CURRICULUM

DEVELOPMENT

PRESENTED BY:
MARVELYN FUGGAN
MANECLANG
CONCEPTS, NATURE and
PURPOSES OF CURRICULUM
Curriculum is as dynamic as the
changes that occur in the society.
In its narrow sense, curriculum is
viewed merely as a listing of subjects
to be taught in school.
It its broader sense, it refers to the
learning experiences of individuals not
only in schools but in society as well.
CURRICULUM FROM DIFFERENT
POINTS OF VIEW
Traditional points Progressive points
Curriculum is a body of Curriculum is defined
subjects or subject as “ the total learning
matter prepared by the experiences of the
teachers for the students individual”( John Dewey
to learn (“course of
study”, “syllabus”)
Robert Hutchins views
curriculum as “
permanent studies’’
CURRICULUM FROM DIFFERENT
POINTS OF VIEW
Traditional points Progressive points
Arthur Bestor, an Caswell and Campbell
essentialist believes that viewed curriculum as all
the mission of the school experiences children
should be intellectual have under the guidance
training. of the teachers.”
Joseph Schwab views Smith, Stanley and
discipline as the sole Shores defined “
source of the curriculum curriculum as a sequence
of potential experiences
set up in schools for the
 CURRICULUM FROM DIFFERENT
POINTS OF VIEW
Traditional points
To Phenix, curriculum
should consists entirely of
knowledge which comes
from various disciplines.
Thus, curriculum can be
viewed as a field study.
Most of the traditional
ideas view curriculum as
written documents or plan
of action in accomplishing
goals
Progressive points
Purpose of disciplining
children and youth in group
ways of thinking and acting.
Marsh and Willis view
curriculum as all the
experiences in the
classroom which are
planned and enacted by
the teacher, and also,
learned by the students
POINTS OF VIEW ON
CURRICULUM DEVELOPMENT
TWO MODELS OF CURRICULUM DEVELOPMENT
1. RALPH TYLER MODEL/RATIONALE
Four fundamental Principles
1. What educational purposes should the
school seek to attain?
2. What educational experiences can be
provided that are likely to attain these
purposes?
3. How can these educational experiences be
effectively organized?
4. How can we determine whether these
purposes are being attained or not?
Steps of the Tyler Model
Considerations:
Purposes of the school

Educational experiences related

to the purposes

Organization of the experiences

Evaluation of the experiences

Hilda Taba’s Linear model

She believed that teachers

who teach or implement the
curriculum should participate
in developing it.
Her advocacy is commonly
called grassroots approach.
Taba’s 7 major steps In the linear
model
Diagnosis of learner's needs and
expectations of the larger society
Formulation of learning objectives
Selection of learning content
Selection of learning experiences
Organization of learning activities
Determination of what to evaluate and
the means of doing it
3 Interacting processes in
Curriculum Development
Planning
Implementing
Evaluating
Question: Explain how do
these three processes
influence the development of
the curriculum?
Types of Curriculum Operating in
Schools
( Allan Glatthorn ( 2000)

1. Recommended Curriculum – proposed by

scholars and professional organizations
2. Written Curriculum- appears in school, district or
country documents
3. Taught Curriculum- what teachers implement
and deliver in the classrooms or schools.
4. Supported Curriculum- resources, textbooks,
computers, audio-visual materials which support
and help in the implementation of the curriculum
Types of Curriculum Operating in
Schools
( Allan Glatthorn ( 2000)
5. Assessed Curriculum- tested and
evaluated
6. Learned Curriculum- What the
students actually learn and what is
measured.
7. Hidden Curriculum- The unintended
curriculum
Major foundations of Curriculum

Philosophical
Historical
Psychological
Social
Philosophical foundations of
Curriculum
Philosophy provides educators, teachers
and curriculum makers with framework for
planning, implementing and evaluating
curriculum in schools.
It helps in answering what schools are for,
what subjects are important, how students
should learn and what materials and
methods should be used.
It provides the starting point and will be
used for the succeeding decision making
Ralph Tyler’s View of Philosophy in
Relation to School Purposes

Suggestions
from the
subject
Studies from
Studies of specialists
Contemporary life
learners

School
purposes

Use of Use of
Philosophy psychology
of learning
Educational Philosophies and how
these relate to curriculum
A. Educational philosophy- Perennialism
Aim of Education- To educate the rational
person; to cultivate the intellect
Role of Education- Teachers help students
think with reason
Based on Socratic methods of oral exposition or
recitation Explicit or deliberate teaching of
traditional values
Focus in the curriculum- Classical subjects,
literary analysis and curriculum is constant
Curriculum trends- Use of great books and
return to liberal arts
Educational Philosophies and how
these relate to curriculum
Educational Philosophy- Essentialism
Aim of Education- To promote the intellectual
growth of the individual
Role of Education- The teacher is the sole
authority in his or her subject area or field of
specialization
Focus in the curriculum- Essential skills of the
3 R’s and essential subjects of English,
Science, History, Math and foreign Language
Curriculum trends- Excellence in education,
Back to Basics and cultural Literacy
Educational Philosophies and how
these relate to curriculum
Educational Philosophy- Progressivism
Aim of Education- To promote democratic and
social living
Role of Education- Knowledge leads to
growth and development of lifelong learners who
catively learn by doing.
Focus in the curriculum- Subjects are
interdisciplinary, integrative and interactive.
Curriculum is focused on students’ interest,
human problems and affairs
Curriculum trends- School reforms, relevant and
contextualized curriculum, humanistic education
Educational Philosophies and how
these relate to curriculum
Educational Philosophy- Reconstructionism
Aim of Education- To improve and
reconstruct society. Education for change
Role of education Teachers act as agents
of change and reforms in various
educational projects including research.
Focus in the curriculum-focus on present
and future trends and issues of national
and international interests
Curriculum trends- Equality of educational
opportunities, access to global education
Historical Foundations of Curriculum
1. Franklin Bobbit( 1876-1956)- presented curriculum
as a science that emphasizes on students’ need. It
prepares students for adult life. Objectives with
activities should be grouped and sequenced.
2.Werret Charters ( 1875-1952)- The subject matter
and the activities are planned by the teacher.
3. William Kilpatrick ( 1871-1965)- Child centered.
The purpose of the curriculum is child growth and
development. The project method was introduced.
The curriculum develops social relationships and
small group instruction
4. Harold Rugg ( 1886-1960)- Curriculum should
develop the whole child. He emphasized social
studies and the teacher plans curriculum in advance
Historical Foundations of
Curriculum
5. Hollis Caswell ( 1901-1989)- Sees curriculum as
organized around social functions of themes,
organized knowledge and learner’s interests. He
believes that curriculum is a set of experiences.
Subject matter is developed around social
functions and learners’ interests.
5. Ralph Tyler( 1902-1994)- He believes that
curriculum is a science and an extension of
school’s philosophy. It is based on students needs
and interests. It is always related to instruction.
Subject matter is organized in terms of knowledge,
skills and values. The process emphasizes
problem solving. It aims to educate the generalists.
Psychological Foundations of
Curriculum
3 Groups of Learning theories
1. Behaviorist Psychology
- Connectionism of E. Thordike
influenced Tyler and Taba.
- Ivan Pavlov’s classical Conditioning
and B.F Skinners’ operant Conditioning
- Bandura’s modelling and observation
theory
Psychological Foundations of
Curriculum
- Robert Gagne’s hierarchical learning or sets of
behavior and five learning outcomes became
classic examples.
Learning outcomes:
1. intellectual skills “Knowing how”
2. information or “knowing what”
3. cognitive strategies or learning
skills
4. motor skills
Psychological Foundations of
Curriculum
5. attitudes, feelings and emotions learned
through experiences.
- Behaviorists believe that learning should be
organized in order that students can
experience success in the process of
mastering the subject matter.
2. Cognitive Psychology
- focus attention with how individuals process
information and how they monitor and
manage thinking.
Psychological Foundations of
Curriculum
- Jean Piaget – Cognitive Development
Stages
- Lev Vygotsky- Social Constructivism
- Howard Gardner- Multiple Intelligences
- Felder and Silverman- Learning Styles
- Daniel Goleman- Emotional
Intelligences
Psychological Foundations of
Curriculum
They believe that learning constitutes
a logical method for organizing and
interpreting learning.
Learning is rooted in the tradition of
subject matter and is similar to the
cognitive development theory.
Psychological Foundations of
Curriculum
3. Humanistic psychology
- concerned with how human learners can
develop their potential.
- the third force learning theory after
behaviorism and cognitive development.
-Curriculum is concerned with the process
not the products; personal needs, not
subject matter; psychological meaning and
environmental situations
Social Foundations of Education
Schools are recognized as one of the many
institutions that educate the society.
The home, the family and the community
also educate the society.
Schools are made to help to understand
the changes globalization brings.
School curricula address diversity,
explosion of knowledge , school reforms
and education for all.
Question:

Question: How do
philosophy, psychology, history
and society influence the
development of the curriculum?
Philosophy……

It lays the foundation of the

curriculum..
A curriculum planner or specialist, a
curriculum implementer or a teacher,
school administrators or curriculum
evaluators whether school based or
externally based anchors his/her
decision making process on a sound
philosophy.
History….

shows the different changes in the

purposes, principles and content of
the curriculum.
This implies that curriculum is ever
changing putting in knowledge and
content from many fields of
disciplines.
Psychology…..

Learners are not machines and the

mind is not a computer. Humans are
biological beings affected by their
biology and their cultures.
The psychological foundations will
help curriculum makers in nurturing a
more advanced, more comprehensive
and complete human learning.
Society….

The relationship of curriculum and

society is mutual and encompassing.
Hence, to be relevant, the curricula
should reflect and preserve the
culture of society and its aspirations.
At the same time, society should also
imbibe the changes brought about by
formal institutions called schools.
Thoughts for reflection..

Can a school exist without a

curriculum? Why or why not?
How does a strong belief or
philosophy influence curriculum?
As future teachers, how important will
a curriculum be to you?
What are the implications of an ever
changing curriculum to teachers?
Elements/ Components of Curriculum
1. Aims, goals, and objectives
2. Subject matter/ Content
3. Learning Experiences
4. Evaluation Approaches
A. Aims, goals, and objectives

Based on the 1987 Philippine Constitution, all schools

should aim to:
1. inculcate patriotism and nationalism
2. foster love of humanity
3. promote respect for human rights.
4. appreciate the role of national heroes in the historical
development of the country.
5. teach the rights and duties of the citizenship.
6. strengthen ethical and spiritual values
7. develop moral character and personal discipline
8. encourage critical and creative thinking
9. broaden scientific and technological knowledge and
promote vocational efficiency
 Vision
It is a clear concept of what the institution
would like to become in the future.
It provides the focal point or unifying
element according to which the school
staff, faculty, students perform individually
or collectively.
It is a guiding post around which all
educational efforts including curricula that
should be directed.
It should be ambitious
 Mission Statement

It spells out how it intends to carry out

its vision.
It targets to produce the kind of
persons the students will become
after having been educated over a
certain period of time.
 Goals
These are translated vision and mission
which are broad statements or intents to be
accomplished.
These are called educational objectives.
Objectives direct the change in behavior
which is the ultimate aim of learning.
They provide the bases for the selection of
learning content and experiences.
They also set the criteria against which
learning outcomes will be evaluated.
Domains of Objectives ( Bloom)
Cognitive Domain ( Bloom et al
1996)- domain of thought process.
a. Knowledge
b. Comprehension
c. Application
d. Analysis
e. Synthesis
f. evaluation
Domains of Objectives ( Bloom)
Affective Domain- ( Krathwohl, 1964)-
domain of valuing, attitude and
appreciation
a. Receiving
b. Responding
c. Valuing
d. Organization
e. Characterization by value or value
complex
Domains of Objectives ( Bloom
Psychomotor domain- ( Simpson, 1972) –
domain of the use of psychomotor
attributes
a. Perception
b. Set
c. Guided Response
d. Mechanism
e. Complex Overt Responses
f. Adaptation
g. Origination
B. Curriculum Content or Subject
Matter
Information to be learned in school.
It is another term for knowledge.
It is a compendium of facts, concepts
generalization, principles and theories
Two types of curriculum
a. Subject centered view- It represents the
repository of accumulated discoveries and
inventions of man down the centuries, due
to man’s exploration of his world.
 B. Curriculum Content or Subject
Matter
b. Learner- Centered Curriculum-
relates knowledge to the individual's
personal and social world and how he
or she defines reality.
B. Curriculum Content or Subject
Matter
Criteria in the Selection of subject matter Content
a. Self- Sufficiency- Economy means less teaching
effort and educational resources , less learner’s
effort but more results and effective learning
outcomes.
b. Significance
c. Validity
d. Interest
e. Utility
f. Learnabiltiy
g. feasibility
B. Curriculum Content or Subject
Matter
Principles:( Palma, 1992)
1. Balance- Curriculum content should be fairly
distributed in depth and breadth of other particular
learning area or discipline.
2. Articulation- Each level of subject matter is smoothly
connected to the next, glaring gaps and wasteful
overlaps in the subject matter will be avoided.
3. Sequence- The logical arrangement of the subject
matter. It refers to the deepening and broadening of
content as it is taken up in the higher levels.
4. Integration- The horizontal connections needed in
subject areas that are similar so that learning will be
related to another.
5. Continuity- The constant repetition, review and
reinforcement of learning.
 C. Curriculum Experiences

The core of the heart of the

curriculum
Instructional strategies, methods,
educational activities like field
viewing, conducting experiments,
interacting with computer programs,
field trips and other experiential
learning.
D. Curriculum Evaluation

It may refer to the formal

determination of the quality,
effectiveness or value of the program,
process, product of the curriculum
D. Curriculum Evaluation
Context- refers to the environment of the
curriculum. Context evaluation refers to situation
analysis
Input- refers to the integration of the curriculum
which include goals, instructional strategies, the
learners, the teachers, the contents and all the
materials needed
Process- refers to the ways and means of how
curriculum has been implemented.
Product- indicates if the curriculum accomplishes
its goal. It will determine to what extent the
curriculum objectives have been achieved.
D. Curriculum Evaluation

PROCESS OF THE CURRICULUM

EVALUATION
1. Focus on one particular component
of the curriculum
2. Collect or gather information
3. Organize the information
4. Analyze information
5. Report the information
Curriculum Approaches

Behavioral approach( Frederick

Taylor) – goals and objectives are
specified, contents and activities are
also arranged to match with learning
objectives.
Managerial approach-The principal is
the curriculum leader and at the same
time instructional leader.
Curriculum Approaches

Systems approach- The parts of the

total school district or school are
examined in terms of how they relate
to each other.
Humanistic approach- This is rooted
in the progressive philosophy and
child- centered movement.
Curriculum Designs
Subject- centered design model- focuses
on the content of the curriculum
Examples:
a. Subject design- centers on the cluster of
content
b. discipline design- focuses on academic
disciplines
c. Correlation design- Subjects are related
to one another but each subject maintains
its identity.
Curriculum Designs

d. Broad field design/interdisciplinary

- variation of the subject centered
design
- Compartmentalization of subjects and
integrate the contents that are related
to each other
Curriculum Designs
Problem- Centered Design- draws on
social problems, needs, interests and
abilities of the learners.
Examples:
a. Life- situations design- It uses the past
and present experiences of learners as a
means to analyze the basic areas of
living.
b. Core design- It centers on general
education and the problems are based on
common human activities.
Curriculum Designs
Learner-centered design- the learner is the
center of the educative process.
Examples
a. Child-centered design- this anchored on
the needs and interests of the child.
b. Experience- centered design- experiences
of the learners become the starting point of
the curriculum, thus; the school
environment is left open and free.
c. Humanistic design- the development of self
is the ultimate objective of learning.
Dimensions of Curriculum Design

Scope- ( Tyler in Ornstein, 2004)- all

content, topics, learning experiences and
organizing threads comprising the
educational plan.
Sequence- These are the contents and
experiences arranged in a hierarchal
manner, where the basis can either be
logic of the subject matter or on the
developmental patterns of growth of the
cognitive, affective and psychomotor
domains.
Dimensions of Curriculum Design

Four Principles for sequence

1. Simple to complex learning
2. Prerequisite learning
3. Whole to part learning
4. Chronological learning
Dimensions of Curriculum Design
FIVE MAJOR PRINCIPLES FOR ORGANIZING
CONTENT
1. World-related sequence
subtypes:
a. Space- closest to farthest,
bottom to top, east to west
b. Time- The content is based
from the earliest to the most recent
c. Physical attributes-physical
characteristics of a phenomena ( age,
shape, size, brightness, etc.
Dimensions of Curriculum Design

2. Concept Related sequence- reflects the

arrangement of the conceptual world, how
ideas are related together in a logical
manner.
subtypes:
a. Class relations- It refers to the group or
set of things that share common practices.
b. Propositional relations- A statement that
asserts something.
Dimensions of Curriculum Design

3. Inquiry based sequence- based on the

scientific method of inquiry.
4. Learning related sequence- based on
psychology of learning and how people
learn.
subtypes:
a. empirical prerequisites
b. familiarity
c. difficulty
d. interest
Dimensions of Curriculum Design

Continuity- vertical repetition and recurring

appearances of the content
It enables the learner to strengthen the
permanency of learning and development
of skills.
Integration
Articulation
Balance- equitable assignment of content,
time, experiences and other elements to
establish balance.
6 Features of the Curriculum
Who teaches?- The Teacher
Who do the teachers teach?- The Learners
What do the teachers teach?- Knowledge,
Skills and Values
How do teachers teach?- Strategies and
Methods
How much of the teaching was learned? –
Performance
With whom do we teach?- Community
Partners
Approaches to Curriculum Design

Child or learner- centered approach- based

on the underlying philosophy that the child
is the center of the educational process.
Subject centered approach- anchored on
the curriculum design which prescribes
different and separate subjects into one
broad field.
Problem Centered approach- assumes that
in the process of living, the children
experience problems.
 Stakeholders in Curriculum
Implementation
Learners at the Center of the Curriculum
Teachers as Curriculum Developers and
Implementers
Curriculum managers and Administrators
Parents as Supporters to the Curriculum
Community Members as Curriculum
Supporters
Other Stakeholders
Roles of Technology in Curriculum
Delivery
Upgrading the quality of the teaching-
learning process
Increasing the capability the teacher
Broadening the delivery of education
Revolutionizing the use o0f
technology to boost educational
paradigm shifts.
Processes in Implementing the
Curriculum
Pilot Testing or Field try out- this
process involves gathering empirical
data to support whether the material
or the curriculum is useful, reliable,
relevant and valid
- It is a developmental process that
gives the signal as to whether the
particular curriculum can already be
implemented with confidence.
Processes in Implementing the
Curriculum
Curriculum Monitoring- - a periodic
assessment and adjustment during
the try- out period.
-It provides a decision that would
even end or terminate the program
Curriculum Evaluation- refers to the
systematic process of judging the
value , effectiveness and adequacy of
a curriculum
Processes in Implementing the
Curriculum
Two ways of curriculum Evaluation
1. School Based evaluation- an approach
to curriculum evaluation which places the
content, design, operation, and
maintenance of evaluation procedure in the
hands of the school personnel.
2. Accreditation- voluntary process of
submitting a curricular program to the
external accrediting body for review in any
level of education.
Areas of Accreditation under
Curriculum and Instruction
Curriculum and Program studies
Classroom Management
Instructional Processes or methodologies
Graduation requirements
Administrative Support for Effective
Instruction
Evaluation of Academic Performance of
students
 Purposes of Curriculum
Assessment
Highlight curriculum expectations
Gather information about what students
know and can do
Motivate student to learn better
Motivate and encourage teachers to meet
the identified needs of students
Provide evidence to tell how well the
students have learned.
Obtain feedback that helps teachers,
students and parents make good decisions
to guide instruction
Parameters of Assessments
Intended curriculum- refers to a set of
objectives set at the beginning of any
curricular plan.
Implemented curriculum- refers to the
various learning activities or experiences of
the students in order to achieve the
intended curricular outcomes.
Achieved curriculum- refers to the
curriculum outcomes based on the first two
types of curriculum. This is considered the
product .
The BEC and the 3 Types of
Curriculum: Intended, Implemented
and Achieved
Question 1- What does the BEC aim
to accomplish?( Intended
Curriculum)
Question 2- How was the BEC
implemented to accomplish the
goals? ( Implemented Curriculum)
Question 3- What has the BEC
achieved? ( Achieved Curriculum)
Criteria for curriculum Assessment

Set standards to be followed in

assessment.
Goals and objectives- statements of
curricular expectations.
Criteria on Elements ( Howell and Nolet,
2000)
1. Content
2. behavior
3. Criterion
4. Condition
Criteria for writing goals and
objectives
Syntactic correctness
Compliance with legal requirements
The stranger test
Both knowledge and behavior are
addressed
The So what test
Individualization
Common sense
2 Approaches of Instruction

Supplantive approach- referred to as

direct instruction( Adams and
Eaglemann, 1996). This is teacher-
directed
Generative Approach- referred to as
constructivist or developmental. The
teacher becomes a facilitator.
 Characteristics of a good
Curriculum
The curriculum is continuously evolving
The curriculum is based on the needs of
the people.
The curriculum is democratically
conceived.
The curriculum is a result of a long-term
effort
The curriculum is a complex of details.
The curriculum provides for the logical
sequence of subject matter.
 Characteristics of a good
Curriculum
The curriculum complements and
cooperates with other programs of the
community.
The curriculum has educational
quality
The curriculum has administrative
flexibility.
Marks of a good Curriculum
It is systematically planned and evaluated.
It reflects adequately the aims of the
school.
It maintains balance among all aims of the
school.
It promotes continuity of experience.
It arranges learning opportunities flexibly
for adaptation to particular situations and
individuals.
It utilizes the most effective learning
experiences and resources available.
It makes maximum provision fro the
development of each learner.
Tools to Assess Curriculum
Assessment strategies
1. pencil and paper strategy
2. performance based strategy
3. observational strategy
4.personal communication
5. oral
6. reflective
7. combination of strategies
Tools to Assess Curriculum

Recording Devices/Tools
1. Anecdotal record
2. checklist
3. rating scale
4. rubric
5. learning log
Tools to Assess Curriculum
Non-Test Monitoring and Assessment
1. Oral and written Reports 11. models
2. Teacher Observation 12. notes
3. journal 13. daily assignments
4. portfolio of student’s work 14. anecdotal record
5. slates or hands signals 15. panel
6. games 16. learning centers
7. projects 17. demonstration
8. debates 18. problem solving
9. checklist 19. discussions
10. cartooning 20. note sheets
/study guides
 Curriculum and Instruction
Curriculum- According to Howell and
Evans ( 19995) and Sands et. Al ( 1995) is
a structured set of learning outcomes or
tasks that educators usually call goals and
objectives.
Instruction is the actual engagement of
learners of the planned learning activities.
It is the implementation of the curriculum
plan. Meaningful instruction can be
achieved through the different learning
experiences provided.
Curriculum and Assessment
Curriculum determines what assessment
should be done and how to do it.
Assessment is the process of collecting
information which describes student
achievement in relation to curriculum
expectations.
Kinds of assessment
1. diagnostic assessment
2. formative assessment
3. summative assessment
Instruction and Assessment
Instruction refers to the various ways of
teaching, teaching styles, approaches,
techniques, and steps in delivering the
curriculum.
It is a complex activity that requires the
teachers to use variety of action to
accomplish a variety of functions.
Assessment will provide the teacher or
curriculum maker the value of their work.
It will also tell the general public the quality
or kind of product that resulted from
instruction. It gives the quantitative
measure of instruction
 Local and national Curricular
Innovations
2002 Basic Education Curriculum
-Its aim is to raise the quality of
education of Filipino Learners and
graduates.
- It empowers life long learners
through attainment of functional
literacy.
 Third Elementary Education
Program( TEEP)
A flagship program of DepEd in response
to the Social Reform Agenda initiatives of
the government.
The goals are improved learning
achievement, improve completion rates,
access to quality elementary education.
Further, it aimed to build institutional
capacity of the DepEd to manage change
and actively involve stakeholders for quality
education.
It was funded by World Bank and Japan
Bank for International Cooperation.
It began in 1996 and concluded in 2005
 Third Elementary Education
Program( TEEP)
Major components:
a. In-Service Training for Teachers
( INSET)
b. School Improvement and Innovation
Facility ( SIIF)
c. Student Assessment (SA)
d. Educational management and
Information System ( E- MIS)
e. Procurement
f. Monitoring
and Evaluation
 Local and national Curricular
Innovations
Secondary Education Improvement
and Development Program ( SEDIP)
- A curricular Innovation which
dovetailed the Third Elementary
Education program
- Its purpose was to improve
equitable access to secondary
education in poverty affected areas.
 Local and national Curricular
Innovations
Curricular reforms in SEDIP
a. Improving Teaching and Learning
b. Improving access to Secondary
Education
c. Facilitating Decentralized
Secondary education management
 Local and national Curricular
Innovations
The New Teacher Education Curriculum for
BEED and BSEd
- This was implemented by CMO 30, s,
2004.
3 Components of the curriculum
General education( Both BEEd and BSEd- 63
units) CHED memo no. 59.s. 1996
Professional Education( BEEd)- 54 units
( BSEd)- 51 units
Specialization or Content Courses( BEED)-
57 units
( BSED)- 60 units
Both- 174 units
 Local and national Curricular
Innovations
The Ladderized Curriculum for
Bachelor of Technical Teacher
Education Program
- prepares teachers in technical
vocational education institution who
are equipped not only with strong
theoretical understanding of teaching
and technology but also with
exposure to industry
 Local and national Curricular
Innovations
Instructional and Curricular Excellence in
School Leadership and Management-
DepEd eXCELS
- ICeXCELS( Instructional and Curricular
Excellence in School Leadership for South
East Asia)- a short package of SEAMEO
INNOTECH for elementary and secondary
school administrators on developing
instructional and development leadership.
- The course was based on a Competency
Framework for Southeast Asian School
Heads which SEAMEO INNOTECH
developed and validated with the Ministries
of Education from ten SEAMEO member
states.
Global Curricular Innovations
Project Child ( Computer Helping
Instruction and Learning Develiopment)- a
research based instructional delivery
system that enables one to intensify the
curriculum with technology and hands on
learning.
- developed originally by Dr. Sally Butzin of
the Florida State University, CHILD bridges
today ‘s school with the schools of the
future
Global Curricular Innovations
Brain Based Learning- an approach to
teaching based on research in
neuroscience. It suggests that our brain
learns naturally.
- This encompasses education concepts
like mastery learning, problem- based
learning, cooperative education, multiple
intelligences, learning styles, and
experiential learning.
Curricular Issues and Concerns
Poor academic performance of learners
Curricular Innovations lack the sense of
ownership from stakeholders.
Some curricular innovations are results of
bandwagon but are not well supported by
managers.
Lack of regular monitoring and evaluation
Innovations results to teacher burn out.
Innovations are not communicated to all.
Thank you………