IMPLEMENTING THE CURRICULUM • His model can be used to
explain curriculum change
Lesson 4.1: Implementing the Designed
and implementations.
Curriculum as a Changed Process
Driving Force Restraining Force
E
Government Intervention Q Fear of the unknown
U
➢ Curriculum Implementation I
• It is a process wherein the Society`s Values L Negative Attitude to Change
I
learners acquire the planned Technological Changes B Tradition Values
R
or intended knowledge, I
Knowledge Explosion Limited Resources
skills, and attitudes that are U
M
aimed at enabling the same Administrative Obsolete Equipment
learners to function
effectively in society.
o Ornstein & Hunkins (1998) ➢ Categories pf Curriculum Change
• Defined curriculum o McNeil in 1990
implementation as the • Substitution
interaction between the - The current
curriculum that has ben curriculum will be
written and planned and the replaced or
persons (teachers) who are in substituted by a new
charge to deliver it. one.
o Loucks & Lieberman (1983) Ex. Changing an old
• Defined curriculum book to entirely new
implementation as the trying one.
out of anew practice and what • Alternative
it looks like when actually - In alteration, there is a
used in a school system. It minor change to the
simply means that current or existing
implementation should bring curriculum.
the desired change and Ex. Instead of using a
improvement. graphing paper for
mathematics teaching,
➢ Curriculum Implementation this can be altered by
implies the following: using a graphing
• Shift from what is current to calculator.
a new or enhanced • Restructuring
curriculum; - Building a new
• Change in knowledge, structure would mean
actions, attitudes of the major change or
persons involved; modification in the
• Change in behavior using school system, degree
new strategies and resources; program or education
and system.
• Change which requires Ex. Using an
efforts hence goals should be integrated curriculum
achievable. for the whole school
for K-12 requires the
➢ Curriculum Implementation as a primary and
Change Process secondary levels to
o Kurt Lewin`s Force Field Theory work as a team.
and Curriculum Change – Kurt • Perturbation
Lewin (1951) - These are changes
• The father of Social that are disruptive, but
Psychology teachers have to
• Explain the process of change adjust to them within
a fairly short time.
Ex. If the principle curriculum specialists
changes the time are necessary.
schedule because • Supportive
there is need to catch - Supportive
up with the national curriculum
testing time, the implementation is
teacher has to shorten required in the
schedule to process of change.
accommodate Material support like
unplanned extra- supplies, equipment
curricular activities. and conducive
• Value Orientation learning environment
- This classification like classrooms and
will respond to shift laboratory should be
in the emphasis that made available.
the teacher provides Likewise, human
which are not within support is very much
the mission or vision needed.
of the school or vise
versa.
Lesson 4.2: Implementing a Curriculum
Ex. When new
Daily in a Classroom
teachers who are
recruited in religious
give emphasis on
academics and forget ➢ DepEd Order No. 70 s. 2012
the formation of Teachers of all public elementary and
values or faith, they secondary schools will NOT be
need a curriculum required to prepare a lesson plan.
value orientation. They may adopt daily lesson log
➢ Important Elements of which contains the needed
Curriculum Change as a Process information and guide from the
Teacher Guide (TG) and Teacher
• Developmental
Manual (TM) reference materials
- In the sense that it
with page numbers, interventions
should develop
given to the students and remarks to
multiple perspectives,
indicate how many students have
increase integration
mastered the lesson or are needing
and make earning
remediation.
autonomous, create a
However, Teachers with less than 2
climate of openness
years of teaching experience shall be
and trust, and
REQUIRED to prepare a Daily
appreciate and affirm
Lesson Plan which shall include the
strengths of the
following:
teacher. There should
be teacher support, in • Objectives
trying new tasks, • Subject Matter MAIN
PARTS OF
reflections on the new • Procedures A LESSON
experiences and • Assessment PLAN
challenge. • Assignment
• Participatory
- For curriculum ➢ The Curriculum Plan
implementation to 1. Objective/Intended Learning
succeed, it should be Outcome (ILO)
participatory, • These are desired learning
specially because outcomes that will be focus
other stakeholders of the lesson.
like peers, school • Bases on Taxonomy of
leaders, parents and Objectives, present to us as
COGNITIVE, AFFECTIVE, Creating Composes, compiles, designs,
Build a structure or pattern from generates, modifies, organizes,
and PSYCHOMOTOR. various elements. rearranges, recognizes, revises,
rewrites, summarizes, creates
o Blooms Taxonomy – Benjamin
➢ Higher order thinking skills
Bloom (1956)
Creating HOTS
Evaluation DOING
Evaluating
Synthesis ACTIVE
RECEIVING AND
Analysis Analyzing PARTICIPATING
Application
Applying VISUAL
Comprehension PASSIVE
Understanding
VERBAL RECIEVING
Knowledge
LOTS
Remembering
o Blooms Taxonomy – Revised –
Lorin Anderson and David
Krathwohl (2001) ➢ Levels of Knowledge
• Factual Knowledge
Creating - Ideas, specific data or
information
Evaluating • Conceptual Knowledge
Analyzing - Words or ideas known
by common name,
Applying common features,
Understanding multiple specific
examples by which
Remembering may either be
concrete or abstract.
Concepts are facts
➢ 3 Major Changes in Revised that interrelate with
Taxonomy each other to function
• Changing the names in the together.
six categories from NOUNS • Procedural Knowledge
to VERBS (implies more - Knowledge on how
active form of thinking). things work, step-by-
• Rearranging these categories. step actions
• Establishing the levels of the • Metacognitive Knowledge
knowledge level in the - Knowledge of
original version. cognitions in general,
awareness of
CATEGORIES EXAMPLES KEY WORDS knowledge of one`s
own cognition,
Remembering Defines, describe, identifies, labels, thinking about
Recall or retrieve previous learned lists, outlines, selects, states
information. thinking.
Understanding Comprehends, explains,
Comprehend meaning, translation, distinguishes, estimates, interprets,
➢ Another things to consider:
state problem in own word, making predicts, rewrites, summarizes • Intended Learning
meaning.
Applying Applies, changes, computes, Outcomes (ILO)
Use concepts in new situations, operates, modifies, uses, Should be written in SMART
applies what has been learned in new manipulates, prepares, shows, solves
situations. way.
Analyzing Breaks down. Compares, contrasts,
Separate materials or concepts into diagrams, differentiates,
S – Specific
component parts so that the discriminates, identifies, infers, M – Measurable
organization is clear. Distinguished outlines, relates, selects, separates
between facts and inferences. A – Attainable
Evaluating Appraises, compares, criticizes, R – Result Oriented
Make judgements about the value of defends, describes, discriminates,
ideas or materials. evaluates, interprets, justifies, T – Time Bound
summarizes
2. Subject Matter or Content ➢ Cones of Learning (Edgar Dale)
• Comes from a Body of
Knowledge (facts, concepts,
procedures and
metacognitive) 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.
3. Procedures or Method and
Strategies ➢ Guidelines for Instructional
• This is the crux of curriculum Support Materials
implementations. How a • Use of direct purposeful
teacher will put life to the experiences through learning
intended outcomes and the by doing retains almost all of
subject matter to be used the learning outcomes. 90%
depends on this component. of learning is retained.
• Participation in class
➢ Some points to remember activities, discussion,
• Direct Demonstration reporting and similar
Methods activities where learners have
- Guides the opportunity to talk and
Exploratory/Discover write. 70% of learning is
y Approach, Inquiry remembered.
Method, Problem- • Passive participation as in
based Learning watching a movies, viewing
(PBL), Project exhibit, watching
Method. demonstration will retain
• Cooperative Learning around 50% of what has been
Approaches communicated.
- Peer Tutoring, • By just looking at still
Learning Action pictures, painting, illustration
Cells, Think-Pair- and drawings, will allow the
Share retention of around 30% of
• Deductive or Inductive the material content.
Approaches • By hearing as in lecture,
- Project Method, sermon, monologues, only
Inquiry-based 20% is remembered.
Learning • Reading will assure 10%
• Other Approaches remembered of the materials.
- Blended Learning,
Reflective Teaching, ❖ Visual
Integrated Learning, − Concrete (Flat 3
Outcome-based Dimensional, realias, model,
Approach. etc.) or abstract (verbal
symbols words.)
- Teaching and Learning must be ❖ Audio
supported by Instructional − Recordings of sounds, natural
Materials (IMs) or artificial.
❖ Audio-visual
− Combination of what can be
earned and heard.
❖ Kinesthetic E. Materials: Real
− Manipulative materials like objects like chairs,
modeling clay, rings dumb tables, books, stone,
bells, equipment, others. big boxes and
❖ Experiential pictures.
− Utilize all modalities. III. Procedures
A. Preparatory Activity
- Methods and materials must a) Review of
Implement the Plan: Taking Action Prior
Learning/Past
Lesson.
Example No. 1: B. Lesson Paper
a) Motivation
Lesson Plan using Basic steps and 1. Bring
parts as prescribed by DepEd Order children
70 s, 2012 for teachers, 2 years and outside the
less in service. classroom to
identify things
▪ Lesson Plan in Science or objects that
I. Objective/Intended are moving.
Learning Outcomes 2. Ask the
A. Tell that Force is children to
applied to move report their
objects. observation in
B. Describe that pushing the class.
or pulling with a force b) Pre-
moves objects. Laboratory
C. States that if Force Activities
moves the objects 1. Let the
away from the person, learners recall
it is a push. the standards
D. State that if the Force during a
moves the object laboratory
towards the person, it activity.
is pull. 2. Present all
II. Subject Matter the materials
A. Topic: Pushing or needed.
Pulling Moves 3. Distribute
Objects activity sheet
B. References: Bilbao P. to each group.
(2020) exploring c) Laboratory
Science with Fun Activity
C. Science Concepts 1. Using the
a) Objects move activity as a
when force is guide, each
applied to it. group work
b) A push is a cooperatively.
force that 2. Active 1:
moves objects Force: Can it
away. push or pull?
c) A pull is a 3. Each group
force that records
moves the observation
object near. for exhibit and
D. Science Processes: reporting.
Observing, Inferring, d) Post-
Making Operational Laboratory
Definition. Activity
1. After the force to push
report, display the wall? Try
the work in it.
front of the 2. Do you
classroom. have enough
2. Analyze force to pull a
each group box? Try it.
result with the 3. Do you
whole class. have enough
3. Make force to push a
agreements on chair? Try it.
the results that IV. Assessment of Learning
lead to Outcomes
conceptualizat Circle the letter of the
ion. correct answer.
e) Conceptualiz 1. If you throw a ball to a
ation classmate, what force will
1. Throw the you apply?
following A. Push B. Pull C. Slide
questions to
the class to 2. You want the chair to be
elicit their nearer you, so your best
formed friend can sit, what will you
concepts. do?
1. 1. What is A. Pull the chair
needed to B. Push the chair
move the C. Carry the chair
object from
one place to 3. A table is blocking your
another? way. You wanted to move it
(Force is farther to provide a passage.
needed to What will you do?
move the A. Break the table
object) B. Push the table to the side
1. 2. How C. Pull the table
will you
move with a 4. What do you need in order
force if you to move an object away or
want the near you?
object to go A. Force B. Food C. Water
far from
you? 5. Can force move
(Push the everything?
object A. Yes B. No C. Not sure
away).
1.3. How will V. Assignment
you move At home. List 4 objects that
with a force, you can push or pull? What
if you want did you use to pull or push
the object to the object?
move near
you? ➢ Finding out what has been
(Pull the achieved: Assessing Achieved
object near Outcomes
you) − At the end of the activity, the
f) Application teacher will find out if the
1. Do you Intended Learning Outcome
have enough (ILO) has been converted
into Achieved Learning
Outcomes (ALO).
− Tests and other tools are
utilized at the end of the
lesson to identify this.
− What Knowledge, Process
Understanding and
Performance (KPUP) are
demonstrated by the learners?
− The rule of thumb I want has
been taught should be
measured, to find out if the
Intended Outcomes set at the
beginning has been achieved.
− More detailed discussion will
be found in the Module on
Evaluation of the curriculum.
- GOODLUCK!!! -
