Catanduanes State University

College of Education
Virac, Catanduanes

CHAPTER 3
IMPLEMENTING THE CURRICULUM

Module 4: The Teacher as a Curriculum Implementor and a Manager

Lesson 4.1: Implementing the Designed

Curriculum as a Change Process

Desired Learning Outcomes:

Define curriculum implementation
Analyze what is change process in curriculum implementation
Explain the process of curriculum implementation

Curriculum Implementation Defined

Following the curriculum models of Tyler, Taba, Saylor, and Alexander or Lewis is the next step
to curriculum designing which is curriculum implementing. This is the phase where teacher action takes
place. It is one of the most crucial process 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 implementation 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 in (1998) defined curriculum implementation as the interaction between the
curriculum that has been written and planned and the persons (teachers) who are in charge to deliver it. To
them, curriculum implementation implies the following:
Shift from what is current to a new or enhanced curriculum;
Change in knowledge, actions, and attitudes of the persons involved;
Change in behavior using new strategies and resources; and
Change which requires efforts hence goals should be achievable.
Loucks and Lieberman (1983) define 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 larger scale, curriculum implementation means putting the curriculum into operation with the
different implementing agents. Curriculum implementation takes place in a place, 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.

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

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 educational 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 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 happen? Do
you think, there will be curriculum change in this situation? Why?

Driving Force
E Restraining Forces
Government Intervention Q
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
U
Administrative Support M Obsolete Equipment
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?
Let us look first at the different changes that occur in the curriculum. It is important to
identify these as part of our understanding of curriculum implementation.

Categories of 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 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 significant
involvement of parents in the child instead of leaving everything to the teacher. Using the
“In-School Off-School” or a blended curriculum is an example of restructuring.

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

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 required 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 it should develop multiple
perspectives, increase integration and make learning autonomous, create a climate of
openness and trust, and appreciate and affirm the strengths of the teacher. There should be
teacher support in trying new tasks, and reflection on the new experiences and challenges.
There are simple stages in the 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 these steps, 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. Characteristics of teacher styles, commitment,
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 also be sought as this is a positive
starting point. Involvement and participation encourage a sense of ownership and
accountability. Participation builds a learning community which is very necessary in
curriculum implementation.
Supportive curriculum implementation is required in the process of change.
Material support like supplies, equipment, and conductive learning environments like
classrooms and laboratories should be made available. Likewise, human support is very
much needed. The school leader or head should provide full support 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, a period of three to five years to institutionalize a curriculum is suggested. Time
is needed by the teachers to plan, adapt, train or practice, 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 is time bound.
Support from peers, principals, and external stakeholders will add to the success of
implementation. When teachers share ideas, work together, solve problems, create new materials,
and celebrate success, more likely that curriculum implementation will be welcomed.

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

Lesson 4.2: Implementing a Curriculum Daily in the Classrooms

Desired Learning Outcomes:

Review the components of a daily plan for teaching
Identify intended learning outcomes
Match learning outcomes with appropriate teaching methods

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
numbers, 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 experience shall be required to prepare Daily
Lesson Plans which shall include the following:
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 schools
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 every day, 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 the focus of the
lesson. Learning outcomes are based on Taxonomy of Objectives presented to us as cognitive,
affective, and psychomotor. Bloom’s Taxonomy has been revisited by his own students, 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
APLLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

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

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

Revised Bloom’s Taxonomy: A Quick Look

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

LOWER-ORDER THINKING SKILLS LOTS

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

Levels of Knowledge
1. Factual Knowledge- ideas, specific data, or information.

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

2. Conceptual Knowledge- words or ideas known by common name, common features, and
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.
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 you as a teacher arrange a teaching-learning situation which will
engage students 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 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 just 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 Learners

Visual- uses graphs, charts, and pictures; tends to Turn notes into pictures, diagrams, maps. Learn
remember things that are written in the form. the big picture first than the details. Make mind
maps and concept maps.
Auditory- recalls information through hearing Record lectures and listen to these. Repeat
and speaking; prefers to be told how to do things materials out loud “parrots”. Read aloud.
orally; learns aloud.
Kinesthetic- prefers hands-on approach; Learn something while doing another thing (eats
demonstrates how to do, rather than explain; likes while studying). Work while standing. Like
group work with hands-on, minds-on. fieldwork. Do many things at one time.
Teaching and learning must be supported by instructional 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.

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

Instructional materials should 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 maximize learning.

CONE OF LEARNING
After 2 weeks Nature of Involvement
We tend to remember
10% of what we READ Reading Verbal Receiving
20% of what we HEAR Hearing Words

Passive
30% of what we SEE Looking at Pictures
50% of what we Watching a movie
HEAR & SEE Looking at an Exhibit Visual Receiving
Watching a Demonstration
Seeing it Done on Location
70% of what Participating in a discussion Receiving/

Active
we SAY Giving a Talk Participating
90% of what Doing a Dramatic Presentation
we SAY & DO Simulating the Real Experience Doing
Doing the Real Thing
Source: Edgar Dale, Audio-Visual Methods in Teaching (3rd Ed.), Holt, Rinehart and Winston 1969)

So what instructional support materials will the teachers use, according to the learning styles and
the outcomes to be achieved? Here are some 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 trips, field
studies, community immersion, and 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, apnel.
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, realias, models, etc.) or abstract (verbal, symbols, words)
Audio: Recordings of sounds, natural or artificial
Audio-Visual: Combination of what can be seen or heard
Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells, equipments, 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.
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

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

II. Subject Matter

A. Topic: Pushing or Puling 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 objects 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 observations 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.
2.3. Distribute the activity sheet to each group.
3. Laboratory Activity
3.1. Using the activity as a guide, each group works 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 formed concepts.
a. What is needed to move the objects from one place to another? (Force is
needed to move the object.)
b. How will you move with force if you want the object to go far from you?
(Push the object away.)
c. How will you move with the 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
2. You want the chair to be nearer you, so your best friend can sit, what will you do?
a. Pull the chair.
b. Carry the chair.
c. Push 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. Pull the table.
c. Push the table to the side.
4. What do you need in order to move an object away or near you?

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

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 to pull or push
the objects?

Finding out what has been achieved: Assessing achieved 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 are set at the
beginning has been achieved. More detailed discussion will be found in the Module on Evaluation
of the curriculum.

Lesson 4.3: The Role of Technology in

Delivering Curriculum

Desired Learning Outcomes:

Discuss the roles of technology in curriculum delivery
Identify the factors in technology selection including the use of visual aids

After learning fundamental concepts about the curriculum, its nature and its development; comes the
practical phase of curriculum implementation. Appropriately, the significance of technology in
curriculum development deserves discussion.
The role of technology in the curriculum springs from the very vision of the e-Philippine plan (e stands
for electronic). Thus, it is stated: “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 technologies.”
(International workshop on emerging technologies, Thailand, December 14-16, 205). This points to the
need for an e-curriculum, or a curriculum which delivers learning consonant with the Information
Technology and Communications Technology (ICT) revolution. This framework presupposes that
curriculum delivery adopts ICT as an important tool in education while users implement teaching-
learning strategies that conform o the digital environment. Following a prototype outcomes-based
syllabus, this same concept is brought about through a vision for teachers to be providers of relevant,
dynamic, and excellent education programs in a post-industrial and technological Philippine society.
Thus among the educational goals desired for achievement is the honing of competencies and skills of
a new breed of students, now better referred to as a generation competent in literacies to the 3Rs (or
reading, ‘riting, and ‘rithmetic) but influences, more particularly: problem-solving fluency, information
access and retrieval of texts/images/sound/video fluency, social networking fluency, media influence,
and digital creativity fluency.

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

Instructional media may also be referred to as media technology or learning technology, or simply
learning 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 objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawings, photographs, graphs, charts, Video, VCD, DVD
posters) Computer/multimedia presentations
Visual boards (chalkboard, whiteboard, flannel
board, etc.)
Audio materials
Table 2 – Types of Instructional Media/Technology

Factors in Technology Selection

In deciding on 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 of 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 plain amusement or entertainment, but not learning?
3. Activity/suitability. Will the chosen media fit the set of instructional events, resulting in either
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 an
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;

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

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
Revolutionizing the use of technology to boost educational paradigm shifts that give
importance 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 the 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? (Content Knowledge)
2. How shall I teach the content? (Pedagogical Knowledge)
3. What technology will I use in how to teach the content? (Technological Knowledge)

Below is the diagram of the TPACK as a framework in Teaching and Learning. Detailed
explanation and discussion are covered in the course Technology for Teaching and Learning 1.

Figure 1 – TPACK Framework (Koehler, 2006)

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

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 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 or 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 letters- 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 color and size,
special placement of an item).

Lesson 4.4: Stakeholders in Curriculum

Implementation

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 the 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 students 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 co-curricular activities inside the class. I think, we as
students, should be considered in writing the curriculum.
Student 3: When we 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.

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

Why do curricularists place of 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 have a little chance to
succeed?

1. 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 written, 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.
Some of the roles that the teachers do in the 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. An unsuccessful
implementation may even lead to educational failure.

Let us read how the teachers 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 effective. 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 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. They should understand fully the need for change and the implementation
process. They should be ready to assist the teachers and the students in the implementation. The
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 on 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 teachers
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

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V
 Catanduanes State University
College of Education
Virac, Catanduanes

for the teachers and students to use. I always keep in mind my roles as an instructional
leader.
Head Teacher: Leading a small school in a far-flung barrio has its pros and cons. First, there are
few teachers 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 restrained, 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
designated by the 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 of any curriculum development endeavor.
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 extended school environment. In lifelong learning, the achieved learning

Maria Sheila R. Gregorio The Teacher and the School Curriculum

Associate Professor V