The third basic phase of curriculum development is curriculum implementation which involves putting the planned curriculum into practice in the classroom. It entails translating the official curriculum into lesson plans and delivering instruction to students. Some key aspects of implementation include: - Interaction between curriculum developers and teachers delivering the curriculum. - Integration of instructional content, organization of lessons, teaching strategies, classroom management, and student assessment. - Requires educators to adopt new or modified curriculum programs which can involve changes to their knowledge, practices, and attitudes.

1. The third basic phase of curriculum
development

2. L T E A C H E R D V
S G I R A F F E F I
L H A P P I V I R O
A V A M S E T N I L
I E T Y L P O S E E
R M A O T T E T Y N
E I P H U C V R G Y
T T C E D E E U O L
A V A L E N T C R O
M Q W Y T O Y T P S

3. L T E A C H E R D V
S G I R A F F E F I
L H A P P I V I R O
A V A M S E T N I L
I E T Y L P O S E E
R M A O T T E T Y N
E I P H U C V R G Y
T T C E D E E U O L
A V A L E N T C R O
M Q W Y T O Y T P S

5. Curriculum Implementation Overview
Implementation is an interaction between those who have
created the program and those who are charged to deliver it
The integration of instructional content, arrangement,
interventions, management, and monitoring in the
classroom
It entails putting into practice the officially prescribed
courses of study, syllabuses and subjects.

6. • 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 (University of Zimbabwe,
1995)
Requires educators 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
(Ornstein and Hunkins, 1998)
Curriculum Implementation Overview

7. Josephine Ann J. Necor

8. CONTENT
ESTABLISHED
quality materials must be
obtained to aid in planning
and conducting meaningful
student learning experiences
TASK: IDENTIFY/SELECT or
DEVELOP MEANINGFUL
MATERIALS ALIGNED WITH
INSTRUCTIONAL OBJECTIVES

9. CURRICULUM MATERIALS
• physical resources used to support the
presentation of and interaction with the
curriculum content
• resources that, if used properly, can assist a
teacher in bringing about an intended
desirable behavior change in individual
students.

10. TYPES OF CURRICULUM MATERIALS
• Printed Matter – those that rely mainly upon reading for
comprehension and are currently printed on paper (e.g.
manuals, workbooks, pamphlets, study guides, reference
books, standard textbooks, magazines, newspapers, modules)
• Audiovisual Materials – may involve seeing and hearing at the same
time, although not in all cases; require some type of equipment for
their use (e.g. pictures, graphics, transparencies, filmstrips, posters,
audiotapes, records, films, film loops, slide series, videotapes,
microcomputers)
• Manipulative Aids – those that must be physically handled (e.g.
puzzles, games, models, specimens, puppets/figures, learning kits,
experiments, trainers, simulators)

11. DEVELOP
MATERIALS
DEVELOP
MATERIALS
IDENTIFY/SELECT
MATERIALS
TEACHER
SEARCHES FOR
MATERIALS TO
FIT
INSTRUCTIONAL
CONTENT
NOT AVAILABLE

12. SELECTING CURRICULUM MATERIALS
FACTORS TO CONSIDER
1. General Information
(a description of the
materials)
2. Assessment areas
• Bias
• Readability
• Content
• Presentation
• Learning
• Support
• Cost-benefit
3. Strengths and
Limitations

13. DEVELOPING CURRICULUM MATERIALS
• Even with the variety of curriculum materials available today, the
curriculum developer is often faced with the need to produce new
materials.
• This need becomes evident when materials are required for a certain
instructional situation and are not available. Furthermore, they may be
established when the available materials are not appropriate for an
intended audience or when their use is limited by other factors that
might prohibit a teacher from using them with established instructional
objectives.

14. FACTORS TO CONSIDER IN MATERIALS DEVELOPMENT
1.Time Available and Needed
2.Expertise Available
• Technical information
• Editorial assistance
• Media
• Duplication

15. 3. Money Available
4. Decisions to Make Regarding Materials Development
• What materials should be developed and why?
• Who should develop the materials?
• When should the materials be developed?
• Where should the materials be developed?
FACTORS TO CONSIDER IN MATERIALS DEVELOPMENT

16. 5. Target Population
6. Dissemination
7. Support Needed
8. Development Alternatives
• Individual Development
• Team Development
FACTORS TO CONSIDER IN MATERIALS DEVELOPMENT

17. THE CURRICULUM MATERIALS DEVELOPMENT
PROCESS
• Curriculum materials development must follow a
systematic and logical process from beginning to end.
Whether an individual or team approach is used, it is
important to keep in mind that development consists of
several stages, each of which contributes to the overall
materials quality. When each stage in the development
process is followed, materials produced will be of higher
quality and well worth the effort involved.

18. STAGES IN THE DEVELOPMENT OF CURRICULUM MATERIALS
A. Preliminary development plan
1. Determine curriculum content to be investigated
2. Determine terminal and enabling objectives
3. Identify special curriculum materials needed
4. Review the literature to determine what materials are
available.
5. Identify materials lacking in the content area.
6. Establish priorities for needed materials.

19. STAGES IN THE DEVELOPMENT OF CURRICULUM MATERIALS
B. Finalize development plan
1. Conduct an intensive literature review.
2. Obtain relevant references and resources.
3. Prepare a first draft of the materials.
4. Edit the first draft. (technical accuracy, composition,
applicability)

20. 5. Prepare a second draft.
6. Pilot-test the second draft.
7. Prepare a third draft.
8. Field test the third draft.
9. Prepare the final draft.
10. Duplicate the materials.
STAGES IN THE DEVELOPMENT OF CURRICULUM MATERIALS

21. DISSEMINATING CURRICULUM MATERIALS
• The curriculum materials development cycle is not complete until
materials have been disseminated to the intended users.
• The value of disseminating curriculum materials is quite clear,
since valuable and useful material may end up on a shelf and
never be used if teachers are not made aware of their worth.
Failure to provide plans for dissemination would be a great loss to
those who might have benefited from the materials and a great
waste of human and monetary resources to those who developed
the materials.

22. • When devising plans for the dissemination of materials,
several factors need to be considered in order to ensure that
those who are to be reached during the dissemination are
efficiently and effectively informed about how the materials
may be used.
• Potential Audience
• Geographical Considerations
• Dissemination in relation to the cost

23. CURRICULUM MATERIALS ADOPTION PROCESS
• Awareness/Knowledge – the stage at which the educator or decision maker is
exposed to curriculum materials, develops some understanding of their potential
value, and visualizes how the curriculum materials might be used.
• Attitude Formation – the stage during which an educator or decision maker
becomes more receptive to either adopting the materials or rejecting their use.
• Decision – the stage where previous experience leads an educator or decision
maker to either adopt or reject adoption of the curriculum materials.
• Application – the stage at which an educator or decision maker uses curriculum
materials in the actual learning environment.
• Validation – the stage at which an educator or decision maker continues to use
curriculum materials to either reaffirm the earlier decision to adopt the materials
or discontinue use of materials.

24. • IN-SERVICE/PRE-SERVICE MATERIALS
ORIENTATION PROCESS
• UPDATING CURRICULUM MATERIALS

25. 8 M’s of Teaching
• In school, we are dealing with the young who are immature
and who lack the experiences in life which learning emanates.
That is why the teacher assumes an important role in their
development. The learners who are expected to undergo the
learning process cannot do it on their own without adult help
and supervision. That is what teaching is all about. It is the
process of "helping" the learners learn economically,
efficiently, and effectively. The success of a learning
situation depends to a large extent on the skillful intervention
of a professional person, the teacher.

27. 1. Milieu: The Learning Environment
2. Matter: The Content of Learning
3. Method: The teaching-learning Strategy
4. Material: The Resources of Learning
5. Media: Communication in Teaching and Learning
6. Motivation: Arousing and Sustaining Interest in Learning
7. Mastery: The Be-all and End-all of Learning
8. Measurement: Getting Evidence of Learning
8 M’s of Teaching

28. 8 M’s of Teaching vis-à-vis Plantilla
Learning
Objective
Learning
Content
Learning
Experiences/
Resources
Evaluation of
Learning
Outcomes
Matter Motivation
Method
Materials
Media
Mastery
Measurement

33. LESSON PLANS
• Lesson plans chart daily instruction.
• A lesson plan is simply an outline prepared in advance of teaching, so that
time and materials will be used efficiently. Various types of lessons require
different kinds of lesson plans. (Lawrence J. Peter)
• Various types of teachers, various types of learners, and various types of
subject matter require different types of lesson plans. Various types of
administrators and supervisors require different types of lesson plans.
• A lesson plan is the instructor’s road map of what students need to learn and
how it will be done effectively during the class time.
• Specifying concrete objectives for student learning will help you determine
the kinds of teaching and learning activities you will use in class, while those
activities will define how you will check whether the learning objectives have
been accomplished

34. SUGGESTED FORMAT OF A LESSON PLAN
Goal: A unifying theme, an overall general purpose to accomplish by the end of the
lesson period. e.g. Students will increase their familiarity with the conventions of
telephone conversations
Objectives: Explicitly state what you want students to gain from the lesson.
What students will do:
• Be sure you know what it is you want to accomplish
• Preserve the unity of your lesson
• Predetermine whether or not you are trying to accomplish too much
• Evaluate students' success at the end of, or after,

35. • Materials & Equipment: Tape / tape recorder / poster / map / handouts / OHP
• Procedures: There is so much variation here that it is hard to give any “set recipes” but
make sure your plan includes:
a. An Oral Test
b. An opening statement or activity as warm-up for the lesson itself
c. A set of activities and techniques in which you have considered appropriate proportions
of time for :
-Whole class work, Group and / or pair work, Teacher Talk, Student Talk, Teacher /
student Talk
d. Closure
e. Homework
f. Evaluation

36. ISSUES, CONCERNS, RECOMMENDATIONS
Issues and Concerns
• Poor quality of materials/lessons
• Instructional tasks of teacher versus instructional tasks of written materials
• Curriculum materials do not meet the objectives/insufficient that compromises student
learning
Recommendations
• Teachers/developers must be guided and must work collaboratively with other teachers to
assess the effectiveness of materials
• There should be balance between the two; Teacher should have “required teaching
actions” in every material to show the division of labor
• Curriculum materials must be selected and developed carefully in relation to the
instructional objectives and of the lesson

37. THANK YOU!