finals

• Curriculum implementation is the phase where teacher action takes place
• It is one of the most crucial processes in curriculum development, as a good plan is half done
• Curriculum implementation means putting into practice the written curriculum
• It is the process wherein learners acquire the planned/intended knowledge, skills, and attitudes
• Implementation should bring the desired change and improvement
• In a larger scale, it means putting the curriculum into operation with different implementing agents
• In higher education, curriculum implementation happens for the course, degree program, institution, and the whole higher education system
• Curriculum implementation is a change process according to Kurt Lewin (1951), the father of social psychology
• Force field theory by Lewin explains the process of change, with driving forces empowering change and restraining forces preventing change
• Categories of curriculum change include substitution, alteration, restructuring, perturbations, and value orientation
• All public school teachers undergo a teacher induction program, which is a special curriculum for newly hired teachers
• The process of curriculum change involves developmental stages like orientation & preparation, honing skills, and refinement then reflection
• For successful curriculum implementation, it should be participatory involving stakeholders and coupled with organizational structure, principal style, and student population characteristics
• Supportive curriculum implementation is required in the process of change, including material and human support
• Time is an important commodity for a successful change process, needed for planning, adapting, training, and providing requirements
• Implementing a curriculum daily in the classrooms involves detailed lesson plans with main parts like objectives, subject matter, teaching strategies, assessment, and assignments
• Intended learning outcomes are the desired learning focus of a lesson, based on Bloom's Taxonomy
• Bloom's Taxonomy includes levels like remembering, understanding, applying, analyzing, evaluating, and creating
• Instructional media offers various tools of learning from projected and non-projected media
• Factors in technology selection include practicality, appropriateness in relation to learners, activity suitability, and objective-matching
• Current trends in education include a paradigm shift towards student-centered learning, broadening realization of education, and an increase in the use of new information and communication technology (ICT)
• Primary roles of educational technology in delivering the school's curriculum include upgrading teaching quality, increasing teacher capability, broadening education delivery, and revolutionizing educational paradigm shifts
• TPACK framework consists of:

  • Technological knowledge: what technology to use in teaching the content
  • Pedagogical knowledge: how to teach the content
  • Content knowledge: what to teach
• Criteria for use of visual aids:

  • Sight is the most important sense for learning (83%)
  • Hearing (10%), smell (4%), touch (2%), taste (1%)
  • Visual elements criteria include lettering style, number of styles, use of capitals, lettering colors, size, spacing between letters, lines, and number of lines
• Stakeholders in curriculum implementation:

  • Learners are at the core of the curriculum
  • Teachers plan, design, teach, implement, and evaluate the curriculum
  • School leaders are curriculum managers who support teachers and students
  • Parents are significant partners in the success of the curriculum
  • Community provides resources and learning environment
• Other stakeholders:

  • Government agencies like DepEd, TESDA, CHED have regulatory authority over curricula
  • Professional regulation commission and civil service commission issue teacher licenses
  • Local government units support school curriculum implementation
  • Non-government agencies and professional organizations support education initiatives
• Curriculum evaluation:

  • Component of curriculum development for public accountability
  • Involves alignment of planned, written, and implemented curriculum
  • Models for curriculum evaluation include Tyler objectives-centered model, Stufflebeam's CIPP model, and Stake responsive model
• Curriculum evaluation through learning assessment:

  • Philippine Qualification Framework (PQF) sets national standards for qualifications
  • Types of tests include objective tests (e.g., multiple choice), subjective tests (e.g., essays), and performance assessment tools (e.g., checklist, rating scale)