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This document discusses several curricular innovations in the Philippines' education system over time. It outlines the 2002 Basic Education Curriculum (BEC) which aimed to produce learners that are functionally literate and imbued with desirable values. It also discusses the Third Elementary Education Program (TEEP) from 1996-2005 and the Secondary Education Improvement and Development Program (SEDIP) which aimed to increase student achievement and participation rates. Finally, it outlines new teacher education programs for elementary and secondary levels including competency standards and degree programs.
This document discusses several curricular innovations in the Philippines' education system over time. It outlines the 2002 Basic Education Curriculum (BEC) which aimed to produce learners that are functionally literate and imbued with desirable values. It also discusses the Third Elementary Education Program (TEEP) from 1996-2005 and the Secondary Education Improvement and Development Program (SEDIP) which aimed to increase student achievement and participation rates. Finally, it outlines new teacher education programs for elementary and secondary levels including competency standards and degree programs.
This document discusses several curricular innovations in the Philippines' education system over time. It outlines the 2002 Basic Education Curriculum (BEC) which aimed to produce learners that are functionally literate and imbued with desirable values. It also discusses the Third Elementary Education Program (TEEP) from 1996-2005 and the Secondary Education Improvement and Development Program (SEDIP) which aimed to increase student achievement and participation rates. Finally, it outlines new teacher education programs for elementary and secondary levels including competency standards and degree programs.
1. Addressing the Future: Curriculum Innovations Local and Global
Trends 2. Development is inevitable Fast changing society Emerging theories Instruction delivery/management Learning/teaching styles technology 3. INNOVATION Role of a school manager or educational leader 4. Local and National Curricular Innovations: 2002 Basic Education Curriculum (BEC) Third Elementary Education Program (TEEP) Secondary Education Improvement and Development Program (SEDIP) 5. Local and National Curricular Innovations: New Teacher Education for BEEd and BSEd Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) Instructional and Curricular Excellence in School Leadership (ICeXCELS) 6. A. 2002 BEC (BASIC EDUCATION PROGRAM) Envisions the learner to be: Functionally literate Appreciative of arts and sports Imbued with desirable values Makabayan, makatao, makakalikasan at maka- Diyos 7. 2002 BEC (BASIC EDUCATION PROGRAM) Mission Quality basic education Equitably accessible Lays foundation for LIFELONG LEARNING AND SERVICE 8. 2002 BEC: PARAMETERS Govern the elements of the curriculum objectives Expressed in terms of competencies Determine the content 9. 2002 BEC: PARAMETERS content Variety of media (textbooks, ICT, community resources) contextualized 10. 2002 BEC: PARAMETERS materials Multi-sensory Real objects Tri-dimensional models Real life situations Community resources Technology-driven materials 11. 2002 BEC: PARAMETERS Teaching-learning process learners Active partners/constructor of meaning Teachers Facilitators enablers 12. 2002 BEC: PARAMETERS Evaluation/Assessment Variety of measure traditional Authentic assessment (real-world application) School evaluations: to make adjustments 13. 2002 BEC: PARAMETERS Teaching-learning process Feedback and reflections 14. Salient Features of the BEC: 1997 BEC was reviewed Based on world-wide trends/ Philippine realities Result: overcrowdedness 5 learning areas: English, Mathematics, Science, Filipino, and Makabayan 15. Salient Features of the BEC: Tool subjects Filipino, English, Science Internationalism (Globally Competetive) English, Math, Science 16. Salient Features of the BEC: Makabayan Students will have adequate understanding of our: History Politico-economic system Local culture Arts/crafts Music Games Develop: Social awarenss Empathy Commitment 17. Salient Features of the BEC: Makabayan Across the Levels (Elementary) Grades 1-3: Social Studies, Sibika at Kultura MSEP is integrated Grades 4-6 Kasaysayan at Sibika Edukasyong Pantahanan at Pangkabuhayan MSEP GMRC IS INTEGRATED IN ALL SUBJECTS 18. Salient Features of the BEC: Makabayan Across the Levels (Highschool) Araling Panlipunan or Social Studies Philippines History and Governance (1st year) Asian Studies (2nd year) World History (3rd year) Economics (4th year) Other subjects: THE PEHMA EP or VE ICT is utilized across subjects 19. Mode of Instructional Delivery in the BEC: calls for integrative (innovative) methods Thematic teaching Content-based instructions Focusing inquiry Generic competency model 20. THEMATIC TEACHING Theme (conceptual glue) Provides focus Helps learners see meaningful connections Links learning to life Increases student achievement Bridges existing knowledge with the new (not as isolated facts) 21. CONTENT-BASED INSTRUCTION Integration of content-learning with language teaching A teaching approach that focuses on learning language through learning about something Aim: develop language skills 22. CONTENT-BASED INSTRUCTION Example: Subject: Filipino Objective: Matukoy ang mga salitang Pang-uri Text: Sanaysay sa Buhay ni Jose Rizal 23. CONTENT-BASED INSTRUCTION Advantages: Lang. learning becomes more interesting Wide educational knowledge Develops valuable study skills note taking, summarizing, extracting info Collaborative work has social value 24. FOCUSING INQURY Interdisciplinary approach that uses questions to organize learning Learners become creator of knowledge Process (investigation) is given more importance than content/concepts Teachers guide students to discover answers to questions 25. GENERIC COMPETENCY MODEL Identify Integrated competencies Personal devt Social competence Work skills Subject area integration Social Studies HELE MAPEH Values Ed Culminating activity Subject: Makabayan 26. GENERIC COMPETENCY MODEL Subject: Makabayan Topic: Material and Non Material Culture and their Importance Personal skills Develop love and appreciation for own culture Social Competence Working in groups Work Skills Utilization of creative and artistic skills Culminating Activity: Exhibit (Material and Non-Material Culture) 27. B. TEEP (THIRD ELEMENTARY EDUCATION PROGRAM) Flagship project of DepEd in response to the Social Reform Agenda Only for the elementary level 28. B. TEEP Goals: Improved learning achievement Improved completion rates Access to quality elem. Education Build institutional capacity of DepEd To manage changes Actively involve parents, teachers, and community leaders 29. B. TEEP Origin: Funded by World Bank and Japan Bank for International Cooperation 1996 -2005 30. B. TEEP Input: a. Educational Devt component In-service training School Improvement and Innovation Facility (funding) textbook/supplementary materials School kits Equipment furnitures 31. B. TEEP Input: b. Civil Works Component Classrooms DepEd administrative office facilities c. Finance/ Admin Component Provide teachers, DepEd, LGUs with technical assistance to improve management* EMIS (monitoring and eval fxn) 32. B. TEEP Result: 5,937 classrooms were constructed 17,110 classrooms repair 62, 251 teachers and district supervisors were trained TEEP schools performance in Eng, Math, Sci, Fil in grades 2, 4 and 6 improved significantly 33. C. SEDIP (SECONDARY EDUCATION IMPROVEMENT AND DEVELOPMENT PROGRAM) Loan assistance package co- financed by ADB and JBIC 34. C. SEDIP Project Purposes: Increase student achievement rate (improve teaching-learning process) Provide instructional support to teachers Improve teachers knowledge/skills Improve availability of learning resources Improve physical environment 35. C. SEDIP Project Purposes: Increase participation rate (access to education) Establish new schools in underserved areas. Establish program for student retention 36. C. SEDIP Project Purposes: Develop capacity of Division and School Heads in managing Basic Education Service (Decentralization) Develop leadership and management capacity at school and division levels Develop division/school-based INSET program 37. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Implemented by CMO 30, s, 2004 2 Teacher Education Degrees BEEd aims to develop elementary school teachers (generalist, preschool, SPED) BSEd develop HS teachers specialized in one learning area 38. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Competency Standards for Both Elementary and Highschool Teachers (NCBTS-based) Domain 1 Social Regard for Learning Teachers action demonstrate value for learning Demonstrates that learning is of different kinds and from different sources 39. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 2 Learning Environment Creates an environment that promotes fairness Makes the classroom environment safe and conducive to learning Communicates higher learning expectations to each learner Establishes and maintains consistent standards of learners behavior Creates a healthy psychological climate for learning 40. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 3 Diversity of Learners Determines, understands and accepts the learners diverse background knowledge 41. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 4 Curriculum Demonstrates mastery of the subject Communicates clear learning goals for the lessons that are appropriate for the learners Make good use of allotted instructional time Selects teaching methods, learning activities, and instructional materials Recognizes general learning processes as well as unique processes of individual learners Promotes purposive study Demonstrates skills in the use of ICT in TL 42. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 5 Planning, Assessing, Reporting Develops and utilize creative and appropriate instructional plan Develops and uses a variety of appropriate assessment strategies to monitor Monitors regularly and provides feedback on learners 'understanding Communicates promptly and clearly to learners, parents and superior about students progress 43. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 6 Community Linkages Establishes learning environment that respond to the aspirations of the community 44. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 7 Personal Growth and Professional Development Takes pride in the nobility of a teacher as a profession Build professional links with colleagues to enrich teaching practice Reflect on the extent of the attainment of professional development goals 45. Curriculum of the BEEd and BSEd Gen Ed (Foundational) 63 units Prof. Ed (theoretical) 54 units BEEd 51 units BSEd Content Courses 57 units BEEd 60 units in BSEd Total of 174 units in both 46. E. Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) Designed for students who would like to purse an education degree Aims to produce graduates who are competent and ready to assume careers as technology teachers and trainers in industry-based training centers. 47. Specific Body of Knowledge in BTTE Gen Ed Prof Studies Specialization component Instructional technology 48. Curricular Models Model A Offered to HS graduates who meets the admission requirements for college Major subjects are based on the competency standards of TESDA 49. Curricular Models Model A Provides students exit after 1 or 2 years with opportunities to continue college Certificate of achievement (for National Certification) Diploma (4 years; eligible to take LET) 50. Curricular Models Model B Offered to graduates of 2-year Trace Technical Curr. and 3-year Diploma of Tech. Program in different specialization 51. Curricular Models Model B Students will have at least a year of industry experience aside from OJT OJT a requirement to a 4-year Baccalaureate Degree (BTTE) Prospective teachers in their respective specialization 52. F. ICeXCELS (Instructional and Curricular Excellence in School Leadership Management Short course package of the SEAMEO INNOTECH for school administrators (Elementary and High school) Aim: to develop instructional and developmental leadership Competency Framework for Southeast Asian School Heads 53. F. ICeXCELS (Instructional and Curricular Excellence in School Leadership Management Special Features: Delivery of Instruction Self instructional Modules Interactive tools Uses 4 As of Adult Learning (Analysis, Activity, Abstraction, Application) Facilitated by tutors from partnering institutions and SEAMEO Innotech 54. F. ICeXCELS (Instructional and Curricular Excellence in School Leadership Management Special Features: Learning Modality Modules are completed at their own pace 2 modules in a month Requirements: assignments, reflection paper, action plan 55. F. ICeXCELS (Instructional and Curricular Excellence in School Leadership Management Special Features: Evaluation System Qualitative narratives Rating: A Excellent B - Pass C Deficient Certificate of Completion 56. F. ICeXCELS (Instructional and Curricular Excellence in School Leadership Management Special Features: Time Table 50 hours (3 unit course) 57. GLOBAL CURRICULAR INNOVATIONS 1. Project Child Computer helping instruction and learning development Enables one to intensify curriculum with technology and hands-on learning From Florida State University 58. GLOBAL CURRICULAR INNOVATIONS Project Child Goals: Modify school structure and create conducive condition to learning technology Create work/activities that fosters critical thinking and problem solving skills Integrate technology in reading, language arts and mathematics) 59. GLOBAL CURRICULAR INNOVATIONS Project Child Structure: 3 classrooms, 3 teachers Stations: Computer station Text book station Challenging/games station Imagination/creative station Exploration/hand-on station Teacher station (additional instruction 60. GLOBAL CURRICULAR INNOVATIONS 2. Brain-Based Learning How the brain works Notable personalities: Marian Diamond Howard Gardner Thomas Armstrong The human brain learns naturally 61. GLOBAL CURRICULAR INNOVATIONS Brain-based Learning: Provides a biological framework for teaching and learning Allows teacher to connect teaching to real life situation 62. GLOBAL CURRICULAR INNOVATIONS Brain-based Learning: Encompasses education concepts like: Mastery learning Problem- based learning Cooperative education MI/Learning Styles Experiential Learning 63. GLOBAL CURRICULAR INNOVATIONS Brain-based Learning ( teaching elements): Orchestrated Immersion (authentic experiences) Relaxed Alertness Elimination of fear/stress Modification physical/psychological environment Active processing Consolidation, internalization of info Teacher prepares stage to connect prior learning 64. Template Provided By www.animationfactory.com 500,000 Downloadable PowerPoint Templates, Animated Clip Art, Backgrounds and Videos
People/groups/social Institutions With Whom I Have Had Meaningful Encounters Myself Perception Via Social Media How Many Self-Perception Was Established