The Role of Stakeholders in Curriculum Planning

1. CURRICULUM
IMPLEMENTATION
HENE L. HAPINAT
Ed. D. Student
SUB-TOPICS:
 THE ROLE OF STAKEHOLDERS IN CURRICULUM PLANNING
AND IMPLEMENTATION
 THE ROLE OF TECHNOLOGY IN CURRICULUM DELIVERY
 IMPLEMENTING THE DESIGNED CURRICULUM
 FORCES DRIVEN CURRICULUM CHANGE
CAPIZ STATE UNIVERSITY
PONTEVEDRA CAMPUS

2. THE ROLE OF STAKEHOLDERS IN
IMPLEMENTING THE CURRICULUM

3. STAKEHOLDERS
are individuals or
institutions that are
interested in school
curriculum.
These stakeholders shape
the school curriculum
implementation.

4. Stakeholders in Curriculum Implementation
Parents
Teachers
Other
Stakeholders
Community
Curriculum
Managers &
Administrator Learners
CURRICULUM

5. 1. Learners at the center of the curriculum


6. 1. Learners at the center of the curriculum
 The learners are the very reason a
curriculum is developed.
They are the ones who are directly
influenced by it.
Primary stakeholders.
 The direct beneficiary of the
curriculum implementation. Upon them
lie the success or failure of the
curriculum.

7. The role of students as stakeholders from a student’s
point of view:
 “ I consider the learner as the center of the
educational process. Everything in the curriculum
should revolve around his/her interests, needs,
abilities, and capacities.”- Hene
 “ In the selection of subject matter, the needs of
the individual learner should received proper
emphasis. The course of study must be organized
around the changing nature and development needs
within the cultural context of the learners.”-
Marianne

8. The role of students as stakeholders from a student’s
point of view:
 “ Learners or student are the very reason why
school exist. It is the school’ responsibility to further
develop the learners’ knowledge, skills, talents and
attitude to face the different situations in life.”-
Emman

9. Take Note:
The universal and individual characteristics of
the learners should be considered in
implementation of any curriculum.
Age, gender, physical, mental, emotional
development, cultural background, interests,
aspirations and personal goals.

10. Planned
Curriculum
Characteristics of
the learners
Success in Education
Written
Curriculum

11. 2. Teachers as Curriculum Developers and
Implementers

12. 2. Teachers as Curriculum Developers and
Implementers
 Planning and writing the curriculum are the
primary roles of the teacher.
 The person who directly implements the
curriculum, in whose hands, direction and
guidance are provided for successful
implementation.
 Prepares and implements the day to day
activities in school.

13. • Curriculum
Maker/Developer
1
• Curriculum Implementer2
Teachers as :

14. A Teacher :
 as a curriculum maker, he/she writes a curriculum
daily through a lesson plan , a unit plan or a yearly
plan. The teacher addresses the goals, needs,
interests of the learners by creating experiences from
where the students can learn. The teacher designs,
enriches and modifies the curriculum to suit the
learner’s characteristics.
 as a curriculum developer, part of textbooks
committees, faculty selection boards, school
evaluation committee or textbook writers themselves.
Empowered to develop their own school curricula.
And they become architect of the school curriculum.

15. A Teacher :
as a curriculum implementer , which of the plans
should be put in to action and how should it be done
and what are the decisions teachers should make.
Curriculum implementation is now giving life to the
written material. Guiding, facilitating and directing
activities which will be done by the students.

16. A Student’s view about the teacher as a curriculum
maker and implementer
“Teachers shape the school curriculum by
sharing the experiences that they have and
the resources they are capable of giving or
imparting to the learners. But as the old
saying goes , ”What can you give if you have
nothing to give? Applies to this demand of
teaches in curriculum implementation”-
Adan

17. 3. Curriculum Managers and Administrators

18. 3. Curriculum Managers and Administrators
Functions of the school principal as a
curriculum manager:
 supervise curriculum implementation,
 select and recruit new teachers,
admit students,
procure equipment and materials needed
for effective learning.
plan for the improvement of school facilities
and physical plants.

19. Why are school administrators and curriculum
managers important to curriculum
implementation?
“ The school administrators play an important role
in shaping the school curriculum because they are
the people who are responsible in the formulation
of the schools’ vision, philosophy, mission and
objectives. They provide necessary leadership in
evaluating teaching personnel and school program.
Keeping records of curriculum and reporting
learning outcomes are also the manager’s
responsibilities”.- Hene

20. Role of the Administrators
Materials to be used
Command
responsibility
Institutional
leadership
Final decision
making in
terms of the
school’s
purpose
School
administrators

21. 4. Parents as supporters to the curriculum

22. 4. Parents as supporters to the curriculum
“My child and my money goes to this school”, reads a
car sticker.
What is the implication of this statement to the school
curriculum?
It simply means that the parents are the best
supporters of the school, especially because they are
the ones paying for their child’s education. Parents
would be willing to pay the cost of educating their child
for as long as their children get the best learning or
schooling experiences.

23. How do parents shape the curriculum and why are
they considered stakeholders? Here are some
observations:
1. Effective parental involvement in school affairs
may be linked to parent educational programs
which is central to high quality educational
experiences of the children.
2. The parents involvement extends from the confine
of the school to the homes. The parents become
part of the environment of learning at home.
3. In most schools the Parent Association is
organized. This organization is provided by law.

24. 5. COMMUNITY MEMBERS AS CURRICULUM
RESOURCES

25. The success in the implementation of
the curriculum requires resources. However,
most often teachers complain that resources
are very scarce. There are no books, materials
nor facilities available. These are the usual
complaints of the teachers. The community
members and materials in the local
community can very well substitute for what
are needed to implement.
5. COMMUNITY MEMBERS AS CURRICULUM
RESOURCES

26. Professional organizations have shown great
influence in school curriculum. They are being
asked by curriculum specialists to contribute in
curriculum review because they have a voice in
licensure examinations and curriculum
enhancement i.e. teachers organization,
lawyers organization etc.
6. OTHER STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION

27.  Government has a great stake since all
schools are under the regulation of the National
Government under the Philippine Constitution.
Government represented by the following:
6. OTHER STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION (Continuation)

28. Department of Education (DepEd)
6. OTHER STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION (Continuation)

29. Commission on Higher Education (CHED)
(R.A. 7722-Higher Education Act of 1994)
6. OTHER STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION (Continuation)

30. Professional Regulation Commission (PRC)
6. OTHER STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION (Continuation)

31. Stakeholders in Curriculum Implementation
Parents
Teachers
Other
Stakeholders
Community
Curriculum
Managers &
Administrator
Learners
CURRICULUM
Each one has a role to play. Each one is on watch on how the
curriculum implemented. Some have direct involvement , while
others have indirect influence.

32. THE ROLE OF TECHNOLOGY IN
DELIVERING THE CURRICULUM

33. The Role of Technology In Delivering The
Curriculum
The role of technology finds its place at
the onset of curriculum implementation,
namely at the stage of instructional planning.
Each lesson should have a clear ideas of general
specific goals, instructional objectives, content,
activities, media, materials, assessment and
evaluation on how objectives have been
achieved.
In the choice of instructional media,
technology comes into play.

34. What is instructional media?
 Instructional media may also be referred to as
media technology or learning technology, or
simply technology.
 Encompasses all the materials and physical
means as instructor might use to implement
instructions and facilitates students’
achievement of instructional objectives.
Technology plays a crucial role in delivering
instruction to learners.

35. Analyze
learners
Identify
instructional
goals Identify
Objectiv
es
Plan
instructiona
l activities
Choose an
instruction
al media
Identify and
assess
instructional
media
technology
Implement
instruction
Assess
instruction
Revise
instruction
A Systematic Planning Process

36. Types of Instructional Media or Technology
Non- projected Media
• Real objects
• Models
• Field trips
• Kits
• Printed materials
(books, worksheets)
• Visuals (drawings,
photographs)
•

37. Types of Instructional Media or Technology
Projected Media
• Overhead
transparencies
• Opaque projection
• Slides
• Filmstrips
• Films
• Video, VCD, DVD
• Computer/ multimedia
presentations

38. Factors for Technology Selection
In deciding on which technology to use from
a wide range of media available, the factors on
which to base selection are:
Practicality Appropriateness
Activity/Suitability
Objective -
Matching

39. The Role of Technology in Curriculum
Delivery
Technological changes in
education will make its impact on
the delivery of more effective,
efficient and humanizing
teaching-and-learning.

40. The Role of Technology in Curriculum Delivery
Three current trends that could carry on to the
nature of education in the future.
1.Paradigm shift from teacher-centered to
student-centered approach to learning.
2.Educative process of cultivating the
cognitive, affective, psychomotor and much
more the contemplative intelligence of the
learners of a new age.
3. Increase in the use of new information and
communication technology or ICT.

41. The Role of Technology in Curriculum Delivery
The primary roles of educational technology in delivering
the school curriculum’s instructional program have been
identified.
1. Upgrading the quality of teaching-and-learning in schools.
2. Increasing the capability of the teacher to effectively
inculcate learning, and for students to gain mastery of lessons and
courses.
3. 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
4. Revolutionizing the use of technology to boost educational
paradigm shifts that give importance to student-centered and
holistic learning.

42. Curriculum Implementation
 Putting into practice the written
curriculum that has been designed in
the syllabi, course of study, curricular
guides, and subjects. It’s a process
wherein the learners acquire the
planned or intended knowledge, skills
and attitudes that are aimed at
enabling the same learners to
functions effectively in the society.

43. Curriculum Implementation
Ornstein and Hunkins- as the interaction
between the curricula that has been written and
planned and the persons(teachers) who are in
charged to deliver it. It implies the following:
 Shift from what is the current to a new or enhanced
curriculum
 Change knowledge, actions attitudes of the person
involved
 Change behavior using new strategies and
resources.
 Change which requires efforts hence goals should
be achievable

44. Curriculum Implementation
Loucks and Lieberman- they defined it as the
trying out of a new practice and what it looks like
when actually used in school system. It simply
means that implementation should bring desired
change and improvement.
Classroom Context- it means teaching what has
been written in the lesson plan. Implementing
means using the plan as a guide to engage with
the learners in the teacher-learning process with
the end in the view that learning occurred and the
learning outcomes have been achieved.

45. Forces Driving Curriculum
Change
 National imposition
 Local need
 Staff dissatisfaction
 Parental Demands
 Standards: they can be maintained in the
view of the challenges of new course.
 Leadership: meaningful change and
curriculum development
-End-

46. REFERENCES
Bilbao, P. 2008. Concepts, Nature and
Purposes of Curriculum
Bilbao, Purita P. et al. 2008. Curriculum
Development. Quezon City: Lorimar
Publishing.
http://www.merriam-
webster.com/dictionary/approach Accessed
27 January 2016
http://www.affordablecebu.com/load/schools
_universities/organizational_structure_chart
_of_deped/23-1-0-8418 Accessed 27
January 2016

47. REFERENCES
 Bilbao, P. et al 2008. Curriculum Development.
Quezon City: Lorimar Publishing
 Bilbao, P. 2008. Nature, Concepts and Purposes of
Curriculum: Teaching-Learning Processes and
Curriculum Development
 Ozar, L .A. 1994 Creating a Curriculum That Works :
A Guide to Outcomes-Centered Curriculum
Decision-Making
 http://www.merriam-
webster.com/dictionary/approach Accessed 27
January 2016
 http://www.affordablecebu.com/load/schools_unive
rsities/organizational_structure_chart_of_deped/23
-1-0-8418 Accessed 27 January 2016

48. Thank you for
listening.