Curriculum Implementation: A Guide

• Curriculum implementation is putting a well-designed curriculum into practice, requiring teachers' pedagogical skills
• Teachers need to prepare instructional plans with specified instructional objectives, teaching methods, and assessment strategies

Key Aspects of Curriculum Implementation

• Involves putting the written plan and conceptualized design into action using the teacher's pedagogical expertise and creativity
• Requires expertise in planning lessons, choosing methods/strategies, identifying learning experiences, assessment strategies, and integrating technology
• Cooperation and collaboration among teachers, co-teachers, learners, and support from the principal and school administration are crucial for success

Ornstein and Hunkins on Curriculum Implementation

• Educators must shift from familiar programs to new or modified ones
• Involves changes in people's knowledge, actions, and attitudes
• Can be a process of professional development and growth through interactions, feedback, and assistance
• A process of clarification where individuals and groups understand and practice changes in attitudes and behaviors, often using new resources
• Change requires effort and may cause anxiety; organize implementation into manageable events and set achievable goals

Kurt Lewin’s Theory in Curriculum Change

• Kurt Lewin (1951) is considered the father of social psychology
• Model explains change and states that all persons face two competing forces

Driving Forces

• Forces that push for change in a particular direction
• Tend to initiate and sustain change
• Workplace examples include pressure from bosses, financial incentives, and competition for promotion

Restraining Forces

• Forces that prevent change
• Workplace examples: include apathy, hostility, and obsolete equipment

Equilibrium

• Status quo is maintained when driving and restraining forces are equal
• There is no effort towards change

Driving vs. Restraining Forces: School Setting

• Autocratic principals can bring about change in the short run if driving forces overpower restraining forces Increased hostility and antagonism may result from methods used by the principal may
• Restraining forces can get stronger, slowing down change if teachers are reluctant to cooperate

Forces in the Education Landscape

• Driving and restraining forces oppose each other
• Equilibrium/balance exists when these forces are equal, resulting in no change

Examples of Driving Forces

• Government intervention
• Societal values
• Technological changes and knowledge/skills
• Knowledge explosions
• Administrative support

Examples of Restraining Forces

• Fear of the unknown
• Negative attitudes toward change
• Obsolete equipment
• Traditional values
• Limited resources

Skill-Building Activity: Restraining Forces

• Factors that restrain or decrease driving forces, hindering successful change or program implementation
• Fear of the unknown: People stay in comfort zones and resist change (e.g., K12 implementation)
• Negative attitudes: Implementers and those affected may have negative attitudes or behaviors (e.g., new policies/rules)
• Obsolete equipment: Impacts implementation quality (e.g., machinery, learning resources)
• Traditional values: People resist change due to traditional beliefs
• Limited resources: Insufficient resources hinder implementation success
• Implementation: Learner acquires intended experiences, knowledge, skills, and attitudes to function effectively in society

Curriculum Implementation Definition

• Translation of a planned course of study into syllabi, schemes of work, and lessons by teachers
• Essential for curriculum development, leading to anticipated changes