Innovations are inevitable as man continues to seek for development.
With the demand brought about by the fast-changing society. It is most likely
that innovations will occur. In curriculum, changes and modifications are being
introduced to keep pace with the changing world. With emerging theories of
learning, instructional delivery and management, learning and teaching styles,
modes of living and other societal changes in science and technology led
educator to introduce innovations.
Local and National Curricular Innovations
1. The 2002 Basic Education
Curriculum
The Vision, Mission, and Rationale of the Curriculum
The Department of Education envisions every learner to be functionally
literate equipped with life skills, appreciative of arts and sports and imbued
with the desirable values of a person who is makabayan, makatao, makakalikasan at maka- Diyos
This vision is in line with DepEds‘ mission to provide quality basic
education that is equitably accessible to all and lays the foundation for
lifelong learning and service for the common good.
The BEC was developed through a dynamic process. It started with the review
of the existing basic education curriculum in 1997, which look into
consideration worldwide trends and Philippine realties.
Integrative Teaching as Mode of Instructional Deliver
Integrative teaching works best in the BEC because the curriculum is
treated in a holistic manner.
The process is interactive, collaborative and innovative.
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Thematic Teaching - requires organization of themes around ideas. The
theme provide focus and helps learners to see the meaningful connections across
subject areas. It links ideas to actions and learning to life.
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Content- Based
Instruction (CBI) - it is the integration of content learning with language teaching. The
language curriculum centered on the academic needs and interests of the
learners. Thus, it crosses the barriers between language and subject matter
content. This approach aims at developing the learner‘s language skills.
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Focusing inquiry - it is an interdisciplinary approach that uses
questions to organize learning. Learners become creators rather than recipients
of knowledge. Contents and concepts are given less importance than the process
of conducting an investigation and communicating what was learned to others.
Instructional process is built around inquiry, where teachers guide the
students to discover answers to questions. Using what learners already know as
a starting point, they generate questions about things they do not know yet.
The design a method of investigation and gather information on their own.
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Generic Competency
Model - the learners are
enrolled in three to four linked or related
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courses or subject
areas. In Makabayan, for instance, competencies subject and can be clustered
into personal development, social competencies and work and special skills, the
subject specialist teaches his/her subject and activities will draw on
processes and skills important to each discipline.
2. Third Elementary Education
Program
Begun in 1996 and concluded in 2005 it was funded by the WB and JBIC, in
response to the Social Reform Agenda of the government. It is focused only on
the elementary level with the goal to improve learning achievement; improve
completion rates and access to quality elementary education.
Advocacies:
In- service Training for Teachers (INSET); school improvement and innovation
Facility ;( SIIF) Student Assessment ;( SA), Educational Management Information
System (E-MS); Procurement and Monitoring Evaluation; Principal Empowerment
3. Secondary Education
Development and Improvement Program (SEDIP)
It is a curriculum innovation that dovetailed the TEEP. It started in
2000 and ended in 2006. Its purpose is to improve equitable access to secondary
education in poverty affected areas.
Curriculum Reforms revolved around;
(a) Improving Teaching and
Learning; (b) Improving Access to Secondary Education; (c) Facilitating
Decentralized Secondary Education Management.
4. The New Teacher Education
Curriculumfor BEED and BSED - Implemented by CMO 30,s 2004
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There are two streams
in Basic Education; BEED- structured to meet the need of professional teachers
for elementary and special education program; and the BSED- need of
professional teachers in the high school in the Philippines
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The Curriculum is
aligned to the National Competency-Based Teachers Standards (NCBTS)
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It ismade up of three
components-(1) General Education(2) Professional Education(3) Specialization or
content courses.
5. The Ladderized Curriculum for
Bachelor of Technical Teacher Education (BTTE)
• The BTTE prepares teachers in
technical-vocational education and training (TVET) and higher education
institutions that are equipped not only with strong theoretical understanding
of teaching and technology but also with exposure to industry
• The course is composed of
four components.
– General education- consistent
with CMO 59
– Professional Studies
component
– Specialization component, and
– Instructional Technology
component
6. Understanding the Design (ubD)
- Based Curriculum
•
UbD is a framework
for improving student achievement and was designed by internally recognized
educators Grant Wiggins and Jay Mctighe, published bu ASCD
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The emphasis on‖ Backward Design‖.
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It is a tool utilized
for educational planning focused on teaching for understanding
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It works within the‖ standard-driven curriculum‖ to help teachers clarify learning goals, device revealing assessment of
students understanding and craft effective and engaging learning activities.
Understanding by Design(UbD) Based Curriculum
Begun as early as 2007 and was formally implemented in
the Philippines thru the 2010 Secondary Education Curriculum.
3 Stages of„BackwardDesign
1.
Stage 1 - identifying
Results/Desired Outcomes (Content/Performance Standards, Essential
Understanding, Objectives- KSA, Essential Questions)
2.
Stage 2 - Defining
Acceptable Evidence/Assessment (Product/ Performance, Assessment
Criteria/Tools) Six Facets of Understanding (Explain, Interpret. Apply
Perspective, Empathy, Self-knowledge
3.
Stage 3 - Learning
Plan/Instruction (WHERTO)
W - Where us the unit going? What is expected? Where are the students
coming from?
H - Hooks all students and holds their interest
E - Equipped students, help them experience the key idea an explore the
issue
R – Rethink
E - Evaluate T - Tailors
O - Organize
K - 12 Basic Education Curriculum
Republic Act 1053 (may 15, 2013): The Enhanced Basic Education Act of
2013‘
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The overall Goal of
the K to 12 Curriculum
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Kindergarten +(6) six
years primary education +(4) four years of junior high school
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+(2) two years senior
high school
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Salient Features of
the K-12 Curriculum
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Strengthening Early
Childhood Education ( Universal Kindergarten)
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Making the Curriculum
Relevant to the Learners ( Contextualization and Enhancement)
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Ensuring integrated
and Seamless Learning ( spiral Progression)
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Building Proficiency
Through Language ( Mother Tongue-Based Multilingual Education)
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Gearing Up for the
Future ( Senior High School)
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Nurturing the
Historically Developed ( College and Livelihood Readiness, 21st Century Skills)
Brain Based Learning(BBL)
•
It is an approach to
teaching based on research in neuroscience
•
It suggests that the
brain learns naturally
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This techniques
allows teachers to connect learning to students real life experiences
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This kind of learning
encompasses education concepts like
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Mastery learning
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Problem-based
learning
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Cooperative education
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Multiple intelligence
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Learning styles
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Experimental learning
Emerging Interactive Teaching Elements from BBL
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Orchestrated
Immersion - Learning
environment are created to provide authentic learning experiences. Ex. In the
elementary level, teachers can use the school‘s manifest to identify trees,
animals and other plants and find out how they live together.
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Relaxed Alertness - in BBL, efforts are made to eliminate fear while
maintaining a highly challenging environment. Ex. Teachers may play classical
music when appropriate to set a relaxed tone in the classroom. Bright lights
are dimmed. Scented candles are lit to calm the senses. All learners are
accepted regardless of their various learning styles, capabilities and
liabilities. This will provide a relaxed and accepting environment. Children
are motivated to bring the best of them and bring out their potential