Curriculum

Implementation

Discussed by:
Losanga, Franklin T.
Alde, Ronel B.
Ramilo, Ronneal B.
 Implementing the
Designed Curriculum as a
Change Process
Objectives:
At the end of the lesson, the students should:
 
• Define Curriculum Implementation
• Analyze what is change process in
curriculum implementation
 
• Explain the process of curriculum
implementation
Implementing the Designed Curriculum
as a Change Process
Curriculum Implementation–
Putting into practice the written curriculum
that has been designed in the syllabi, course of
study, curricular guides, and subjects.
Implementing the Designed Curriculum
as a Change Process
Curriculum Implementation–
Ornstein and Hunkins - as the inter action
between the curricula that has been written and
planned and the persons(teachers) who are in
charged to deliver it.
Loucks and Lieberman- they defined it as the
trying out of a new practice and what it looks
like when actually used in school system..
Implementing the Designed Curriculum
as a Change Process
Concept of Change
Change is a constant law of nature. It bring
improvements. Change is an ongoing process.
Implementing the Designed Curriculum
as a Change Process

Features of Change
• It’s a PROCESS not an EVENT
• It require time, energy and resources.
• It is achieved incrementally and entails
development in feelings an skills.
Implementing the Designed Curriculum
as a Change Process
Process of curriculum change may be
assisted by permissiveness and support
in accordance of with a helpful
improvement in curriculum.
 Kurt Lewin’s Force Theory of
k
Change
Kurt Lewin (1951) . The Father of social psychology explains
the process of change.

- There are two forces that oppose each other. 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 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.
 Force Field Analysis in Curriculum Change
Driving Forces Restraining Forces

Government Interventions
C Fear of the unknown

H
EQU
A
Society’s Values Negative Attitudes to change
ILIB
RUI
Technological Changes N
M Tradition Values

Knowledge Explosions
G Limited Resources

E
Administrative Support Obsolete Equipment
If the driving force is equal to the restraining
force, will change happen?
What happens when changes occur?
What is the value & role change?
What causes the change?
Implementing the Designed Curriculum
as a Change Process
Categories of Curriculum Change
1. Substitution- Replace the present with a new one
2. Alteration- Introduce minor changes or
modification on the current one
3. Restructuring- Introduce major modification of the
current curriculum
4. Perturbation- Changes happen within a fairly
short time
5. Value Orientation- Respond to shift in emphasis
within the vision/mission of the school
Implementing the Designed Curriculum
as a Change Process
Three important elements of change
DEVELOPMENTAL

PARTICIPATORY SUPPORTIVE
 DEVELOPMENTAL

- It should develop multiple perspective, increase

integration and make learning autonomous, create a
climate of openness and trust, and appreciate and affirm
strengths of the teacher.

There are simple stages in the developmental change

process for taachers.

First, orientation and operation. The initial use is very

mechanical or routinary. However, as the skills are honed
and mastery of the routine is established, refinement
follows. In this step, there will be continuous reflection,
feedback and refinement.
 PARTICIPATORY

- Other stakeholders like peers, school leaders, parents, and

curriculum specialists are NECESSARY.
- Characteristicsof 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.
- Encourage sense of ownership and accountability.

- Participation
builds a learning community which is
very necessary in curriculum implementation
 SUPPORTIVE
- Material support like supplies, equipment, and conductive
learning environment like classrooms and laboratory should
be made available.
- 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…….
Are the schools that make a big difference
in fact be the most innovative and
effective?
Does change is synonymous with
improvement?
Can teachers control the changes that affect
them?

Do different educators engage in change

for the same reason?
THANK YOU
AND
GOD BLESS