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Kurt Lewin's Force Field Theory explains curriculum change as a balance between driving forces that push for change and restraining forces that resist it. When these forces are equal, there is equilibrium. The theory outlines five categories of curriculum change: substitution, alteration, restricting, perturbations, and value orientation. Stakeholders in curriculum implementation include learners, teachers, school leaders, parents, community members, government agencies, and non-government organizations.

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Camile Santos Mallari
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360 views25 pages

Presentation 1

Kurt Lewin's Force Field Theory explains curriculum change as a balance between driving forces that push for change and restraining forces that resist it. When these forces are equal, there is equilibrium. The theory outlines five categories of curriculum change: substitution, alteration, restricting, perturbations, and value orientation. Stakeholders in curriculum implementation include learners, teachers, school leaders, parents, community members, government agencies, and non-government organizations.

Uploaded by

Camile Santos Mallari
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Curriculum Implementation as a Change Process

Kurt Lewin’s Force Field Theory and


Curriculum Change
• Kurt Lewin (1951)
- The Father of social psychology. He explains the process
of change. He made a model that can be used to explain the
curriculum change and implementation.

• Idea of Kurt Lewin in his Force Field Theory


In the education landscape, there are always two forces that oppose each
other: the driving force and the restraining force. When these two are
equal, the state is equilibrium or balance.
P N
O E
S G
I A
T T
I I
V V
E E
CATEGORIES OF CURRICULUM CHANGE
1. Substitution
- the current curriculum will be replaced or established by a new
one. Sometimes, we call this a complete overhaul.
2. Alteration
- There is a minor change to the current or existing curriculum.

3. Restricting
- Building a new structure would be mean major change or
modification in the school system, degree program and educational
system.
4. Perturbations
- These are changes that are disruptive, but teachers have to
adjust to them within a fairly short time.

5. Value Orientation
- This respond to the shift in the emphasis that the teacher
provides which are not within the mission or vision of the school
or vice versa.
SECRETARY OF EDUCATION

UNDERSECRETARIES

ASSISTANT SECRETARIES

BUREAU OFFICERS
❖ Revised Bloom's taxonomy emphasizes students' learning
outcomes through the use of refined terms. The revised
taxonomy is a refreshed take on Bloom's Taxonomy from 1956,
which examined cognitive skills and learning behavior. Changes
to terminology, structure and emphasis are a part of the revised
approach.
❖ To provide learners with clearer instructional goals, a group of
researchers led by Bloom's colleague David Krathwohl and one
of Bloom's students, Lorin Anderson, revised the taxonomy in
2001. In the new variant, nouns were replaced by action verbs.
Also, the two highest levels of the taxonomy were swapped.
PHILIPPINE EDUCATIONAL SYSTEM

• R.A. 10533 or the Enhanced Basic Education


BasicEducation Act of 2013
• K-12 Education Program of the Philippines

• Republic Act No. 7722 or Higher Education Act


Higher Education of 1994
• CHED

Technical • Republic Act 7796 or “Technical Education and


Education and Skills Development Act of 1994”
Skills Development • TESDA
“an electronically enabled society where all citizens
live in an environment that provides quality
education, efficient government services, greater
sources of livelihood and ultimately a better way of
life through enhanced access to appropriate
workshop technologies.”
— International Workshop On Emerging
Technologies, Thailand, December 14-16,
2005
Technology in Instructional Media

Instructional Media
-referred to as media
technology or learning
technology, or simply
technology
Types of Instructional Media/ Technology
Non- Projected media are visuals that do not need the use of
equipment for projection
• Real objects
• Models
• Field trips
• Kits
• Printed materials (books, worksheets)
• Visuals (drawings, photographs, graphs,
charts, posters)
• Visual boards (chalkboard, whiteboard,
flannel board. etc.)
• Audio materials
Types of Instructional Media/ Technology

Projected visuals are


media formats in which
pictures are enlarged and
displayed on a screen
which are suitable for all
use at all grade levels and
for instruction in all
curriculum areas.
The Role of Technology in
Curriculum Delivery

teacher-centered to student-
Three centered approach
Current broadening realization
Trends
the increase in the use of new information
and communication technology or ICT
The Primary Roles Of Educational Technology In
Delivering The School Curriculum's Instructional
Program

● Upgrading the quality of teaching-and-learning in schools


● Increasing the capability of the teacher to effectively inculcate learning, and for
students to gain mastery of lessons and courses.
● Broadening the delivery of education outside schools through non-traditional
approaches to formal and informal as learning, such as Open Universities and
lifelong learning to adult learners
● Revolutionizing the use of technology to boost educational paradigm shifts that
give importance to student-centered and holistic learning.
Stakeholders in Curriculum
Implementation

1. Learners are at 2. Teachers are 3. School leaders


the core of the Curricularists. are curriculum
curriculum. managers.
Stakeholders in Curriculum
Implementation

4. Parents 5. Community as the 6. Other


Parents may not directly Curriculum Resources Stakeholders
be involved in curriculum and a Learning
implementation, but they Environment • Government
are formidable Agencies
partners for the success of
"It takes the whole village
any curriculum to educate the child"
• Non-Government
development endeavor.
Agencies

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