The 21st Century Curriculum/ Curricular landscape, Slides of Educational Psychology

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THE TEACHER

AS

CURRICULUM

IMPLEMENTER

AND

MANAGER

Louela Joy M.

Galang

• As a teacher, this is one of the major roles that you do in the school. Many of the curricula that you use may have been recommended and written down. Your task is to implement such. Daily your plan should be ready for implementation. The success of learning depends on your implementation effort.
• There is a miniscule curriculum like your lesson plan, or a big one like the K to 12 curriculums. You will be both an implementor and a manager of these curricula. You will put action to what has been planned and designed. It is you, the teacher, who will add more meaning to the various activities in the classroom. This is what we call teaching styles.
• You have to make the day of the learners interesting, engaging and unforgettable. No curriculum should stop at planning or designing phase. It has to be implemented. Introduction

• Following the curriculum models of Tyler, Taba, Saylor and Alexander of 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 processes 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 the teacher is.
• 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 ). Curriculum Implementation Defined

• 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 of delivering it. To them, curriculum implementation implies the following: ❑Shift from what is current to a new or enhanced curriculum; ❑Change in knowledge, actions, attitudes of the persons involved; ❑Change in behaviour 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 used in a school system. It simply means that implementation should bring the desired change and improvement. Curriculum Implementation Defined

• 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 education landscape, there are always two forces that oppose each other. Curriculum Implementation as a Change Process

• 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. Curriculum Implementation as a Change Process

Curriculum Implementation as a Change Process

• 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 are part of

our understanding of curriculum implementation.

• Categories of Curriculum Change

❑ McNeil in 200 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.

Curriculum Implementation as a Change Process

1. Substitution. Thecurrent curriculum will be replacedor substituted by anewone. Sometimes, wecallthis acomplete overhaul. Example, changing anold book to entirely newone, notmerely a revision.
2. Alteration. Inalteration, there is a minor changeto the currentorexisting curriculum. For example, instead of using agraphing paper for mathematics teaching, this canbe altered by using a graphing calculator.
3. Restructuring:Building a new structure would mean majorchange or modification in the schoolsystem, degree programoreducational system. Using an integrated curriculumfor the whole schoolforK to 12 requires the primary and secondary levels to workasa team. Another example isa curriculum thatwillbe restructured when there is a significantinvolvementof parents in thechild's instead of leaving everything to the teacher. Using the "In-school Off-school" or ablended curriculum is an example of restructuring.
4. Perturbation. These are changes that are disrupted, 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 extracurricular 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 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. Curriculum Implementation as a Change Process

• Regardless of the kind of change in curriculum and implementation, the process of change may contain three important elements. As a process, curriculum implementations 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 strengths of the teacher. There should be teacher support in trying new tasks, reflection on the new experience and challenge.
• There are simple stages in the development 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 learning outcomes. In this step, there will be continuous reflection, feedback and refinement. Curriculum Implementation as a Change Process

❖ Supportive curriculum implementation is required in the process of change. Material support like supplies, equipment and conductive learning environments like classroom and laboratory should be made available. Likewise, human support is very much needed. The school leader or head should provide full school or instructional support to the implementation of the new curriculum change. They too must train to understand how to address curriculum change as part of their instructional as well as management functions. Curriculum Implementation as a Change Process

❖ Time is an important commodity for a successful change process. 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. Time is also needed to determine when the implementation starts and when it will conclude, since curriculum implementation is time bound. Curriculum Implementation as a Change Process

❖ Implementing a curriculum Daily in the classroom. A teaching activity is like implementing a miniscule curriculum. A daily lesson is based on a planned or written curriculum, which will be put action by the teacher in the classroom. Before the lesson ends the teacher must find out if the students have truly learned. Let us see how this process will be shown. Curriculum Implementation as a Change Process

DepEd Order No. 70 s. 2012 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 different lesson plan format, but the fundamental parts will be the same.