EDUC 107: The Teacher and The School Curriculum

FINAL REVIEWER
Curriculum Implementation as a Change Process

Guidelines for Curriculum Change

1. Innovations designed to improve student achievement must be
technically sound?
2. Successful innovation requires change in the structure of a traditional
school.
3. Innovation must be manageable and feasible for the average teacher.

Elements of Curriculum Design

1. Learning Outcomes
2. Subject Matter/Content
3. Teaching-Learning Method
4. Assessment of Learning Outcomes

Guidelines for Curriculum Design

1. Create a curriculum design committee.
2. Set a schedule for meetings to make curriculum design decisions.
3. Gather data about educational issues and suggested solutions.
4. Process data on available curriculum designs.
5. Schedule time for reflection and revision of the design.
6. Present the design to the stakeholders of the school community.

Types of Curriculum Designs

1. Subject-Centered Design
- The most popular and widely used design.
- Content and knowledge are integral parts of the curriculum

a. Subject Design
o Aims to develop knowledge and competence in subject
areas.
o The Curriculum should emphasize both subject matter and
the learner. (Dewey)
b. Discipline Design
o Focuses on the academic disciplines.
o Discipline is specific knowledge with a domain of conceptual
structure, like literature, communication, sciences, history,
mathematics and other disciplines.
c. Broad Field Design
o Interdisciplinary Design
o Educators can simply combine two or more related subjects.
(K-12 Curriculum)
d. Correlational Design
EDUC 107: The Teacher and The School Curriculum
FINAL REVIEWER
o Content integration of subjects which can be linked to other
subjects. English Literature and History, Chemistry and
Mathematics.
e. Process Design
o This design stresses the procedures that allow students to
analyze knowledge acquisition which needs to be learned
and analyzed.
o This motivates students to unravel the process by which
they examine and reach conclusions.

2. Learner-Centered Design
- The learner is the core of educative process.

a. Child-Centered Design
o This curriculum design is anchored on the needs and
interest of the child.
o Learners actively create; construct meanings and
understanding as viewed by the constructivists.
o Learning is a product of the child’s interaction with the
environment.
b. Experience-Centered Design
o Experiences of the learners become starting point of the
curriculum.
o The emergence of multiple intelligence theory blends well
with experience-centered design curriculum.
c. Romantic Design
d. Humanistic Design
o The development of self is the ultimate objective of learning.
o It considers the cognitive, affective and psychomotor
domains to be interconnected and must be addressed in the
curriculum.

3. Problem-Centered Design
- Focuses on social problems. Needs, interests, and abilities of the
learners.
- Various problems are given emphasis.

a. Life Situation Design

o It uses the past and the present experiences of learners as
means to analyze the basic areas of living.
o Curriculum emphasis is on activities that sustain life,
enhance life and individual’s social and political relations.
b. Core Problem Design
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FINAL REVIEWER
o It centers on general education and the problems are based
on the common human activities.
o The central focus of the core design includes common
needs, problems and concerns of the learners.

Curriculum Implementation
 Is an interaction between those who have created the program and those
who are assigned to deliver it.
 Implementation involves changes in knowledge, actions and attitudes of
people.
 It can be seen as a process of professional development, feedback and
assistance.

How should curriculum be implemented?

1. Laissez-faire Approach
o This gives the teacher absolute power to determine what they see
best to implement in the classroom.
2. Authoritarian Approach
o Teachers are directed by authority figures through a
memorandum, to follow a curriculum.

Implementing the Curriculum

 The teacher as Curriculum implementer and Manager.
 Curriculum implementation means putting into practice the written
curriculum that has been designed in syllabi, course of study, curricular
guides and subjects.
 In the classroom context, curriculum implementation means teaching
what has been written in the lesson plan.

Factors Influencing the Implementation of Curriculum

1. Adequacy of resources
2. Time
3. Professional Support
4. Professional Adequacy
5. Professional Knowledge
6. Professional Attitude and Interest

Implementation of Curriculum in the Classroom

1. What objectives do I hope to accomplish as a result of instruction?
2. What topics or content will I have to cover?
3. What teaching methods or strategies should I use to direct learning and
achieve the objectives?
4. How do I evaluate instruction to determine whether I have successfully
achieved the objective?
 EDUC 107: The Teacher and The School Curriculum
FINAL REVIEWER

The Enhanced Basic Education Act of 2013 (K to 12)

Republic Act 10533, otherwise known as the Enhanced Basic Education

Act 0f 2013
1. (1) year of kindergarten education
2. (6) years of elemen in tary education
3. (4) years of junior high school
4. (2) years of senior high school

Why K to 12?
1. K to 12 makes the Philippine Education at par with international
standard of 12-year basic education.
2. K to 12 graduates is ready to go into different paths higher education,
middle level skills development, employment or entrepreneurship.
3. K to 12 graduates are also expected to equipped with 21 st century skills
like information, media and technology skills, learning and innovation
skills.
4. In International Examinations, the Philippines performed poorly as
revealed in 2003 TIMSS (Trends in International Mathematics and
Science Scores)
 Results:
o In Grade IV Science and Math, the Philippines ranked 23 out
of 25 participating countries.
o In High School Science II, the Philippines ranked 43 out of
46.
o In Math ranked 34 out of 38 countries in Mathematics
category in 2008.

Standards and Principles in Developing the Enhances Basic Education

Curriculum (K to 12)
1. The curriculum shall be learner – centered, inclusive and
developmentally appropriate.
2. The curriculum shall be relevant, responsive and research-based.
3. The curriculum shall be cultural sensitive.
4. The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative.
5. The curriculum shall adhere to the principles and framework of Mother-
Tongue-Based Multilingual Education (MTBLE).
6. The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on the respective
educational and social context. The development and production of
locally produced teaching materials.
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7. The curriculum shall use spiral progression approach to ensure mastery
of knowledge and skills.

Curriculum Evaluation and the Teacher

1. Do planned courses, programs, and activities as written and
implemented produce desired outcomes?
2. How can these school curricula be improved?

What, Why and How to Evaluate a Curriculum?

 Curriculum evaluation is the process of determining the quality,
effectiveness or value of curriculum (Stufflebeam, 1991)
 It involves value judgment about the curriculum, both in terms of its
process and its product.

2 Ways of Looking at Curriculum Evaluation

1. Curriculum Program evaluation (K to 12 curriculum, Science Program
Curriculum, Mathematics Curriculum, Teacher Education Curriculum.
2. Curriculum Program Component Curriculum (Lesson/Learning Plan).

Curriculum Component includes the following:

1. Achieved learning outcomes
2. Curriculum process (teaching-learning methods/strategies)
3. Instructional Materials (books, modules, models)

Curriculum Evaluation
 Is a process done in order to gather data that enables one to decide
whether to accept, change, and eliminate the whole curriculum
(Ornstien, A & Hunkins, F. 1998)

Why evaluate the Curriculum?

1. Identifies the strengths and weaknesses of an existing curriculum, which
serves as basis of the intended plan, design or implementation.
2. Serves as guide whether the results have equipped or exceeded the
standards.
3. Curriculum evaluation provides information necessary for teachers,
school administrators, and curriculum specialist for policy
recommendations that will enhance achieved learning outcomes.

What to Evaluate?
1. Goals and Objectives
 To determine whether these goals and objectives are worthwhile
bases used in developing the program and if they are achievable
that result in the desired outcomes.
2. Content and Methodology
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 Contents need to be examined and evaluated to determine whether
they relate with the needs of the learners.
3. Outcomes/Results
 These outcomes/results serve as the ultimate measure of how
successful or effective the curriculum has been in achieving its
goals and objectives.

Forms of Curriculum Evaluation

1. Formative Evaluation
 Is the process of looking for evidence of success or failure of a
curriculum program, a syllabus or a subject taught during
implementation intended to improve a program (Glickman, G.
2004).
 It is done at the same time that the program is going throughout
its duration.
2. Summative Evaluation
 Is the form of evaluation used at the end of the implementation of
a program.
 It is used to assess whether or not the program or project or even
an activity really performed according to how they were originally
designed or developed.
 This form of evaluation which is carried out after a curriculum has
been implemented for a period of time, actually yields accurate and
complete judgment about the value of the curriculum or any
program.

Curriculum Evaluation Models

Ralph Tyler’s Model

Curriculum Elements Evaluation Process

1. Objectives/Intended Learning
Outcomes
2. Situation or Context
3. Evaluation Instruments/Tools
4. Utilization or Tool
5. Analysis of Results
1. Pre-determine intended learning
outcomes/objectives.
2. Identify the situation or context.
3. Construct evaluation
instruments or tools
4. Utilize the tools to obtain
results.
 Compare the results
obtained from several
instruments used to
determine the change.
5. Analyze the results obtained to
determine strengths and
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FINAL REVIEWER
weaknesses.
6. Utilization of Results 6. Use the results to make the
necessary modifications.

Daniel Stufflebeam’s Model (CIPP)

1. Context Evaluation
 Assesses needs and problems in the context for decision makers to
determine the goals and objectives of program/curriculum.
2. Input Evaluation
 Assesses alternative means based on the inputs for the
achievement of objectives.
3. Process Evaluation
 Monitors the processes both to ensure that the means are actually
being implemented and make necessary modifications.
4. Product Evaluation
 Compares actual ends with intended ends and leads to as series of
recycling decisions.

Stages of CIPP Model

1. Context Evaluation 1. Identify the kind of decision to

be made.
2. Input Evaluation 2. Identify the kind of data to make
a decision.
3. Collect the data needed.
3. Process Evaluation 4. Establish the criteria to
determine quality of data.
4. Product Evaluation 5. Analyze data based on the
criteria.
6. Organize needed information for
decision.

Tools, Methods and Techniques for Evaluation

1. Questionnaires and checklist
2. Interviews
3. Observations
4. Document review and analysis