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    Camile Santos Mallari
    Kurt Lewin's Force Field Theory explains curriculum change as a balance between driving forces that push for change and restraining forces that resist it. When these forces are equal, there is equilibrium. The theory outlines five categories of curriculum change: substitution, alteration, restricting, perturbations, and value orientation. Stakeholders in curriculum implementation include learners, teachers, school leaders, parents, community members, government agencies, and non-government organizations.

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    Presentation 1

    Uploaded by

    Camile Santos Mallari
    96 views25 pages
    Kurt Lewin's Force Field Theory explains curriculum change as a balance between driving forces that push for change and restraining forces that resist it. When these forces are equal, there is equilibrium. The theory outlines five categories of curriculum change: substitution, alteration, restricting, perturbations, and value orientation. Stakeholders in curriculum implementation include learners, teachers, school leaders, parents, community members, government agencies, and non-government organizations.

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    Kurt Lewin's Force Field Theory explains curriculum change as a balance between driving forces that push for change and restraining forces that resist it. When these forces are equal, there is equilibrium. The theory outlines five categories of curriculum change: substitution, alteration, restricting, perturbations, and value orientation. Stakeholders in curriculum implementation include learners, teachers, school leaders, parents, community members, government agencies, and non-government organizations.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    96 views25 pages

    Presentation 1

    Uploaded by

    Camile Santos Mallari
    Kurt Lewin's Force Field Theory explains curriculum change as a balance between driving forces that push for change and restraining forces that resist it. When these forces are equal, there is equilibrium. The theory outlines five categories of curriculum change: substitution, alteration, restricting, perturbations, and value orientation. Stakeholders in curriculum implementation include learners, teachers, school leaders, parents, community members, government agencies, and non-government organizations.

    Copyright:

    © All Rights Reserved
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    of 25

    Curriculum Implementation as a Change Process

    Kurt Lewin’s Force Field Theory and


    Curriculum Change
    • Kurt Lewin (1951)
    - The Father of social psychology. He explains the process
    of change. He made a model that can be used to explain the
    curriculum change and implementation.

    • Idea of Kurt Lewin in his Force Field Theory


    In the education landscape, there are always two forces that oppose each
    other: the driving force and the restraining force. When these two are
    equal, the state is equilibrium or balance.
    P N
    O E
    S G
    I A
    T T
    I I
    V V
    E E
    CATEGORIES OF CURRICULUM CHANGE
    1. Substitution
    - the current curriculum will be replaced or established by a new
    one. Sometimes, we call this a complete overhaul.
    2. Alteration
    - There is a minor change to the current or existing curriculum.

    3. Restricting
    - Building a new structure would be mean major change or
    modification in the school system, degree program and educational
    system.
    4. Perturbations
    - These are changes that are disruptive, but teachers have to
    adjust to them within a fairly short time.

    5. Value Orientation
    - This respond to the shift in the emphasis that the teacher
    provides which are not within the mission or vision of the school
    or vice versa.
    SECRETARY OF EDUCATION

    UNDERSECRETARIES

    ASSISTANT SECRETARIES

    BUREAU OFFICERS
    ❖ Revised Bloom's taxonomy emphasizes students' learning
    outcomes through the use of refined terms. The revised
    taxonomy is a refreshed take on Bloom's Taxonomy from 1956,
    which examined cognitive skills and learning behavior. Changes
    to terminology, structure and emphasis are a part of the revised
    approach.
    ❖ To provide learners with clearer instructional goals, a group of
    researchers led by Bloom's colleague David Krathwohl and one
    of Bloom's students, Lorin Anderson, revised the taxonomy in
    2001. In the new variant, nouns were replaced by action verbs.
    Also, the two highest levels of the taxonomy were swapped.
    PHILIPPINE EDUCATIONAL SYSTEM

    • R.A. 10533 or the Enhanced Basic Education


    BasicEducation Act of 2013
    • K-12 Education Program of the Philippines

    • Republic Act No. 7722 or Higher Education Act


    Higher Education of 1994
    • CHED

    Technical • Republic Act 7796 or “Technical Education and


    Education and Skills Development Act of 1994”
    Skills Development • TESDA
    “an electronically enabled society where all citizens
    live in an environment that provides quality
    education, efficient government services, greater
    sources of livelihood and ultimately a better way of
    life through enhanced access to appropriate
    workshop technologies.”
    — International Workshop On Emerging
    Technologies, Thailand, December 14-16,
    2005
    Technology in Instructional Media

    Instructional Media
    -referred to as media
    technology or learning
    technology, or simply
    technology
    Types of Instructional Media/ Technology
    Non- Projected media are visuals that do not need the use of
    equipment for projection
    • Real objects
    • Models
    • Field trips
    • Kits
    • Printed materials (books, worksheets)
    • Visuals (drawings, photographs, graphs,
    charts, posters)
    • Visual boards (chalkboard, whiteboard,
    flannel board. etc.)
    • Audio materials
    Types of Instructional Media/ Technology

    Projected visuals are


    media formats in which
    pictures are enlarged and
    displayed on a screen
    which are suitable for all
    use at all grade levels and
    for instruction in all
    curriculum areas.
    The Role of Technology in
    Curriculum Delivery

    teacher-centered to student-
    Three centered approach
    Current broadening realization
    Trends
    the increase in the use of new information
    and communication technology or ICT
    The Primary Roles Of Educational Technology In
    Delivering The School Curriculum's Instructional
    Program

    ● Upgrading the quality of teaching-and-learning in schools


    ● Increasing the capability of the teacher to effectively inculcate learning, and for
    students to gain mastery of lessons and courses.
    ● Broadening the delivery of education outside schools through non-traditional
    approaches to formal and informal as 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.
    Stakeholders in Curriculum
    Implementation

    1. Learners are at 2. Teachers are 3. School leaders


    the core of the Curricularists. are curriculum
    curriculum. managers.
    Stakeholders in Curriculum
    Implementation

    4. Parents 5. Community as the 6. Other


    Parents may not directly Curriculum Resources Stakeholders
    be involved in curriculum and a Learning
    implementation, but they Environment • Government
    are formidable Agencies
    partners for the success of
    "It takes the whole village
    any curriculum to educate the child"
    • Non-Government
    development endeavor.
    Agencies

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