All about the curriculum, the trends, stereotypes.

About the curriculum

1. UNIT IV. TRENDS AND ISSUES ON
CURRICULUM AND CURRICULUM
DEVELOPMENT

2. A.Researches on Curriculum Development (local)

Curriculum Development and K-12 Challenges in the Philippines: A Reflexive Case
Analysis towards Redesigning Language and Literature Education in College
Rodrigo C. Rivera, Dela Salle-College of Saint Benilde,
The Philippines The IAFOR International Conference on Education — Hawaii 2018
Official Conference Proceedings

Research Problem:
The institutionalization of K-12 resulted in a decline in college enrollment and
displacement of faculty, particularly affecting English teachers due to reduced

course offerings.

Impact:
+ Decline in college enrollment and displacement of some faculty from 2016-2018.
. Reduced English course units from 15 to 3, affecting English teachers.

3. English Area developed its CHED required Purposive
Communication and six general education electives.
Four of these electives emphasize strengthening the students’
communication competencies through and two other courses align
literature instruction with the development of practical
communication skills.

1.Intercultural Communication

2.Mindful Communication

3.Communication in the New Media

4.Literary Others

5.Literature and Popular Culture,

6.Art of Story Telling,

4. Solution:

Faculty and administrators at Dela Salle-College of Saint Benilde took
proactive measures by redesigning the English curriculum to be K-12
compliant. They developed a framework through qualitative techniques
to identify new course offerings, created six new elective courses to
compensate for the reduced units in English, and transitioned the
English Area into the Communication Arts and Humanities Department
to focus on 21st-century communication skills, arts, and literature,
media and ICT literacy . Additionally, they engaged faculty in
workshops for retooling and preparation to teach the new courses
effectively.

5. C. CONTEXTUALIZATION OF THE CURRICULUM

Contextualization

(Ed.D Mondido, J.)- refers to the educational process of
relating the curriculum to a particular setting, situation,
or area of application to make the competencies relevant,
meaningful, and useful to all learners

Contextualizing is developing new skills, knowledge,
abilities and attitudes in students by presenting new subject
matter in meaningful and relevant context.

Process of presenting lesson in meaningful and relevant
context based on previous experiences and real-life
situations.

6. Process of Contextualization

1. Establish dialogue and community engagement mechanisms with communities
for purposes of contextualized education.

a. Immersion in communities

b. Collaboration with elder’s group

c. Formulation of cultural standards

2. Situational analysis to community vision, mission ang goals for education

a. Formulation of contextualized Curriculum Framework

3. Education Planning with communities

(learning resources included)

4. Research for contextualization and LR development ©
Community-le

5. Curriculum Contextualization

a. Curriculum

b. Teaching-Learning process

7. c. LRs development
d. Classroom assessment
6. Quality assurance of contextualized curricula, LR

Ex: lesson plans, TGs, LMs
To contextualized curriculum, teachers use authentic materials, activities,
interests, issues and needs from learner’s lives to develop classroom
instruction.
Importance of Contextualized Curriculum:
1. Helps students learn language skills by teaching the skills using the
authentic context in which students must use those skills in real world.
2. Both effective in community-based (learn to respond to discriminatory
behavior using scenarios based on their real experiences) and
workplace classes (practice clarifying questions using actual situations
they encounter with their supervisor)

8. CURRICULUM INDIGENIZATION

-is the process by which indigenous ways of knowing, being, doing and
relating are incorporated into educational, organizational, cultural and
social structure of the institution.

It also refers to the process of enhancing curriculum competencies,
education resources, and teaching-learning
processes in relating to the bio-geographical, historical and socio-
cultural context of the learner's community

9. CURRICULUM INDIGENIZATION

CURRICULUM
LEARNING COMPETENCIES DIMENSIONS:
> BIO-GEOGRAPHICAL
TEACHING-LEARNING HISTORICAL
BEOSESS SOCIO-CULTURAL

LEARNING RESOURCES

10. EXAMPLES OF CURRICULUM INDIGENIZATION

discuss the community's own calendar of
b hs » h constellations and its backgroound
GÉANT before studying Greek constellations

identify constellations that can

community activities or cultural
practice that inherently use the
concept of ratio

visualize the ratio of two given
numbers

instructors as learning local practitioners/tribal

facilitators leaders/elders as learning facilitators

starting the school year at set starting the school year in time
date by DepEd after harvest in the community

11. DEO + 56260 + IE + FE<DEO + 58

GOALS AND IMPORTANCE OF
CURRICULUM INDIGENIZATION

MO REO MO + 24220 + 8455040 + 24

13. IMPORTANCE:
e EQUITY AND INCLUSION

e ENHANCED LEARNING
EXPERIENCES

e RECONCILIATION AND
DECOLONIZATION

e HOLISTIC APPROACH

14. E.CURRICULUM LOCALIZATION

+ UNESCO- process of defining parts or components of the curriculum at
community/ local or school level, normally, with the involvement of local staff,
stakeholders and institutions, so as to address issues that are locally relevant
and allow for more meaningful learning experiences.

+ Taylor (2004)- freedom for schools or local authorities to adapt the
curriculum to local conditions and relating the context of the curriculum and
the process of teaching and learning to the local environment.

+ (Ed.D Mondido, J.)- refers to the process of relating learning content specified
in the curriculum to local information and materials in the learner's
community.

15. EXAMPLES OF LOCALIZATION

« Names, situations, setting needed to give context to test
questions or problem-solving exercises are those of the
immediate community.

+ Local materials are used as often as possible (ex: making
instructional materials, using fruits in season like
watermelon or local kakanin to visualize fractions)

«Translating a story written in another language the
language of one’s learner for use.

16. ELEM ENTARY Mother Tongue (starts at Grade |, Ist quarter- Grade 3)
Mother Tongue - Based Multilingual Education (MTB-MLE)
-is the government's banner program for education as a salient part of the
CURRICU LUM implementation of the K to 12 Basic Education Program. Its significance is
underscored by the passing of Republic Act 10523, otherwise known as the
Paaralang “Enhanced Basic Education Act of 2013.”
Elementarya or Filipino ( magsisimula sa unang baiting ‚Ikalawang Markahan)
E -layunin ng pagtuturo ng Filipino na malinang ang (1) kakayahang
elementary education komunikatibo, (2) replektibo/ mapanuring pag-iisip at, (3)
is the first part of the j paapapahalagang pampanitikan ng mga mag-aaral.
e English (starts at Grade I, 3rd quarter)

educational system,
PR c -Language is the basis of all communication and the primary
and it includes the t instrument of thought.

first six (6) years of s Mathematics (Starts at Grade I, Ist quarter)
K-3-the learner demonstrates understanding and appreciation of key

compulsory
| concepts and skills involving numbers and number
education Tone | ensstactrenentccemelny patterns clecbractat stiestancIprsbebiitväes
1 to grade 6. applied using appropriate technology - in critical thinking, problem

solving, reasoning, communicating, making connections, representations,
and decisions in real life.

17. Science (Starts at Grade 3, Ist Quarter)

K-3-the learners should have acquired 4-6-the learners should have developed the essential skills of
scientific inquiry - designing simple investigations, using
appropriate procedure, materials and tools to gather evidence,
observing patterns, determining relationships, drawing
conclusions based on evidence, and communicating ideas in
varied ways to make meaning of the observations and/or
chanaes that occur in the environment

predicting. Araling Panlipunan

K-3- Naipamamalas ang panimulang pag-unawa
at pagpapahalaga sa sarili, pamilya, paaralan, at
kominidad, at sa mga batayang konsepto ng
pagpapatuloy at pagbabago, distansya at

aan Edukasyon sa Pagpapakatao (ESP) (Start at Grade I, Ist Quarter)

K- Baitang 3- Naipamamalas ng mag- aaral ang 4-6- Naipamamalas ng mag-aaral ang pag-unawa sa
pag-unawa sa konsepto at gawaing nagpapakita konsepto at gawaing nagpapakita ng pananagutang
ng pananagutang pansarili, pampamilya, pansarili, pampamilya, pagmamahal sa kapwa, sa
pagmamahal sa kapwa,/pamayanan, sa bansa, at bansa/daigdig at sa Diyos tungkol sa kabutihang
sa Diyos tungo sa maayos at masayang panlahat.

pamumuhay.

healthful habits and have developed
curiosity about self and their environment
using basic process skills
ofobserving,communicating,comparing,cla
ssifying, measuring, inferring and

4-6-Naipmamalas ang mga kakayahan bilang batang
produktibo, mapanagutan at makabansang mamamayang
Pilipino

18. K-3- The learner demonstrates understanding of 4-6- The learner demonstrates understanding of basic elements
fundamental processes through performing, creating, and concepts through performing, creating, and responding,
and responding, aimed towards the development of aimed towards the development of appreciation of music and art,
appreciation of music and art, and acquisition of basic and acquisition of basic knowledge and skills.

nee Arts (Starts at Grade l, Ist Quarter) |

K-3-The learner demonstrates understanding of 4-6- The learner demonstrates understanding of basic elements
fundamental processes through performing, creating. and concepts through performing, creating, and responding,
and responding, aimed towards the development of aimed towards the development of appreciation of music and art,
appreciation of music and art, and acquisition of basic and acquisition of basic knowledge and skills.

K-3- The learner demonstrates understanding of 4-6- The learner demonstrates understanding of principles of
movement concepts and skills in preparation for active movement and fitness for active participation in various physical

participation in various physical activities. activities.

K-3- The learner demonstrates understanding and 4-6- The learner demonstrates understanding of how changes,
observance of healthy habits and practices in achieving which are part of growth and development, impact health practices
wellness. that help achieve and sustain optimum health and well-being

4-6- The learner demonstrates an understanding of the basic knowledge and skills in entrepreneurship & ICT,
Agriculture, Home Economics, and Industrial Arts toward the improvement of personal life, family, and community