The Teacher as a Curriculum Implementor and Manager 2024 PDF

P R O F E D 9 GROUP 3 THE TEACHER AS A CURRICULUM IMPLEMENTOR AND A MANAGER ABAD, FRANCES CHARMIE H. BALASSU, SHAIRA MAE G. CATUTUYA, KRIZELLE NYVA A. GATILA, LOVELYN JOY A. FAJARDO, JAMAI...

P R O F E D 9 GROUP 3 THE TEACHER AS A CURRICULUM IMPLEMENTOR AND A MANAGER ABAD, FRANCES CHARMIE H. BALASSU, SHAIRA MAE G. CATUTUYA, KRIZELLE NYVA A. GATILA, LOVELYN JOY A. FAJARDO, JAMAICA G. MATIAS, SHERLYN T. PAGALA, CECILLE P. WA-IS, CRISELDA G. M A ’ A M : D E M E T R I A A. C O R P U Z LESSON 1: IMPLEMENTING THE DESIGNED CURRICULUM AS A CHANGE PROCESS CURRICULUM IMPLEMENTATION the phase where teacher action takes place. is one of the most crucial processes in curriculum development. putting into practice the written curriculum that has been designed in syllabi, course of study, curricular guides and subjects. a process wherein the learners acquire the planned or intended knowledge, skills and attitude to function effectively in society. ORNSTEIN & HUNKINS (1998) according to them “curriculum implementation” is the interaction between the curriculum that has been written and planned and the person (teacher) who are in charge to deliver it. to them, the curriculum implementation implies the following: shift from what is the current to a new or enhanced curriculum. change in knowledge, actions, attitudes of the persons involved. change in behavior using new strategies and resources. change which require efforts hence goals should be achievable. LOUCKS & LIEBERMAN (1983) defined as the trying out of a new practice and what it look like when actually used in school system. Simply means that implementation should bring the desired change and improvement.  CURRICULUM IMPLEMENTATION means “teaching” what has been written in the lesson plan and putting the curriculum into operation with the different implementing agents that take place in a class, school, a district, a division or the whole educational system. IMPLEMENTING means using the plan as a guide to engage with the learners in the teaching-learning process and involves the different startegies of teaching with the support of instructional materials to go with the strategy. KURT LEWIN (1951) father of social psychology and explains the process of change in his force field theory. two forces in education landscape DRIVING FORCE RESTRAINING FORCE there is a status quo, hence there will be equilibirium equilibirium no change /balanced /balanced DRIVING FORCE overpower RESTRAINING FORCE change will occur DRIVING FORCE RESTRAINING FORCE change is prevented overpower KURT LEWIN FIELD FORCE THEORY DRIVING FORCE E RESTRAINING FORCE Q government intervention U fear of the unknown I society’s values L negative attitude to change I technological changes tradition values B knowledge explosion R limited resources I administritive support U obselete equipment M according to lewin, change will be better if the restraining forces shall be decreased,rather than increasing the driving force. categories of curriculum mcniel,1990 change substitution alteration will be replaced or there is a minor change to substituted by a new one and the current or existing sometimes call this as curriculum complete overhaul.  categories of curriculum mcniel,1990 change restructuring perturbations building a new structure would these are changes that are mean major change or modification disruptive, but teachers have to in the school system, degree adjust to them within a fairly program or educational system. short time. in-school off school unplanned extra- blended curriculum curricular activities categories of curriculum change mcniel,1990 value orientation a type of curriculum of change that respond to shift in emphasis that the teacher provides are not within mission or vision of the school or vice versa.  developmental it develop multiple perspectives, increase integration and make learning autonomous, create a three elements climate of openness and trust and appreciate an affirm strengths of of process of the teacher. change step 1: ORIENTATION AND PREPARATION initial use is very mechanical or routinary. there will be continuous reflection, feedback and refinement. participatory supportive curriculum implementation is for curriculum implementation required to change. to succeed, it should be participatory, especially because other stakeholders material support like supplies, like peers, school leaders, equipment, conductive learning parents and curriculum environment like classrooms and specialists are necessary. laboratory should be made available. involvement and participation time is an important commodity for encourages sense of ownership a successful change process and and accountability. also needed to determine when the implementation starts and when it participation builds a learning will conclude, since curriculum community implementation is time bound. LESSON 2: IMPLEMENTING A CURRICULUM DAILY IN THE CLASSROOMS Starting the class right: Laying down the Curriculum Plan 1. objectives or intended learning outcomes (ilo) 2. subject matter (sm) 3. procedure or strategies of teaching 4. assesment of learning outcomes (alo) 5. assignment or agreement 1. objectives or intended learning outcomes (ilo) these are the desired learning that will be the focus of the lesson should be written in smart way based on taxonomy of objectives : cognitive, affective and psychomotor revised bloom’s taxonomy by lorin anderson & david krathwohl blooms taxonomy (1956) revised bloom’s (2001) evaluation creating synthesis evaluating analysis analyzing application applying comprehension understanding knowledge remembering  levels of knowledge factual conceptual knowledge knowledge ideas, specific data words or ideas known by or information common name, common features, multiple specific examples which may either be concrete or abstract.  levels of knowledge procedural metacognitive knowledge knowledge how things work , knowledge of cognition in step-by-step actions, general, awareness of methods of inquiry knowledge of one’s cognition, thinking about thinking. 2. subject matter or content (sm) comes from a body of knowledge (facts, concepts, procedure and metacognition) that will be learned through the guidance of the teacher. subject matter is the what in teaching, this is followed by the references. 3. procedure or methods and startegies the crux of curriculum implementation and how will the teacher put life to the intended outcomes and the subject matter to be used approaches and methods corpuz & salandanan,2013 1. Direct demonstration methods 2. Cooperative learning approaches 3. Deductive or inductive approaches 4. other approches: blended learning, reflective teaching, integrated learning, outcome-based approach Students have different learning styles three learning style common characteristics tips for teachers and learners visual uses graphs, turn notes into pictures, charts, pictures. tends diagrams, maps. learn the big to remember things that picture first than details. make mind maps and concept are written in form. maps.  common characteristics tips for teachers and learners auditoryrecalls record lectures and listen information through ton these. repeat materials hearing and speaking. out loud”parrots”. read orefers to be told how t aloud. do things orally. learns aloud. kinesthetic learns something while doing prefers hands -on other thing(eat while studying). approach. demonstrate work while standing. like how to do, rather than fieldwork. does many things at explain. likes group work one time. with hands on-minds on. Teaching and Learning must be supported by instructional materials (IMs) dale cone of learning visual- concrete (flat, 3-dimension al, realias, models, etc.) or abstract ( verbsl symbols, words) audio- recordings of sounds, natural or artificial audio-visual- combination of what can be seen and heard kinesthetic- manipulative materials like modeling clay, rings, dumb bells, equipment, others experiential- utilize all models Finding out what has been achieved: Assessing achieved outcomes. at the end of the activity, the teacher will find out if the intended learning outcome (ilo) has been converted into achieved learning outcomes (alo) kpup- what knowledge, process understanding and performance found at the end of the lesson LESSON 3: THE ROLE OF TECHNOLOGY IN DELIVERING THE CURRICULUM Instructional Media referred to as media technology or learning technology in which technology plays a crucial role in delivering instruction to learners. technology offers various tools of learning and these range from non-projected and projected media from which the teacher can choose, depending on what he sees fit with the integrated instructional setting.  TYPES OF INSTRUCTIONAL MEDIA TECHNOLOGY non-projected media projected media real objects overheard models transparencies fieldtrips opaque projection kits slides printed materials, filmstrips worksheet films visuals(drawing, video, vcd, dvd photocards, computer/multime graphs, chars, dia presentations poster) audio materials factors for technology selection practicality activity/suitability is the equipment (hardware) will the chosen media fit the set or already prepared lesson instructional event , resulting in material(software) either information,motivation,or available? psychomotor display? appropriateness in relation to the objective learners matching overall, does the is the medium suitable to medium help in achieving the the learners’ ability to learning objectives? comprehend? THE ROLE OF TECHNOLOGY IN CURRICULUM DELIVERY a fast developing such that it is difficult to foresee the technological revolution in the millennium, inclusive of educational changes. technological changes in education and make its impact on the delivery of more effective, efficient, and humanizing teaching and learning.  three current broadening trends realization paradigm shift education is not simply a from teacher-centered to delivery of facts and students-centered approach information but an educative learning process of cultivating the cognitive, affective, explosive trend psychomotor and much more the contemplative increase in the use of new intelligence of the learners technology and communication, of a new age. technology or ict. PRIMARY ROLES OF EDUCATIONAL TECHNOLOGY in delivering the school curriculum’s instructional program upgrading the quality of teaching-and-learning in schools. increasing the capacity of the teacher to effectively inculcate learning, and for students to gain mastery of lesson and courses broadening the delivery of education outside schools through non- traditional approaches to formal and informal learning, such as open universities and lifelong learning to adult learners revolutionizing the use of technology to boost educational paradigm shifts that give importance to student-centered and holistic learning.  technology driven teaching and technological knowledge learning also called as tpack what technology will i use in how to teach the content tpack pedagogical knowledge a direct interconnectedness how shall i teach the content? of the three components,thus in teaching-learning content knowledge process, a teacher should always ask what shall i teach? and find the correct answer.  CRITERIA FOR THE USE OF VISUAL AIDS Smell Touch 4% 2% 1% taste visual elements Hearing 1. lettering style or font-consistency and harmony 10% 2. number of lettering style-no more than 2 in a static display (chart, bulletin board) 3. use of capitals-short titles or headlines should be no more than 6 words 4. lettering colors-easy to see and read. use of contrast is good for emphasis. 5. lettering size-good quality even for students at the back of the classroom 6. spacing between letters-equal and even spacing 7. spacing between lines-not too close as to blur at a distance 8. number of lines-no more than 8 lines of text in each Sight transparency/slide 83% 9. appeal-unusual/catchy,two-dimensional,interactive (use of overlays or movable tabs) 10. use of directionals-devices (arrows, bold letters, bullets, contrasting color and size, special placement of an item. LESSON 4: STAKEHOLDERS IN CURRICULUM IMPLEMENTATION Curriculum Stakeholders 1. learners are the core of the curriculum learners have more dynamic participation in planning ,designing, implementing and evaluating. whether learners are in elementary or college level, they can make a break curriculum implementation by their active or non-involvement. Student 1: i never realize that as a student, I have a participation in the curriculum development. student learning is the basis of success or failure in the curriculum Student 2: In high school our teachers would always look into what we are learning. varied curricular and co-curricular activities Student 3: When we are in the elementary level our lesson were very simple. Now our lesson in college has become complicated. I learned that actually, our curriculum is spiral. 2. Teachers are curricularists. teachers are stakeholders who plan, design, teach, implement and evaluate the curriculum. ROLES THAT THE TEACHERS DO IN THE CURRICULUM IMPLEMENTATION: 1. Guiding, facilitating and directing the activities of the learners. 2. choosing the activities and the methods to be utilized. 3. choosing the materials that are necessary for the activity. 4. evaluating the whole implementation process and 5. making a decision whether to continue, modify or terminate the curriculum. How teachers viewed as curriculum implementer: Student 1: I believe my teacher knows very well the curriculum knows what to teach and how to teach it well. teacher: as a classroom teacher, it is my responsibility to make my students learm. 3. School leaders are curriculum managers. principals and school heads, too, have important roles in curriculum implementation process in schools. they should understand fully the need for change in the implementation process. Principal: it is my part of my function to lead my school in any curriculum innovation. Head Teacher: as a proactive school head, i always see to it that we keep pace with the changes in the school curriculum. 4. Parents significant school partners and plays an important role in curriculum implementation. The school needed to listen to the parents concerns one way of engaging parents cooperation is through “ brigada eskwela” parents can be involved in various co-curricular activities. key in curricular success not directly be involved in curricular implementation but they are a formidable partners for the succes of any curriculum development endeavors. 5. community as curriculum resources and learning environment. “ it takes a whole village to educate the child” by hillary clinton (former us first lady) education involves the entire community, not just schools. the community acts an extended learning environment because they provide valuable resources and support for education. the school reflects the community support, and the community reflects the influence of the school. GOVERNMENT AGENCIES DEPED, TESDA, CHED - trifocalized agencies that have regulatory and mandatory authorities over the implementation o fthe curricula professional regulation commission (prc) and civil service commission (csc) - agencies that certifies and issues teacher licenses to qualify to teach and affirms and confirms the appointment of teachers in the public schools. local government unit (lgu)- they are the big supporters in the implementation of a school curriculum by providing construct of school buildings, provide equipment and school supplies and books. NON-GOVERNMENT AGENCIES Gawad kalinga (gk) -to build communities means to include education. full support in early childhood education. synergia- an organization/foundation that support basic education to elevate education through reading, science, mathematics and english. metro bank foundation- supports continuing teacher development programs. Philippine Association for Teachers and Educators ( PAFTE) State Universities and Colleges Teachers Education Association ( SUCTEA) National Organization of Science Teachers and Educators (NOSTE) Mathematics Teachers Association of the Philippines (MTAP)  A school curriculum, whether big or small is influenced by many stakeholders. Each one has a contribution and influence in what should we replace, modify and substitute the current curriculum. Each one has a significant mark in specific development and change process of curriculum development. THANK YOU !