Module 2

Lead Curriculum Implementation

and Enrichment

Let's Read
How do you know if you are successfully implementing the curriculum? Read on to find out.
Monitoring the Process of Curriculum Implementation
As you may already know, implementation of the curriculum is necessary in the process of achieving
the schools educational goals. It is a process in which individuals or groups work together to turn the
curriculum, the schools grand academic plan, into reality. Monitoring the implementation of a
curriculum in a school is often controversial and divisive. There are in fact those who favor monitoring
and those who do not. Those who believe that monitoring is important think so because of the
following:

Monitoring promotes efficiency.

Monitoring enhances continuous development.

Monitoring keeps teachers vigilant and diligent in their tasks.

Monitoring maintains the school heads visibility and involvement in the curriculum.

On the other hand, those who think that monitoring is not necessary give the following reasons:

Too close monitoring disrupts school activities.

Monitoring may have adverse effects on the collegial relationship between the school head and
the teachers.

Insisting on an authoritarian approach to curriculum implementation ignores the unique needs

of teachers and students.

Because teachers are monitored and evaluated, they might focus on teaching to the test and
lose sight of maintaining quality teaching.

Monitoring may be demeaning to a teacher who considers herself to be a craft specialist.

Given this information, would you still conduct monitoring for curriculum implementation? Why? Why
not? Write your ideas in the space below.

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How can you increase the chances of success in the monitoring of curriculum implementation?
Consider the following guidelines.
1.

Place emphasis on mutual accomplishment rather than on total fidelity (truthfulness

to the source).
Earlier you learned that the concept of fidelity of implementation refers to how strictly the
teacher follows the prescribed curricular instructional activities. Instead of focusing on this,
some authors suggest more emphasis on mutual accomplishment. Mutual accomplishment is
an approach that allows school heads to maintain the essence of
the curriculum, while giving teachers certain leeway for their
individual teaching styles to manifest. This shows a balance between the laissez-faire approach
and the authoritarian approach in curriculum implementation.

2.

Strive for the development of a teacher-friendly and change-simple curriculum in the

beginning.
A teacher-friendly curriculum is accessible and non-restrictive. It is easy to understand and
use. It also provides ample opportunities for teacher enrichment. A change-simple curriculum
is clearly stated and is devoid of too much complexity. It is easy to modify.

3.

Promote a culture of collaboration and continuous improvement in the school.

Collaboration means working together toward a desired end. Promoting a culture of
collaboration means instituting a system of processes that allows working in teams and
encourages collaborative decision making, consultations, collegial relationships, and putting
value on the opinions of others. Whenever there is an agreement of working together toward
the schools improvement, the success of the curriculum is more or less assured.

Which of the guidelines are easy for you to follow? Which are difficult? Give your reasons. You may
discuss your difficulties with your co-learners and Flexible Learning Tutor.

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Let's Study
Concerns in Describing and Measuring
Curriculum Implementation Success
Once a new curriculum is implemented, there is also a need to gauge its success. And even if it is
already nearing institutionalization, there is still a need to monitor the actual implementation, and
more importantly, the educational outcomes.
As a school head, how would you know whether the curriculum had been effective or not? What tools
for measuring success will you use?

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Lead Curriculum Implementation

and Enrichment

Let's Try This (Activity 2.7)

Look at the picture below. It depicts a government official wanting to know what students are learning
in school.

Could this scenario also happen to you? Would you ever get a chance to show your curriculum to an
important person? Would you be able to discuss very comprehensively your school curriculum to a
government official?
If you were the government official, what would you look for in evaluating the schools curriculum
implementation? Write your answers on the spaces below.
Review your answers. What curriculum implementation features did you consider important? Why?

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Let's Think About This

According to Clough, et al. (1989, in Marsh, 2002), some commonly encountered implementation
problems are the following:
Too little time for teachers to plan for and learn new skills
and practices
Too many demands on teachers to make implementation easy and effective
These problems are major concerns because they represent difficulties encountered by teachers in
implementing the curriculum. If you are the head of the school, you should be aware that such
problems exist and therefore, you need to formulate solutions to address them. There is obviously a
problem in the teacher activities domain in this case.
Explain why these are important concerns to discuss. What solutions do you offer?

If you are to evaluate your school in terms of curriculum implementation success, which aspect needs
improvement?

Module 2

Lead Curriculum Implementation

and Enrichment

Let's Try This (Activity 2.8)

The Idea Wheel

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All ideas should be written in the slices of the Idea Wheel except the following:
#2 Practice authoritarian curriculum implementation
#4 Promote a total laissez-faire approach
#5 Religiously conduct daily classroom observations
#8 Do not consider input from teachers
These should not be included in the Idea Wheel because they are not behaviors that enhance or
promote curriculum leadership.

Do you have some ideas in enhancing curriculum implementation and monitoring? Below are some
suggestions. Pick out those that you think will enhance your work as a curriculum leader. Write these
ideas inside the slices of the Idea Wheel. Write only the number.
1.

Ensure that resources are available on time

2.

Practice authoritarian curriculum implementation

3.

Provide continuous teacher development through training

4.

Promote a total laissez-faire approach

5.

Religiously conduct daily classroom observations

6.

Be sensitive to teachers concerns

7.

Regularly monitor student performance

8.

Do not consider input from teachers

9.

Help teachers translate the curriculum into lesson plans

10. Analyze test scores with teachers

11. Be data-driven in making instructional decisions
12. Create a collegial atmosphere

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Compare your ideal wheel with that of the module by
clicking on the "Check Answer" button. Are they similar?
Why are some guidelines not included?

Let's Think About This

If the mastery curriculum only requires the study of the parts of a flower, the students may be able to
accomplish this early on. What are they then left to do? If you were their teacher, what additional
activities would you give your students to enhance what they have learned about the parts of a flower
and to make the activity memorable and fun? Write down some of your suggestions.

Here are some sources of ideas for creating an enrichment curriculum:

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and Enrichment

Special student knowledge, skills, and interests

Special teacher knowledge, skills, and interests

Aspects of the subject not often studied in school

New developments in the field

Special knowledge of other community members

Local topic aspects drawn from the mastery curriculum

Topics in the mastery curriculum studied in greater depth

Lessons, topics, and prerequisite skills and knowledge that students have not fully mastered

Now that you know where you can get ideas for curriculum enrichment, how is it actually
accomplished? In planning for the enrichment curriculum, there is a need to develop school-based
policies and general procedures for the enrichment component. As soon as a new curriculum is
received, a meeting may be called to formulate the enrichment curriculum. In this meeting the
following questions may be considered:

Will the enrichment content be delivered as part of a regular course or will it be organized as
an elective course?

How much time should be allotted for the enrichment curriculum?

Who will handle or teach enrichment content besides the teachers?

What resources will be provided to support enrichment teaching?

The answers to these questions should be discussed by a committee formed for this purpose or during
a meeting attended by majority of the school staff. Based on initial decisions made, teams may be
formed. Each team represents either a grade level or a subject. The teams will be tasked to develop
enrichment units that will comprise the enrichment curriculum. The enrichment units are formulated
considering the following concerns:

Enrichment units must include curriculum enrichment strategies.

Enrichment units must avoid repetition of activities within subjects or grade levels.

Enrichment units have to be likely approved by parents and other community stakeholders.

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Enrichment units must respond to students special needs.

Enrichment units must be sufficiently integrated into the mastery curriculum.

Let's Think About This

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and Enrichment
There could be some concern about enrichment activities. They cost money. For example, field trips,
film showing held outside the school, or trips to theaters often are not included in the schools tuition
fee. In your locale, what alternative activities would you suggest that could enrich the curriculum
without costing money? What existing resources could you use? Write your ideas on the space below.

Discuss your suggestions with your teachers, your co-learners, and your Flexible Learning Tutor.

Let's Try This (Activity 2.9)

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Reflect on the four principles of curriculum enrichment. On the spaces provided, write how you will
apply each principle in preparing an enrichment curriculum or how each principle is practically
considered in the prepared current curriculum. Principle 1 has been done for you:
1.

Each learner is unique.

The different learning activities in the enrichment curriculum should consider the different
abilities, interests, needs, and learning styles of the pupils.

2.

Learning is more effective when students enjoy what they are doing.

Key To Correction
Learning experiences provided in the curriculum should consider what the students find as enjoyable
based on their age and interests.
3.

Learning is more meaningful and enjoyable when content and process are learned in the
context of a real and present problem.

Key To Correction
The curriculum should give students opportunity to choose the problem they want to work on and
how they want to address it based on their thoughtful thinking.
4.

The acquisition of knowledge and skills are enhanced when students construct their own
meaning through knowledge and skills application.

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Lead Curriculum Implementation

and Enrichment

Let's Try This (Activity 2.10)

On the space provided, write whether the enrichment curriculum falls under Type I, Type II, or Type
III.
1. Mr. Prachooms Grade 1 class holds a field trip to the National Science

Museum in Bangkok.
2. A group of students from different grade levels worked together to hold an

Environmentalist-Music Festival that showcases musical instruments that they created from
recycled materials.
3. Sixth grade pupils gather around their computer subject teacher who gives

tips on making highly animated PowerPoint Presentations after class hours.

4. Mr. Labidin learned about some students interest in astronomy. To support

their interest and hoping that their inquisitiveness will be harnessed as research skills, he
made arrangements for their visit to the astronomical observatory at the local university.
5. Dr. Daravone networked with an amateur artists association to help her

sixth grade pupil participate in an original

arts exhibition.

Key To Correction
1.

Type I because going to the museum is a way of addressing students interests and
curiosity, which may not be fully addressed in the regular classroom.

2.

Type III because the enriched curriculum enabled the students to produce their own
products.

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3.

Type II because the enriched curriculum was for specific students who are
interested to develop skills beyond what the regular computer class offer.

4.

Type II because visiting the observatory was conducted specifically for interested
students.

5.

Type III because the enriched curriculum would enable a gifted student to create
original art and exhibit her works.

Compare your answers. If you have answered all questions correctly, congratulations! You have
learned well. If not, you need this lesson before proceeding.

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Lead Curriculum Implementation

and Enrichment

Let's Try This (Activity 2.11)

As a curriculum leader, you are expected to be able to train your teachers on curriculum enrichment.
To do this, call a meeting with subject coordinators or its equivalent in your school and some teachers.
Share with them what you learned about enrichment curriculum and discuss with them their opinions
about the topic.
How did you feel while explaining about enrichment curriculum to your subject coordinators
and teachers?
What were the reactions of your subject coordinators and teachers?
What were the main points of the discussion with them that followed?

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How Much Have You Learned?

A. Write the correct answer in the space provided. The choices are
shown below.

Laissez-faire

Evaluation and Revision

Fidelity of Implementation

Curriculum Implementation

Cultural Perspective

Authoritarian control

1.

2.

3.

4.

5.

6.

Key To Correction

This refers to the actual practice of teaching the

curriculum or syllabus.
Implementation is done prior to this activity in
the curriculum development cycle.
This is also known as the let alone approach
in curriculum implementation.
This is the other extreme approach in
curriculum implementation that exercises
absolute power over instructional decisions.
This takes place when teachers diligently follow
a prescribed syllabus in teaching a lesson.
This is a perspective that explains how and why
certain implementation practices are followed
based on existing norms in the community.

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1. Curriculum implementation
2. Evaluation and revision
3. Laissez-faire
4. Authoritarian control
5. Fidelity of implementation
6. Cultural perspective

B. Click on the factors that affect curriculum implementation success:

The need for time

A technology for change

Recognition of the school culture

Incentives and rewards

Sharing of burden in the workplace

Releasing of energy for innovation

A collaborative framework

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Leadership

Recognition of the system-level culture

The need for political perspective

The need to win allies

Recognition of the role of individuals

Key To Correction
All the items are factors that affect curriculum implementation success. Therefore, all should be
encircled.
C. Which of the three perspectives (technical, political, and cultural) do you consider the most
important in implementing a curriculum? Why?

Key To Correction
The answer depends on the current realities facing your own school. For example, if the teachers are
always in disagreement with the principal, political factors are obviously at play. If there are
inadequate teachers or school materials to implement the curriculum, technical factors are
emphasized. Cultural factors are implicated when for example, parents do not support a certain
curricular change because it goes against their beliefs. However, generally, these three factors
should be given equal importance as they all determine the success of curriculum implementation.
D. As a teacher, would you be more comfortable implementing
a curriculum that does not allow for changes or one that
encourages personal input (fidelity of implementation versus process orientation)? Why?

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How Much Have You Learned?

Lets find out how much you have learned from this module. Answer the questions below as directed.
A. Write the letter of the correct answer on the box provided. The choices are shown below.

a. Let alone approach

d. Enrichment curriculum

b. Curriculum

e. Curriculum leadership

c. Core curriculum

f. Curriculum committee

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1. This refers to all the educational experiences students go

through in school.
2. This is usually formed to make instructional decisions with

regard to subjects to be taught in school and how these

subjects are to be taught.
3. This is the exercise of functions that enable the

achievement of a schools goal of providing quality

learning experiences in school.
4. This is another term for the laissez-faire approach

in curriculum implementation.
5. This is an adjunct to the mastery curriculum.

6. This is another name for mastery curriculum.

Key To Correction
b

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a

d
c
B. Enumerate the components of Kellough and Kelloughs cyclic model of curriculum development in
proper order.
1.

2.

3.

4.

5.

Key To Correction
1. Needs: Students, Society and Subject
2. Educational Philosophy
3. Extraneous (External) Influences
4. Educational Plan
5. Evaluation and Revision

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C. In your own words, describe the three perspectives that explain how and why certain
implementation practices are followed.
1. Technical

2. Political

3. Cultural

Key To Correction
1. Technical perspective considers the impact of planning and availability of resources in program
implementation.
2. Political perspective considers the balance of power that determines the success of a curriculum.
3. Cultural perspective puts emphasis on the beliefs and ways of behaving in a society that
ultimately affect what happens inside the classroom.

D. Name the three basic domains for assessing the effectiveness of curriculum implementation.
1.

2.

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3.

Key To Correction
1. Curriculum support materials
2. Student activities and achievements
3. Teacher activities

E. Answer these questions.

1.

A school has been using the same old curriculum it has had for the past ten years. Do you
think this is good practice? Why? Why not?

Key To Correction
A schools curriculum should be regularly evaluated and revised. It is not good practice to use the
same curriculum for 10 years. The needs of the students, society, and relevance of topics constantly
change. The curriculum has to be continuously changed to reflect changing needs.
2.

A school head subscribes to a philosophy of education that encourages active and experiential
learning. In what ways would this philosophy of education manifest in his/her schools
teaching-learning activities?

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Key To Correction
For a principal, being clear about ones philosophy of education is important as it sets the direction of
the schools teaching-learning activities. If a school head subscribes to the philosophy of active and
experiential learning, it is expected that in his/her school, students are given a lot of opportunities to
experience learning through hands-on activities, projects, experiments, fieldwork, apprenticeships,
and other activities. Less emphasis is placed on traditional chalk-and-talk teaching approaches.
3.

You would like to successfully monitor curriculum implementation in your school. What
guidelines should you consider?

Key To Correction
1.

Place emphasis on mutual accomplishment rather than on total fidelity (truthfulness

to the source).

2.

Strive for the development of a teacher-friendly and change-simple curriculum in the

beginning.

3.

4.

Promote a culture of collaboration and continuous improvement in the school.

The new principal of a nearby school asks you about how the core curriculum differs from the
enriched curriculum. Write your answer to your colleague on the space below.

Key To Correction

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and Enrichment
The core curriculum, also known as the mastery curriculum, refers to the essential guide that
teachers use to determine the subjects to be taught and how to teach these subjects. This is usually
formulated at the national or district level. On the other hand, an enrichment curriculum is an
adjunct or support to the core curriculum. It consists of enhancement topics and activities that are
not covered by the core curriculum.
5.

What are the three types of enrichment curriculum?

How Do You Rate Yourself Now?

Congratulations! You have done well in finishing this module. I hope you have gained a lot of learning
and insights from this module.
However, for a final check, may I invite you again to return to the Self-Rating Competency Checklist.
Review the list of competencies again and click on the circle in the Post column to best describe your
level of mastery of each competency now that you have completed the module. Compare your
competency level before and after studying the module and reflect on how much you have learned.
Write your insights on the space below.

All the best in your work as a practicing curriculum leader in your school!

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and Enrichment