Curriculum Development

Curriculum Implementation:

3). Factors that influence curriculum implementation.

4). Implementing curriculum in the classroom.
Curriculum Implementation
It is important to note that the
curriculum implementation
cannot take place without the
learner.
It refers to the stage when
curriculum itself, as an
educational program, is put on
effect.
 Factors that influence the
Curriculum Implementation

3
 Curriculum
Implementation
Influence
 Curriculum Implementation Influence on Learners

◉ The learners are the very reason a

curriculum is developed.
◉ They are the ones who are
directly influenced by it.
◉ Upon them lie the success or
failure of the curriculum.
Curriculum Implementation Influence on Teachers

◉ Select and decide what to teach

from the prescribed syllabus or
curriculum.
◉ Prepares and implements the
day to day activities in school.
Curriculum Implementation Influence by Resource Materials and
Facilities

◉ For the officially designed curriculum

to be fully implemented as per plan,
the Department of Education should
supply schools with adequate resource
materials and facilities in order to
enable teachers and learners to play
their role satisfactorily in the
curriculum implementation process.
 Curriculum Implementation Influence on Interest of Groups
These groups can influence
implementation in the following ways:
◉ Provide schools with financial
resources to purchase required
materials.
◉ Influence learners to reject courses
they consider detrimental to the
interest of the group.
Curriculum Implementation Influence through Instructional
Supervision
◉ Curriculum implementation cannot be achieved unless it
has been made possible through the supervisory function
of the school head. The head does this through:
o Deploying Staff
o Allocating time to subjects thought at the school
o Providing teaching and learning materials and,
o Creating an atmosphere conducive to effecting teaching
and learning.
◉ Monitors and guides curriculum implementation through
ensuring that schemes of work, lesson plans and records
of marks are prepared regularly.
 Curriculum Implementation Influence by Assessment
◉ Assessment, as Derek Rowntree has
defined, is about getting to know our
students and the quality of their
learning.
◉ Quality of assessment is one of the
key features of good teaching and
good curriculum.
◉ It is also important to use a variety
of techniques for discovering what
students have learned.
 “
Do remember that in educational
practice, these factors interact with
each other and generate influences
that cannot be attributed to one factor
or another. You should view them as a
whole.
Implementing Curriculum in the
Classroom

4
 “
A teaching activity is like implementing a
miniscule curriculum. A daily lesson is based
on a planned or written curriculum, which will
be put to action by the teacher in the
classroom. Before the lesson ends the teacher
must find out if the students have truly
learned.
 Starting the Class Right: Laying Down the
Curriculum

◉ Before the class begins everyday, a teacher must have

written a lesson plan. The main parts of a lesson plan are :
(1) Objectives or Intended learning outcomes(ILO)
(2) Subject matter (SM),
(3) Procedure or Strategies of teaching,
(4) Assessment of Learning Outcomes
(5) Assignment or Agreement
 Intended Learning Outcomes (ILO)
◉ These are the desired learning that will be focus of the lesson.
◉ Learning outcomes are based on Taxonomy of Objectives presented
us as cognitive, affective and psychomotor.
◉ Bloom’s Taxonomy has revisited by his own students Lorin
Anderson and David Krathwohl.
 Subject Matter or Content

◉ Comes from the body of knowledge that will be

learned through the guidance of the teacher. Subject
matter is the WHAT in teaching. In a plan, this is
followed by the references.
 Procedure or Methods and Strategies

◉ This is the crux of curriculum implementation.

How a teacher will put to the intended outcomes
and the subject matter to be used depends to on
this component.
 Teachers of all public
Teachers elementary
of all publicand secondary
elementary and secondary
schools will not be required to
schools will not bedetailed
prepare required to plans.
lesson
prepare detailed lesson plans.
They may adopt daily lesson logs which
contain the need information and guide from
the Teacher Guide (TG) and Teacher Manual
(TM) reference material 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
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
 LEVELS OF
KNOWLEDGE
 1. Factual Knowledge
◉ Factual knowledge consists of the basic elements students
must know to be acquainted with a discipline or solve
problems in it. It includes knowledge of terminology and
specific facts.
◉ This is the information that can and must be learned through
exposure, repetition, and commitment to memory. 
◉ 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. Concepts are facts that interrelate with each other to
function together.
◉ Basically, conceptual knowledge is knowing that facts can be
organized in meaningful ways
 3. Procedural Knowledge
◉ This knowledge type is critical for success in goal
attainment because it puts the “what” into action
through the “how” process.
◉ How things work, step-by-step actions methods of
inquiry.
 4. Metacognition Knowledge
◉ Knowledge of cognition in general, awareness of knowledge
of one’s own cognition, thinking about thinking.
◉ It is an increasingly useful mechanism to enhance student
learning, both for immediate outcomes and for helping
students to understand their own learning processes.
◉ Reflective thinking, as a component of metacognition, is the
ability to reflect critically on learning experiences and
processes in order to inform future progress
◉ Factual Knowledge – refers to the essential facts, terminologies, details or
elements students must know or be familiar with in order to solve problem
in it.
◉ Conceptual Knowledge – is knowledge of classification, principles,
generalizations, theories, models or structure pertinent to a particular
disciplinary area.
◉ Procedural Knowledge – refers to information or knowledge that helps
students to do something specific to a discipline subject, area of study. It is
also refers to methods of inquiry, very specific or infinite skills, algorithms,
techniques and particulars.
◉ Metacognitive Knowledge – is a strategic or reflective knowledge about
solving problems, cognitive tasks to include contextual and cognitive
knowledge and knowledge of self.
 GUIDELINES FOR INSTRUCTIONAL SUPPORT
MATERIALS
◉ Use of direct purposeful experience through learning by doing retains almost all of the
learning outcomes. 90% of learning is retained.
◉ Participation in class activities, discussion, reporting and similar activities where learners
have the opportunity to say and write. 70% of learning is remembered.
◉ Passive participation as in watching a movie, viewing exhibits, watching demonstration
will retain 50% of what has been communicated.
◉ By just looking at still pictures, painting, illustration and drawings will allow the
retention of around 30% of the material content.
◉ By hearing as in lecture, sermon, monologues only 20% is remembered.
◉ Reading, will assure 10% remembered of the material
ONLINE REFERENCES:
◉ https://www.allresearchjournal.com/archives/2015/vol1issue12/PartN/2-5-158-343.pdf
◉ https://learningstrategist.org/2018/03/01/4-types-of-knowledge/
◉ https://prezi.com/p/qcqxpak_2l8e/implementing-a-curriculum-daily-in-the-classrooms/
◉ https://www.slideshare.net/artlyndon1122/factors-affecting-curriculum-implementation
◉ https://dictionary.apa.org/
◉ https://www.brookings.edu/blog/education-plus-development/2017/11/15/strategies-for-teach
ing-metacognition-in-classrooms/
◉ https://www.sciencedirect.com/
◉ https://www.slideshare.net/RizzaLynnLabastida/implementing-a-curriculum-daily-in-the-
classrooms
THANK
YOU!