1.  Meaning of Stakeholders• Stakeholders are individuals or institutions that are interested in the
school curriculum.
 3. 1. Learners at the Center of the Curriculum For a particular curriculum design mentioned
earlier, the learner is placed at the center. The learners are the very reason why curriculum is
developed.
 4. Learners at the Center of the Curriculum They are the ones who are directly influenced by it.
After all, in curriculum implementation, the concluding question will always be: Has the learner
learned?
 5. Example of Learners at the Center of Curriculum• I consider the learner as the center of the
education process. Everything in the curriculum should revolve around his/her interest, needs,
abilities, and capabilities. The nature of the learner must be made the science of learning. The
experiences of the learners must be the starting point in accomplishing the goals of education, to
let them grow in knowledge, skills, abilities and attitudes. Josefa
 6. Example of Learners at the Center of Curriculum• ‘‘Learners or students are the very reason
why schools exist. It is the school’ responsibility to further develop the learners’ knowledge, skills,
talents and attitude to face the different situations in life. It is through a responsive curriculum that
these things can be achieved. A curriculum is effective if it enables all learners to relate the
different school experience to their lives.’’ Monique
 7. Learners at the Center of the Curriculum • It can be the gleaned that the learners are the
primary stakeholders in the curriculum.
 8. Learners at the Center of the Curriculum Gender Aspirations and Physical Personal Goals
Universal Cultural individual Backgroun characteristic Age s of the d Students Mental Emotional
Development Interest
 9. Learners at the Center of the Curriculum• The success of the curriculum can only be measured
by the extent of learning that he learners have achieved. …..therefore, a fit between the planned
or written curriculum and the characteristics of the learner will guarantee success in education.
 10. 2. Teachers as Curriculum Developers and Implementers In teaching and learning process,
the other side of the coin is the teacher. Most curricula start to gain life from the time it is
conceived and written.
 11. Teachers as CurriculumDevelopers and Implementers Primary RoleWriting of the Planning
Teacher A teacher is a curriculum maker. He/she writes a curriculum daily through a lesson plan,
a unit plan or a yearly plan.
 12. Teachers as CurriculumDevelopers and Implementers• The teacher prepares activities for the
students to do.• The teacher address the goals, needs interests of the learners by creating
experiences from where the students can learn.
 13. Teachers as Curriculum Developers and Implementers• The teacher designs, enriches, and
modifies the curriculum to suit the learner’s characteristics.
 14. Teachers as Curriculum Developers and ImplementersAs a curriculum developer… Faculty
selection board School Textbooks evaluation committees committee Teacher
 15. Teachers as Curriculum Developers and Implementers• Teachers are empowered to develop
their own school curricula taking into consideration their own expertise, the context of the school
and the abilities of the learners. …. By so doing, teachers become architects of school curriculum
 16. Teachers as Curriculum Developers and Implementers• A developed curriculum remains
enactive, if it is not implemented. …teacher role’s shifts from a developer to an implementer.
…from a designer or technician to a decision maker.
 17. Teachers as Curriculum Developers and Implementers• Curriculum implementation is now
giving life to written materials. To do this, there is need of another actor, the learners.• No
curriculum will succeed without the learners.
 18. Teachers as CurriculumDevelopers and Implementers• The teachers’ role now shifts from
planning to doing.• Doing here implies guiding, facilitating and directing activities which will be
done by the students.

2.  19. Teachers as Curriculum Developers and Implementers• The teachers’ role as an implementer
is very crucial. Oftentimes, unsuccessful implementation of the curriculum becomes the root of
educational failure, thus some would say that the root of the educational problem is the teacher.
 20. Views of students about the teacher as 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 the demand of teaches in curriculum implementation. -
Marianna
 21. Teachers as Curriculum Developers and Implementers• Although educational theorist and
practitioners are giving value the idea of independent learning and learning how to learn, the role
of the teacher in curriculum implementation has never diminished.• No technology can ever
replace a teacher, it will only support the multifaceted role of the teacher.
 22. 3.Curriculum Managers and Administrators In a school organization, there is always a
curriculum manager or school administrator.In fact, for school principals, one of their functions is
being a curriculum manager.
 23. Curriculum Managers and Administrators Procedure equipment Admit and students material
Select needed for and effective recruit teachingSupervise newcurriculumimplement teacheration
 24. Why are school administrators and curriculummanagers 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 school’s
vision, philosophy, mission and objectives. They provide necessary leadership in evaluating
teaching personnel and school program. Keeping records of curriculum and reporting outcomes
are also the managers’ responsibilities. - Ceres
 25. Curriculum Managers and Administrators• Indeed the role of the administrators can never be
ignored. The principle of command responsibility and institutional leadership rests on the
shoulders of the school administrators.
 26. Curriculum Managers and Administrators• The final decision making in terms of the school’s
purpose rests on the shoulders of school administrators.• In the academic institutions, school
administrators have a great stake or concern about what kind of curriculum their school offer and
how these is implemented.
 27. 4. Parents as supporters to the curriculum ‘‘ My child and my money go to this school.’’ It
simply means that the parents are the best supporters of the school, specially because they are
the ones paying for their child’s education.
 28. How do the parents shape the curriculum and what are they consider as stakeholders:1.
Effective parental involvement in school affairs may be linked to parent educational programs w/c
is central to high quality educational experiences of the children. It is a well known fact that where
you find an involved parent, you find better communication between home and school.
 29. How do the parents shape the curriculum and what are they consider as stakeholders: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. Parents follow up the lesson of their children
especially in basic education. Parents provide curriculum materials that are not provided in
schools.
 30. How do the parents shape the curriculumand what are they consider as stakeholders:3. In
most schools the Parent Association is organized.
 31. 5. Community Members as Curriculum Resources• success in the implementation of the
curriculum requires resources.
 32. Community Members as Curriculum Resources• The community members and materials in
the existing local community can very well substitute for what is needed to implement the
curriculum.
 33. Community Members as Curriculum Resources• Respected community members maybe
included in school boards• Some can become resource speakers.• They can provide local and
indigenous knowledge in school curriculum

3.  34. 6.OtherStakeholders• Professional organizations have shown great influence in school
curriculum.
 35. Other Stakeholders in Curriculum Implementation• They are asked by curriculum specialists to
contribute in curriculum review since they have a voice in the licensure examinations, curriculum
enhancement and many more.
 36. Other Stakeholders in Curriculum Implementation• often, professional organization have a
better view of the industry where the graduates of the curriculum go.
 37. Other Stakeholders in Curriculum Implementation• Some of these organizations are those of
each profession, like teachers’ organization, lawyers’ organization, medical doctors’ association,
engineers’ organization and many others.
 38. Other Stakeholders in Curriculum Implementation• On the other hand, since all schools in the
country, are under the regulation of the government as provided for in the Philippine Constitution,
then the government has a great stake in curriculum implementation.
 39. Other Stakeholders in Curriculum Implementation• The government is represented by
the:1.Department of Education (DepEd) for basic education curricula.2.Commission on Higher
Education (CHED) for the tertiary and graduate education.
 40. Other Stakeholders inCurriculum Implementation 3.The Professional Regulations Commission
(PRC).
 41. Other Stakeholders in Curriculum Implementation• PRC through the Professional Regulatory
Boards, conducts examinations for some degree programs like the Licensure Examination for
Teachers, Accountants, Dentists, Engineers and Nurses among others while the Supreme Court
has a professional bar exam to certify lawyers and the Philippine Medical Association through its
Medical Board of Examiners conducts medical board exams for the licensure examination for
doctors.
 42. Other Stakeholders in Curriculum Implementation• The DepEd and the CHED have mandatory
and regulatory powers over the implementation of any curricula. PRC has high stake in the
school’s curricula because the graduates of the different tertiary degrees must be certified as
professionals.
 Agenda• Final Project• Homework• Definition of Curriculum Implementation• Factors that Influence
Curriculum Implementation• Learning resources required to deliver the curriculum• Monitoring the
curriculum• Week 11 Learning Activities
 3. Final Project, First Announcement1. Create a Comprehensive, Descriptive Overview of a
Recent/Current Curriculum Initiative or Movement 1. Identify a clearly defined curriculum
movement that is currentl in educational settings or has been within recent decades. Describe its
foundational roots, the breadth of its influence in the field, results of its implementation, and the
current and future status of the curriculum movement.2. Develop an Original Curriculum or
Curriculum Strand – Present a rationale for the curriculum; identify its foundational characteristics
(e.g., philosophical, historical, etc.); develop and describe a conceptual structure for it; provide
outcomes (the level to be determined by the scope of the curriculum); explicate its major
component elements; and address any implications for instructional strategies and assessment
practices associated with the curriculum. Develop and explain recommendations for
implementation and evaluation of the curriculum.
 4. Final Project, First Announcement3. Conduct an Evaluation of a Current Curriculum – Describe
the curriculum, including its foundational elements (e.g., philosophical, historical, etc.) and
purpose; identify the curricular aims, goals, and objectives; explain the rationale for evaluating the
curriculum; and present an overview of the curriculum evaluation process. Conduct the evaluation
and provide the results.4. Design and Complete an Original Project of Your Choice • To be
determined in advance in collaboration with me.• The result will be a written paper (no more than

4. 10 pages long, font size 12, double-spaced, paginated, with cover page). In weeks 15-17 you will
present your paper to the class using PPT. You will have no more than 10 minutes for your
presentation. The paper will be submitted during the last class meeting in Week 17. Late
submissions WILL NOT be accepted.
 5. Week 8 Learning ActivitiesI. Online Learning Activities 1. Go to the following URL and open the
PDF document entitled – Thailand: Curriculum Development, Planning and Reform.
http://www.ibe.unesco.org/curriculum/Asia%20Networkpdf/ndrepth.pdf – Scan the entire article to
get a sense of the process of primary and secondary curriculum development processes in
Thailand, but then, read closely the last page CURRICULA ADAPTATION: OUTCOMES AND
ISSUES in order to answer the following questions: • What was (is) the most important problem
faced by the Thai curriculum developers? • What were (are) the reasons behind this problem? •
What are the goals of the post-reform Thai education system? • What will the post-reform
curriculum focus on? • What will be the main post-reform curriculum orientations? • What will be
the post-reform teaching/learning approach? 2. How can we successfully implement and integrate
technology into the classroom? Go to the following site and note down the 10 suggestions given.
Can you suggest other ways to implement technology based upon your own
experience?http://homeschoolsoftwareguide.com/ten-effective-ways-to-implement-technology-in-
the- classroom
 6. Week 8 Learning ActivitiesII. Readings On the class web site, download and read the following
6 documents in the Week 9 Folder: -Backward Design.doc -Curriculum Implementation
Processes.doc -Curriculum Implementation.doc -Deciding What Students Should Learn.doc -
Overview of the Curriculum Development Process.doc -Principals as Curriculum Leaders.doc• As
always be prepared to ASK QUESTIONS in class about anything you don’t understand or that
isn’t clear to you in these articles.
 7. Online Learning Activities 1• Thailand: Curriculum planning, development and reform by Kiat
Ampra and Chadjane Thaithae• Who published the article? – UNESCO Statistical Yearbook -
http://www.unesco.org/new/en/unesco/ http://www.unesco.org/new/en/unesco/worldwide/asia-
and-the- pacific/thailand/• When was the article published? – 1998
 8. Week 8 Learning Activities• Activity 1 – Form 6 small groups. Each group will answer one of the
questions. 1. What was (is) the most important problem faced by the Thai curriculum developers?
2. What were (are) the reasons behind this problem? 3. What are the goals of the post-reform
Thai education system? 4. What will the post-reform curriculum focus on? 5. What will be the main
post-reform curriculum orientations? 6. What will be the post-reform teaching/learning approach?
 9. Online Learning Activities 11. What was (is) the most important problem faced by the Thai
curriculum developers? – How to change learning & teaching behaviors. – The teacher-centred
approach still dominates - teachers still dictate to students and still place emphasis on textbook
content. Few teaching materials are used.1. What were (are) the reasons behind this problem? –
Current teachers are afraid that students cannot obtain the necessary fundamental knowledge
through activities; – Assessment techniques still emphasize knowledge and understanding; –
Entrance examinations to the secondary level and higher education are still based (mainly) on
summative knowledge, as opposed to other abilities; – It takes more time to prepare and teach
according to the designated teaching/learning curriculum orientations.
 10. Online Learning Activities 1• “It is anticipated that all these problems will be solved in the
forthcoming process of reforming curriculum and learning activities.”• What should teachers be
doing? Teachers should be – integrating content from daily life; – making greater use of activities,
rather than textbooks; – using different learning materials in a variety of ways; – making students
the centre of learning activities; – reducing explanation and helping students knowledge from
various sources.
 11. Online Learning Activities 13. What are the goals of the post-reform Thai education system? 1.
Providing basic education for all (especially the equality of being); 2. Providing education for
adjusting oneself placidly to the changing society and creating social learning; 3. Providing
education that embraces international norms (i.e. using high technology, respecting human rights;
being generous to children, women; facing new problems, etc.).4. What will the post-reform

5. curriculum focus on? – developing the learners’ emotional, physical, social and mental capacities,
resulting in the following characteristics for each individual: 1. high ethical conduct and values,
and the ability to work and live happily in both Thai and global society; 2. good health, well-
rounded personality and a sense of aesthetics; 3. the ability to think, solve problems and adopt a
very broad vision; 4. knowledge, good skills and capacity for lifelong learning; 5. a sense of
nationalism and good citizenship (for a system based on a democratic monarchy); 6. creativity,
ability to participate competently in the global society.
 12. Online Learning Activities 15. What will be the main post-reform curriculum orientations? a.
learning details: self-development, art education, social studies, Thai language, mathematics,
science and technology, work-oriented experiences, foreign languages; b. organizing learning
details: focused on basic and selected local needs— also on knowledge, skills ethics and values;
c. projects—this is a key component consisting of project work for learning and meeting students’
interests; d. social activities focused on social development.
 13. Online Learning Activities 16. What will be the post-reform teaching/learning approach? –
Effectively using the child/student-centred approach. Teachers will design relevant activities by
which students can themselves construct and follow up knowledge. This will include activities
designed:• to cater to individual students’ needs and abilities (differentiated instruction);• to permit
students to select options according to their own interests (motivation);• to organize extra-school
and classroom-based teaching and learning activities (supplemental);• to facilitate student-lead
learning activities with teachers acting as advisors and facilitators;• to evaluate individual student
progress (based on authentic assessment, as well as student self-assessments.
 14. What is the Correct Balance?
 15. Relationship AmongTeaching-Learning-Assessment
 16. Week 8 Learning Activities• Activity 2 - In the same groups, discuss and answer these
questions: – How can we successfully implement and integrate technology into the classroom? –
Go to the following site and note down the 10 suggestions given. Can you suggest other ways to
implement technology based upon your own experience? –
http://homeschoolsoftwareguide.com/ten-effective-ways-to-implement- technology-in-the-
classroom
 17. Online Learning Activities 2• How can we successfully implement and integrate technology
into the classroom? 1. Have your students use the internet for research and projects. Make sure
that they are using web sites that are respected and trusted authorities on the subjects that they
are researching. 2. Allow your students to use different websites to learn math, science or other
interactive type activities. 3. Watch documentaries, this can be on DVD, Youtube, or any other
medium for that matter. Teach kids how to find information on subjects that they are interested in.
4. Play video games. Games can be educational, interactive, connected over the internet, or just
for fun. Games can be used as rewards or to snap a kid out of a mid afternoon lull. 5. Allow your
students to interact on social networks. Monitor their interactions and educate them on the perils
that are present.
 18. Online Learning Activities 2• How can we successfully implement and integrate technology
into the classroom? 6. Have your student do a power point presentation as part of a report. 7. Use
a video camera to make presentations and document science experiments or other activities. 8.
Do a section on web design or computer programming. 9. Teach your kids how to use the
standard programs on a computer, like word programs or photo management software. Have
them do their work on the computer and start to move towards a paperless classroom. It is the
way of the future. 10. Go outside and geocache. This is fun and active and uses a hand held gps
unit. http://www.geocaching.com/
 19. Recommended Online Journal• The MERLOT Journal of Online Learning and Teaching
(JOLT) is a peer-reviewed, open-access, online publication addressing the scholarly use of
multimedia resources in online higher education. JOLT is published quarterly in March, June,
September, and December.• http://jolt.merlot.org/
 20. What is the Process of Curriculum Development?• The process of curriculum development
can be divided into six stages. Can you remember what they are? 1. Curriculum Planning - Aims,

6. Goals and Objectives 2. Curriculum Design – Content & Subject Matter 3. Curriculum
Development - Content & Subject Matter 4. Curriculum Implementation - Experience 5. Curriculum
Evaluation - Assessment 6. Curriculum Maintenance – Change & Innovation
 21. Definition of Curriculum Implementation• Curriculum Implementation? – entails putting into
practice the officially prescribed courses of study, syllabuses and subjects. – involves helping the
learner acquire knowledge or experience. The learner is the central figure in the curriculum
implementation process. – Viewed from this perspective, curriculum implementation also refers to
the stage when the curriculum itself, as an educational program, is put into effect.
 22. Curriculum Implementation• Putting the curriculum into operation requires an implementing
agent. The teacher is the key agent in the curriculum implementation process.• Implementation is
the manner in which the teacher selects and mixes the various aspects of knowledge contained in
a curriculum document or syllabus.
 23. Curriculum Implementation• Implementation takes place when the teacher-constructed
syllabus, the teacher’s personality, the teaching materials and the teaching environment interact
with the learner .• Curriculum implementation therefore refers to how the planned or officially
designed course of study is translated by the teacher into syllabuses, schemes of work and
lessons to be delivered to students.• NOTE: This is a PROCESS definition of curriculum.
 24. Curriculum Implementation• Implementation is an interaction between those who have created
the program and those who are charged to deliver it.• Implementation – requires teachers to shift
from the current program which they are familiar with to the new or modified program; – involves
changes in the knowledge, actions and attitudes of people; – can be seen as a process of
professional development and growth involving ongoing interactions, feedback and assistance;
 25. Curriculum Implementation • Implementation – is a process of clarification whereby individuals
and groups come to understand and practice a change in attitudes and behaviours; often involving
using new resources; – involves change which requires effort and will produce a certain amount of
anxiety and to minimize these, it is useful to organise implementation into manageable events and
to set achievable goals; – requires a supportive atmosphere in which there is trust and open
communication between administrators, teachers educators, and where risk-taking is encouraged.
 26. Curriculum Implementation as a Change Process• “Effective implementation of innovations
requires time, personal interaction and contacts, in-service training and other forms of people-
based support” (Fullan and Pomfret,1977, p.391). Curriculum implementation requires winning
people over and it takes time. Teachers need to feel appreciated and their efforts recognised.
 27. Curriculum Implementation as a Change Process• How do you bring about change? In other
words, how do you ensure that the curriculum brings about the desired changes. Before you can
bring about change, you need to know what change is.
 28. Curriculum Implementation as a Change Process• What is change in relation to curriculum? –
Change is doing something differently. Change results from new knowledge. However, the
presence of new knowledge is not sufficient for change. People generally are reluctant to change
because they are comfortable with what they are currently doing. So, to change, they must
recognise the need for change. People are more likely to recognise the need for change if they
understand change and how it works.
 29. Curriculum Implementation as a Change Process• Kurt Lewin (1951), considered to be the
father of social psychology, suggested a model explaining change. According to him, all persons
are faced with two competing forces: 1. Driving Forces: These are forces that that are driving or
pushing you to do something and change in a particular direction. They tend to initiate a change
and keep it going. In the workplace, pressure from your boss, financial incentives and competition
for promotion may be examples of driving forces. 2. Restraining Forces: These are forces
restraining or preventing you from doing something and changing. In the workplace, apathy,
hostility, obsolete equipment may be examples of restraining forces.
 30. Curriculum Implementation as a Change Process• Equilibrium: – When these two forces
(driving and restraining) are equal, the status quo is maintained. In other words, there is no effort
towards change and so you do the same thing you did before.

7.  31. Curriculum Implementation as a Change ProcessDriving Forces Restraining Forcesa)
Government intervention a) Fear of the unknownb) Society’s values b) Threats to powerc)
Technological changes c) Obsolete knowledge/skillsd) Knowledge explosion d) Traditional
valuese) Administrative processes e) Limited resources
 32. Types of Curriculum Change• Curriculum change is a complex and difficult process and
requires careful planning, adequate time, funding, support and opportunities for teacher
involvement. McNeil (1990) categorised curriculum change as follows: 1. Substitution 2. Alteration
3. Perturbations 4. Restructuring 5. Value Orientation
 33. Types of Curriculum Change1. Substitution: One element may be substituted for another
already present. For example, the substituting of a new textbook for an old one.2. Alteration: This
occurs when a change is introduced into existing material in the hope that it will appear minor and
thus be readily adopted. For example, introducing new content such as road safety in the primary
school curriculum; use of new materials such as the graphing calculator in mathematics
teaching.3. Perturbations: These are changes that are disruptive but teachers adjust to them
within a fairly short time. For example, the assistant principal changes the timetable or schedule to
allow for longer teaching time.
 34. Types of Curriculum Change4. Restructuring: These are changes that lead to a modification of
the whole school system. For example, the introduction of an integrated curriculum requiring team
teaching, or involving the local community in deciding what is to be taught.5. Value Orientation:
These are shifts in the fundamental value orientations of school personnel. For example, if the
new teachers who join the school place more emphasis on personal growth of students than
academic performance, then the value orientations or fundamental philosophies of the school
changes.
 35. Resistance to Curriculum Change• Bringing about change is not an easy task. There are
many barriers to the successful implementation of a curriculum. The following are the main
reasons why people resist change 1. People resist because they do not understand it – they
simply do not follow what is being introduced. They do not understand where they are going. They
are not clear as to what is required of them. • Overcome - The key is ‘communication’. You have
to explain to them “Why”. You have to answer the Why, What, When, How and Where questions.
Remember, the effectiveness of communication is not the ‘message sent’ but of the ‘message
received’
 36. Resistance to Curriculum Change• The following are the main reasons why people resist
change 2. People resist because of lack of ownership – Individuals will not accept change if they
consider it coming from outside or imposed on them. Unfortunately, most curriculum reform efforts
are initiated from the outside which may be at the national, state or district level. • Overcome - You
have to convince teachers that even though it comes from the outside, their view and opinions
have been considered at the planning and design stages of curriculum development. Involve
teachers in exploring the relevance of the new curriculum and give them the freedom to explore
the new skills needed for utilising or implementing the curriculum. This will get them to feel that
they are an important part of the curriculum implementation process.
 37. Resistance to Curriculum Change3. People resist if they do not have the competencies to
cope with the changes – It is natural for persons to resist if they do not have the knowledge and
skills to cope with the changes. Nobody wants to be told that they are incompetent. There is the
likelihood that the implementation of the new curriculum has been rushed or due to budgetary
constraints, the training period has been greatly reduced and teachers are not adequately
equipped. – Overcome: Adequate time and resources have to be set aside for the training of
teachers involved in implementing the new curriculum.
 38. Resistance to Curriculum Change 4. People resist if there is a lack of incentives or benefits –
If teachers are unconvinced that the new programme will make things better for students (in terms
of learning) or themselves (such as greater recognition, respect or reward), they are likely to resist
the suggested change. – Overcome: Make sure that teachers who are actively involved in
curriculum change are rewarded. The reward need not necessarily be financial, but their efforts
need to be given due recognition.

8.  39. Resistance to Curriculum Change5. People resist if they do not have the time to engage with
the change – Teachers find it difficult having to juggle between bringing about change handling
their current responsibilities. Focusing their energy on change activities, may run the risk of
neglecting their current responsibilities. – Overcome: Lighten their workload so they can
participate in the change. Re- prioritise their work. Do not expect people to have the energy to
change when this means failing on the tasks for which they are held responsible.
 40. Factors That Influence Curriculum Implementation• List what you consider to be the most
important elements in the curriculum implementation process. 1. _____________ 2.
_____________ 3. _____________ 4. _____________ 5. _____________ 6. _____________ 7.
_____________ 8. _____________
 41. Factors That Influence Curriculum Implementation• List what you consider to be the elements
in curriculum implementation. 1. Teachers 2. Learners 3. Resource Materials and facilities 4.
Interest Groups 5. The School Environment 6. Culture & Ideology 7. Instructional Supervision 8.
Assessment
 42. Factors That Influence Curriculum Implementation1. The Teacher – The most important
person in the curriculum implementation process is the teacher. With their knowledge, experience
and competencies, teachers are central to any curriculum improvement effort. Teachers are the
most knowledgeable about the practice of teaching and are responsible for introducing the
curriculum in the classroom. – Since implementation takes place through the interaction of the
learner and the planned learning opportunities, the role and influence of the teacher in the process
is indisputable.
 43. Factors That Influence Curriculum Implementation1. The Teacher – If the teacher is to be able
to translate curriculum intentions into reality, it is imperative that the teacher understand the
curriculum document or syllabus well in order to implement it effectively. – If the curriculum is what
teachers and students create together, the teacher must play a more significant role in designing
the curriculum. Teachers must be involved in curriculum planning and development so that they
can implement and modify the curriculum for the benefit of their learners.
 44. Factors That Influence Curriculum Implementation• How to get teachers committed – The key
is to enhance their knowledge of the program. This means teachers need be trained and
workshops have to be organised for professional development. – Below are some topics to be
addressed in designing professional development opportunities for teachers who are
implementing a new program. • Program philosophy: It is important for teachers to understand
both the philosophy behind the programme as well as how the new programme may impact
students, parents, administrators and other stakeholders. • Content: Teachers may find the
curriculum introduces content with which they are unfamiliar, which they have not taught in a
while, or is familiar but presented in an unfamiliar way. For example, using a problem-solving
approach rather than a topical approach.
 45. Factors That Influence Curriculum Implementation • Pedagogy: – Teachers need opportunities
to become familiar with the new programme’s pedagogical approach. They may need to work on
particular teaching skills emphasised in the new programme, such as teaching of values, or
perhaps to become familiar with a tool such as the internet. • Components of the program: –
Teachers will need opportunities to learn about the components of the new programme early in
the implementation phase. For example, the new programme might place greater emphasis on
school-based assessment while teachers are more accustomed to national or centralised
assessment
 46. Friedenberg & Teacher ConformityAccording to Friedenberg, people who go into teaching
tend to be conformist innature and reluctant to innovate. These people have succeeded in the
school systemas it has existed. They have learned to play it safe and to keep a low profile in
abureaucratic system run by administrators who do not like to create waves. Theyhave found
success and fulfilment as students and now as teachers in this system,and for this reason many
see no reason to change it. [source: Edgar Friedenberg,1965. Coming of Age in America. New
York: Random House]1.To what extent do you agree with Friedenberg’s views about teachers
andcurriculum change?2.Is this characteristic of other professions?

9.  47. Implementing Curriculum in the Classroom• The final destination of any curriculum is the
classroom. In the classroom, decision making is the responsibility of the teacher. Initially,
curriculum implementation is at the program level and decision making is of a programmatic
nature. Now classroom teachers take over and make decisions of a methodological nature. They
will be answering questions like: – What objectives do I hope to accomplish as a result of
instruction? – What topics or content will I have to cover? – What teaching methods or strategies
should I use to direct learning and achieve the objectives? – How do I evaluate instruction to
determine whether I have successfully achieved the objective?
 48. Instructional Alignment
 49. Factors That Influence Curriculum Implementation2. The Learners – Learners are also a
critical element in curriculum implementation. While teachers control classroom practice, the
learners hold the key to what is actually transmitted and adopted from the official curriculum. The
official curriculum can be quite different from the curriculum that is actually implemented. The
learner factor influences teachers in their selection of learning experiences.
 50. Factors That Influence Curriculum Implementation3. Resource Materials and Facilities – No
meaningful teaching and learning take place without adequate resource materials. The
government or MOE should supply schools with adequate resource materials such as textbooks,
teaching aids and stationery in order to enable teachers and learners to play their roles
satisfactorily in the curriculum implementation process. The appropriate authority must also
provide physical facilities such as classrooms, laboratories, workshops, libraries and sports fields
in order to create an environment in which implementation can take place. The availability and
quality of resource material and the availability of appropriate facilities have a great influence on
curriculum implementation.
 51. Factors That Influence Curriculum Implementation4. Interest Groups – Can you identify
interest groups that could influence the implementation of curricula? – These groups can influence
implementation in the following ways: – Provide schools with financial resources to purchase
required materials. – Demand the inclusion of certain subjects in the curriculum. – Influence
learners to reject courses they consider detrimental to the interests of the group. – It is therefore
important to involve these groups at the curriculum planning stage.
 52. Factors That Influence Curriculum Implementation5. The School Environment – Another factor
that influences curriculum implementation concerns the particular circumstances of each school. –
Schools located in rich socio-economic environments and those that have adequate human and
material resources can implement the curriculum to an extent that would be difficult or impossible
for schools in poor economic environments.
 53. Factors That Influence Curriculum Implementation6. Culture and Ideology – Cultural and
ideological differences within a society or country can also influence curriculum implementation.
Some communities may resist a domineering culture or government ideology and hence affect the
implementation of the centrally planned curriculum.
 54. Factors That Influence Curriculum Implementation7. Instructional Supervision - Leadership –
Curriculum implementation cannot be achieved unless it has been made possible through the
supervisory function of the school principal. The principal does this through: • deploying staff, •
allocating time to subjects taught at the school, • providing teaching and learning materials, and •
creating an atmosphere conducive to effective teaching and learning. – The principal monitors and
guides curriculum implementation through ensuring that schemes of work, lesson plans and
records of marks are prepared regularly. The principal maintains a school tone and culture that
create the climate of social responsibility. Effective curriculum implementation does not take place
in a school where the principal is incapable of executing supervisory functions.
 55. Factors That Influence Curriculum Implementation8. Assessment – Assessment in the form of
examinations influences curriculum implementation tremendously. Due to the great value given to
public examination certificates by communities and schools, teachers have tended to concentrate
on subjects that promote academic excellence and little else. This action by the teacher obviously
can affect the achievement of the broad goals and objectives of the curriculum.

10.  56. Learning resources required to deliver the curriculum• Teachers, technical and administrative
staff – There should be sufficient staff to deliver and support the delivery and assessment of the
curriculum. Staff should be appropriately skilled (in pedagogical as well as technical areas) and
qualified and should be aware not only of their own areas of the curriculum but also of the
curriculum as a whole in order that they can contextualize the learners’ learning experiences•
Equipment – including IT and AV equipment, models and simulators, laboratory and clinical
equipment, whiteboards, flip charts
 57. Learning resources required to deliver the curriculum• Finances – the school will require
adequate funding to sustain its activities• Books, journals and multimedia resources – lists of core
textbooks for each part of the curriculum and other resources including reference texts should be
identified by teachers and purchased for use by learners. These should be supported by other
resources such as journals (printed and online) and multimedia packages. The library will be the
main support structure for these resources but additional resources may also be delivered through
an Intranet or via departmental ‘libraries’
 58. Learning resources required to deliver the curriculum• Teaching rooms, office space, social
and study space – there should be adequate provision to accommodate learners at all stages of
the program as well as social and study space for students to spend time outside the classroom.
There should also be sufficient space for teachers to prepare teaching and meet with students.
 59. Factors influencing the implementation of a curriculum Factors DescriptionAdequacy of
resources Adequacy of equipment, facilities and general resources required for implementing a
new curriculumTime Time available for preparing and delivering the requirements of the new
curriculum. e.g. teachers need enough time to develop their own understanding of the subject
they are required to teach.School ethos Overall school beliefs towards the new curriculum. Status
of the curriculum as viewed by staff, administrators and community. e.g. school administration
recognises the importance of the subject in the overall school curriculum.Professional support
Support for teachers from both within the school and outside. e.g. opportunities to receive ongoing
curriculum professional supportProfessional adequacy Teachers’ own ability and competence to
teach the curriculum. i.e. confidence in teachingProfessional knowledge Knowledge and
understandings teachers possess regarding the newcurriculum. e.g. different ways of teaching to
foster student learning.Professional attitude and Attitudes and interest of teachers toward the new
curriculum e.g. keeninterest to teach the subject
 60. Monitoring the curriculum• Monitoring can be defined as a continuous or periodic check and
overseeing by those responsible for the course at every level.• It should focus attention on
processes and performance with the objective of drawing attention to particular features that may
require corrective action.• It includes putting activities in place to ensure that input deliveries, work
plans, expected output and other actions are proceeding according to plans.• Monitoring should
enable curriculum planners to detect serious setbacks or bottlenecks of the implementation
process that may cause the program not to achieve expected learning outcomes.
 61. What should be monitored?• Student recruitment and selection processes – do the candidates
meet the selection criteria? – do the criteria provide students who are appropriate for the course?•
Teaching staff – are the teachers available, motivated and capable of teaching the new curriculum
– Have any training needs for teachers been identified and addressed?• The teaching and
learning process – how is the written curriculum translated into practice? – Are the teaching and
learning methods appropriate? – Is the balance between different types of learning mode
appropriate in achieving the stated outcomes?
 62. What should be monitored?• Assessment – are the assessments appropriate in terms of level,
reliability and validity and do they discriminate between assessing skills, knowledge and attitudes?
– Are the regulations and procedures appropriate and are they being followed?• Learning
resources – are the recommended books and journals and other teaching materials available? –
Is access to the library and other resources adequate?• Performance standards – are the
minimum performance standards being reflected and achieved?
 63. Methods of monitoring curriculum implementation• Observation – The teaching and learning
process can be observed in a variety of settings and forms can be used to record the information

11. in a standardized way. This is a time- consuming method of monitoring and can be subject to
observer bias.• Feedback questionnaires – questionnaires can be used to collect information from
staff, students and external people or groups involved with the curriculum. Questionnaires are
useful to collect a large amount of information and, if both open and close questions are used, can
be a rich source of data. Response rates can be low and care must be taken not to overload
people with questionnaires and also to seek out ways in which responses can be encouraged,
e.g., handing out questionnaires at the end of teaching sessions and giving time for students to
complete these.
 64. Methods of monitoring curriculum implementation• Focus groups/meetings/interviews –
structured or semi-structured meetings (with individuals or groups) and focus groups can be
another useful source of detailed information about a program.• Student assessment results –
Results from both formative and summative assessments should be analyzed regularly in order to
evaluate whether individual assessments are performing reliably and validly and also whether
minimum set standards are being achieved. The reports from external examiners are also a very
useful source of external information about the course.• Reports – reports which the institution has
to provide for internal use (e.g., absence statistics) or external agencies can be useful sources of
information about the program.
 65. Week 11 Learning Activities – January 11• Mid-term Exam (20%) – It will consist of an out-of-
class and an in-class portion. Outside of class, you will develop an original conceptual model of
curriculum development. This will consist of a diagram, flowchart, or other visual representation of
the curriculum development process. For the in-class portion of the exam, you will present your
conceptual model to class using PPT and explain the model, including all major components and
the interrelationships among them.
 66. Week 12 Learning Activities• Online Activity – 1. Go to the Curriculum Evaluation document at
http://www.ssmrae.com/admin/images/1c8882d30618 1f62401a4ff18fc6bfd6.pdf Download and
read the article. Then prepare 6 questions based on it. Imagine you are an instructor preparing a
quiz for your students who have read the article as a homework assignment.
 67. Week 12 Learning Activities • Readings – On the class web site, download and read the
following 6 documents in the Week 11 Folder: -Basic Education Core Curriculum B.E. 2551[1].pdf
-Curriculum Evaluation.doc -Evaluating Curriculum.doc -EVALUATING THE CURRICULUM.doc -
Frameworks to Use in Evaluating a Curriculum.doc-Leist Curriculum Evaluation.doc • As always
be prepared to ASK QUESTIONS in class about anything you don’t understand or that isn’t clear
to you in these articles. • Be prepared to announce your final paper topic.
 68. New Class Schedule• Week 08 (21 Dec) – Curriculum Implementation - Final Project, First
Announcement• Week 09 (28 Dec) – Christmas Week – No Class• Week) 10 (04 Jan) – New
Year’s Week – No Class• Week 11 (11 Jan) - Midterm Exam –Final Project Final Announcement•
Week 12 (18 Jan) - Curriculum Evaluation• Week 13 (25 Jan) – APA Style – Review – Paper
Workshop• Week 14 (01Feb) - Open – Work on Final Paper• Week 15-17 (08, 15, 22 Feb) – Final
Paper Presentation