FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 7

STUDY GUIDE FOR MODULE NO. 7

Module 7 Implementing the Curriculum: The Teacher as the

Curriculum Implementer and Manager
MODULE OVERVIEW

Implementation of the curriculum is a crucial process in curriculum development. It is a period

where the teachers are in control of delivering the written and planned curriculum. Curriculum
implementation is teaching in the classroom context. In the educational landscape, driving and
restraining forces are two forces that oppose each other. These two are the determinants of the
curriculum change. Regardless of the methods, kind of change, or implementation. We should
understand as educators that change in the curriculum should be developmental, participatory, and
supportive. We should always remember that curriculum implementation takes place in the whole
educational system.

A very important part of curriculum implementation is that the teacher should consider carefully
the order in which learning targets should be learnt. It is logical to put learning targets requiring lower
level skills before those requiring higher level skills, for example, teaching the children to draw lines
before teaching them to write. In some cases, the targets themselves may form a definite sequence or
hierarchy when the skills actually come in a continuous or chained sequence, for example, putting on a
shirt and buttoning it up. Some higher level targets can be learnt more quickly after the pre-requisite
skills have been mastered.

Mezieobi (1993), conceptualized the term implementation simply as a process of putting an

agreed plan, decision, proposal, idea or policy into effect. Hence curriculum implementation
includes the provision of organized assistance to staff (teachers) in order to ensure that the newly
developed curriculum and the most powerful instructional strategies are actually delivered at the
classroom level. Esu, Enukoha & Umoren (2004) also conceived curriculum as all learning experiences a
child has under the guidance of a teacher. According to Offorma (2005), curriculum is a programme
which is made up of three components: programme of studies, programme of activities and programme
of guidance.

Curriculum as viewed by Alebiosu (2005) also as an instrument that dictates the affairs of every
educational system. It is the vehicle through which knowledge and other learning activities are
disseminated. 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.
The learner is therefore the central figure in the curriculum implementation process. Although there
are various factors that also influence Curriculum Implementation like the resource materials
and facilities, the teacher, the school environment, culture and ideology, Instructional supervision
and assessment. Implementation takes place as the learner acquires the intended experiences,
knowledge, skills, ideas and attitudes that are aimed at enabling the same learner to function effectively
in a society. Therefore, putting the curriculum into operation requires an implementing agent.
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.

MODULE LEARNING OBJECTIVES

At the end of the discussion, the students will be able to achieve the following learning outcomes:
1. At the end of the discussion the participant will able to;
2. Define Curriculum Implementation
3. Understand the different categories of curriculum change.
4. Explain the important elements of process of change

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 7

5. Determine the target variables for daily to implement the curriculum.

6. Differentiate the commonalities of Bloom's Taxonomy and its revised version.
7. Evaluate the important methods in implementing curriculum and make an effective teaching and
learning strategies.
8. Recite the role of technology in applying the curriculum
9. Enhanced the student’s ability in using technology for both teaching and learning.
10. Determine the importance of planning a lesson that fits a method of learning.
11. Enumerate the different stakeholders of the curriculum.
12. Identify and discussed the roles of each stakeholders.

LEARNING CONTENTS

Stimulate

This will explore the cognitive skills of the class through the K-W-W Chart.
TOPIC: Phases and Processes of Curriculum Development

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 7

The planning phase lays To know how it affects

the foundation for all of Steps in planning
curriculum
the curriculum phase.
development,and apply it
development steps. as well in real time
instances.

To know how to
PHASE II: CONTENT
effectively teach and Steps in planning
AND METHODS
attain learning phase.
objectives.

PHASE To effectively apply the The Strategies and use

ACQUIRE: Acquisition of knowledge through the presentation of the topic.
III:IMPLEMENTATION old curriculum and new the curriculum in this
TOPIC: Phases and Processes of Curriculum Development phase.
developed one.
C. CURRICULUM IMPLEMENTATION
I. Models of Implementation
a) ORC Model (Overcoming Resistance
To exploretomore
Change)
the
Evaluation is a phase in the Reporting and
b) final element
LOC Model (Leadership-obstacle Course Model)in an
curriculum development Securing
c)model Linkage evaluation strategy .
as well asModel
a specific Resources
d) Two
step. RCA Model
types (Rand Change Agent Model)
of evaluation,
formative and summative, are
used during curriculum
development.
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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 7

II. Change Processes

I. a Curriculum Implementation as a Change Process

b. Kurt Levin’s Force Field Theory and Curriculum Change

II. b Categories of Curriculum Change (Mcniel)

a.) Substitution The ORC model focuses on change from
b.) Alteration the perspective of the teacher. In this
c.) Restructuring model, there are four stages as listed
d.) Perturbations below.
e.) Value Orientation
Unrelated concerns
Personal concerns
III. Levels of Curriculum Implementation
Task-related concerns
a) Planning Impact-related concerns
b) Contents and Methods
c) Implementation
d) Evaluation and Reporting

Correlation Technique: This activity will allow the class to relate and identify the similarities
and differences of the Models of Implementation.

Models of Implementation

Overcoming to Change
Resistance Model

Leadership-obstacle
Course Model Linkage Model

Range Change Agent

Model

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 7

Students can build deep relationships with learning thanks to technology.

Technology in education is a terrific approach to inspire active learning as well as
facilitate relationships between generations. Students can use technology to think
about real-world problems and come up with answers.

Linkage Model
 
 *The linkage process involves a cycleof:
Leadership Obstacle Course (LOC)
•
•
Diagnosis
Extends the ORC model and putsemphasis on the
gathering ofdata to determine the •
extent andnature of the resistance in orderto
deal with it appropriately. search

Retrieval

formulation of solution

The Rand Change •

Agent (RCA) model dissemination and evaluation.
suggests that
organisational

dynamics seem to be
the chief barriers to
change.
LEARNING ACTIVITY 1

I. Analyze the following questions. On your own understanding, compose three (3) to
five (5) sentences to explain and elaborate your answers.
a. How technology make the student’s learning experiences significant and outstanding?

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 7

b. As the K-12 was an example of substitution type of curriculum change, do you think that
this curriculum was implemented well in all aspects? Why or why not?

c. What do you think is the most important role of the external stakeholders? Why?
As someone who has gone through the K12 curriculum transition before, I believe it is a good
thing that it was established because, unlike the old system, K to 12 can better prepare children
for entering the workforce. The new curriculum has this advantage because it encourages each
student to be enthusiastic about the workforce and allows students to make their own
decisions. Additionally, the Philippines utilized this curriculum improvement to strengthen the
country's educational system and to hasten the mutual recognition of Filipino graduates and
professionals around the world.

Parents (or caretakers) are their children's first educators. Children's development,
learning, and educational success are all influenced by the help they provide. This
encompasses both direct and indirect support for learning before and throughout formal
education, as well as factors like diet, health, and hygiene. Communication between
school and home, aid with learning activities at home, involvement in school events, and
II. Think engagement
yourself asin you are
school educator already.
decision-making Now
bodies are all in layingofdown
examples supportthe curriculum,
jobs
what(Desforges
particularand Abouchaar,
learning 2003). Support
pedagogy or stylemay
youvary depending
would wantontothe kid's age, ranging
implement on different
from in-home preschool to direct support once the child has transitioned to school, such
grade level of students?
as homework Why?
assistance and volunteering in classrooms and at school festivities.
Student’s Level Teaching Pedagogy

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 7

Pre-school Constructivist Approach

because it encourages
Grade 3 students to participate
actively in the learning
process.
Rather than simply
receiving information, we
generate meaning and
knowledge. It encourages
critical thinking and
creates a learning
environment that allows
students to connect their
knowledge.
Grade 4 Because activities vary,
but most focus on

Grade 6 students' investigation or

application of course
material rather than the
teacher's presentation or
exposition of it, I will
employ the collaborative
method.
Inquiry Based Approach-
Junior High School
This method necessitates
Grade 7- 10
more than just answering
questions or receiving the
correct answer.
Investigation, exploration,
search, quest, research,
pursuit, and study are all
encouraged.
Inquiry Based Approach-
Senior High School

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 7

Grade 11-12 This method necessitates

more than just answering
questions or receiving the
correct answer.
Investigation, exploration,
search, quest, research,
pursuit, and study are all
encouraged.
College Inquiry Based Approach-
1st Year- 4th Y
This method necessitates
more than just answering
questions or receiving the
correct answer.
Investigation, exploration,
search, quest, research,
pursuit, and study are all
encouraged.

SUMMARY

Curriculum implementation therefore refers to how the planned or officially designed course of
study is translated by the teacher into syllabuses, schemes of work and lessons to be delivered to students.
The implementation, as an essential part of curriculum development, brings into existence the anticipated
changes. The changes can occur in several ways. The two most obvious ways are :i) 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; and ii) 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, etc. 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. Before 1918, courses offered in learning
institutions were only known as subjects.

REFERENCES

Bilbao, P., Corpuz, B., & Dayagbil, F. (2015). Curriculum Development for Teachers. Lorimar Publishing.

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