ch Republic of the Philippines

Dr. Emilio B. Espinosa, Sr. Memorial State College of Agriculture and Technology
( (Masbate State College)
COLLEGE OF EDUCATION
Cabitan, Mandaon, Masbate

Module 4
The Teacher as a Curriculum Implementer and a Manager
Objectives:

1. Define curriculum implementation

2. Analyze what is change process in curriculum implementation
3. Explain the process of curriculum implementation
4. Review the components of a daily plan for teaching
5. Identify intended learning outcomes
6. Match learning outcomes with appropriate methods.
7. Discuss the roles of technology in curriculum delivery
8. Identify the factors in technology selection including the use of visual aids
9. Identify the stakeholders in the curriculum
10. Enumerate the role of each stakeholder

Module Overview
The next step after a curriculum planning and designing is implementing it.
As a teacher, this is one of the major roles that you do in the school. Many of the curricula that
you use may have been recommended and written down. Your task is to implement such. Daily your plan
should be ready for implementation effort.
There is a miniscule like your lesson plan, or a big one like the K-12 curriculum. You will be both
an implementer and a manager of these curricula. You will put action to what has been planned and
designed. It is you, the teacher, who will add more meaning to the various activities in the classroom. This
is what we call teaching styles. You have to make the day of the learners interesting, engaging and
unforgettable. No curriculum should stop at planning or designing phase. It has to be implemented.
Learning Content
1. Implementing the Designed Curriculum as a Change Process
2. Implementing a Curriculum Daily in the Classroom
3. The Role of Technology in Delivering the Curriculum
4. Stakeholders in Curriculum Implementation

LESSON 1 Implementing the Designed Curriculum as a Change Process

ACTIVITY
What are your thoughts about changes in curriculum?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Page 1 of 20
ANALYSIS
1. Why does a curriculum change?
2. What are the factors that drive the curriculum to change?
3. How should change in the curriculum be taken?

ABSTRACTION
Curriculum Implementation Defined
Following the curriculum models of Tyler, Taba, Saylor and Alexander or Lewis, is the next step
to curriculum implementing. This is the phase where teacher action takes place. It is of the most crucial
process I curriculum development. Although many educations planners would say: “A good plan is work
half done.” If this is so then the other half of the success of curriculum development rests in the hands if
the implementor who is the teacher.
Curriculum Implementation means putting into practice the written curriculum that has been
designed in syllabi, course of the 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 society. (SADC MoE Africa 2000)
Ornstein and Hunkins in (1998) defined Curriculum Implementation as the interaction between
the curriculums that has been written and planned and the persons (teachers) who are in charge to
deliver it. To them, curriculum implementation implies the following:
1. Shift from what is current to a new or enhanced curriculum
2. Change in knowledge, actions, attitudes of the persons involved;
3. Change in behaviour using new strategies and resources; and
4. Change which requires efforts hence goals should be achievable.

Loucks and Lieberman(1983) defined 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 teaching-
learning process with the end in view that learning has occurred and learning outcomes have been
achieved. It involves the different strategies of teaching with the support instructional materials to go with
the strategy.
In a large scale, curriculum implementation means putting the curriculum into operation with the different
implementing agents. Curriculum implementation takes place in a class, a school, a district, a division, or
the whole educational system. 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 Lewin’s Force Field Theory and Curriculum Change
Kurt Lewin(1951), The father of social psychology explains the process of change. The model can be
used to explain curriculum change and implementation.
In the Education landscape, there are always two forces that oppose each other. These are the driving
force and the restraining force. When these two forces are equal, the state is equilibrium, or 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 is stronger than the driving force, change is prevented. This is
the idea of Kurt Lewin in his Force Field Theory.
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 to happen? Do you think, there will be
curriculum change in this situation? Why?

Page 2 of 20
 Driving Force E Restraining Forces
Q
Government Intervention U Fear of the Unknown
I
Society’s Values L Negative Attitude to Change
I
Technological Changes B Tradition Values
R
Knowledge Explosion I Limited Resources
Administration Support U Obsolete Equipment
M

Based on Lewin’s Force Field Theory

According to Lewin, change will be better if the restraining forces shall be decreased, rather than
increasing the driving force. As a curricularist, how would you do this?
Categories of the Curriculum Change
McNeil in 2000 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 of existing curriculum. For
example, instead of using a graphing paper for mathematics teaching, this can be altered by
using a graphing calculator.

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 school for
K-12 requires the primary and secondary levels to work as a team. Another example is a
curriculum that 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
curriculum is an example of restructuring.

4. Perturbations- These are changes that are disruptive, but teachers have to adjust to them within
a fairly short time. For example, if the principal changes the time schedule because there is a
need to catch up with the national testing time or the dean, the teacher has to shorten 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, when new teachers who are recruited in religious
schools give emphasis on academics and forget the formation of values or faith, they need a
curriculum value orientation. Likewise, all teachers in the public schools, undergo teacher
induction program which is a special curriculum for newly hired teachers.
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 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 support 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 rout nary. 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 learning outcomes. In the step, there will be continuous
reflection, feedback and refinement.
Participatory. For curriculum implementation to succeed, it should be participatory, especially
because other stakeholders like peers, school leaders, parents and curriculum specialists are necessary.

Page 3 of 20
 Characteristics of teacher styles, commitment, and 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 be sought as this is a
positive starting point. Involvement and participation encourage sense of ownership and accountability.
Participation builds a learning community which is necessary curriculum implementation.
Supportive. Curriculum implementation is required in the process of change. Material support
like supplies, equipment and 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 to the implementation of the new curriculum. They too have to train to
understand how to address curriculum change as part of their instructional as well as management
functions.
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 practise, 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. When teachers share ideas, work together, solve problems, create new materials, and
celebrate success, more likely that curriculum implementation will be welcomed.

APPLICATION
Activity 1 K-12: Can we make a curriculum change?
The k-12 is the current reform in our national basic education curriculum. There are driving
forces as well as restraining forces that affect its implementation. In other words, there are factors that will
make k to 12 succeed but there are also factors that will make K to 12 fail.
1. What factors make the K to 12 succeed? Write these on the left common A. you may not fill up all
the boxes.
2. What factors make the K to 12 difficult to succeed? Write these on the right column B. You may
not fill up all the boxes.
3. You see the middle portion is the word equilibrium or balance.

A. Driving Force/Factors E B. Restraining Force/Factor

Q
U
I
L

I
B
R
I
U
M

1. If A is more than B, there will be a successful curriculum change.

2. If B is more than A, there will be an unsuccessful curriculum change.
3. If A and B are equal, then there will be a status quo.

ACTIVITY 2 Making Sense of Curriculum Implementation

1. Watch a video of a class where the teacher is actually teaching.
2. Describe what the teacher is doing for at least the whole period.
3. Write down your observation based on the following questions:
a) What were the different learner’s activities?
b) What did the teacher do, to make the learner’s engage in the activities?
c) Were majority of the children actively participating? Why?
d) Did the teacher control most of the activities?
e) Did the learners and the teacher together achieve the desired learning outcomes?
Explain

Page 4 of 20
ACTIVITY 3 Perfect Match
In column B are concepts about curriculum implementation. Choose from column C the answer
and write the letter on Column A

Answers Concepts Meaning/ Description

▪ Implementing a. Minor curriculum change like the
use of e- portfolio instead of
portfolio as an artefact.
▪ Restructing b. Progressive steps from
orientation to reflection about
the curriculum implementation.
▪ Developmental c. Major curriculum change like
shifting from face-to-face to
online in the delivery of an
academic program.
▪ Alteration d. Curriculum process of putting
into action what has been
planned and designed.
▪ Change Process e. Process that ensures that the
curriculum brings about
something different and better
than before in the desired
learning outcomes.

ACTIVITY 4
As a future teacher, what would be your response to curriculum implementation as part of curriculum
change? Are you willing to take part in the implementation? Why? Why not? Write your answer in the box.

My Response to Curriculum Implementation

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

LESSON 2 Implementing a Curriculum Daily in the classrooms

ACTIVITY

Look for two sample lesson plans from teachers you know and write down the parts of the lesson plans in
the box below:

Page 5 of 20
ANALYSIS
1. How many parts does the lesson plan have?
2. Do did have the same parts?
3. What parts are similar? What parts are different?
4. What can you say about the parts?

ABSTRACTION

A teaching activity is like implementing a miniscule curriculum. A daily lesson is based on a

planned or written curriculum, which will be put to action by the teacher in the classroom. Before the
lesson ends the teacher must find out if the students have truly learned. Let us see how this process will
be shown.

And the GOOD NEWS!

DepED Order No. 70 S. 2012

Teachers of all public elementary and secondary schools will not be required to prepare detailed
lesson plans. They may adopt daily lesson logs which contain the needed information and guide from the
Teacher Guide (TG) and Teacher Manual(TM) reference material with page number, interventions given
to the students and remarks to indicate how many students have mastered the lesson or are needing
remediation.
However, teachers with less than 2 years of teaching experience shall be required to prepare
Daily Lesson Plans which shall include the ff:

I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment

So, as prospective teachers, you should prepare lesson plans that will comply with the necessary
components asked by the Department of Education. Those who will be employed in the private school,
may have a different lesson plan format, but the fundamental parts will be the same.

Starting the Class Right: Laying down the Curriculum Plan

Before the class begins everyday, a teacher must have written a lesson plan. The main parts of a lesson
plan are (1) Objectives or Intended learning outcomes (ILO), (2) Subject Matter(SM), (3) Procedure or
Strategies of Teaching, (4) Assessment of learning outcomes(ALO) and (5) Assignment or Agreement

1. Intended Learning Outcomes(ILO). These are the desired learning that will be focus of the
lesson. Learning outcomes based on Taxonomy of Objectives presented to us as cognitive,
affective and psychomotor. Bloom’s Taxonomy has been revisited by his own student, Lorin
Anderson, and David Krathwohl. Let us study both in the comparison below.

Bloom’s Taxonomy(1956) Revised Bloom’s by Anderson(2001)

EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

Somehow the two are similar, however the highest level of cognition in the revised version is stated as
nouns while the revised version is stated as verbs which implies more active form of thinking.

Revised Bloom’s Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are:

Page 6 of 20
 a) Changing the names in the six categories from nouns to verbs.
b) Rearranging these categories.
c) Establishing the levels of the knowledge level in the original version.
Let us study the cognitive categories with the example key words (verbs) for each in the new version of
Bloom’s Taxonomy that follows.

CATEGORIES EXAMPLE KEY WORDS

Remembering. Recall or retrieve previous learned Defines, describes, identifies, labels, lists, outlines, selects,
information states
Understanding. Comprehend meaning, translation, state Comprehends, explains, distinguishes, estimates, gives
problem in own words, making meaning. examples, interprets, predicts, rewrites, summarizes.
Applying. Use concepts in new situation, applies what has Applies, changes, computers, operates, contracts, modifies,
been learned in new situation. uses, manipulates, prepares, shows, solves.
Analyzing. Separate materials or concepts into component Breaks down, compares, contrasts, and diagrams,
parts so that the organization is clear. Distinguishes between differentiates, identifies, infers, outlines, relates, selects,
facts and inferences. separates.
Evaluating. Make judgments about the value of ideas or Appraises, compares, criticizes, defends, describes,
materials. discriminates, evaluates, interprets, justifies, summarizes.
Creating. Build a structure or pattern from various elements. Composes, compiles, designs, generates, modifies,
Put parts together to create a whole, to make new meaning organizes, revises, rewrites, summarizes,
and structure. Creates.

In writing objectives or intended learning outcomes, it is always recommended that more of the
higher-order thinking skills (HOTS) should be developed and less of the low level thinking skills (LOTS)
for learners. The low level categories will develop LOTS and thinking skills progress as the categories
move higher.

Higher-Order Thinking Skills HOTS

Creating doing

Evaluating Active

Analyzing Receiving and participating

Understanding Visual Receiving

Remembering Passive
Verbal Receiving
LOTS
Lower-Order Thinking Skills

Another revision is the expansion of the concept of knowledge which was not given emphasis nor
discussed thoroughly before.

Levels of Knowledge

1. Facial Knowledge- Ideas, specific data or information

2. Conceptual Knowledge-Words or ideas known by common name, common features, multiple
specific examples which may either be concrete or abstract. Concepts are facts that interrelate
with each other to function together.
3. Procedural knowledge- How things work, step-by-step actions methods of inquiry.
4. Metacognitive knowledge- Knowledge of cognition in general awareness of knowledge of one’s
own cognition, thinking about thinking.

Intended learning outcomes (ILO) should be written in a SMART way. Specific, Measurable,
Attainable, Result Oriented(Outcomes) and Time-Bound.

Page 7 of 20
 I. Subject Matter or Content. (SM) comes from a body of knowledge (facts, concepts,
procedure and metacognition) 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.

II. Procedure or methods and strategies. This is the crux of curriculum implementation. How
a teacher will put life to the intended outcomes and the subject matter to be used depends on
this component.

Let’s take a closer view. How will as a teacher arrange a teaching-learning situation which will engage
student to learn? Here are some points to remember.

There are many ways of teaching for the different kinds of learners.

Corpuz & Salandanan, (2013) enumerated the following approaches and methods, which may be
useful for the different kinds of learners. Some are time tested methods, while others are non-
conventional constructivist methods.

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry Method,

Problem-Based Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells, Think-Pair-
Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning,
4. Other approaches: Blended Learning, Reflective Teaching, Integrated Learning,
Outcomes-Based Approach

Teachers have to take into consideration that the different strategies should match with the learning styles
of the students.

 Students have different learning styles. There are many classifications of learning styles
according to the different authors. The Multiple Intelligence Theory of Howard Garner implies
several learning styles, but for our lesson, we will focus on the three learning styles which are
Visual, Auditory and Kinesthetic. These three preferred styles can help teachers choose the
method and the materials they will use.

Common Characteristics Tips for Teachers about Learning

Turn notes into pictures’ diagrams, maps. Learn

Visual- uses graphs, charts, pictures; tends to
the big picture first than details. Make mind maps
remember things that are written inform.
and concept maps.

Auditory- recalls information through hearing

Record lectures and listen to these. Repeat
and speaking; prefers to bee told how to do
materials out loud “parrots”. Read aloud.
things orally; learns aloud.

Kinaesthetic- prefers hands-on approach; Learn something while doing another thing (eats
demonstrates how to do, rather than explain; while studying). Work while standing. Like
likes group work with hands on-minds on. fieldwork. Do many things at one time

 Teaching and learning must be supported by instructions materials(IMs)

Considering the teaching methodologies and the learning styles, the different support materials
should be varied. This will ensure that the individual differences will be considered.

Instructional materials should be complement Visual, Auditory and Tactile or a combination of

the three. However, following Dale’s Cone of Learning which is a visual device, can help
teachers to make decision on what resources and materials will maximized learning.

Page 8 of 20
 CONE OF LEARNING

After to weeks Nature of Involvement

We tend to remember
10% of what we READ Reading Verbal Receiving

20% of what we HEAR Hearing words

30% of what we SEE Looking at picture

Watching a movie Visual Receiving

50% of what we
HEAR and SEE Looking at an exhibit
Watching a Demonstration
Seeing it Done on Location
Participating in a discussion Receiving/Participating
70% of what
we SAY Giving a talk

90% of what we SAY & DO Doing a Dramatic Presentation Doing

Simulating the Real Experience
Doing the Real Thing

So what instructional support materials will the teachers use, according to the learning styles and the
outcomes to be achieved? Here guidelines.
1. Use of direct purposeful experience through learning by doing retains almost all of the learning
outcomes. Ninety percent of learning is retained. Examples are field trip, field study, community
immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities where learners have
the opportunity to talk and write. Seventy percent of learning is remembered. Examples are
small group discussion, buzz session, individual reporting, role play, panel.
3. Passive participation as in watching a movie, viewing exhibit, watching demonstration will
retain around 50% of what has been communicated.
4. By just looking at still pictures, paintings, illustrations, and drawings, will allow the retention of
around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading, will ensure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to abstract, each layer contributes to
learning and requires instruction support materials.
Visual: Concrete (flat, 3-dimensional, realises, models, etc.) or abstract (verbal symbols, words)
Audio: recordings of sounds, natural or artificial
Audio-Visual: Combination of what can be seen and heard
Kinesthetic: Manipulative materials like modeling clay, rings, dumb bells, equipment’s, others
Experiential: utilize all modalities.

Methods and materials must implement the plan: Taking Action

Example No. 1 Lesson using basic steps and parts as prescribed by DepEd Order 70 s, 2012 for
teachers, two years and less in service.

This lesson plan will show the basic component of any plan. This can be applied to any subject
that follows a generic format.

Page 9 of 20
 Lesson plan in Science
I. Objectives/ Intended Learning Outcomes
1. Tell that force is applied to move objects
2. Describe that pushing or pulling with a force moves objects.
3. State that if force moves the object away from the person it is a push.
4. State that if the force moves the object towards the person, it is a pull.
II. Subject Matter
A. Topic: Pushing or pulling moves objects
B. Reference; Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves object away.
3. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, making Operational Definition
E. Materials: Real objects like chairs, tables, books, stones, big boxes and pictures.
III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/ Past Lesson
B. Lesson Proper
1. Motivation
1.1 Bring children to observe outside the classroom to identify things or objects that
are moving.
1.2 Ask the children to report their observation in the class.
2. Pre-laboratory Activities
2.1 Let the learners recall the standards during a laboratory activity
2.2 Present all the materials needed.
3. Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity 1: Force: Can it Push or Pull?
3.3 Each group records observation for exhibit and reporting.
4. Post-Laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze each group result with the whole class
4.3 Make agreements on the results that lead to conceptualization.
5. Conceptualization
5.1 Throw the following questions to the class to elicit their form concepts.
a) What is needed to move the object from one place to another? (Force is
needed to move the object.)
b) How will you move with a force if you want the object to go far from you?
(Push the object away.)
c) How will you move with a force, if you want the object to move near you?(Pull
the object near.
6. Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it.
IV. Assessment of Learning Outcomes
Circle the letter of the correct answer.
1. If you throw a ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide

Page 10 of 20
 2. You want the chair to be nearer you, so your best friend can sit, what will you do?
a. Push b. Push the chair c. Carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a passage. What
will you do?
a. Break the table b. Push the table to the side c. Pull the table
4. What do you need in order to move an object away or near you?
a. Force b. Food c. Water
5. Can your force move everything?
a. Yes b. No c. Not sure
V. Assignment
At home, list four objects that you can push or pull. What did you use push or pull the
objects?

Finding out what has been achieved: Assessing achieve outcomes

At the end of the activity, the teacher will find out if the intended learning outcomes (ILO) have 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 is
what 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.

APPLICATION

ACTIVITY 1 What is Your Learning Style?

1. Study the Learning Style Choice Board and check as many as you feel you want to do more often.
2. If you have more choices, then you have a multiple learning style as an individual.

Source: Loving 2 learn .com

Visual Musical/Auditory Verbal

●Create Visual Diagram ●Write a Song or Rap ●Teach Concept
●Graphs Results of the Survey ●Create a Dance ●Write Instructions
●Create a comic strip ●Write a Jingle ●Create Ads
●Create a Poster ●Create a Rhyme ●Write a Poem
●Draw a Map ●Use an Instrumental to create ●Keep a Journal
●Create a Power Point ●Retell in your Own Words
●Create a Webcast or Video ●Teach Concept Mapping
●Write a Story

Physical/ Kinesthetic Learning Styles/ Choice Board Logical/Mathematical

●Create a game We all learn in different ●Create a Code
●Do an Experiment ways! Pick your way to discover, ●Make A Time line
●Construct a model think, create, and learn concepts ●Compare/Contrast Ideas
●Build a Representation in all areas; math reading, ●Create an Outline
●Create a Sport science, history, writing etc. ●Design A map
●Show a Pattern
●Teach Concept Mapping
Social Solitary Naturalist
●Tell Stories or Poems ●Research an Area ●Collect and Categorize Data,
●Survey Others ● Keep a Journal Material, or ideas
●Interview Someone ●Write about personal ●Discover or Experiment
●Teach a Cooperative Game Experience ●Take a Field Trip
●Role Play ●Think about and plan ●Adapt Materials
●Hold a Discussion ●Create a Power Point ● Label and Classify

Page 11 of 20
 ●Read a Book on

ACTIVITY 2 Matching the Teaching Strategies with Learning Style In Curriculum Implementation

Congratulations Future Teacher!

Now that you have identified your own learning Style, What strategy or Method of Teaching will
be most appropriate for you? Make a Lesson Plan that is most appropriate for your learning style, using
the basic components as prescribed by the Department of Education.

I. Objectives

II. Subject Matter

III. Procedure

IV. Assessment

V. Assignment

ACTIVITY 3

Let’s recall! Provide the answer to what is asked in each item.

1. What is the first level of knowledge in Bloom’s Taxonomy?

2. What is the highest level of cognition in the Revised Bloom’s Taxonomy?
3. What DepED Order requires a newly hired teacher to write’s lesson Plan?
4. What is referred to as a miniscule curriculum that the teacher implements every day?
5. What is the learning style of the learner, who likes to tinker with many things?
6. What component of the lesson plan requires an active action for a curriculum to be implemented?
7. Who provided a visual model to show what instructional support can best enhance learning?
8. Who was Bloom’s student who revised his taxonomy of objectives?
9. Who is the frontline curriculum implementer?
10. Who provided the original taxonomy for the cognitive domain?

ACTIVITY 4

Reflect on and answer the statement below, based on the lesson you learned in this lesson.

When I become a teacher,

I wll…………………………
Because…………………….

LESSON 3 The Role of Technology in Delivering the Curriculum

ACTIVITY

Define the following types:

1. Computer literacy
2. Digital Literacy
3. Media Literacy
4. Technology Literacy

ANALYSIS
1. Are the different types of literacy the same? Why? Why not?
2. What are their similarities and differences?
3. Which type are you more familiar with?
4. How are the following literacies developed in the curriculum?
5. How do the following literacies help deliver the curriculum?

ABSTRACTION

Page 12 of 20
 Instructional media may also be referred to as media technology or learning technology, or simply
technology. Technology plays a crucial role in delivering instruction to Learners.
Technology offers various tools of learning and these range from non-projected and projected
media from which the teacher can choose, depending on what he/she sees fit with the intended
instructional setting. For example, will a chalkboard presentation be sufficient in illustrating a
mathematical procedure; will a video clip be needed for motivating learners?

In the process, what ensues is objective-matching where the teacher decides on what media or
technology to use to help achieve the set learning objectives.

Non-projected media Projected media

Real Books Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Film trips
Printed materials ( books, worksheets) Video, VCD, DVD
Visuals (drawings, photographs, graphs, charts, Computer/multimedia
posters) presentation
Visual boards (chalkboard, whiteboard, flannel
board. etc.)
Audio materials

Table 2–Types of instructional Media/Technology

Factors in n Technology Selection

In deciding on the which technology to use from a wide range of media available, the factors on
which to base selection are:

1. Practicality. Is the equipment (hardware) or already prepared lesson material (software)

available? If not, what would be the cost in acquiring the equipment or producing the lesson in
audial or visual form?
2. Appropriateness in relation to the learners. Is the medium suitable to the learners' ability to
comprehend? Will the medium be a source of plain amusement or entertainment, but not
learning?
3. Activity/suitability. Will the chosen media fit the set instructional event, resulting in their
information, motivation, or psychomotor display?
4. Objective-matching. Overall, does the medium help in achieving the learning objective(s)?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of commerce,
science and Education, is fast developing such that it is difficult to foresee the technological revolution in
the millennium, inclusive of educational changes. However, technological changes in education will make
its impact on the delivery of more effective, efficient and humanizing teaching-and-learning.

But presently, we can identify three current trends that could carry on to the nature of education in
the future. The first trend is the paradigm shift from teacher-centered to student-centered approach to
learning. The second is the broadening realization that education is not simply a delivery of facts and
information, but an educative process of cultivating the cognitive, affective, psychomotor, and much more
the contemplative intelligence of the learners of a new age. But the third and possibly the more explosive
trend is the increase in the use of new information and communication technology or ICT.

Already at the turn of the past century, ICT, in its various forms and manifestations has made its
increasing influence on education and the trend is expected to speed up even more rapidly. Propelling
this brisk development is the spread of the use of the computer and the availability of desktop micro-
computers affordable not only to cottage industries, businesses, and homes but also to schools.

For now, the primary roles of educational technology in delivering the school curriculum's
instructional program have been identified:

 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 learning, such as Open Universities and lifelong learning to adult
learners and

Page 13 of 20
  revolutionizing the use of technology to boost educational paradigm shifts that give
importantance to student-centered and holistic learning.

These primary roles are based on the framework of Technology Driven Teaching and Learning called
TPACK ((1) Technological knowledge, (2) Pedagogical Knowledge and (3) Content Knowledge).

TPACK shows that there is a direct interconnectedness of the three components, thus in teaching-
learning process, a teacher should always ask and find the correct answer to the following questions for
every lesson.

1. What shall I teach?

2. How shall I teach the content? (Pedagogical knowledge)
3. What technology will I use in how the teach the content? (Technological Knowledge)

Below is the diagram of the TPACK as a Framework in the Teaching and Learning. Detailed explanation
and discussion is covered in the course Technology for TEACHING AND learning

TECHNICAL KNOWLEDGE
(TK)

PEDAGOGICAL

KNOWLEDGE
CONTENT
(PK)
KNOWLEDGE

(CK)

Criteria for the Use of Visual Aids

Learners say, we learn 83% through the use of sight, compared with less effective ways to learn:
Hearing (10%), smell (4%), touch (2%) and taste (1%). In the use of visuals for a wide range of materials
(visual boards, charts , overhead transparencies, slides, computer-generate presentations), there are
basic principles of basic design.

Assess a visual material or presentation (a transparency or slide) using the following criteria:

Visual elements (pictures, illustrations, graphics)

1. Lettering style or font- consistency and harmony
2. Number of lettering style- no more than 2 in a static display (chart, bulletin board)
3. Use of Capitals- short titles or headlines should be no more than 6 words.
4. Lettering colors- easy to see and read. Use of contrast is good for emphasis.
5. Lettering size-good visibility even for students at the back of the classroom.
6. Spacing between letters- equal and even spacing
7. Spacing between lines- not too close as to blur at a distance
8. Number of lines- No more than 8 lines of text in each transparency/slide.
9. Appeal- Unusual/catchy, two-dimensional, interactive (use of overlays or movable flaps)
10. Use of directional-devices (arrows, bold letters, bullets, contrasting colors and size, special
placement of an item.

APPLICATION

ACTIVITY 1

A. Assess a visual material or presentation(Transparency or Power Point Slides Presentation.

Using the criteria below, check YES if it complies with the criteria or make X if it does not comply
with the criteria.

Page 14 of 20
 Criteria YES NO
(/) (X)
1. Lettering style or font(consistency and harmony)
2. Number of lettering style(not more than 2 in a slide)
3. Use of Capitals(Titles or Headings, not more than 6 words)
4. Lettering colors- easy to see and read. Use of contrast is good for emphasis.
5. Lettering size-can be read even at the back of the classroom.
6. Spacing between letter- equal and even
7. Spacing between lines- not too close as to blur at a distance
8. Number of lines- Not more than 8 lines of text in each slide.
9. Appeal-Catchy two-dimensional interactive, with animation.
10. Use of designs, illustrations, contrasting colors, animation.

B. Analyze your Lesson Plan that you made in Application in the previous lesson using the illustration of
the TPACK Framework and provide answer to the major questions below

Key Question Answer TPACK Framework

1. What was/were content/s of
your lesson? What was your Content Knowledge
lesson about?
What was the subject matter of
the lesson?
2. How did you intend to teach
the content or subject matter? Pedagogical knowledge
What strategy did you use?
3. What technology in teaching-
learning was needed? What Technological knowledge
audio-visual, electronic devices
were needed to teach the
content?
4. Will learning outcomes be
achieved if the CK, PK, and TK
relate to one another? Explain.

LESSON 4 Stakeholders in Implementing the Curriculum

ACTIVITY

Complete the concept map with the stakeholders in curriculum that comes to your mind.

Page 15 of 20
ANALYSIS
1. Who are the stakeholders that you listed?
2. Why did you consider them as stakeholders?
3. How important are they in implementing the curriculum?
4. Do you have other stakeholders in mind? Who are they?
5. Who among the stakeholders is the most visible? Least visible?

ABSTRACTION

Curriculum Stakeholders

1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum development? The old view that students
are mere recipients of the curriculum, is now changing. Learners have more dynamic participation from
the planning, designing, implementing and evaluating. However, the degree of their involvement is
dependent on their maturity. The older they are in high school or college, the more they participate. From
another angle whether Learners are in the elementary or college level, they can make or break curriculum
implementation by their active or non-involvement. After all, learners together with the teachers, put action
to the curriculum.

At the end of the curriculum development process, the fundamental question asked is: Have the
student learned?

When some college students were asked about their role in curriculum development, here are their
answers.

Student 1: I never realize that as a student, I have a participation in curriculum development. It is true
that as students, our learning is the basis of the success or failure of the curriculum. For example. if all of
us pass the board examination, it means that the teacher education curriculum is a success.

Student 2: In high school our teachers would always look into what we are learning. The whole year
round, we have varied curricular and curricular activities inside the class. I think, we as students, should
be considered in writing the curriculum.

Student 3: When were in the elementary level, our lessons were very simple. But now that we are in
college, the content we learn has become complicated. I learned that actually, our curriculum is spiral,
and that the difficulty of the subject matter is also adjusted to our maturity level.

Why do curricularists place of a lot of premium on the students? It is because, the learners make the
curriculum alive. A written curriculum that does not consider the students, will havea little chance to
succeed.

2. Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the curriculum. No
doubt, the most important person in curriculum implementation is the teacher. Teachers' influence upon
learners cannot be measured. Better teachers foster better learning. But teachers need to continue with
their professional development to contribute to the success of curriculum implementation. Teachers
should have full knowledge of the program philosophy, content and components of curriculum and ways
of teaching.

A teacher designs, enriches and modifies the curriculum to suit the learners' characteristics. As
curriculum developers, teachers are part of textbook committees, teacher selection, school evaluation
committee or textbooks and module writers themselves.\

When a curriculum has already been writen, the teacher's role is to implement it like a technician,
however, teachers are reflective persons. They put their hearts into what they do. They are very mindful
that in the center of everything they do, is the learner.

Page 16 of 20
Some of the roles that the teachers do in curriculum implementation are:

1. Guiding, facilitating and directing the activities of the learners;

2. Choosing the activities and the methods to be utilized
3. Choosing the materials that are necessary for the activity;
4. Evaluating the whole implementation process and
5. Making a decision whether to continue, modify or terminate the curriculum.

All these roles are very crucial to achieve success in the implementation. Unsuccessful implementation
may even lead to education failure.

Let us read how the teacher are viewed as curriculum implementer.

Student: I believe my teachers know very well our curriculum. She knows what to teach and how to
teach it well. I do not miss my class every day because she guides us in all our lesson activities. Without
our teacher, I am not sure if we can learn more than what we are achieving now.

Teacher: As a classroom teacher, it is my responsibility to make my students learn. I have to give action
to the written curriculum. I have to see to it that my students are Provided with experiences to learn from.
I keep in my mind, how I can sustain the interest of my students by using teaching strategies that are
affective. At the end of the day, I am very happy to know that my students have achieved the intended
learning outcomes. I do this because as a teacher, I am a curriculum implementer.

Truly, the teacher has a great stake in n the curriculum. Curriculum planning, designing and
implementing are in the hands of a good teacher. In the educational setting, it is clear that the teacher has
a very significant role in curriculum development.

2. School leaders are curriculum managers.

Principals and school heads, too, have important roles in curriculum implementation process in
schools. That should understand fully the need for change and the implementation peocess. They should
be ready to assist the teachers and the students in the implementation. Communication line should be
open to all concerned should the school leaders lead in curriculum teamwork.

Convincing the parents on the merits of the new curriculum is the job of the school heads. They
should be committed to change and should employ strategies to meet the needs of the teachers and
learners like buildings, books, library and other needed resources.

Let us listen to the two school heads on how they understand their stakes ok n the curriculum.

Principal: I am a principal of a big central elementary school. It is part of my function to lead my school
in any curriculum innovation. First of all, I make sure that my teacher’s u understand the restructuring or
alteration of our school curriculum that is forthcoming. I also call on the parents to participate in the
change that will happen by keeping them informed. I have to make sure that materials needed are
available for the teachers and students to use. I always keep in mind role as an instructional leader.

Head Teacher: Leading a small school in a far flung barrio has its pros and cons. First, there are few
teacher to supervise and fewer students to support. As a proactive school head, I always see to it that we
keep Pace with the changes in the school curriculum. While preparing for the implementation of K to 12, I
realize that change process is inevitable. My teachers have to be retained, and their attitudes should be
changed. I am responsible in seeing to it that the curriculum is implemented as it should be and at the
end of the year, our school can show evidence that learning has taken place as designed by K to 12
recommended curriculum.

1. Parents

Parents are significant school partners. Besides the students, teachers and school
administrators, play an important role in curriculum implementation. When children bring home a
homework from school, some parents are unable to help. Schools need to listen to parents' concerns
about school curriculum like textbooks, school activities, grading systems and others. Schools have one
way of engaging parents' cooperation through Brigada Eskwela. In this event, parents will be able to know
the situation in the school. Most often parents volunteer to help. They can also be tapped in various co-
curricular activities as chaperones to children in Boy and Girl Scouting, Science Camping and the like.
Parents may not directly be involved in curriculum implementation, but they are formidable partners for
the success is any curriculum development endeavor.

Page 17 of 20
Here are two examples of how parents think of their stake in curriculum development.

Parent: I am proud that my child goes to this school. The teachers are hardworking and the school head
is very supportive. On my part, I always cooperate with the school's concern that will make my child learn.
I volunteer for work where I am needed. We, parents, support the Brigada Eskwela and other school
activities. If they call on us parents, we always answer their request. We also make suggestions on how
the parents at home can assist in the learning of the children.

Guardian: I am a guardian. I stand as a second parent of my nieces and nephew. I know that as a
parent, I should not leave entirely to the school the responsibility of educating the child. Although, I do not
really know much of new curriculum, I welcome the changes that the school is making. I am always ready
to give support to school concerns of my wards.

How do parents help shape the curriculum in schools? Here are some observations.

 The school composed of parents who are positively involved in school activities have better
achievement than schools with uninvolved parents. Disciplinary problems are minimal, and
students are highly motivated. When parents take interest in their child's learning, they become
closer to the school.
 The home is the intended school environment. In lifelong learning, the achieved in learning in
schools are transferred at home. Thus, the home becomes the laboratory I f learning. Parents see
to it that what children learn in school are practiced at home. They follow up lessons, they make
available materials for learning and they give permission for the participation of their children.
 In most schools, parent associations are organized. This is being encouraged in School Based
Management. In some cases, this organization also includes teachers to expand the school
learning community. Many school projects and activities are supported by this organization. This
is considered as the best practice in most performing schools.

2. Community as Curriculum Resources and Learning Environment

"It takes the whole vilage to educate the child." is an African proverb as mentioned by former U.S
first lady Hillary Clinton. What do you understand about statement?

Yes, it is true that the school is in the community, hence the community is the extended school
ground, a learning environment. All barangay leaders, the elders, others citizens and residents of the
community have a sake in the curriculum. It is bigger school community that becomes the venue of
learning. The rich natural and human resources of the community is the reflection of the school's
influence and the school is a reflection of the community.

3. Other Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school curriculum. These are agencies
and organization that are involved in the planning, design, implementation and evaluation of the school
curriculum. To name a few, the list follows.

3.1 Government Agencies

 DepEd, TESDA, CHED– trifocalized agencies that have regulatory and mandatory
authorities over the implementation of the curricula.
 Professional Regulation Commission (PRC) and Civil Service Commission (CSC)– the
agency that certifies and issues teacher licenses to qualify one to teach and affirms and
confirms the appointment of teachers in the public schools.
 Local Government Units (LGU) include the municipal government officials and the
barangay officials. Some of the teachers are paid through the budget of the LGUs. They
also construct school buildings, provide equipment, support the professional development
teachers and provide school supplies and books.They are the big supporters in the
implementation of a school curriculum.

3.2 Non–Government Agencies and Professional Organizations

Non–government agencies are organizations and foundations that have the main function
to support education. To name a few, this includes the following:

Page 18 of 20
  Gawad Kalinga(GK)– to build communities means to include education. The full support
of GK in early childhood education is very significant. In each village, a school for
preschool children and out-of-school youth have been established.

 Synergia– an organization/foundation that supports basic education to elevate education

through Reading, Science, Mathematics and English.

 Metrobank Foundation– Supports continuing teacher development programs.

 Professional Organizations like Philippine Association For Teachers and Educators
(PAFTE), State University and Colleges Teacher Educators Association(SUCTEA),
National Organization of Science Teachers and Educators(NOSTE),

Mathematics Teachers Association of the Philippines (MTAP) and many more.

A school curriculum, whether big or small is influenced by many stakeholders. Each one has a
contribution and influence in what should replace, modify and substitute the current curriculum. Each one
has a significant mark in specific development and change process of curriculum development.

APPLICATION

ACTIVITY 1 Learn More, Make an Interview

With the use of the interview protocol below, ask two persons (ex: 1 student and 1 teacher OR 1
teacher and one LGU) among the Stakeholders. Record your interview data and report to the class.

Name of the Interviewee: ____________________________Interviewer:____________

Name of School:_________________________________________________________

Category: (Check only)

Student:________Teacher:_____School Head:______Parent:_________

Community:______________LGU:________Govt Agency:________ Non-Govt Agency:_________

Lead Questions:

1. What do you know about the curriculum that is taught in this school?
2. Are you involved in the activities in the school? How?
3. Why do you get involved in the school activities?
4. Do the activities contribute to the learning achievement of the students?
5. What is your most important involvement that contributed to the learning of the students? Give
specific example.
6. Would you like to continue what you are doing for the school curriculum? Why?

Note to interviewers:

1. You may use tape recorder or write your answers on the field notebook.
2. Consolidate the answers and write your report for two individual samples in paragraph form.
3. Submit to your faculty facilitator and make and share your experiences to the whole class.

ACTIVITY 2

Stakeholders: How are they involved in curriculum implementation?

Enter in the matrix the stakeholders and identify their involvement in curriculum implementation.

Stakeholders Involvement

ACTIVITY 3

Page 19 of 20
Question for REFLECTION: Reflect on this question and answer below.

If all the stakeholders contribute positively in curriculum implementation, do you think,

curriculum change or development will succeed? Why or Why not?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Reference:

Page 20 of 20
Bilbao. P.P. et al. (2020). The Teacher and the School Curriculum. Quezon City: Lorimar Publishing Inc.

Page 21 of 20