Curriculum Implementation (Martinez & Roncale)

Curriculum
Implementation
Reporters:
MARTINEZ, Carla C.
RONCALE, Mulan M.
Mezieobi (1993), conceptualized the term
DEFINITION implementation simply as a process of putting an
agreed plan, decision, proposal, idea or policy into
S effect.
Fullan and Pomfrat (1977)- effective implementation
of innovation requires time, personal interaction, and
contact, in-service training and other forms of people-
based support.
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.
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.
MeNeil in 1990 categorized curriculum change:
1. Substitution- the current curriculum will be replaced by a new one
or called “complete overhaul”.
2. Alteration- minor change to the current or existing curriculum
3. Restructuring- major change or modification in the school system
or educational system.
4. Perturbations- change that are disruptive, but teachers have to
adjust to them within a fairly short time.
5. Value orientation- teacher provides which are not within the
mission or
vision of the school or vice versa.
The changes can occur in several ways. The two
most obvious ways are:
1. 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.
2. 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
• 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.
To be successfully
implemented
 The changes designed to improve student

achievement must be technically sound.
 There needs to a change in the existing structure of
allocation of responsibilities to students and teachers.
 The proposed changes have to be manageable and
feasible.
 It is essential to avoid the “do something, do anything
syndrome”
Factors
 The psycho-social barriers that people place between
themselves and efforts to change.
 The element of inertia among the staff, the
administration and the community.
 We may feel that a change being suggested is unwise
and will thus be unproductive.
 In difference of the teaching community and its lack of
effort in staying abreast of the knowledge explosion
which might require a change in role-domains.
 The rapidity of change
 Lack of Knowledge
 Curriculum activity must be a
cooperative endeavor
To overcome change
resistance
 Resistance to any new idea is natural
 Innovations are subject to change
 Proper timing
Planning
 People
implementation  Programs
 Processes
Forces driving Curriculum Change:
National imposition
Local need
Staff dissatisfaction
Parental demands
Standards
Leadership
Three
Elements:
Developmental- develop multi perspective

and make learning autonomous.
Participatory- needs for curriculum

implementation to succeed.
Supportive- material support like supplies,

conductive learning environment, time and
support from people.
MODELS
ORC model (Overcoming Resistance to Change) -This
model rests on the assumption that the success or
otherwise of curriculum implementation primarily depends
on the impact the developer make on the users of
curriculum such as, teachers, students and the society in
general.
Developmental stage
1. Unrelated Concerns
2. Personal Concerns
3. Task-related Concerns
4. Impact-related Concerns
LOC model (Leadership-Obstacle course model) -This model treats staff
resistance to change as problematic and proposes that we should collect data to
determine the extent and nature of the resistance in implementing the
curriculum.
1. The organisational members must have a clear understanding of the proposed

innovation;
2. individuals within the organisation must be given relevant skills so that
they possess the capabilities requisite for carrying out the innovation;
3. the necessary materials and equipment for the innovation must be furnished;
4. if need be, the organisational structure must be modified so that it is
compatible with the innovation being suggested;
5. the participants in the innovation must be motivated to spend the required time
and effort to make the innovation a success.
RCA (Rand Change Agent model) suggests
that organizational dynamics seem to be the
chief barriers to
change.
Three stage in change process:

• Initiation
• Implementation
• Incorporation
Institutionalization:
In institutional level of the
curriculum is developed by the
school administration and
teachers. From the term
institution, the other term is Includes:
The School which involves Local 1. Learner as the center of the
educators like Principal, head curriculum
teachers, administrative staff, 2. Teacher’s as Curriculum
and coordinators. Developers and Implementers
3. Curriculum managers/
The student, parents, as well as administrators
local community maybe 4. Parents as supporter to the
involved. curriculum
5. Community members as
curriculum resources
6. Other stakeholders in curriculum
implementation
The administrative staff consider the eight steps
1 Analyze current teaching practices and learning goals
2 Re-examine the links between goals and course design
3 Reconsider the role of assessment in the course
4 Develop teaching strategies and approach
5 Explore curricular questions
6 Gather data
7 Brainstorm the ideal major
Formulate deliberate, and assess possible

8 reform models
Thank You for
listening!!!

Curriculum Implementation (Martinez & Roncale)

Uploaded by

Copyright:

Available Formats

Curriculum Implementation (Martinez & Roncale)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Curriculum Implementation (Martinez & Roncale)

Uploaded by

Copyright:

Available Formats

Curriculum

 The changes designed to improve student

Developmental- develop multi perspective

Participatory- needs for curriculum

Supportive- material support like supplies,

1. The organisational members must have a clear understanding of the proposed

Three stage in change process:

1 Analyze current teaching practices and learning goals

2 Re-examine the links between goals and course design

3 Reconsider the role of assessment in the course

4 Develop teaching strategies and approach

5 Explore curricular questions

7 Brainstorm the ideal major

Formulate deliberate, and assess possible

You might also like