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Curriculum Development: NAME: George M. Bendanillo SECTION: Bocobo DATE: MAY 23, 2020

The document discusses curriculum development and Kurt Lewin's force field theory of change. It analyzes the driving and restraining forces for implementing a K-12 program in the Philippines. The driving forces include government intervention to educate the public on the benefits of the program. However, the restraining forces include negative attitudes towards change, difficulties applying on-the-job training in remote areas, challenges updating traditional teaching methods, limited resources due to the program's quick rollout, and obsolete equipment in schools.

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242 views2 pages

Curriculum Development: NAME: George M. Bendanillo SECTION: Bocobo DATE: MAY 23, 2020

The document discusses curriculum development and Kurt Lewin's force field theory of change. It analyzes the driving and restraining forces for implementing a K-12 program in the Philippines. The driving forces include government intervention to educate the public on the benefits of the program. However, the restraining forces include negative attitudes towards change, difficulties applying on-the-job training in remote areas, challenges updating traditional teaching methods, limited resources due to the program's quick rollout, and obsolete equipment in schools.

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ジョージ
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Curriculum Development

NAME: George M. Bendanillo

SECTION: Bocobo

DATE: MAY 23, 2020

According to Kurt Levin’s Force Field Theory and Curriculum Change, there is a driving force and
restraining force that is being viewed. As per him, for a change to occur driving force must overpower
the restraining force. Below are the driving factors vs. restraining in K to 12 programs:

 Defining the Problem


 Defining the Change Objective
 Identifying the Driving Forces
 Identifying the Restraining Forces
 Developing the Comprehensive Change Strategy
 should also include some consideration of some of the possible unintended

Government intervention vs. Fear of unknown

Before its implementation, government do some meetings and seminar to the different
educational sectors for this program and they’ve done meetings with the parents on the flow it. that
the child could get a work after taking this program.

Society’s Values vs. Negative attitude to change

Example one of this program is it’s on-the job training aspect, some society specifically on
outside town areas where no establishment to be engage for this, and it take a hundred miles just to
be on the nearest establishment will be a problem.

Technological changes vs. Tradition values

K to 12 program main goal is to enhance and developed students to be able to out stand the
ever-changing environment and foe them to be globally acceptable. Including on powering up
technology as its one of the teaching tools that will be used in teaching learning process, it’s great
really.

Knowledge explosion vs. Limited resources

With the limited time offer on its readiness, there is a limited resource of facilities,
textbooks, areas equipment that is being rendered to schools. But the government from time to
time makes a way for these schools to be competent in K to 12 programs.
Administrative result vs. Obsolete Equipment

With the limited equipment or technology offered in school, teachers tendency used those
traditional way in teaching.

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