. Specifications of roles and responsibilities of the
teachers
4. Training of personnel in change strategies and
conflict –resolution techniques
5. Support to affected parties
ORC
Focuses on overcoming staff resistance to change
that is present immediately before, or at the time
of the introduction of the innovation.

LOC
 Extends the ORC model and puts emphasis on
the gathering of data to determine the extent
and nature of resistance in order to deal with it
appropriately
Linkage model
the linkage process involves a cycle of diagnosis,
search, and retrieval, formulation of solution,
dissemination and evaluation.

OD
Is an information-processing change strategy
that enables the system to improve its
operations and the quality of interaction among
its members to facilitate the introduction of
change
Rand model
Is based on assumption that the success of the
implementation of a new program depends on:
1. The characteristics of the proposed change
2. The competencies of the teaching and
administrative staff
3. The support of local community
4. The school organization structure
The choice of what implementation model
to use depends on such factors:

1. Level of resistance
2. The type of resistance
3. The available expertise
4. Available resources
5. The urgency of the situation
FACTORS THAT INFLUENCE CURRICULUM
IMPLEMENTATION

When a new curriculum is proposed

there are two important questions to
consider:

1. Will it offer significant benefits?

2. Will it be implemented successfully?
In answering these questions, these are the key
factors that educational authorities should
consider:

 Teachers
 Learners
 Principals/ school heads
 Parents
 Interests group
 Resource material and facilities
 Interests group
 Resource material and
facilities
 School environment
 Culture
 Ideology
 assessments
TEACHERS
 The most important person implementation
process
 The most knowledgeable about the practice
of teaching and responsible for introducing
the curriculum in the classroom.
 Better teachers foster better teaching
key in getting teachers committed to an
innovation is to enhance their knowledge
of the programme.

 Training
 Workshops
 Topics to be addressed in designing
professional development for teachers
implementing a new programme:

 Programme philosophy
 Content
 Pedagogy
 Components of the programme
Factors influencing the implementation of a
curriculum in schools:

 Adequacy of resources
 Time
 School ethos
 Professional support
 Professional adequacy
 Professional knowledge
 Professional attitude and interest
Learners
 Agent of change
 The main recipient of the programme
 Students must be willing to participate
Principals/ School heads
 Important players of the curriculum
implementation process in school.
 They should understand the need for change as
well as the steps that have to be taken along the
way.
 They should have in-depth knowledge about the
planned change and of the implementation
process.
 They should be accessible and willing to
communicate with others involved in the process.
 Should be able to convince parents on the merits of
the new curriculum and how the new pedagogical
strategies can become more meaningful to their
parents.
 Should keep in mind, that even the best laid plans
can meet unexpected challenges.
 They must be committed to the change and be able
to employ a variety of leadership strategies.
PARENTS
 Plays important role in the implementation
process.
 One way of reaching out to parents is to
organize workshops.
 Also by making the information about the
new curriculum available in the internet.
Resource materials and facilities
 No meaningful teaching and learning takes place
without adequate resource materials.

Interest groups
 Provide schools with financial resources to purchase
required materials
 Demand the inclusion of certain subjects in the
curriculum
 Influence learners to reject courses they consider
detrimental to the interest of the group
The school Environment
 Another factors that influences curriculum concerns
the particular circumstances of each school

Culture and ideology

 Cultural and ideological differences within society or
country can also influence curriculum implementation
Assessment
Assessment in the form of examinations
influences curriculum implementation
tremendously.
Resource Materials and Facilities
 No meaningful teaching and learning takes place
without adequate resource materials.

 The availability and quality of resource material

and the availability of appropriate facilities have a
great influence on curriculum implementation.
(University of Zimbabwe,1995:2)
Interest Groups
1. Provide schools with financial resources to
purchase required materials.
2. Demand the inclusion of certain subjects in the
curriculum.
3. Influence learners to reject courses they consider
detrimental to the interests of group
The School Environment
 Schools located in rich socio-economic
environments and those that have adequate
human and material resources can implement the
curriculum to an extent that would be difficult or
impossible for schools in poor economic
environments.
Culture and Ideology
Culture and ideological differences within
society or country can also influence
curriculum implementation.

Assessment
Assessment in the form of examination
influences curriculum implementation
tremendously.
Implementing Curriculum in the Classroom

 The final destination of any curriculum is the classroom.

 Classroom teachers will take over and make decisions of a
methodological nature.
 They will be answering questions like:
 What objectives do I hope to accomplish as a result of
instruction?
 What topics or content will I have to cover?
 What teaching methods or strategies should I use to direct
learning and achieve the objectives?
 How do I evaluate instruction to determine whether I have
successfully achieved the objective?
 Learning
Content
Goals

Learning
Assessment
Experiences
Tasks

Teaching Learning
Method Activities
Three examples of planning for instruction.

 Teacher A takes the textbook and divides the

number of chapters by the number of weeks in the
school year.
 Teacher B selects a topic for study for the week or
over a number of lessons using all kinds of
resources related to the topic.
 Teacher C comes to class without knowing what he
or she will cover. A theme or issue is written on the
blackboard and students are expected to
contribute their understanding and interpretation
about the theme or issue.
Instructional objectives or learning outcomes are
statement indicating what you want students to
know, to do and to value after having completed a
lesson.

Instructional Objectives:
 make it clear to teachers what changes they want
students to achieve
 Help in choosing the appropriate learning experiences
to achieve the changes or learning desired
 inform students of what is expected of them
 indicate what will be important in assessing the lesson
Lesson Plan is “simply an outline prepared in advance of
teaching, so that time and materials will be used
efficiently”(Peter,1975.p194)

The following is generic outline for a lesson plan which

consist of:
 objectives
 pre-requisite knowledge
 learning experiences (teaching methods and learning
activities)
 instructional aids and resources
 evaluation task or techniques
Date: When is the lesson to be conducted
Time: Time when the lesson is to be
conducted
Duration: How long will the lesson take?
Grade Level: State what level
Topic: From one topic, two or lessons plans
may be developed
Objectives:
a. Cognitive
* mastery and understanding of the content
(e.g. Able to give three characteristics, able to give
reasons)
b. Affective
* the affective outcomes desired (e.g. Express
an opinion, take a position, empathize with the
issue discussed)
Pre-Requisite Knowledge:
List all skills and content knowledge needed prior to
teaching this lesson.
Instructional Aids and Resources
1. the instructional aids that will be used(e.g. maps,
pictures, video clip
2. Show how they will be used
Learning Experiences:
1. Set induction: how the lesson will begin(e.g. review
previous lesson)
2. The teaching strategy used(e.g. inductive approach)
3. Questions posed(to increase understanding and
thinking)
4. What students will be required to do (e.g.
listen, manipulate data)
5. How students interact with the
instructional aids
6. Closure: ask students questions and
summarize lesson
Assignment:
Learning activity students are required to do after the
lesson(e.g. refer to newspaper article)

Evaluation Techniques:
1. How will student learning be assessed? (e.g. oral
questioning)
2. What criteria or rubric will be used to evaluate the
lesson?