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9
Teacher and the School Curriculum TELESFORO V. INUMERABLE,EDD.-INSTRUCTOR
 CALAUAG CENTRAL COLLEGE INC.
COLLEGE OF EDUCATION

Subject
Description
CMO No. 74, s. 2017
This course includes the fundamental concepts and principles in curriculum and
curriculum development as a foundation to engage prospective teachers as
curricularists. The more active role of the teacher in planning, implementing,
and learning and curricular reforms shall be given emphasis.

Learning
Overview
We hear teachers say “Here goes again, another curricular change! We are
already overloaded! Why do we have to do this?” This is a common voice that
we hear from teachers and curriculum implementors. But as we mentioned,
change is inevitable in curriculum development. To be relevant, we need to
change---- a change for the better and it can be obviously seen through
implementation.

Module
Learning
AtOutcomes
the end of the course, the students must be able to:
1. Define curriculum implementation.
2. Analyze what is change process in curriculum implementation
3. Create reflection notes on the importance of curriculum implementation and as
a change process.

Topics included:
Essential  A. Curriculum
content Impementation Defined
The Teacher as 
Curriculum B. Curriculum
Implementor and Implementation as a Change
Manager Process

Introduction C. Categories of Curriculum

Change
The next step after the curriculum planning and designing is to implement it.
As a teacher, this is one of the major roles that you do in the school. Many of
the curricula that you see may have been recommended and written down.
Your task is to implement such. The success of learning depends on the
implementation effort. This time, what has been planned and designed will
be put into action. It is the teacher who will add more meaning to the various
activities in the classroom---teaching styles. Teachers must make the day of
the learners interesting, engaging, and unforgettable. No curriculum should
stop at planning or designing phase. It has to be implemented.

Discussion
Teacher and the School Curriculum TELESFORO V. INUMERABLE,EDD.-INSTRUCTOR
 CURRICULUM IMPLEMENTATION DEFINED

Following the curriculum models of Tyler, Taba, Sylor, and Alexander of Lewis, is
the next step to curriculum designing which is curriculum implementing. This is the
phase where the teacher action takes place. It is one of the most crucial phases in
curriculum development although many education 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 of the implementor who is the teacher.

Curriculum implementing means putting into practice the written curriculum that
has been designed in syllabi, course of 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 (1998) defined curriculum implementation as the interaction

between the curriculum that has been written and planned and the pesons
(teachers) who are in charge to deliver it. To them, curriculum implementation
implies the following:

a. Shift from what is current to a new or enhanced curriculum

b. Change in knowledge, actions, and attitudes of the persons involved.
c. Change in behaviour using new strategies and resources.
d. Change which requires efforts hence goals should be achievable.

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 larger 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 interactions, personal contacts, and support.

CURRICULUM IMPLEMENTATION AS A CHANGE PROCESS

Kurt Levin’s Force Field Theory and Curriculum Change

Kurt Levin (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 Levin in his Force
Field Theory.

According to Levin, change will be better if the restraining forces shall be

decreased, rather than increasing the driving force.

Teacher and the School Curriculum TELESFORO V. INUMERABLE,EDD.-INSTRUCTOR

 CATEGORIES OF CURRICULUM CHANGE

McNeil in 1990 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 or 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 whole school for K to 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 instead of leaving everything to the
teacher.

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: 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.

IMPORTANT ELEMENTS OF CURRICULUM CHANGE AND IMPLEMENTATION

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.

a. Developmental: It should be developmental in the sense that it 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 developmental change process for the teachers. First is
orientation and preparation. The initial use is very mechanical or routinary.
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 the learning outcomes. In this step, there will be
continuous reflection, feedback, and refinement.

b. Participatory: For curriculum implementation to succeed, it should be

participatory, especially because other stakeholders like peers, school leaders,
parents, and curriculum specialists are necessary. Characteristics of teacher styles,
commitment, and willingness to change, skills, and readiness are critical to

Teacher and the School Curriculum TELESFORO V. INUMERABLE,EDD.-INSTRUCTOR

 implementation. This should be coupled with organizational structure, principal
style, student population characteristics, and other factors. Trust among key
players should also 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 very necessary in curriculum implementation.
c. Supportive: This type of curriculum implementation is required in the process
of change. Material support like supplies, equipment, and conducive 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.

LEARNING
ASSESSMENT
Directions: Supply the table with the information from the box. Be careful in choosing the
elements as to driving or restraining force.

DRIVING FORCE RESTRAINING FORCE

E
Q
U
I
L
I
B
R
I
U
M

obsolete equipment government intervention technological changes

fear of the unknown society’s values knowledge of explosion
negative attitude to change limited resources administrative support
tradition values

LEARNING
REFLECTION
C1,C2,C4

Explain: “A good plan is work half done.” (Relate your response with
curriculum implementation.)

Teacher and the School Curriculum TELESFORO V. INUMERABLE,EDD.-INSTRUCTOR

 LEARNING APPLICATION

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 or why not? If yes, please cite steps/actions that you would do to put your
finger on a pie.

21ST CENTURY LITERACY

References INTEGRATION:

C1. CHARACTER
Philippine Normal University – LET Reviewer C2. CITIZENSHIP
C3. COMMUNICATION
Hyperlinks – Professional Education Materials C4. CRITICAL THINKING
Curriculum Development for Teachers (Bilbao, P. et.al, 2015)
C5. COLLABORATION
C6. CREATIVITY

Teacher and the School Curriculum TELESFORO V. INUMERABLE,EDD.-INSTRUCTOR