Curriculum Implementation

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 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. Teachers as :

14. A Teacher : as a curriculum maker , h e/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 : Effective parental involvement in school affairs may be linked to parent educational programs which is central to high quality educational experiences of the children. The parents involvement extends from the confine of the school to the homes. The parents become part of the environment of learning at home. 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 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 Objectives Plan instructional activities Choose an instructional 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_universities/organizational_structure_chart_of_deped/23-1-0-8418 Accessed 27 January 2016

48. Thank you for listening.