LESSON 1

IMPLEMENTING THE
DESIGNED
CURRICULUM AS A
CHANGE PROCESS
Prepared by: Cherme Odango
Gilmarc Almerol
Curriculum Implementation:
Defined
Curriculum
Implementation as a
Change Process
Categories of Curriculum
Change
CURRICULUM
IMPLEMENTATION:
DEFINED
Following the curriculum models of Tyler, Taba,
Saylor and Alexander or Lewis, is the next step
to curriculum designing which is curriculum
implementing. This is the phase where teacher
action takes place. It is one of the most crucial
processes in curriculum development although
many education planners would say: "A good
plan is work half done." If this is so, then the
other half to the success of curriculum
development rests in the hands of the
implement 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 the
society. (SADC MoE Africa, 2000)
Ornstein and Hunkins iri 1998 defined curriculum
implementation as the interaction between the
curriculum that has been written and planned and
the persons (teachers) who are in charged to
deliver it. To them, curriculum implementation
implies the following:

• Shift from what is the current to a new or

enhanced curriculum.
• Change in knowledge, actions, attitudes of the
persons involved.
• Change in behavior using new strategies and
resources.
Loucks and Lieberman (1983) define curriculum
implementation as the 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 change
and improvement.
In the classroom context, curriculum
implementation means "teaching" what has been
written in the lesson plan. Implementing means
using the plan as a guide to engage with the
learners in the teacher-learning process with the
end in view that learning has occured and
learning outcomes have been achieved. It
In the classroom context, curriculum
implementation means "teaching" what
has been written in the lesson plan.
Implementing means using the plan as a
guide to engage with the learners in the
teacher-learning process with the end in
view that learning has occured and
learning outcomes have been achieved. It
involves the different strategies of
teaching with the support instructional
In a larger scale, curriculum implementation
means putting th operation the different
implementing agents Curriculum
implementation takes place in a class, a
school, a distric a division, or the whole
educational system. Or in higher education
curriculum implementation happens for the
course, a degree program the institution or
the whole higher education system. It
requires time money, personal interaction,
personal contacts and support.
CURRICULUM
IMPLEMENTATION
AS A CHANGE
PROCESS
 Kurt Levin's Force Field Theory and Curriculum
Change

Kurt Levin (1951) as the father of social psycholog explains the

process of change. The model can be used to explai curriculum
change and implementation.

In the education landscape, there are always two forces the

oppose each other. These are the driving force and the
restraining force. When these two forces are equal, the state is
equilibrium, & balance. There will be a status quo, hence there
will be no change The situation or condition will stay the same.
However, when the driving force overpowers the restraining
force, then change will occur. If the opposite happens that is
when the restraining force i stronger than the driving force,
change is prevented. This is the idea of Kurt Levin in his Force
We shall use this theory to explain
curriculum change. The illustration
below shows that there are driving
forces on the left and the resisting
forces on the right. If you look at the
illustration there is equilibrium. If the
driving force is equal to the restraining
force, will change happen. Do you
think, there will be curriculum chang in
this situation? Why?
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.
Sometimes, we call this a complete overhaul.
Example, changing an old book to entirely new
one, not merely a revision.

2. Alteration- In alteration, there is a minor

change to the current or existing curriculum.
For example, instead of using a graphing paper
for mathematics teaching, this can be altered
3. Restructuring- Building a new structure
would mean major change or modification in
the school system, degree program or
educational system. Using an integrated
curriculum for the whole school for K to 12
requires the primary and secondary levels to
work as a team. Another example that a
curriculum will be restructured when there is a
significant involvement of parents in the child's
instead of leaving everything to the teacher.
Using the "In-school Off-school" or a blended
4. Perturbations- These are changes that are disruptive, but
teachers have to adjust to them within a fairly short time. For
example, the principal changes the time schedule because there is
a need to catch up with the national testing time or the dean,
shortens schedule to accommodate unplanned extra curricular
activities.

5. Value orientation. To McNeil, this is a type of curriculum

change. Perhaps this classification will respond to shift in the
emphasis that the teacher provides which are not within the
mission or vision of the school or vice versa. For example, new
teachers who are recruited in religious schools give emphasis on
academics and forget the formation of values or faith, need a
curriculum value orientation. Likewise, all teachers in the public
schools, undergo, teacher induction program which is a special
 Regardless of the kind of
change in curriculum and
implementation the process of change
may contain three important
elements. As a process, curriculum
implementation should be
developmental, participatory and
supportive.
It should be developmental in the sense that it should
develop multiple perspectives, increase integration and
make learning autonomous, create a climate of openness
and trust and appreciate and affirm strengths of the
teacher. There should be teacher suppor in trying new
tasks, reflection on the new experiences and challenge.

There are simple stages in the developmental change

process for the teachers. First, is orientation and
preparation. The initial use is very mechanical or
routinary. However, as the skills are honed and mastery
of the routine is established, refinement follows. This
means adjustments are made to better meet the needs
of the learners and achieve the learning outcomes. In
this step, there will be continuous reflection, feedback
and refinement.
Participatory. For curriculum implementation to
succeed, it should be participatory, specially because
other stakeholders like peers, school leaders, parents
and curriculum specialists are necessary
Characteristics of teacher styles, commitment,
willingness to change, skills, and readiness are critical
to implementation. This should be coupled with
organizational structure, principal style, student
population characteristics and other factors. Trust
among key players should also be sought as this is a
positive starting point. Involvement and participation
encourage sense of ownership and accountability
Participation builds a learning community is which is
Supportive curriculum implementation is
required in the process of change. Material
support like supplies, equipment, conductive
learning environment like classrooms and
laboratory should be made available.
Likewise, human support is very much
needed. The school leader or head should
provide full school or institutional support in
the implementation of the new curriculum.
They too have to train to understand how to
address curriculum change as part of their
Time is an important commodity for a successful change process
For any innovation to be fully implemented, period of three to
five years to institutionalize a curriculum is suggested. Time is
needed by the teachers to plan, adapt, train or practice, provide
the necessary requirements and get support. Time is also
needed to determine when the implementation starts and when
it will conclude, since curriculum implementation is time bound.

Support from peers, principals, external stakeholders will add to

the success of implementation. When teachers share ideas, work
together, solve problems, create new materials, and celebrate
success, more likely that curriculum implementation will be
welcomed.
THANK YOU