IMPLEMENTING

THE DESIGED
CURRICULUM AS
A CHANGE
PROCESS

PREPARED BY:
AMIHAN, ROMUALDO FARRAH M.

SUBMITTED TO:
PROF. FIDELITO LAGOS
Continuing Professional Education
CURRICULUM DEVELOPMENT II
Saturday: 6:30 PM to 9:30 PM
Dated: July 6, 2017

CURRICULUM IMPLEMENTATION

5.1 Implementing the Designed Curriculum as a Change Process – By Castillo M. A

5.2 Implements a Curriculum Daily in the Classroom – By Magos R. and Gabane A.

5.3 The Role of Technology in Delivering the Curriculum – By Cabudsan G.

5.4 The Role of Stakeholders in Curriculum Implementation – By Frijinal L. and Estopa N.

 Putting into practice the written curriculum that has been designed in the syllabi, course of
study, curricular guides and subjects.

 It’s a process wherein the learners acquire the planned or intended knowledge, skills and
attitudes that are aimed at enabling the same learners to functions effectively in the society.

 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. It simply means that implementation should bring desired
change and improvement.

CONCEPT OF CHANGE

 Change is a constant law of nature. It bring improvements. Change is an ongoing process.

 Not all changes lead to improvement, but all improvement requires change. The ability to
develop, test and implement changes is essential for any individual, group or organization that
wants to continuously improve.

FEATURES OF CHANGE
  It’s a PROCESS not an EVENT

 It requires time, energy and resources

 It is achieved incrementally and entails development in feelings and skills

PROCESS OF CURRICULUM CHANGE

May be assisted by permissiveness and support in accordance of with a helpful improvement in

curriculum. Changing curriculum changes individuals.

It must be necessary in consideration that the resources of implementation of curriculum are

available or not.

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 – Building a new structure would mean major change or modification in the
school system, degree program or educational system.

4. Perturbations – These are changes that are disruptive, but teachers should adjust to them within
a fairly short time.

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.

CURRICULUM IMPLEMENTATION AS A CHANGE PROCESS

 KURT LEVIN’S FORCE FIELD THEORY AND CURRICULUM CHANGE

 Kurt Levin (1951) as the Father of Social Psychology explains the process of change.

 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 that the driving force, change is prevented. This is
the idea of Kurt Levin 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.

BASED ON KEVIN’S FORCE FIELD MODEL

Driving Force Restraining Forces

Government Intervention E Fear of the unknown

Q
Society’s Values U Negative Attitude to change
I
L
Technological Changes I Traditional values
B
Knowledge Explosion R Limited Resources
I
U
Administrative Support M Obsolete equipment

IMPORTANT ELEMENTS IN THE PROCESS OF CHANGE

1. Developmental- it should develop multiple perspectives, increase integration and make

learning autonomous, create a climate openness and trust and appreciate and affirm
strengths of the teachers.

2. Participatory- For curriculum implementation to succeed, it should be participatory,

especially other stakeholders like peers, school leaders, parents and curriculum
specialists are necessary. Participation builds a learning community in which is very
necessary in curriculum implementation.

3. Supportive- Material support like supplies, equipment, conductive learning environment

like classrooms and laboratory should be made available. 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 practice, provide the necessary
requirements and get support. Support from peers, principals, external stakeholders will
add to the success of implementation.

-END-
Source: Bilbao, Purita P. Ed. D., et al.; Curriculum Development: for teachers