Educ 221A

• The next step after curriculum planning and designing is to implement it
• Curriculum implementation


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


  A process wherein the learners acquire the planned or intended knowledge, skills and attitudes that are aimed at enabling the learners to function effectively in society
• Curriculum implementation


  The interaction between the curriculum that has been written and planned and the persons (teachers) who are in charge to deliver it
• Implications of curriculum implementation

  • Shift from what is current to a new to enhanced curriculum
  • Change the knowledge, actions, attitudes of the person's involved
  • Change in behavior using new strategies and resources
  • Change which requires efforts hence goals should be achievable
• Curriculum implementation (in the classroom context)

  Teaching what has been written in the lesson plan
• Curriculum implementation (on a larger scale)


  Putting the curriculum into operation with the different implementing agents
• Levels of curriculum implementation

  • Class
  • School
  • District
  • Division
  • Whole education system
• Levels of curriculum implementation (in higher education)


  • Course
  • Degree program
  • Institution
  • Whole higher education system
• Curriculum implementation


  • Requires time, money, personal interaction, personal contacts, and support
• Driving force


  Forces that promote curriculum change
• Restraining force

  Forces that resist curriculum change
• When the driving force overpowers the restraining force, then change will occur
• If the restraining force is stronger than the driving force, change is prevented
• Categories of curriculum change

  • Substitution
  • Alteration
  • Restructuring
  • Perturbations
  • Value Operation
• Curriculum implementation as a change process

  • Developmental
  • Participatory
  • Supportive
• For any innovation to be fully implemented, a period of three to five years is suggested
• Support from peers, principals, external stakeholders will add to the success of implementation
• Teachers of all public elementary and secondary schools will not be required to prepare detailed lesson plans
• Teachers with less than 2 years of teaching experience shall be required to prepare Daily Lesson Plans
• Components of a Daily Lesson Plan

  • Objectives
  • Subject Matter
  • Procedure
  • Assessment
  • Assignment
• A teaching activity is like implementing a minuscule curriculum
• Before the lesson ends the teacher must find out if the students have truly learned
• Components of a daily plan for teaching

  1. Identify intended learning outcomes

  2. Match learning outcomes with appropriate teaching methods
• A teaching activity is like implementing a minuscule curriculum. A daily lesson is based on a planned or written curriculum, which will be put to action by the teacher in the classroom. Before the lesson ends the teacher must find out if the students have truly learned.
• Lesson plans must comply with the necessary components asked by the Department of Education. Those employed in private schools may have a different lesson plan format, but the fundamental parts will be the same.
• Main parts of a lesson plan

  • Objectives or Intended Learning Outcomes (ILO)
  • Subject Matter (SM)
  • Procedure or Strategies of Teaching
  • Assessment of Learning Outcomes (ALO)
  • Assignment of Agreement
• Intended Learning Outcomes (ILO)


  The desired learning that will be the focus of the lesson
• Taxonomy of Objectives

  • Cognitive
  • Affective
  • Psychomotor
• Bloom's Taxonomy (1956)


  Revised Bloom's Taxonomy by Anderson (2001)
• Revised Bloom's Taxonomy categories

  • Remembering
  • Understanding
  • Applying
  • Analyzing
  • Evaluating
  • Creating
• Factual knowledge


  Ideas, specific data or information
• Conceptual knowledge


  Words or ideas known by common name, common features, multiple specific examples which may either be concrete or abstract
• Procedural knowledge


  How things work, step-by step actions, methods of inquiry
• Metacognitive knowledge


  Knowledge of cognition in general, awareness of knowledge of one's own cognition, thinking about thinking
• SMART ILO

  Specific, Measurable, Attainable, Result Oriented (Outcomes) and Time Bound
• Subject Matter or Content (SM)

  The WHAT in teaching, a body of knowledge (facts, concepts, procedures and metacognition) that will be learned through the guidance of the teacher
• Procedure or Methods and Strategies

  The HOW in teaching, how a teacher will put life to the intended outcomes and the subject matter to be used
• Learning styles

  • Visual
  • Auditory
  • Kinesthetic
• Teaching and learning must be supported by instructional materials (IMs)