g the Curriculum

3 WORKSHEET 3

The Teacher as a Curriculum Implementor and

a Manager
 PRETEST
Directions: Answer the following:
We hear teachers say: “Here goes again, another curricular change! We are already overloaded!
Why do we have to do this?”
Questions:
1. Why do you think teachers say those lines? Cite an example problem that can prove the given line.

As an educator, I frequently hear this voice from teachers and curriculum implementors. However,
as previously stated, change in curriculum development is unavoidable. Many teachers did not hesitate to
express their dissatisfaction, particularly with the fact that the learning curriculum is not permanent and must be
changed based on everyone's observations of the learners' knowledge. However, it is undeniable that teachers
can do nothing to prevent this because all curricular changes are made for the benefit of the students. It can be
exhausting at times, especially since there is so much to learn as a teacher, but this is all handled by curriculum
implementors, and all they have to do is follow for the sake of the students.

2. Why do we need to have curriculum changes?

Implementors must change curriculum for the better in order to be relevant, as evidenced by
implementation. This is the point at which teachers begin to take action. It is one of the most important
processes in curriculum development, despite the fact that many education planners achieve good results in
learning, but it also needs to implement other methods on how we can improve students' knowledge. The
teacher, as the implementor, is responsible for the other half of the success of curriculum development.
Curriculum implementation refers to putting the written curriculum in syllabi, courses of study, curricular guides,
and subjects into practice. It is a process in which students acquire the planned or intended knowledge,
abilities, and attitudes that will allow them to perform effectively in society.

Implementing
Lesson 4.1 the Designed Curriculum as a Change Process

 LEARNING ACTIVITIES
Activity 1: K to 12: Can we make a curriculum change? (By Groups)
The K to 12 is the current reform in our national basic education curriculum. There are driving forces
as well as restraining forces that affect its implementation. In other words, there are factors that will make K to
12 succeed but there are also factors that will make K to 12 fail.
1. What factors make the K to 12 succeed? Write these on the left column A. you may not fill up all the
boxes.
2. What factors make the K to 12 difficult to succeed? Write these on the right column B. you may not fill
up all the boxes.
3. You see that the middle portion is the word equilibrium or balance.
 A. Driving Force/Factors E B. Restraining Force/Factors
Access to high-quality education High-cost education.
Q
Preparing for the future and cultivating the The new program components did not take
holistically developed Filipino U into account relevant results of international
research on science education, and there are
I
more pressing issues such as teachers,
L classrooms, textbooks, and dropouts.

Prepared to enter the labor force. I High school graduates are under the age of
18 and lack Basic Competencies and
B maturity.

Tertiary Education Readiness R Changes in the environment are needed

immediately.
I
Competitive Advantage Budget, classrooms, school supplies, and
U
teachers all suffer from a lack of resources.
M
Holistic Education The number of students dropping out is
growing.

Vocational education is being given more Forced to select a strand

attention.

Tailor fitting track (Teachers respond to a Too much emphasis on the subject
wide range of student needs, personalizing
learning for each one).

More skilled and Competent Graduates.

Sufficient Instructional Time.

1. If A is more than B, there will be a successful curriculum change.

2. If B is more than A, there will be an unsuccessful curriculum change.
3. If A and B are equal, then there will be as status quo.

Activity 2: Make Sense of Curriculum Implementation

1. Observe a class where the teacher is actually teaching.
2. Describe what the teacher is doing for at least the whole period.
3. Write down your observation based on the following questions:
3.1 What were the different learners’ activities?
3.2 What did the teacher do, to make the learners engage in the activities?
3.3 Where majority of the children actively participating? Why?
3.4 Did the teacher control most of the activities?
Yes
3.5 Did the learners and the teacher together achieve the desired learning outcomes? Explain
  SELF-CHECK
Perfect Match
In column A are concepts about curriculum implementation. Connect a line from the box on the left (A)
to the arrow on the right (B) of the correct match.

Concepts Meaning/Description

 Implementing  Minor curriculum changes like the use of e-portfolio instead of

portfolio as an artifact.
 Restructuring  Progressive steps from orientation to reflection about the
curriculum that is a characteristic of a curriculum
implementation.
 Developmental  Major curriculum changes like shifting from face-to-face to
online in the delivery of an academic program.
 Alteration  Curriculum process of putting into action what has been
planned and designed.
 Change Process  Process that ensures that the curriculum brings about
something different and better than before in the desired
learning outcomes.

Implementing
Lesson 4.2 a Curriculum Daily in the Classrooms
 LEARNING ACTIVITIES
Activity 1: What is Your Learning Style?
1. Study the Learning Style Choice Board and check as many as you feel you want to do more often.
2. If you have more choices, then you have a multiple learning style as an individual.

Source: Loving2Learn.com

Visual Musical/Auditory Verbal

 Create Visual Diagram √ Write a Song or Rap √  Teach Concept √
 Graph Result of a Survey  Create a Dance √  Write Instructions √
 Create a Comic Strip √  Write a Jingle √  Create Ads √
 Create a Poster √  Create a Rhyme √  Write a Poem √
 Draw a Map √  Use an Instrument to Create  Keep a Journal √
 Create a Power Point √ √  Retell on your Own Words √
 Create a Webcast or Video √  Teach Concept Mapping √
 Write a Story √

Physical/Kinesthetic Learning Styles Choices Board Logical/Mathematical

 Create a Game √ We all learn in different ways!  Create a Code √
 Do an Experiment √ Pick your way to discover, think,  Make a Time Line
 Construct a Model √ create and learn concepts in all  Compose/Contrast Ideas √
 Build a Representation √ areas; math, reading, science,  Create an Outline √
 Create a Sport √ history, writing, etc… √  Design a Map √
 Show a Pattern √
 Teach Concept mapping

Social Solitary Naturalist

 Tell Stories or Poems √  Research an Area √  Collect and Categorize Data,
 Survey Others √  Keep a Journal √ Material, or Ideas
 Interview Someone √  Write about Personal  Discover or Experiment √
 Teach a Cooperative Game √ Experience √  Take a Field Trip √
  Role Play √  Think about…and plan √  Adapt Materials
 Hold a Discussion √  Create a Power Point √  Label and Classify √
 Read a Book on… √

Activity 2: Matching the Teaching Strategies with Learning Style in Curriculum Implementation

Congratulations Future Teacher!

Now that you identify your own learning style, what strategy or method of teaching will be most
appropriate for you? Look for 4 members from among your classmates who have similar learning style with you.
Make a group Lesson Plan that is most appropriate for your group, using the basic components as prescribed
by the Department of Education.

I. Objectives

II. Subject Matter

III. Procedure

IV. Assessment

V. Assignment

 SELF-CHECK
Let’s recall! Provide the answer to what is asked in each item.
1. What is the first level of knowledge in Bloom’s taxonomy? KNOWLEDGE
2. What is the highest level of cognition in the Revised Bloom’s Taxonomy? CREATING
3. What DepEd Order requires a newly hired teacher to write a lesson plan? DepEd Order No. 70 S.
2012
4. What is referred to as a miniscule curriculum that the teacher implements every day? Teaching Activity
5. What is the learning style of a learner, who likes to thinker with many things? Kinesthetic Style of
Learning
6. What component of a lesson plan requires an active action for a curriculum to be implemented?
Objective/Intended Learning Outcomes
7. Who provided a visual model to show what instructional support can best enhance learning?
The Teacher
8. Who was Bloom’s student who revised his taxonomy of objectives? Lorin Anderson and David
Krathwohl
9. Who is the frontline curriculum implementor? The teacher
10. Who provided the original taxonomy for the cognitive domain? Bloom, Englehart, Furst., Hill &
Krathwohl
 Implementing
Lesson 4.3 the Designed Curriculum as a Change Process

 LEARNING ACTIVITIES
Class Activity: Make students in groups decide on (a) specific lesson to be taught (b) learning
objectives (c) choice of media (d) preparing in grid form a Lesson Plan, as in the following example:
Table 3 – An Example of Simplified Lesson Plan

Subject : SCIENCE

Level : GRADE 6

Class Size : 45 STUDENTS

Duration : 2 PERIODS (2 HOURS)

Lesson : SAVING OUR EARTH

Topic : NATURAL RESOURCES

Specific Desired Learning Outcomes

At the end of the lessons, learners must have:

1. correctly understood the situation that planet earth is in;

2. identify dangers, causes and ways to save earth; and
3. appreciate natural resources and graphically express their appreciation of the earth’s natural
resources.
Instructional Media

 VHS Discovery Materials – Our Planet Earth (15 minutes)

 White Board
Activities

 Teacher introduces the general topic and lesson

 Pupils are prepared to view the VHS materials
 After viewing, the teacher engages pupils in a brief motivational discussion (What planet did you
see? What is happening to the Earth now? Why do you think there is a need to save the Earth?
Etc.)
 Teacher highlights meaningful opinions from the class
 Teacher divides the class into groups, each group will fill in a grid brief point on:
a. Dangers to the earth
b. Causes of dangers
c. Ways to save the Earth
 Teacher asks each group to prepare a broad presentation of their brief output.
 Teacher makes summary of the lesson
 Teacher assigns each student to prepare a poster design (with picture and text) on the subject of
Saving Natural Resources of the Earth for presentation and discussion in the next class.
  SELF-CHECK
Assess a visual material or presentation (Transparency or Power point Slides Presentation).
Directions: Make your own PowerPoint presentation presenting the poem “The Road Not Taken” by Robert
Frost. Follow the criteria for the use of Visual Aids. Click the link below for the rubrics.
(https://www.scholastic.com/content/dam/teachers/lesson-plans/migrated-files-in-body/rubric.pdf )
 LessonStakeholders
4.4 in Curriculum Implementation

 LEARNING ACTIVITIES
Activity 1. Learn More, Make an Interview
With the use of the interview protocol below, ask two persons (ex: 1 student and 1 teacher OR 1
teacher and 1 LGU) among the Stakeholders. Record your interview data and report to the class.

Interview Protocol on the Roles of Stakeholders

Name of the Interviewee: Ma’am Chona Licot Equillon Interviewer: Jecel A. Solabo
Name of School: Labasan National High School
Category: (check only)
Student: _____ Teacher: √ School Head: _____ Parent: _____
Community: _____ LGU: _____ Gov’t Agency: _____ Non-Gov’t Agency: _____

Lead Questions:
1. What do you know about the curriculum that is taught in this school?
A curriculum is a set of rules or expectations that teachers must follow when teaching their students. A
school's curriculum informs teachers about the skills that must be taught at each grade level in order for
students to be prepared for postsecondary education or employment.
2. Are you involved in the activities in the school? How?
Yes, by educating my students about the curriculum.
3. Why do you get involved in the school activities?
It is my responsibility as a teacher to teach them the proper curriculum as well as the administration-
supervised school activities.
4. Do the activities contribute to the learning achievement of the students?
Without a doubt, they contributed significantly to each and every student's academic success.

5. What is your most important involvement that contributed to the learning of the students? Give
specific example.
I believe it is motivation. Because a student's motivation to study is the most important aspect of his or her
learning, he or she will not absorb all of the material presented to them without it. Motivation is not only
important in and of itself, but it is also a strong predictor of learning and achievement. Students who are more
motivated to learn stay in class longer, put in more effort, learn more deeply, and perform better on
standardized tests. It encourages a growth mindset over a fixed mindset, can cultivate meaningful and
respectful relationships with their classmates and by motivating them, they can create a learning community
in the classroom by setting high expectations and clear goals.

6. Would you like to continue what you are doing for the school curriculum? Why?
Yes, because I know I'm doing a good job and will be able to help my students learn if I stick to the school
curriculum. In addition, I enjoy my job. I enjoy learning and being in a learning environment because teaching
is a job with a lot of variety, and I enjoy helping people as a way of giving back to the community. And by
attending seminars, I frequently attend classes sponsored by their districts as well as workshops,
conferences, and summer institutes. Workshops and conferences are the most common forms of continuing
professional development that provide me with knowledge, and I am proud to say that I am knowledgeable
enough to teach the learners.

Note to interviewers:
1. You may use tape recorder or write your answers on your field notebook.
2. Consolidate the answers and write your report for two individual samples in paragraph form.
3. Submit your work and share your experiences to the whole class.
Name of the Interviewee: Cristine Vien S. Canero Interviewer: Jecel A. Solabo
Name of School: Bongabong Technical and Vocational High School
Category: (check only)
Student: __√___ Teacher: School Head: _____ Parent: _____
Community: _____ LGU: _____ Gov’t Agency: _____ Non-Gov’t Agency: _____

Lead Questions:
1. What do you know about the curriculum that is taught in this school?
It acts as a guide or starting point for teachers when deciding what to teach their students. A curriculum is the
method by which standards, or learning goals, for each grade and subject are translated into day-to-day
activities. Classroom instruction, reading, homework, quizzes, and assessments are all part of the curriculum.

2. Are you involved in the activities in the school? How?

Yes, I believe I am portraying a student who needs to focus and master the school's activities. In addition, I
am one of the students who participates in extracurricular activities and works hard in order to achieve high
grades. As a student, I believe this is how I contribute to our school.

3. Why do you get involved in the school activities?

I get involved in school activities to support it, and I know that joining or participating in them provides me with
knowledge, motivation, and learning opportunities. Being involved allows me to stand out among my peers,
which can help me in the application process. It also helps me to gain confidence and motivate other students
at our school. I felt at home when I started participating in school activities.

4. Do the activities contribute to the learning achievement of the students?

Activities, of course, are crucial to students' achievement of learning objectives because they allow students
to refine and practice their skills.

5. What is your most important involvement that contributed to the learning of the students? Give
specific example.

6. Would you like to continue what you are doing for the school curriculum? Why?

Note to interviewers:
4. You may use tape recorder or write your answers on your field notebook.
5. Consolidate the answers and write your report for two individual samples in paragraph form.
6. Submit your work and share your experiences to the whole class.
  SELF-CHECK
Stakeholders: How are they involved in curriculum implementation?
Enter in the matrix the stakeholders and identify their involvement in curriculum implementation.
Stakeholders Involvement

LEARNER  The curriculum's primary stakeholders are

the students.
 The Core of the Curriculum  They bring the curriculum to life.
 Learners are the reason why a curriculum
is developed.
 They are the ones who are directly
influenced by it.
 The curriculum's success is measured by
the amount of learning the learners have
achieved.

TEACHERS  Teachers are members of textbook

committees, teacher selection boards,
 The Curricularist school evaluation committees, or
textbook/module writers themselves.
 Teachers shape the curriculum by sharing
their experiences and resources.

SCHOOL LEADERS  School administrators play an important role

in curriculum development because they
 The Curriculum Managers are responsible for developing the school's
vision, mission, and objectives.
 They also provide necessary leadership in
evaluating teaching personnel and school
programs.
 Supervise curriculum implementation
 Select and recruit new teachers and admit
students
 Procure necessary equipment and
materials and plan for the improvement of
school facilities and physical plants

PARENTS  Parents are the best supporters of the

school, especially because they are the
 The Supporters to theCurriculum ones paying for their child's education. Any
parent would like to get the most out of
his/her investment in education.
 Parents may not be directly involved in
implementation, but they are important
partners for the success of any curricular
endeavor. They can help ensure that what
children learn in school is practiced at
home.
 Follow up lessons, and are able to provide
learning materials that are not in school.
Co-curricular activities such as Boy and Girl
 Scouting, Science Camp, and so on are
examples of extracurricular activities.

OTHER STAKEHOLDERS
 TESDA, DEPED, CHED – agencies that
 Government Agencies have regulatory and mandatory authorities
 Non-Government Agencies over the implementation of the curricula.
 Professional Organizations  A foundation that supports basic education
through Reading, Science, Mathematics
and English.
 These are the organization that have shown
great influences in school curriculum

 ASSESSMENT
Directions: Choose the letter of the correct answer and explain briefly.
1. “A good plan is half of the work done.” Goes a popular reminder to curricularists. What would the other
half refer in curriculum development?
a. Curriculum designing c. Curriculum Modification
b. Curriculum implementation d. Curriculum Planning
2. Kurt Lewin’s Force Field Theory in curriculum change, describes that change will occur if one condition
exists. Which one?
a. Driving force > Restraining Force
b. Driving Force = Restraining Force
c. Driving Force < Restraining Force
d. Restraining Force is not equal to Driving Force
3. What kind of curriculum change is being described? “The principal, together with the teachers agreed
that the time schedule should be shortened by ten minutes for every subject to provide for a common
preparation time for the year-end Division Tests.”
a. Substitution c. Restructuring
b. Alteration d. Perturbation
4. In preparation for the implementation of the curriculum, all teachers are required to write a lesson plan
to guide teaching. However, DepEd issued an order that exempts teachers with two or more years of
teaching experience to write a detailed lesson plan. This order refers to:
a. DO No. 70 s. 2012 c. DO No. 02, s. 2018
b. CMO No. 74 s. 2017 d. CMO No. 82, s. 2020
5. Based on the complexity of the learning process, Bloom and Anderson recently revised the original
taxonomy to present a clearer hierarchy of cognitive learning. Which one is the most recent?
a. Knowledge, comprehension, application, analysis, synthesis, evaluation
b. Remembering, understanding, applying, analyzing, evaluating, creating
c. Knowing, understanding, applying, analyzing, evaluating, innovating
d. Knowledge, understand, apply, analyze, synthesize, evaluate