New Northern Mindanao Colleges, Inc.

Cabadbaran City, Agusan del Norte

Master of Arts in Education- Educational Management
Name: Relyn Ochea Estacion
Subject: Educ. 112
Module v; Lesson 1
Addressing the Future: Curriculum Innovations
(Curriculum Innovation: Local and Global Trends)

Innovation is inevitable as man seeks for development. With the demand brought about by the fast changing
society. It is most likely that innovation will occur. Changes and modification are being introduced to keep pace
with the changing world.

Innovation is the act or process of introducing new ideas, devices, or methods.

http://www.merriam-webster.com/dictionary/innovation

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 teachers to introduce innovation.

Local and National Curricular Innovations

1. 2002 Basic Education Curriculum

-

The BEC was developed through a dynamic process. It started with the review of existing basic
education curriculum in 1997 which took into consideration worldwide trends and Philippine
realities.

I-Parameters of BEC:
a. Objectives: These are expressed in terms of competencies in knowledge, skills and attitudes. These
determine the content which focuses on the processes and skills of learning how to learn rather than
on the coverage of facts and information.
b. Content is delivered using a variety of media and resources. From the traditional textbook resources,
teachers are encouraged to use ICT and community resources. Content is contextualized so that the
curriculum is adjusted to the situation and local culture.
c. Materials: the use of multisensory materials is encouraged in teaching. Real objects, tri-dimensional
models, audio-visual and real life situations are effective tools in delivery of the teaching-learning
process. The use of local or community resources as well as technology-driven support materials are
utilized in the learning environment.
d. Teaching-learning process: considers the learners as active partners rather than objects of teaching.
The teachers acts as facilitators, enablers and managers of learning while learners are constructors of
meaning.

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II- Salient Features of the Curriculum

- BEC aimed to raise the quality of education of Filipino learners and graduates.
Studies of the past curriculum indicate that there is over crowdedness which was a hindrance to lifelong
learners.
- So to decongest the curriculum, BEC reconstructed it into only five learning areas, namely: English,
Mathematics, Science (which are the tool subjects), Filipino and Makabayan. The first three are subjects
to develop nationalism while the last two are learning areas which enhances nationalism.
- Makabayan is the laboratory of life to develop a healthy personal and national identity. It is a learning
area that requires adequate understanding of Philippine history, our politico-economic system, local
cultures, crafts, arts, music and games. It stresses on the development of social awareness, empathy, and
firm commitment to the common good.
III- Integrated Teaching as Mode of Instructional Delivery
Four examples are given to describe integrative teaching:
a. Thematic Teaching: requires organization of themes around ideas. The theme provides focus and
helps learners see the meaningful connection across subject areas. It links ideas to actions and
learning to life. It may involve the whole school, a department or group of teachers. It will
encourage collaboration and cooperation among stakeholders: teachers, students, parents and
school officials.
For example:
1. Decide on a unit theme that will allow all subject areas to join.
Philippine Festival (chosen theme)
2. Identify the major concepts to serve as a common thread for all the subject areas, examples:
Historical Background or origin, Purposes of the Celebration, Dance steps, Costumes, Music,
others.
3. Brainstorm and list generalization that will be derived from the study of the theme.
4. Write questions that would facilitate the understanding and mastery of the generalization.
5. For each subject areas, write instructional objectives to be accomplished.
6. Identify instructional activities which will accomplish the objectives.
7. Based on the objectives, perform the activities.
8. Conduct culminating activity where all subject learning areas will be applied.
9. Design a scoring guide or rubric to assess the performance of the task in the culminating
activity.
b. Content-Based Instruction (CBI) is the integration of content learning with language teaching.
The language curriculum is centered on the academic needs and interests of the learners, thus CBI
crosses the barrier between language and subject matter content. This approach aims to develop the
learners academic language skills.
Examples:
1. Filipino and Social Studies- A lesson in Filipino is designed to develop skills in identifying
keywords in a given text uses Social Studies content (essay or article) such as Batas ng
Bayan or other topics in the unit Pamahalaan at Batas. The Social Science content is used to
develop language skills in Filipino.
2. English and Science- A lesson in English is designed to develop the ability to locate and
synthesize information may use content in Science (essay or article) such as Climate Change
under the topic Living Things and Their Environment.
c. Focusing Inquiry: 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. Using what learners already know as a starting point, they generate questions
about things they do not know yet. They design a method of investigation and gather information
on their own.

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Focusing Inquiry Cycle is presented below:

1. Frame focusing questions. (Asking about prior knowledge)
2. Present field of facts. (Who? What? When? How?)
3. Help learners connect or relate facts. (interpret, infer, give meaning)
4. Help learners generate explanatory ideas. (generalization)
5. Help learners find answers.
d. In Generic Competency Model: Learners are enrolled in three to four linked or related courses or
subject areas. In Makabayan for instance, competencies 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. The following steps are followed:
1. Decide on the generic competency (social, personal, productivity) that will allow related
competencies from the many subjects. (Musika at Sining, Edukasyong Pangkatawan at
Pangkalusugan, Edukasyog sa Pagpahalaga, Teknolohiya, Edukasyong Pantahanan at
Pangkabuhayan at Araling Panlipunan) to enter the integration process.
2. Identify the culminating performance. (what, why and how)
3. Brainstorm the specific skills derived from the project that would be expected of the learners.
Find out if these skills will lead to the culminating performance.
4. Design the scoring guide criteria and standard to assess the performance tasks preferably
performance tests and portfolio.
2. Third Elementary Education Program- TEEP
This was a flagship project of the Department of Education in response to the Social Reform
Agenda initiatives of the government. The project was focused only on the elementary level.
Funded by the World Bank (WB) and Japan Bank for International Cooperation (JBIC), TEEP
began in 1996 and concluded in 2005.
The goals were:
1. To improve learning achievements
2. To improve completion rates
3. To access quality elementary education
4. To build institutional capacity of the Department of Education to manage change and actively
involve parents, teachers, community leaders as stakeholders for quality education
Initial findings reveal that there are indictors of improved learning achievement and rise in
completions rates of the students. Access to quality elementary education had also been achieved. As
planned, the best practices of the curricular innovations of the pilot divisions would be implemented by
other divisions all throughout the country.
3. Secondary Education Improvement and Development Program (SEDIP)
SEDIP is a curricular innovation which dovetailed the Third Elementary Education Project or TEEP.
Its purpose was to improve equitable access to secondary education in poverty affected areas.
The objectives include:
To improve the quality and relevance of secondary education in project provinces
To increase the rates of participation in and completion of secondary education in the
underserved areas;
To support the decentralization process towards the transfer of greater management
responsibilities and decision-making authority to the schools an offices at the provincial
levels.
Curricular reforms in SEDIP revolved around (a) Improving teaching and learning (b) Improving
Access to secondary Education and (c) Facilitating Decentralized Secondary Education Management.
These three important components are within the parameters of curriculum development.
In improving teaching and learning, curriculum innovations centered on:
the development of skills and competencies of school heads in school planning and
management and instructional support for teachers
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 improving teachers subject knowledge and teaching skills

improving the availability of learning materials by providing textbooks, teaching manuals
and other instructional materials.
Improving the learning environment through the construction and rehabilitation of school
facilities and procurement of furniture and equipment for classroom, laboratories and
other school facilities.
The two other components of the SEDIP are support components to curriculum innovations such
as improving access to secondary education and facilitating decentralized secondary school
management.
The SEDIP innovation started in 2000 and ended in 2006. Initial result shows gains, and best
practices have been replicated in other divisions which were not participants in the project.
4. The New Teacher Education Curriculum for BEEd and BSEd
This new Teacher Education Curriculum was implemented by CMO 30, s, 2004. There are two
teacher education degrees which are offered by the Teacher training institutions. These are the Bachelor
of Elementary Education (BEEd) and the Bachelor of Secondary Education (BSEd).
The BEEd is structured to meet the needs of professional teachers for elementary schools and
special education programs. It aims to develop elementary school teachers who are either generalists
who can teach across the different areas in grade school, special education teachers and pre-school
teachers.
The BSEd for the needs of professional teachers in the high schools. It aimed to develop high
school teachers who can teach in one of the different learning areas in high school like Mathematics,
Physical Sciences, Biological Sciences, English, and Filipino among others.
The Curriculum of the BEEd and the BSEd:
The curriculum design features include various components that correspond to the basic and
specialized knowledge and skills that will be needed by a practicing professional teacher:
o foundational general education knowledge and skills,
o theoretical knowledge about teaching and learning,
o methodological skills,
o experiential knowledge and skills and
o professional ethical values and subject matter knowledge appropriate to the levels of teaching
of pre-school, elementary and secondary levels
The curriculum recognizes the need to equip teachers with wide range of theoretical and
methodological skills. These allow the teachers to have more options and greater flexibility in designing
and implementing learning environments which will maximize students learning.
The curriculum is also designed so that the components are integrated. It emphasizes the
interweaving of foundational, theoretical, methodological and experiential knowledge in the various
learning experiences in the curriculum.
The Professional Education Courses are clustered into three, which are:
Theory and Concept courses
Methods and Strategy courses
Field Study courses
The content courses of BBEd is sum up to 57 units:
- Science
- Mathematics
- English
- Filipino
- Social Studies
- Physical Education
-Music
- Arts
- Home Economics - Livelihood Education
- Values Education
The Specialization courses for the BSEd is 60 units:
- Mathematics
- Physical Sciences
- Natural Sciences
- English
- Social Studies
- Filipino
- Values Education - Technology Education
- Music
- Arts
- Physical and Health Education
- Islamic Studies
5. The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)
The Bachelor of Technical Teacher Education prepares teachers in technical- vocational
education (TVET) and higher education institutions who are equipped not only with strong theoretical
understanding of teaching and technology but also with exposure to industry.
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CURRICULAR MODELS
Curricular Model A of BTTE
Offered to high school graduates who could meet the admission requirements of the College.
Based on CHED Memo 30, 2, 2004
Technology major subjects are based on the competency standard indicated in the Training
Regulations of the Technical Education and Skills Development Authority (TESDA).
The interfacing of CHED and TESDA provides students to exit after one, two or three years
with specific job opportunities and/or allows them to continue their studies for the 4 years of
BTTE giving full credits to all subjects taken in the previous years.
If a student prefers to work after 1 year of study, He could exit the ladderized program with
certificate of achievement. He/she is also qualified to take the assessment for National Certificate
(NC) administered by TESDA.
After finishing the four year BTTE program, the student can be issued their diploma which
qualifies them to take the Licensure Examination for Teachers.
Curricular Model B of BTTE
Model B is offered to the graduates of the Two Year Trace Technical Curriculum and the three
year diploma of Technology Program in different areas of specialization.
Students in this model intend to become prospective teachers in their respective areas of
specialization.
6. Instructional and Curricular Excellence in School Leadership and Management- Dep Ed eXCELS.
ICeXCELS (Instructional and Curricular Excellence in School Leadership for South East Asia) is
a short course package of SEAMEO INNOTEC 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.
iFLEX DepEd eXCELS is an example of distance education and e-learning. The use of
technology alone or in combination of other delivery system has been the in thing educational
innovation. (Example: UP Open University)
SPECIAL FEATURES OF THE INNOVATION
A. Delivery of instruction: Teaching in the eXCELS is primarily delivered through print selfinstructional modules augmented by the use of interactive tools such as chat, discussion forums, and
e-mails among other learning support system. The learning modules are instructionally designed to
be interactive and to incorporate the 4 As of adult learning: Activity, Analysis, Abstraction and
Application. The course is facilitated by assigned tutors.
B. Learning Modality: After students get their learning package, they can immediately study at their
own pace and time. The students can study the printed modules and check the discussion forum
online in the iFLEX.
C. Evaluation System: Each learner will be given feedback in the form of qualitative narratives by the
tutor for their outputs. They will also receive a rating for each major requirement and for their
participation in the discussion group. (A=3 Excellent; B=2 Pass; C=1 Deficient)
D. Time Table: The duration of time expected of all learners to finish the course is 50 hours which is
equivalent to a 3 unit course. A maximum of 2 weeks is given to accomplish each module. Individual
rating will be released approximately 2 weeks after the completion of the course.

GLOBAL CURRICULAR INNOVATION

1. Project CHILD (Computer Helping Instruction and Learning Development)
CHILD is a research-based instructional delivery system that enables one to intensify the
curriculum with technology and hands-on learning.
CHILD bridges todays school with schools of the future.

Goals are to:

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- modify the school structure and create classroom conditions conducive to learning with
technology
- create a cohesive unit of work that foster strategies for thinking
- reign curriculum for reading language arts and mathematics so as to cover legally mandated
content and integrating fully the use of computer in the curriculum

Structure and Procedure of CHILD

- focused on K-5 self-contained teaching using the triangulated approach:
Cluster of three experts work across three grade levels: K-Grade2; Grade 3-5
One classroom is set up for reading; one for writing and one for mathematics.
Learners from each grade level in the cluster move among the classrooms to
spend one hour per day working in each of the three major areas
Teachers will work in their specialized field with the same learners for three years

Six stations or learner centers in a Project CHILD classroom:

1. Computer station
2. Textbook station
3. Challenge station (activities in game formats)
4. Imagination station
5. Imagination station
6. Exploration station

2. Brain-Based Learning
o An approach to teaching based on research in neuroscience. It suggested that our brain learns
naturally
o This theory is based on what is currently known about the structure and function of the brain
at the varying stages of development.
o It encompasses education concept like mastery learning, problem-based learning, cooperative
education, multiple intelligences, learning style, experiential learning among others.

Interactive Teaching Elements under Brain-Based Theory:

a. Orchestrated Immersion: Learning environments are created to provide authentic learning
experiences. Example: In the elementary level, teachers can use the schools mini forest to
identify trees, animals and other plants and find out how they live together.
b. Relaxed Alertness: Efforts are made to eliminate fear while maintaining a highly
challenging environment. Teachers may play classical music when appropriate to set a
relaxed tone in the classroom. Bright lights are dimmed and all learners are accepted with
their various learning styles, capabilities and disabilities.
c. Active Processing: Preparatory activity is made before a unit of study is begun. Prior
learning has been given recognition as having connections to current information and
learners consolidate and internalize information by actually processing these information.

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Module v; Lesson 2
Curriculum Issues, Concerns and Responses

Curriculum Innovation seemed to be difficult for many, issues and concerns have been raised about
curricular innovations. Certain aspects need to be clarified in order to overcome the attitude and feelings that
create some concerns.
Curricular Issues and Concerns:
1. Poor academic performance of learners

Responses to Issues and Concerns:

BEC is an example of an innovation that

tries to address the continuous decline in
learner performance in basic education.
- DepEd is trying to provide support in fast
tracking textbook procurement
- Retraining and upgrading of teachers
- The teacher induction program
- Support of the principals
- More incentives to teachers
- More school buildings were constructed
- Computers and other technology related
equipment are provided

All stakeholders should be involved in the

installation of a new curriculum. This
process will provide each interested sector or
persons to help make decision as to whether
the innovation will be introduced or not.
- Right at the beginning, the students,
teachers, managers, alumni, industry and
other sectors are involved in workshops,
conferences or consultations.
- Each idea should be evaluated and given
consideration for the finalization of an
innovation

A thorough study should be made to

establish readiness for all concerned before
any changes will be introduced.
- Changing for the sake of change is
useless or even irrelevant if the
innovation is not well studied
- Committees should be formed to address
each phase of curriculum installation,

- Why are Filipino learners lagging behind from

their counterparts in our neighboring countries of
South East Asia in the international test called
TIMMS for Science and Mathematics?
- There is perennial complaint about books and
other instructional materials.
- Overcrowded classroom do not provide a good
learning environment
- Ill-prepared teachers with poor attitude towards
change
- low morale (teachers)
- Poor leadership support from principals

2. Curricular Innovation lack the sense of

ownership from stakeholders
- Most of the curricular innovations are handed
down from top management and those who are
going to implement follow blindly.
-Sometimes the implementers lack full
understanding of the changes or modifications that
they are doing.
- The goal is unclear, thus there are a lot of
questions in the implementation as well as the
evaluation from the concerned persons
- Stakeholders just leave the school to do it on
their own, this giving the classroom teacher the
burden.

3. Curricular Innovations are results of

bandwagons but are not well supported by
managers.
- In the desire of some schools to be part of the
global education scenario, changes and
innovations are drastically implemented even if
the school is not ready. The school wants to show

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that they are abreast of the development even if

their equipment are insufficient.
- Example: A school implementing a curriculum
that is technology dependent when there is not
enough computers or even internet connection.

implementation and evaluation

New curricular programs have now

embedded monitoring and evaluation in its
plan
- On the
school-based innovation,
principals have been empowered to
conduct monitoring and new curricular
programs
- Curricularists and practitioners agree that
monitoring will enhance efficiency and
development, keep teachers on track, and
maintain school leaders involvement on
the curriculum

Collaboration in the implementation of a

new curriculum is very necessary.
- School heads or managers, teachers, and
learners
should
have
adequate
information about the innovation before
it will be introduced.
- They must even help in deciding whether
such innovation should be introduced or
not, then a sense of ownership will be
achieved.

There has to be continuous communication

of the different aspects of the innovation. If
these are done, there will always be an
assurance of success.

4. Lack of regular monitoring and evaluation

- After a new curriculum has been installed, it is
left unattended.
- Inadequate monitoring activities to find out
curricular strengths or weaknesses and problems
are being encountered.
-When the time of implementation ends, there is
no evaluation thus the innovation cannot be judged
as failure or success for it to be continued or not.

5. Innovations results to teacher burn out.

- They cannot cope with the rapid changes that
take place
-Many teachers get tired so easily and motivation
is very low

6. Innovations are not communicated at all

-When changes were introduced, people who are
directly involved are not empowered.
- Only the managers or the proponents understand
the changes. Those who are directly involved
merely follow.

---- End of the Report ---May God bless us all!

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