Curriculum Innovations in the Philippines (Local and National)

Module 5Addressing the

Future: Curriculum InnovationsLesson 1

Curriculum Innovations: Local and Global Trends

What is “Innovation”?

According to The Merriam-Webster Thesaurus:

CHANGE

TRANSFORMATION

Essential Question

What are the things that you would like

to Change and Transform in your

life?

I seek changesYou seek changesWe seek changes

Man seek changes

DEVELOPMENT “INNOVATIONS are INEVITABLE”

With the demand brought about by the fast changing society, it is most likely that changes will occur.

In curriculum, changes and modifications are being introduced to keep pace with the changing world.

There is no stopping to innovations. In local or national setting, there are innovations that have been introduced.

Local and National Curricular Innovations

2002 Basic Education Curriculum (BEC)

Third Elementary Education Program (TEEP)

Secondary Education Improvement and Development Program (SEDIP)

K-12 Basic Education Curriculum

VISIONThe 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 and maka-Diyos.


MISSIONTo provide quality basic education that is

equitably accessible to all and lays the foundation for lifelong learning and service for the common good.


PARAMETERS OF THE BASIC EDUCATION CURRICULUM

1. Objectives2. Content3. Materials4. Teaching-Learning Process5. Evaluation


OBJECTIVES are expressed in terms of competencies in:KNOWLEDGE Cognitive DomainSKILLS Psychomotor DomainATTITUDE Affective Domain

These determine the content which focuses on the processes and skills of learning how to learn (Soft Skills) rather than on the content coverage of facts and information (Hard Skills).


TEACHINGWHAT? HOW?

Hard Skills Soft Skills

Traditional Books

ICT and Community Resources

CONTENT is delivered using a variety of media and resources.

Content is contextualized so that the curriculum is adjusted to the situation and local culture.


MATERIALS The use of multi-sensory materials is encouraged in teaching. The use of local or community resources as well as technology-driven support materials are utilized in the learning environment.


TEACHING-LEARNING PROCESS considers the learners as active partners rather than objects of teaching.The learners are constructors of meaning, while teachers act as facilitators, enablers, and managers of learning.


EVALUATION is encouraged to schools. This will allow schools to make adjustments with regard to:

Objective Content Materials Teaching- learning process

In order to achieve learning outcomes.


SALIENT FEATURES OF THE CURRICULUM


Five Learning Areas


ENGLISH MATHEMATICS

MAKABAYAN

FILIPINOSCIENCE


ENGLISH

FILIPINO

SCIENCE

TOOL SUBJECTS


ENGLISH

MATHEMATICS

SCIENCE

Develop Internationalism


FILIPINO

MAKABAYAN Enhance Nationalism

“Laboratory of Life”

Philippine HistoryPolitico-economic System

Local CulturesCraftsArts

MusicGames

MAKABAYAN

MAKABAYAN in Elementary Schools

GRADES 1-3Sibika at Kultura w/ MSEP

GRADES 4-6Heograpiya, Kasaysayan at Sibika (HeKaSi)Edukasyong Pantahan at Pangkabuhayan (EPP)Musika, Sining at Edukasyong Pangkatawan (MSEP)

GMRC (Good Manners and Right Conduct) is Integrated in all subjects.

MAKABAYAN in High Schools

Social Studies or Araling Panlipunan (AP)1st Year: Philippine History and Governance2nd Year: Asian Studies3rd Year: World History4th Year: Economics

Technology and Livelihood Education (TLE)Music, Arts, Physical Education and Health (MAPEH)

Values Education (VE) or Edukasyong Pagpapahalaga (EP)

INTEGRATIVE TEACHING AS MODE OF INSTRUCTIONAL DELIVERY


THEMATIC TEACHING requires organization of themes around ideas.The theme provides focus and help learners see the meaningful connections across subject areas.


Thematic Teaching

Philippine Cultural Heritage(Theme)

English

Science

Mathematics

Filipino

CONTENT-BASED INSTRUCTION (CBI) is the integration of content of learning with language teaching. The language curriculum is centered on the academic needs and interests of the learners, thus CBI crosses the barriers between language and subject matter content.


Content-Based Instruction

CBI

SCEINCE

ENGLISH

FOCUSING INQUIRY is an interdisciplinary approach that uses questions to organize learning.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 answer to questions.


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:1. Personal Development2. Social Competencies3. Work and Special Skills







• This was the flagship project of the Department of Education on response to the Social Reform Agenda initiatives of the government.

• TEEP aimed to build institutional capacity of the Department of Education to manage change and actively involve parents, teachers, community leaders for quality education.


• Funded by World Bank (WB) and Japan Bank for International Cooperation (JBIC).

• TEEP began in 1996 and concluded in 2005.• Initial findings:– Improved learning achievement– Rise in completions rates of the students– Access to quality education had been achieved


MAJOR EDUCATIONAL COMPONENTS OF TEEP1. Advocacy2. In-service training for Teachers (INSET)3. School Improvement and Innovation Facility (SIIF)4. Students Assessment (SA)5. Educational Management Information System (EMIS)6. Procurement7. Monitoring and Evaluation

“TEEP advocate principal empowerment in all the educational component.”







• SEDIP is a curricular innovation which dovetailed the TEEP.

• Its purpose was to improve equitable access to secondary education in poverty affected areas.– Improving Teaching and Learning– Improving access to secondary education– Facilitating Decentralized Secondary Education

Management


Centralized vs. Decentralized

• The SEDIP innovations started in 2000 and ended in 2006.

• Initial Results:– Showed gains– Best practices have been replicated in other

divisions which were not participants in the project.







The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.


SALIENT FEATURES1. Strengthening Early Childhood Education

( Universal Kindergarten)2. Making the Curriculum Relevant to Learners

(Contextualization and Enhancement)3. Ensuring integrated and seamless learning

(Spiral Progression)4. Building Proficiency Through Language

(Mother Tongue-Based Multilingual Education)5. Gearing up for the Future

(Senior High School)6.Nurturing Holistically Developed Filipino

(College and Livelihood Readiness, 21st Century Skills)


IMPLEMENTATION


The Enhanced Basic Education Act of 2013, or Republic Act No. 10533, was signed on May

15, 2013


Thank You for

Listening!

Curriculum Innovations in the Philippines (Local and National)

Documents

quality basic education

curriculum innovationslesson

curriculum innovations

skills of learning

learning outcomes

learning environment

managers of learning

lifelong learning