PRED 1313 Module 3 CP 2 PDF

Course Packet LM03-PRED 02 1313 Learning Module 03 Phases and Process of Cu...

Course Packet LM03-PRED 02 1313 Learning Module 03 Phases and Process of Curriculum Development Course Packet 02 Curriculum Implementation Knowledge Area Code : PROFEd Course Code : PRED1313 Learning Module Code : LM03-PRED1313 Course Packet Code : LM03- PRED1313-02 Learning Module: The Teacher and The School Curriculum 3  Course Packet 02 Curriculum Implementation Introduction In spite of careful planning and design, it is possible that a curriculum fails to meet the needs for which it is developed. Neither at the stage of planning nor that of designing can we really examine the efficacy, or otherwise, of the curriculum. In essence, the curriculum has to be implemented in order that its relevance and relative merits can be assessed. (egyankosh, 2020) Curriculum Implementation refers to the act of working out the plans and suggestions that have been made by curriculum specialists and subject experts in a classroom or school setting. Teachers are the main curriculum implementers, while at the same time students, parents, school administrators can be directly or indirectly involved in the implementation process. (IGI Global, 2020) Curricularists may follow Models of Curriculum Implementation depending on what may suit their needs and concerns. During the implementation stage, several issues may arise which make it important for curricularists to consider implementation as a process that attempts to reduce the difference between existing practices and the practices suggested by innovators or change agents. Implementation is the act of putting the prescribed curriculum into practice in the school. It is the ultimate objective of curriculum development process because only after this has been done will learners have the opportunity to experience the curriculum and benefit from it. (Bediako, 2019) Objectives After going through this course packet you will be able to: demonstrate knowledge of curriculum implementation; create a matrix of the various models of curriculum implementation; analyze issues in the implementation of curriculum; and highlight the importance of curriculum implementation Learning Management System To be able to accomplish the learning module of this course packet, you will be needing the following platforms: Google Classroom and Google Meet. These platforms are available in your cellphone, tablet or laptop as long as you have your gmail account. All announcements for the synchronous class discussion will be made available through Google Classroom and Google Meet link. Your teacher will send the link prior to the class schedule. Reminders to each section of classes, kindly join on the following Google Classroom link below: _________ – _________ _________ – _________ _________ – _________ You are also encouraged to download the materials before the class will start. In case you have queries regarding the modules you may send a message via text messaging, messenger or email, those mode of communications are made available as presented to you at the course overview (page ___). 147  Course LM03-PRED Packet 02 1313 Duration Topic 01: Curriculum Implementation = 6 hours (5 hours self-directed learning with practical Course Packet 02 exercises and 1 hour assessment) Delivery Mode The learning mode of this course pocket 02 will be needing online and offline (synchronous and asynchronous). Synchronous and asynchronous will be determined in your Learning Activity Calendar attached in this course. Assessment with Rubrics To be able to assess your performance for this course packet, the table below shows how to evaluate your activity work. Grading Rubric for Short Answer Questions SKILLS 4 3 2 1 R Restate the question Restated almost all parts Attempted to restate the Did not restate the completely of the question question but not successful question at all Restate the question A Considered all parts of the Considered all parts of Missed part of the Did not answer the question and answered the question but had only question question at all Answer the each part accurately partial accuracy. Question C Properly cited adequate Cited evidence loosely Evidence used was either No evidence from the evidence from the text thus related to the answer not related to the question text was used Cite evidence supported the answer or not correctly used. from the text E Make a connection with Make a connection to the Attempted to make Did not make a the text and clearly text but was not able to connections to the text, but connection to the text Explain and explained its relationship explain relationship to the relationship was weak and all elements was elaborate to the question the text clearly not present. TOTAL: Source: https://www.teacherspayteachers.com/Product/RACE-Strategy-Grading-Rubric-3311031 Grading Rubric for Graphic Organizer SKILLS 4 3 2 1 Exceeding Meeting Organizat Extremely well-organized. Organized. Somewhat organized; Poorly organized. Order and structure of Structure allows reader Structure allows reader to A clear sense of ion information is compelling to move through content move through some of the direction is not evident. and flows smoothly. without confusion. content without confusion. Flow is frequently Flows smoothly. Flow is sometimes interrupted. interrupted. Content Thorough and insightful Complete understanding Shows some Shows incomplete understanding of content. of content understanding of content. understanding of materials. Learning Module: The Teacher and The School Curriculum 148  Course LM03-PRED Packet 02 1313 Creativity Enthusiastically uses Use of materials and Shows some use of Shows minimal efforrt materials and ideas for ideas for enhancement materials and ideas. for enhancement of enhancement. materials and ideas. Course Packet 02 Ideas Insightful and well Ideas are considered; Ideas are somewhat on Ideas are unclear; few considered ideas making more than one thoughtful topic; makes some connections. multiple connections. connection is made connections. TOTAL: Source: http://frisbeethrowunittl-pe.weebly.com/lesson-3-graphic-organizer.html Requirement with Rubrics One of the Intended Learning Outcomes of this course packet is for students to highlight the importance of curriculum implementation. So, students will be given an activity that will require them to answer questions guided by the rubrics given above. Another Intended Learning Outcome of this course packet is to demonstrate knowledge of curriculum implementation. So, students will be required to create a graphic organizer guided by the rubrics given above. Readings The readings for this course packet that you must make all efforts to read is indicated below (click the link). These can be accessed through internet using your computer, cellular phone or tablet. The reference below is a source of information that you may read during your idle time. ✓ http://egyankosh.ac.in/bitstream/123456789/42023/1/Unit-4.pdf ✓ Bilbao, Purita P., et.al (2015). Curriculum Development for Teachers. Lorimar Pub. ✓ https://www.researchgate.net/publication/333338710_Models_and_concepts_of_curriculum_i mplementation_some_definitions_and_influence_of_implementation Major Components of the Course Packet Curriculum Implementation Introduction This course packet introduces you to one of the most important aspects of curriculum development - that is implementation. A curriculum must be implemented if it is to make any desired impact on students and to attain its goals. And unless it is implemented, it cannot be evaluated for betterment. Pre-Assessment A. MULTIPLE CHOICE Directions: Read the statement carefully and then choose the best answer from the choices given. Encircle your answer. 1. This refers to the interaction between the curriculum that has been written and planned and the persons who are in-charged to deliver it. A. Curriculum Planning C. Curriculum Implementation B. Curriculum Designing D. Curriculum Evaluation Learning Module: The Teacher and The School Curriculum 149  Course LM03-PRED Packet 02 1313 2. In the classroom context, this is what curriculum implementation means. A. learning C. planning B. teaching D. evaluating Course Packet 02 3. This Model of Curriculum Implementation rests on the assumptions that the success or otherwise of curriculum implementation primarily depends on the impact the developer can make on the consumers. A. Rand Change Agent (RCA) model B. Linkage Model C. Leadership-Obstacle Course (LOC) model D. Overcoming Resistance to Change (ORC) model 4. This Model of Curriculum Implementation treats staff resistance to change as problematic and proposes that data should be collected to determine the extent and nature of he resistance. A. Rand Change Agent (RCA) model B. Linkage Model C. Leadership-Obstacle Course (LOC) model D. Overcoming Resistance to Change (ORC) model 5. This Model of Curriculum Implementation recognizes that there are innovators in research and development centers, universities, etc. A. Rand Change Agent (RCA) model B. Linkage Model C. Leadership-Obstacle Course (LOC) model D. Overcoming Resistance to Change (ORC) model 6. This Model of Curriculum Implementation suggests that organizational dynamics seem to be the chief barriers to change. A. Rand Change Agent (RCA) model B. Linkage Model C. Leadership-Obstacle Course (LOC) model D. Overcoming Resistance to Change (ORC) model 7. They are the very reason why a curriculum is developed. A. learners C. Curriculum Managers & Administrators B. teachers D. Parents 8. They are considered as the architects of school curriculum. A. learners C. Curriculum Managers & Administrators B. teachers D. Parents 9. They are considered as the best supporters of the school. A. learners C. Curriculum Managers & Administrators B. teachers D. Parents 10. They are responsible for the final decision making in terms with the school purpose. A. learners C. Curriculum Managers & Administrators B. teachers D. Parents Learning Module: The Teacher and The School Curriculum 150  Course LM03-PRED Packet 02 1313 B. TRUE or FALSE Directions: Read the statement carefully and then analyze whether the statement is correct or not. Write the word TRUE if it is correct, and FALSE if it is not. Write your answer on the space provided before Course Packet 02 the number. ___________1. Curriculum Implementation means putting into practice the written curriculum. ___________2. Curriculum implementation takes place in a class, a school, a district, a division or the whole educational system. ___________3. There are five Developmental Stages of Concerns that should be dealt with using the ORC Model of Implementation. ___________4. At the stage of Task-related concerns, teachers will be concerned with how the innovation will influence others. ___________5. Leadership-Obstacle Course Model of Curriculum Implementation has a feedback and monitoring mechanisms to determine if problems once solved keep reappearing. ___________6. In the Linkage Model of Curriculum Implementation, the basic process is the transfer of knowledge. ___________7. In the Rand Change Agent Model of Curriculum Implementation, there are five stages in the change process. ___________8. Stakeholders are considered as barriers in curriculum implementation. ___________9. A teacher is a curriculum maker. __________10. Community members are considered as curriculum resources. Lesson Proper Review Directions: Compose a creative tweet that will tell what you have learned in your previous course packet. MY TWEETER BOARD Activity Directions: Provide a short answer to the question below. Use the rubrics on page 3 of this course packet. If you are a teacher tasked by your school head to implement a new curriculum, what would be your top three concerns? Why? __________________________________________________________________________________ Learning Module: The Teacher and The School Curriculum 151  Course LM03-PRED Packet 02 1313 __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Course Packet 02 __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Processing of the Activity. If you are to write a hashtag about your top three concerns in implementing a new curriculum, what would it be? Lesson Proper Curriculum Implementation Source: https://educationalresearchtechniques.com/2014/11/06/nature-of-curriculum-implementation/ Learning Module: The Teacher and The School Curriculum 152  Course LM03-PRED Packet 02 1313 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 engaged in charged to deliver it. To them, curriculum implementation implies the following: Course Packet 02 Shift from what is the current to a new or enhanced curriculum. Change in knowledge, actions, and attitudes of the persons involved. Change in behavior using new strategies and resources. Change which requires efforts hence goals should be achievable. Curriculum implementation means putting into practice the written curriculum that has been designed in syllabi, course 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 the society. (SADC MoE Africa, 2000) In the classroom context, curriculum implementation means Key Points: “teaching” what has been written in the lesson plan. Implementing means using the plan as a guide to engage with the learners in the Curriculum teaching-learning process with the end in view that learning has implementation means occurred and learning outcomes have been achieved. It involves the putting into practice the written curriculum that different strategies of teaching with the support instructional materials has been designed in to go with the strategy. syllabi, course study, curricular guides and In a larger scale, curriculum implementation means putting the subjects. curriculum into operation with the different implementing agents. Curriculum implementation takes place in a class, a school, a district, a Models of Implementation division, or the whole educational system. Or in higher education, 1. Overcoming curriculum implementation happens for the course, a degree program, Resistance to the institution or the whole higher education system. It requires time, Change (ORC) money, personal interaction, personal contacts and support. (Bilbao, Model Ed.D, Dayagbil, Ed.D, & Corpuz, Ph.D) 2. Leadership-Obstacle Course (LOC) Model 3. Linkage Model In the case of a new or revised curriculum this process ideally includes 4. Rand Change Agent school development and improvement processes; fostered school (RCA) Model leadership and ethos; in-service teacher training and the development of new textbooks, teaching and learning materials and resources, as well Developmental Stages as guidelines. (International Bureau of Education, 2020) of Concerns 1. Unrelated Concerns 2. Personal Concerns Models of implementation 3. Task-related Concerns We should start this discussion with a note. The models that we are 4. Impact-related going to talk about are not the only models available in the area of Concerns curriculum implementation. However, for our present purposes, we thought it reasonable to restrict ourselves to a few models which are either popular or widely practiced. 1. ORC model The letters 'ORC' here stands for 'Overcoming Resistance to Change'. This model rests on the assumption that the success or otherwise of curriculum implementation primarily depends on the impact the developer can make on the consumers, i.e., teachers, students and the society in general. If we desire change we must address people's misgivings, their misapprehensions, or other such related factors. We Learning Module: The Teacher and The School Curriculum 153  Course LM03-PRED Packet 02 1313 must point out to them that the curriculum incorporates, wherever possible and appropriate, their values, assumptions and beliefs. And while addressing the persons within the system, we should remember that to get the desired result the subordinates should be motivated rather than ordered. Curriculum Course Packet 02 developers should, therefore, identify and deal with the concerns of the staff in various educational institutions. We can group the concerns into the following four broad developmental stages as given in the table below: Developmental stages of concerns Developmental Developmental concerns stage 1 Unrelated Concerns: At this stage, teachers do not perceive a relationship between themselves and the suggested changes. For example, if a new program is being developed, a teacher at this stage may or may not be aware of this effort. If he/she is aware of it, he/she may not consider it something that concerns him/her. The teacher would not resist the change, because he/she really does not perceive the change as something that influences his/her own personal or professional domain. 2 Personal Concerns: At this stage, the teacher will react to the innovation in relation to his/her personal situation. He/she is concerned with how the new program compares to the one already in use. Therefore, when a new program is being launched, he/she would involve himself/lherself in the activity. 3 Task-related Concerns: This stage relates to the actual use of the innovation. The teacher at this stage will be concerned with the time required for reaching the new program, availability of materials, strategies to be adopted, etc. 4 Impact-related Concerns: The teacher at this stage will be concerned with how the innovation will influence others. When working with the ORC model, we must deal directly with the concerns at stages 2, 3 and 4 in order to serve the purpose for which the change is effected. To achieve this purpose we can meet the faculty members together. During this meeting, we can share our concerns and map strategies for dealing with those concerns. Depending on the context and particular needs we can administer questionnaires to gather and share information on concerns to make such meetings successful. 2. LOC model LOC is the acronym for 'Leadership-Obstacle Course' model. This model treats staff resistance to change as problematic and proposes that we should collect data to determine the extent and nature of the resistance. We can do this by making sure that the following five conditions exist: a. the organizational members must have a clear understanding of the proposed innovation; b. individuals within the organization must be given relevant skills so that they possess the capabilities requisite for carrying out the innovation; c. the necessary materials and equipment for the innovation must be furnished; d. if need be, the organizational structure must be modified so that it is compatible with the innovation being suggested; e. the participants in the innovation must be motivated to spend the required time and effort to make the innovation a success. Learning Module: The Teacher and The School Curriculum 154  Course LM03-PRED Packet 02 1313 The LOC model extends the ORC model in several respects. While the ORC model conceptualizes educational change as a two-stage process: Key Points: Course Packet 02 a. initiation; and Models of Implementation b. incorporation (or the innovation as part of the ongoing 1. Overcoming Resistance processes of the organization) to Change (ORC) Model Assumption: The LOC model considers educational change as a sequence of three The success or stages: otherwise of curriculum a. initiation; implementation primarily depends on b. attempted implementation; and the impact the c. incorporation developer can make on the consumers, i.e., We should note here that implementation obstacles solved at one point teachers, students and of time using this model may arise again at another point. This model, the society in general. therefore, has a feedback and monitoring mechanism to determine if 2. Leadership-Obstacle problems once solved keep reappearing, etc. Course (LOC) Model This model treats staff 3. Linkage model resistance to change as The 'linkage' model recognizes that there are innovators in research and problematic and development centers, universities, etc. Educators in the field, however, proposes that we should collect data to find some of their attempts at innovations that are inappropriate for determine the extent solving the problems. What is therefore needed is a match between the and nature of the problems and innovations-the establishment of linkages. resistance. This model envisages two systems: user system and resource system. 3. Linkage Model There has to be a link between these two systems. The resource system This model envisages two systems: user should have a clear picture of the curriculum user's problems, if it is to system and resource retrieve or create appropriate educational packages. A successful system. There has to resource system must proceed through a cycle of diagnosis, search, be a link between these retrieval, fabrication of solution, dissemination and evaluation in order two systems. The basic to test out its product. Thus, in the linkage model, the basic process is process is the transfer of knowledge. the transfer of knowledge. 4. Rand Change Agent 4. RCA model (RCA) Model The Rand Change Agent (RCA) model suggests that organizational The Rand Model is dynamics seem to be the chief barriers to change. As in ORD and LOC based on the models it puts forward the following three stages in the change process: assumption that the success of the a. Initiation: At this stage, the curriculum developers work to implementation of new secure the support for the anticipated change. To support a program depends on: change, such as a new program people must understand and A. The characteristics agree that it is legitimate. Thus, curriculum implementation of the proposed activity requires the personal backing of the individuals change involved. For example, at this stage, we should inform the B. Competencies of the teaching and teachers about the need for change and how it might take place. administrative staff b. Implementation: At this stage, the proposed change, i.e., the C. The support of the new program and the organizational structure are adjusted to local community operationalize the change. D. The School c. Incorporation: During this stage, the changes implemented organizational structure Learning Module: The Teacher and The School Curriculum 155  Course LM03-PRED Packet 02 1313 become part of the established program. The assumption behind this is that the success of the implementation is a function of: Course Packet 02 a. the characteristics of the proposed change; b. the abilities of the academic and administrative staff; c. the readiness of the local community; and d. the organizational structure. During the incorporation stage, the changes implemented become part of the established program. At this stage, we outline the procedures in order to ensure that the program implemented is provided with the necessary personnel and financial support. Which will in turn ensure that the program continues to be delivered in the intended manner. We have said that implementation serves as a means to evaluate the efficacy of the curriculum and its impact on the target clientele, i.e, students, teachers, the society, etc. By implication, we should not consider the implementation stage in the curriculum activity as an end in itself. Therefore, we need to talk about curriculum evaluation too. (IGNOU, 2018) Role of Stakeholders in Curriculum Implementation Stakeholders Are individuals or institution that are interrelated in the school curriculum. They are the one who put into action and give life to the curriculum. They shape the school curriculum implementation. Learners at the Center of Curriculum They are the very reason a curriculum is developed. They make and unmake the curriculum by their active and direct involvement. Key Points: How each individual learners contribute to the realization of a Stakeholders are the planned curriculum would depend on the interaction and one who put into action internalization of the different learning activities. and give life to the curriculum 1.) LEARNERS (Pupils/ Students) They are the primary stakeholders in the curriculum. Stakeholders of the Curriculum They were classified according to their: 1. Learners 1. Age 2. Teachers 2. Sex 3. Curriculum Mangers 3. Physical, Mental and Emotional Development and Administrators 4. Cultural Background 4. Parents 5. Aspiration and personal goals 5. Community Members 6. Other Stakeholders 2.) TEACHERS (As Curriculum Developers and Implementers) ✓ Professional Planning and writing the curriculum are the primary role of teacher. Organizations A teacher is a curriculum maker/ curricularist. ✓ Government Teacher writes a curriculum daily through a lesson plan, unit plan ✓ Professional or a yearly plan. Regulation Commission Teachers addresses the goals, needs interests of the learner by creating Learning Module: The Teacher and The School Curriculum 156  Course LM03-PRED Packet 02 1313 experiences from where the students can learn. Teachers design, enriches and modifies the curriculum to suit the learners’ characteristics. Teacher are part of textbook committee, faculty selection boards, school evaluation committees or Course Packet 02 textbook writers themselves. Teachers therefore become architects of school curriculum. 3.) CURRICULUM MANAGERS and ADMINISTRATORS They supervise curriculum implementation, select and recruit new teachers, admit students and procure equipment and materials needed for effective learning. They also plan for the improvement of school facilities and physical plants. They have privilege to command but at the same time to lead the institution. They are responsible for the final decision making in terms with the school purpose. They are responsible to the kind of curriculum their school will offer and how these are implemented. 4.) PARENTS (as supporters to the curriculum) It simply means that the parents are the best supporters of the school, especially because they are one’s paying for their child education. Effective parental involvement in school affairs may be linked to parent educational program which is central to high quality educational experiences of the children. Parents’ involvement extend from the confine of the school to the home. In most schools the Parent Association is organized 5.) COMMUNITY MEMBERS as Curriculum Resources The community members may provide materials in the existing local community can very well substitute for what are needed to implement the curriculum. Respected community members may be included in school boards. Some can become resource speakers that can provide local and indigenous knowledge in the school curriculum. 6.) OTHER STAKEHOLDERS in Curriculum Implementation Professional Organizations- They are being asked by the curriculum especially to contribute in curriculum review because they have voice in licensure examination, curriculum enhancement and others. Government- Represented by DepEd for basic education curricula and CHED for tertiary and graduate education curricula. TESDA is for technical and vocational programs. Professional Regulation Commission- The third agency that has high stake in school’s curricula, because graduates of the different tertiary degrees must be certified as professionals. While Supreme Courts has professional bar exam to certify lawyers and Philippine Medical Association through its medical board exams for Licensure Examination for Doctors. (Tugado, 2020) Issues of Implementation 1. Poor involvement of teachers in matters relating to curriculum implementation. The first issue of implementation is poor involvement of teachers in matters relating to curriculum implementation either in planning or reform and that make good performances impossible, no matter the teachers methodological competence; unfortunately teachers are not involved at this stage of curriculum process. Ibrahim (2003) in Nwanze (2015) stated that the involvement of teachers in curriculum Learning Module: The Teacher and The School Curriculum 157  Course LM03-PRED Packet 02 1313 planning induces good quality into the curriculum, enriches the activities and also makes them more worthwhile. Course Packet 02 He further maintained that, the conditions under which education can be made to serve the expressed aspirations of any nation revolve around the quality of the teachers. This quality will be optimally enhanced if the teachers are fully involved in the curriculum planning and other curriculum processes not only in the classroom implementation. The teacher takes the final decision as regards the actual learning experiences to be provided and so not involving or incorporating him in the planning and development process is like separating the curriculum from instruction. (Mkpa and Izuagba (2009) in Obilo and Sangoleye (2015). 2. Excess contents added to the curriculum to be covered by both the students and teachers The second issue is excess contents added to the curriculum to be covered by both the students and teachers possess serious challenges in curriculum implementation. Some global and emerging issues, such as family life education. Citizenship education, education on HIV/AIDS and drug abuse among others which are recently introduced in the school curriculum as contents to be learnt by student/pupils without extending the instructional hours affect its implementation. Afangideh (2009) in Obilo and Sangoleye (2010) states that some teachers are having issues with such topics already, hence making it implementation a challenge. He further maintained that the above is in addition to the already existing subjects. Obilo and Saugoleye (2010) further maintained that the time allotted for the implementation of these heavy academic loads is not adequate enough. A followed up issue on this matter is that when these new courses are introduced or included in the existing curriculum, new personnel who specialized in them were not usually employed neither do government send the old staff on training on how to implement them. 3. Curriculum is implemented without the resources Key Points: Issues of The third issue is concerned with the provision and distribution of Implementation materials that will enhance the achievement of the teaching and 7. Poor involvement of learning objectives. Such materials include: textbooks, instructional, teachers in matters desks etc. this is because for the curriculum contents to be effectively relating to curriculum implemented at any stage of the educational system, some materials implementation 8. Excess contents which are expected to compliment the classroom activities of the teacher added to the should be provided for effective implementation at the classroom levels curriculum to be of any of the educational programs. Sometimes the curriculum is covered by both the implemented without these resources making it difficult for learners to students and assimilate lessons. Fullan, (2001), argued that, if obstacles to teachers implementation were not removed, instead of moving ahead from the 9. Curriculum is implemented without implementation phase to the continuation phase, a change would suffer the resources from the failure to be used in the intended manner and the rejection by 10. Non-involvement decision-makers. of the society’s culture in curriculum 4. Non-involvement of the society’s culture in the curriculum implementation implementation 11. Planning the implementation 12. Communication The fourth issue of curriculum implementation is non-involvement of the society’s culture in the curriculum implementation. Curriculum is the instrument through which the society via the schools educates its Learning Module: The Teacher and The School Curriculum 158  Course LM03-PRED Packet 02 1313 citizens, both adult and young. Therefore, the quality of education of every society is subject to the quality of the society’s curriculum. Even though large sums of money are spent on implementing new curriculum, several of these efforts have failed. According to Alade (2011), the main reason for the failure Course Packet 02 is the lack of understanding of the culture of the school by both experts outside the school system and educators in the system. Successful implementation of curriculum requires understanding the power relationships, the traditions, the roles and responsibilities of individuals in the school system. 5. Planning the implementation The next issue is planning the implementation: it is essential that we plan the implementation of a curriculum it will certainly help us to implement it successfully. Planning process addresses needs and changes necessary and requisite resource for carrying out intended actions. Put it differently, implementation-planning should focus on the following factors: People (learners, educationists, policy makers, and the like); programs; and processes. Although, these three factors are inseparable, usually we consider any one of them for implementation. For example, the opinion has been that to really facilitate the implementation of a major change, curriculum developers need to deal primarily with the people-factor. Some, however, consider that the primary focus should be the program. The argument here seems to be that people will adapt, if we furnish them with different ways to meet the objectives of a program through planning, this will facilitate smooth implementation of the curriculum. 6. Communication Communication is the next important issues that influence curriculum implementation stage. We know that communication deals with messages, so sending and receiving is not sufficient enough to ensure that communication will be effective or that messages sent will be accurate or of high quality. The curriculum specialists, therefore, must be sure that the communication network is comprehensive and that avenues for sending messages exist at all levels of the curriculum implementation process. For instance, if we want to communicate some factual details about a new program being launched, we can use such means as letters, memos, articles, books, bulletins, research reports or speeches. Supposing the new program is a major change from the existing one, we can communicate it effectively through workshops, conferences, demonstrations and the like. Thus, it is essential that we should be able to create an atmosphere conducive to effective communication among all members of the educational staff and community. Further, we need to inform them that their views are welcome and that they all have a responsibility to participate in sending and processing messages of curriculum implementation activity. Once effective communication is established, we can be sure of cooperation in implementing the curriculum. Without the cooperation of all those who will be 'affected' by the new curriculum, we cannot implement it successfully. For instance, teachers have traditionally not been included in the process of curriculum activity. This is so, despite the fact that research supports the practice of engaging teachers in curriculum activity that will find expression in their classrooms. For example, in many ways, teachers are the experts in the given context. Their commitment to the new curriculum, therefore, is especially of vital importance. If teachers actively participate in curriculum development, the likelihood of successful implementation is increased. (Bediako, 2019) Learning Module: The Teacher and The School Curriculum 159  Course LM03-PRED Packet 02 1313 Generalization. Curriculum is the vehicle that contains the good (contents), the teacher is the driver who delivers the Course Packet 02 goods (Contents) to the consumers of the goods learners. Therefore the teacher is at the centre of activities in curriculum implementation. (Bediako, 2019) Implementation is the act of putting the prescribed curriculum into practice in the school. It is the ultimate objective of curriculum development process because only after this has been done will learners have the opportunity to experience the curriculum and benefit from it. (Bediako, 2019) Learning Module: The Teacher and The School Curriculum 160  Course LM03-PRED Packet 02 1313 Activity Sheet Application Activity Sheet Name: ____________________________________________ Score: __________________ Year & Section: ____________________________________ Date: __________________ Directions: Prepare a matrix showing the different models of curriculum implementation discussed in this course packet. Research other information if needed. Fill-up the table below with the necessary information. OVERVIEW OF THE CURRICULUM IMPLMENTATION MODELS Model Author- Assumptions Key Players Type of Change Originator Process Engaged Learning Module: The Teacher and The School Curriculum 161  Course LM03-PRED Packet 02 1313 Assessment Post-Assessment: Assessment Name: ____________________________________________ Score: __________________ Year & Section: ____________________________________ Date: __________________ A. MULTIPLE CHOICE Directions: Read the statement carefully and then choose the best answer from the choices given. Encircle your answer. 1. This refers to the interaction between the curriculum that has been written and planned and the persons who are in-charged to deliver it. A. Curriculum Planning C. Curriculum Implementation B. Curriculum Designing D. Curriculum Evaluation 2. In the classroom context, this is what curriculum implementation means. A. learning C. planning B. teaching D. evaluating 3. This Model of Curriculum Implementation rests on the assumptions that the success or otherwise of curriculum implementation primarily depends on the impact the developer can make on the consumers. A. Rand Change Agent (RCA) model B. Linkage Model C. Leadership-Obstacle Course (LOC) model D. Overcoming Resistance to Change (ORC) model 4. This Model of Curriculum Implementation treats staff resistance to change as problematic and proposes that data should be collected to determine the extent and nature of the resistance. A. Rand Change Agent (RCA) model B. Linkage Model C. Leadership-Obstacle Course (LOC) model D. Overcoming Resistance to Change (ORC) model 5. This Model of Curriculum Implementation recognizes that there are innovators in research and development centers, universities, etc. A. Rand Change Agent (RCA) model B. Linkage Model C. Leadership-Obstacle Course (LOC) model D. Overcoming Resistance to Change (ORC) model 6. This Model of Curriculum Implementation suggests that organizational dynamics seem to be the chief barriers to change. A. Rand Change Agent (RCA) model B. Linkage Model C. Leadership-Obstacle Course (LOC) model D. Overcoming Resistance to Change (ORC) model Learning Module: The Teacher and The School Curriculum 162  Course LM03-PRED Packet 02 1313 7. They are the very reason why a curriculum is developed. A. learners C. Curriculum Managers & Administrators Assessment B. teachers D. Parents 8. They are considered as the architects of school curriculum. A. learners C. Curriculum Managers & Administrators B. teachers D. Parents 9. They are considered as the best supporters of the school. A. learners C. Curriculum Managers & Administrators B. teachers D. Parents 10. They are responsible for the final decision making in terms with the school purpose. A. learners C. Curriculum Managers & Administrators B. teachers D. Parents B. TRUE or FALSE Directions: Read the statement carefully and then analyze whether the statement is correct or not. Write the word TRUE if it is correct, and FALSE if it is not. Write your answer on the space provided before the number. ___________1. Curriculum Implementation means putting into practice the written curriculum. ___________2. Curriculum implementation takes place in a class, a school, a district, a division or the whole educational system. ___________3. There are five Developmental Stages of Concerns that should be dealt with using the ORC Model of Implementation. ___________4. At the stage of Task-related concerns, teachers will be concerned with how the innovation will influence others. ___________5. Leadership-Obstacle Course Model of Curriculum Implementation has a feedback and monitoring mechanisms to determine if problems once solved keep reappearing. ___________6. In the Linkage Model of Curriculum Implementation, the basic process is the transfer of knowledge. ___________7. In the Rand Change Agent Model of Curriculum Implementation, there are five stages in the change process. ___________8. Stakeholders are considered as barriers in curriculum implementation. ___________9. A teacher is a curriculum maker. __________10. Community members are considered as curriculum resources. Learning Module: The Teacher and The School Curriculum 163  Course LM03-PRED Packet 02 1313 Assignment Name: ____________________________________________ Score: __________________ Assignment Year & Section: ____________________________________ Date: __________________ A. GRAPHIC ORGANIZER Directions: Prepare a Graphic Organizer of your choice that will show an extremely well-organized information which will creatively give a thorough and insightful understanding of the content of this course packet. Be guided with the rubrics on page 4. Use the space below for your answer. Learning Module: The Teacher and The School Curriculum 164  Course LM03-PRED Packet 02 1313 Annexes Annexes Annexes Answer Key Pre-Assessment & Post Assessment 10. TRUE 10. C 9. TRUE 9. D 8. FALSE 8. B 7. FALSE 7. A 6. TRUE 6. A 5. TRUE 5. B 4. FALSE 4. C 3. FALSE 3. D 2. TRUE 2. B 1. TRUE 1. C B. A. References Bediako, S. (2019). Models and Concepts of Curriculum Implementation, some definitions and influence of implemetation. 10.13140/RG.2.2.17850.24009. Bilbao, Ed.D, P. P., Dayagbil, Ed.D, F. T., & Corpuz, Ph.D, B. B. (n.d.). Curriculum Development for Teachers. Quezon City: Lorimar Publishing, Inc. Cambridge International. (2020, July 4). Curriculum Planning: An Overview. Retrieved from cambridgeinternational.org: https://www.cambridgeinternational.org/Images/271332- curriculum-planning-an-overview.pdf egyankosh. (2020, August 18). Unit 4 Curriculum Implementation and Evaluation. Retrieved from egyankosh.ac.in/bitstream/: http://egyankosh.ac.in/bitstream/123456789/42535/1/Unit-4.pdf IGI Global. (2020, August 18). What is Curriculum Implementation. Retrieved from www.igi- global.com: https://www.igi-global.com/dictionary/curriculum-implementation-and- teacher-motivation/48971 IGNOU. (2018). Unit 4 Curriculum Implementation and Evaluation. Retrieved from egyankosh.ac.in: http://egyankosh.ac.in//handle/123456789/42535 International Bureau of Education. (2020, July 5). Curriculum implementation. Retrieved from ibe.unesco.org/: http://www.ibe.unesco.org/en/glossary-curriculum- terminology/c/curriculum-implementation Rcampus. (2020, July 1). iRubric: Doodle Art rubric. Retrieved from rcampus.com: https://www.rcampus.com/rubricshowc.cfm?code=X4B427&sp=true Simon Fraser University. (2020, July 4). Curriculum planning and mapping. Retrieved from sfu.ca: https://www.sfu.ca/tlc/resources-and-tools/course-and-curriculum- planning/curriculum-planning.html Learning Module: The Teacher and The School Curriculum 165  Course LM03-PRED Packet 02 1313 surreylearningbydesign. (2020, July 4). Principles for Curriculum Design. Retrieved from surreylearningbydesign.ca: https://surreylearningbydesign.ca/principles/curriculum- design/#:~:text=The%20ultimate%20goal%20for%20curriculum,care%20for%20self%2 Annexes 0and%20others. TeachersPayTeachers. (2020, July 1). Poster Rubric (General). Retrieved from TeachersPayTeachers.com: https://www.teacherspayteachers.com/Product/Poster- Rubric-General-448510 Tugado, R. (2020, August 3). Role of Stakeholders in Curriculum Implementation. Retrieved from slideplayer.com: https://slideplayer.com/slide/8630753/ Learning Module: The Teacher and The School Curriculum 166  Course LM03-PRED Packet 02 1313 Learner’s Feedback Form Learner’s Feedback Form Name of Student: __________________________________________________________ Program : __________________________________________________________ Year Level : ______________ Section : __________________ Faculty : __________________________________________________________ Schedule : __________________________________________________________ Course Packet : Code : _________ Title : __________________________________ How do you feel about the topic or concept presented?  I completely get it.  I’m struggling.  I’ve almost got it.  I’m lost. In what particular portion of this course packet, you feel that you are struggling or lost? _____________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________________________ Did you raise your concern to you instructor?  Yes  No If Yes, what did he/she do to help you? _____________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________________________ If No, state your reason? _____________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________________________ To further improve this course packet, what part do you think should be enhanced? _____________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________________________ How do you want it to be enhanced? _____________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________________________ Learning Module: The Teacher and The School Curriculum 167