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1. Presenters Names ANAH MAE ANTOINETTE NICOLE STEPHEN IRISH JOANNA

2. CURRICULUM INNOVATON This is chapter discusses the concept of curriculum innovation are presents different examples of curriculum innovations across different levels of educatíon from preschool to tertiary level. In this chapter, you should be able to: 1. define curriculum innovation; 2. analyze the different types of curriculum innovations; and 3. appreciate the positive contribution of curriculum innovations in the education system.   4 UNDERSTANDING THE CURRICULUM 97% for you 16+ 2023 Skip

3. CURRICULUM INNOVATION In general, innovation may mean a new object, new idea, ideal practice or the process by which a new object, idea, or practice comes to be adopted by an individual group or organization (Marsh & Willis, 2007). It may also mean the planned application of ends or means, new to the adopting educational system, and intended to improve the effectiveness and efficiency of the system (Henderson, 1985). Curriculum innovations are new knowledge about curriculum, new curriculum theories, outstanding curricular practices, new curriculum, or new curriculum designs that are sometimes developed out of a research in education or other studies from other disciplines and academic fields. 97% for you 16+ 2023 UNDERSTANDING THE CURRICULUM

4. Oftentimes, curriculum innovation is associated with curriculum change. A term in curriculum studies which means any changes in the curriculum that is either planned or unplanned. Curriculum innovations, therefore, are positive changes or improvements that are happening in the education system particularly in the area of curriculum. Michael Fullan (1989) identified four core changes in educational context that shape the definition of curriculum innovation. These core changes in schools include: CURRICULUM INNOVATION 1. Some forms of regrouping or new grouping (structure): 2. New curriculum materials; 3. Changes in some aspects of teaching practices (new activities, skills, behavior); 4. A change in beliefs or understandings vis-à-vis curriculum and learning.

5. A standards-based curriculum is designed based on content standards as explicated by experts in the field ( Glatthorn et al.,. 1998). Curriculum standards include general statements of knowledge. skills. and attitudes that students should learn and master as a result of schooling (Marzano, 1996; Glatthorn et al., 1998). They are statements of what students should know and be able to do. Standards generally include three different aspects: knowledge, skills, and dispositions. A. STANDARD-BASED EDUCATION 1. Knowledge or content standards describes what students should know. These including theme or conceptual strands that should be nurtured throughout the student’s education

6. A. STANDARD-BASED EDUCATION UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 A standards-based curriculum is designed based on content standards as explicated by experts in the field ( Glatthorn et al.,. 1998). Curriculum standards include general statements of knowledge. skills. and attitudes that students should learn and master as a result of schooling ( Marzano , 1996; Glatthorn et al., 1998). They are statements of what students should know and be able to do. Standards generally include three different aspects: knowledge, skills, and dispositions.

7. THREE DIFFERENT ASPECTS 1. Knowledge or content standards describes what students should know. These including theme or conceptual strands that should be nurtured throughout the student’s education. 2. Skills Standards include thinking and process skills and strategies that students should acquire,   3. Dispositions are attitudes and values that should be developed and nurtured in students.

8. CURRICULUM STANDARDS are different from competencies . Standards are broader while COMPETENCIES are more specific and prescriptive in terms of the scope of knowledge, skills, and values that students should learn. Literatures offer many reasons or positive benefits for developing curriculum standards. For instance, CURRICULUM STANDARDS provide a structure that allows students to learn common knowledge, skills, and values. They give direction or framework in designing a course.

9. VanTässel-Baska (2008) identified varieties of benefits of using curriculum standards to education: 1. Ensure that students learn what they need to know for high-level functioning in the 21st century. 2. Ensure educational quality across school districts and educational institutions. 3. Provide educators with guideposts to mark the way to providing students with meaningful outcomes to work on. 4. Provide a curriculum template within which teachers and candidates are able to focus on instructional delivery techniques that work.

10. B. MULTICULTURAL CURRICULUM UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 A multicultural curriculum aims to promote cultural literacy and cultural Understanding. Schools use different Strategies and approaches to develop cultural literacy and promote cultural understanding. Usually, this is done through cultural awareness activities by knowing the different costumes, songs. literatures, foods, and introducing them to different historical places of different countries as part of daily lessons, However, cultural awareness alone is not sufficient to develop cultural understanding.

11. Banks (1994) identified five dimensions that schools could adopt when trying to implement multicultural curriculum. These dimensions are very useful in developing cultural literacy and in promoting cultural understanding in schools.   1. Content Integration deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts, principles, generalizations, and theories in their subject area or discipline.   2. The Knowledge Construction Process consists of methods, activities, and questions teachers use to help students to understand, investigate, and determine how implicit cultural assumptions, frames of reference, perspectives, and biases within a discipline influence the ways in which knowledge is constructed.

12.   3. Prejudice Reduction describes the characteristics of students' attitudes and strategies that can be used to help them develop more democratic attitudes and values. 4. Equity Pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, ethnic, and gender groups. 5. An Empowering School Culture and Social Structure involves the restructuring of the culture and organization of the school so the students from diverse racial, ethnic, and gender groups will experience quality.

13.   There are many ways in which a multicultural curriculum can be developed and implemented. Bennett (1999) proposed a multicultural curriculum focusing on six goals: 1. D evelop multiple historical perspectives; 2. S trengthen cultural consciousness; 3. S trengthen intercultural competence; 4. C ombat racism, sexism, and other forms of prejudice and discrimination; 5. I ncrease awareness of the state of the planet and global dynamics 6. B uild social action skills. Following these ideas, it is important to develop teaching strategies and instructional materials that promote the development of cultural literacy and cultural understanding among teachers and learners.

14. Presenters Names ANAH MAE ANTOINETTE NICOLE STEPHEN IRISH JOANNA

15. CURRICULUM INNOVATON This is chapter discusses the concept of curriculum innovation are presents different examples of curriculum innovations across different levels of educatíon from preschool to tertiary level. In this chapter, you should be able to: 1. define curriculum innovation; 2. analyze the different types of curriculum innovations; and 3. appreciate the positive contribution of curriculum innovations in the education system.   4 UNDERSTANDING THE CURRICULUM 97% for you 16+ 2023 Skip

16. C. INDIGENOUS CURRICULUM UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 The idea of an indigenous curriculum was a product of a vision to make curriculum relevant and responsive to the needs and context of indigenous people. It links the curriculum with the society's culture and history. It values the importance of integrating indigenous knowledge systems of the people to the existing curriculum.

17. The Author's earlier studies on indigenous curriculum provided a framework for linking indigenous knowledge with the curriculum and provided several dimensions. that serve as a framework for the development of an indigenous curriculum: 1. Construct knowledge so that young children understand how experiences, personal views, and other peoples' ideas influence the development of scientific concepts and scientific knowledge. 2. Use instructional strategies that promote academic success for children of different cultures.   3. Integrating contents and activities that reflect the learners' culture, history traditions, and indigenous knowledge in the curriculum   4. Utilize community's cultural, material, and human resources in the development and implementation of the curriculum.

18. Specifically, indigenous curriculum may consider using and implementing the following strategies at the school level: 1. Integrating contents of activities that reflect the learner’s culture, history, tradition, and indigenous knowledge in the curriculum.   2. Using the local language as the medium of instruction for several subjects like Math, Science, Social Studies, Physical Education, Music, Values Education, and Home Economics and Livelihood Education   3. Involving community folks and local teachers in the development of the Curriculum   4. Developing local instructional materials and learning outside the classroom by utilizing various community resources that are available for conduct is observations and investigations  

19. D. BRAIN-BASED EDUCATION UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 Prominent advocates in brain-based education, Caine and Caine (1997) considered curriculum and instruction from a brain-based approach. They begin with brain-mind learning principles derived from brain research findings and apply these principles in the classroom and in designing a curriculum.

20. 4   THESE PRINCIPLES ARE: 1. The brain is a whole system and includes physiology, emotions, imagination, and predisposition. These must all be considered as a whole. 2. The brain develops in relationship to interactions with the Environment and with others. 3. A quality of being human is the search for personal meaning. 4.People create meaning through perceiving certain patterns of understanding. 5. Emotions are critical to the patterns people perceive. 6. The brain processes information into both parts and wholes at the same time. 7. Learning includes both focused attention and peripheral input.

21. E. GIFTED EDUCATION CURRICULUM UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 Gifted Education Curriculum is designed to respond to the needs of a growing number of gifted learners and to develop gifted potentials. There are several examples of gifted curriculum models presented as follows:

22. 4 1.THE SCHOOLWIDE ENRICHMENT MODEL (SEM) (RENZULLI & REIS, 2009, 1997) is widely implemented as an enrichment program used with academically gifted and talented students and a magnet theme/enrichment approach for all schools interested in high- end learning and developing the strengths and talents of all students (Davis, Rimm , and Siegle , 2011). The major goal of the SEM is the application of gifted education pedagogy to total school improvement.

23. 4 2. PARALLEL CURRICULUM MODEL The Parallel Curriculum Model (PCM) evolved from a National Association for gifted Children curriculum in 1998. A group of scholars (Tomlinson, Kaplan, Renzulli , Purcell, Leppien , & Burns) collaboratively developed this model. It is based on the premise that every learner is somewhere on a path toward expertise in a content area. It promotes a curriculum model for developing the abilities of all students and extending the abilities of students who perform at advanced levels.

24. 4 The PCM offers four curriculum parallels that incorporate the element of ascending intellectual demand to help teachers. The four curriculum parallels in this model are: A. Core Curriculum focuses on the nature of knowledge that is embedded in the discipline. This includes the core concepts, skills, and values that are unique for each discipline. B. Curriculum of Connection focuses on the integration or interconnectedness of knowledge across different disciplines

25. 4 C. Curriculum of Practice involves the application of knowledge to different real-life situations and the methodology of a practitioner. D. Curriculum of ldentity fits the learner's values and goals and those that characterize practicing professionals.

26. Presenters Names ANAH MAE ANTOINETTE NICOLE STEPHEN IRISH JOANNA

27. CURRICULUM INNOVATON This is chapter discusses the concept of curriculum innovation are presents different examples of curriculum innovations across different levels of educatíon from preschool to tertiary level. In this chapter, you should be able to: 1. define curriculum innovation; 2. analyze the different types of curriculum innovations; and 3. appreciate the positive contribution of curriculum innovations in the education system.   4 UNDERSTANDING THE CURRICULUM 97% for you 16+ 2023 Skip

28. 3. AUTONOMOUS LEARNER MODEL UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 Betts (2004) F pointed out that curricular offerings typically fall into three levels level I is a prescribed curriculum and instruction that focuses on state standard level Il involves differentiation of curriculum based on individual differences. Ievel III features learner-differentiated options where students are self-directed and teachers provide opportunities for the learners to be in charge of their learning. This model focuses on the third level.

29. 4 The Autonomous Learner Model is divided into five major dimensions: Orientation acquaints students, teachers, and administrators with the central concept in gifted education and the specifics of this model. this level, gifted students work together in doing self-understanding exercises that will help them be familiarized with each other. The students are expected to develop an Advanced Learning Plan as part of the orientation experience that includes information about their giftedness various personal and academic needs, learning experiences they might need, and other things that will help them succeed in school.

30. 4 The Autonomous Learner Model is divided into five major dimensions: B. Individual Development focuses more clearly on developing skills, concepts and attitudes that promote lifelong learning and self-directed learning C. Enrichment Activities involve two kinds of differentiation curriculum, namely (1) differentiation of curriculum by the teachers and (2) differentiation by the student. Students are exposed to various Activities to develop their passion for learning. d. Seminars are designed to give each person in a small group the opportunity to research a topic and present it in seminar format to other people or to a group.

31. 4 The Autonomous Learner Model is divided into five major dimensions: B. Individual Development focuses more clearly on developing skills, concepts and attitudes that promote lifelong learning and self-directed learning C. Enrichment Activities involve two kinds of differentiation curriculum, namely (1) differentiation of curriculum by the teachers and (2) differentiation by the student. Students are exposed to various Activities to develop their passion for learning. d. Seminars are designed to give each person in a small group the opportunity to research a topic and present it in seminar format to other people or to a group.

32. 4 The Autonomous Learner Model is divided into five major dimensions: e. In-depth Study is one in which students pursue areas of interest term individual or r small group studies. The students will decide wh will be learned, the process of doing it, the product, how content will presented, and how the entire learning process will be evaluated.

33. 4. INTEGRATED CURRICULUM MODEL UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 This model is a popular way of organizing or designing different kinds curriculum. The Center for Gifted Education at the College of William and Mary developed its curriculum n based on this model and has trained many teachers around the world in using their curriculum materials (Davis et al., 2011). The model presented three dimensions based on the model of VanTassel-Baska (1987) that guide the development of the curriculum.

34. 4. INTEGRATED CURRICULUM MODEL UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 a. Advanced Content Dimension meets the needs of gifted students acceleration by providing content earlier and faster than same age peers would normally receive it. Content area experts and educators work collaboratively to develop the content, and they align key topics, concepts, and habits of mind within a domain to content area stand activities to develop their passion for learning.

35. 4. INTEGRATED CURRICULUM MODEL UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 B. Process/Product Dimension incorporates direct instruction and embedded activities that promote higher-order thinking skills and create opportunities for independent pursuit in areas of student interest. C.Issues /Themes Dimension is where learning experiences are organized. In doing so, students are able to develop deeper ideas and philosophies that ultimately promote understanding of the structure of knowledge learned.    

36. 5. KIDS ACADEMIA MODEL UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 Kids Academia is a program for young Japanese children ages 5-8, which was developed by Dr. Manabu Sumida in 2010. The program is designed to provide excellent science experiences for gifted children in Japan. The kids who participated in the program were rigorously selected using a checklist adopted from the Gifted Behavior Checklist in Science for Primary Children. Faustino, Hiwatig , and Sumida (2011) identified three major phases that are followed in the development of the curriculum.

37. 4 Group Meeting and Brainstorming Activities. The teachers and teaching assistants hold several meetings and brainstorming activities to decide on the themes that will be included in the program. A general orientation of the program is also done during this phase. B. Selection of Contents for Each Theme. The teachers and teaching assistants carefully select the lessons and topics that are included in the theme. A rigorous study of the topic is done in this phase.  

38. 4 C. Designing Lessons. This phase includes the careful preparation of lesson plans and other instructional materials needed for implementing each lesson.

39. 4 The activities for each lesson were selected based on the following guidelines developed by Dr. Sumida: a. Stimulates the interest of the children b. Allows children to express their own ideas and findings c. Uses cheap and easy-to-find materials d. Teaches the correct use of scientific terms e. Uses simple laboratory equipment f. Allows individual or group activities g. Encourages socio-emotional development h. Connects to other subjects and to everyday life experiences i . Includes topics related to family and community j. Uses materials connected to family and community k. Applies what children learned to their families and society

40. Presenters Names ANAH MAE ANTOINETTE NICOLE STEPHEN IRISH JOANNA

41. CURRICULUM INNOVATON This is chapter discusses the concept of curriculum innovation are presents different examples of curriculum innovations across different levels of educatíon from preschool to tertiary level. In this chapter, you should be able to: 1. define curriculum innovation; 2. analyze the different types of curriculum innovations; and 3. appreciate the positive contribution of curriculum innovations in the education system.   4 UNDERSTANDING THE CURRICULUM 97% for you 16+ 2023 Skip

42. F. DIFFERENTIATED CURRICULUM UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 Differentiation is a philosophy that enables teachers to plan strategically order to reach the needs of the diverse learners in classrooms today. A differentiated Curriculum, therefore, is a curriculum that considers the unique characteristic learning styles, thinking preferences, intelligence, need, cultural backgrounds interests, gender, and other unique characteristics of the learners. It is a curriculum that enhances learning, making it learner- centered and dynamic.

43. Framework for Selecting Activities for Differentiated Instruction Climate 4 CLIMATE KNOWING THE LEARNERS ASSESSMENT LEARNING TASKS INSTRUCTIONAL STRATEGIES Nurturing Inclusive Multi-sensory Stimulating Complex Challenging Questioning Learning styles Thinking styles Traditional assessment Authentic assessment Total Group Alone Paired Small Group (TAPS) Brain-based Constructivist Cooperative Learning Responsive to the learning Styles of the Learner Developmentally appropriate Culturally relevant and responsive UNDERSTANDING THE CURRICULUM

44. G. TECHNOLOGY INTEGRATION UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 Technology offers multiple opportunities to improve teaching and learning and the total education system. The Internet, for example, provides vast information that people may need to know. The Internet is more than just a collection of knowledge. It also offers different ways and opportunities for discovering and sharing information nowadays, everything is almost possible with a single click of the computer monitor and by using any search engine.

45. G. TECHNOLOGY INTEGRATION UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 Technology Integration is breaking the geographical barriers in education. It creating a new space for meaningful learning. With technology, it is now possible to connect and interact with other schools, educators, and other institutions from different parts of the world. There are several innovations from basic education to graduate education that are associated or influenced by technology integration. Some of these innovations are:

46. G. TECHNOLOGY INTEGRATION UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 Some of these innovations are: distance education computer-assisted instruction online learning teleconferencing online libraries webinars online journals; and e-books.

47. G. TECHNOLOGY INTEGRATION UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 ICT literacy is now fast-becoming an important form of literacy that is essential for each learner to learn and master. It also requires all teachers to be ICT literate to be able to utilize technology to enhance or improve the way they teach. It is a important for teachers to teach students how to use technology responsibly, especially with the current popularity of social networking and other technological innovations.

48. G. TECHNOLOGY INTEGRATION UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 Outcome-based education (OBE) is one of the dominant curriculum innovations in higher education today. It came out as a curricular requirement for specific fields of study in engineering, nursing, and tourism education, among others. ASEAN education framework for higher education requires all colleges, universities, and institutes to transform all their educational programs to OBE. OBE is defined as a curriculum design that ensures coherent, logical, and Systematic alignment between and among the Different levels of outcomes.

49. Presenters Names ANAH MAE ANTOINETTE NICOLE STEPHEN IRISH JOANNA

50. CURRICULUM INNOVATON This is chapter discusses the concept of curriculum innovation are presents different examples of curriculum innovations across different levels of educatíon from preschool to tertiary level. In this chapter, you should be able to: 1. define curriculum innovation; 2. analyze the different types of curriculum innovations; and 3. appreciate the positive contribution of curriculum innovations in the education system.   4 UNDERSTANDING THE CURRICULUM 97% for you 16+ 2023 Skip

51. Figure 18 UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 INSTITUTIONAL LEVEL PROGRAM LEVEL COURSE LEVEL Philosophy Vision Mission Aims Program Goals Program Competencies Course Objectives Instructional Objectives 4

52. Figure 18. Different Levels and Types of Outcomes UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 Obe as a curriculum design enables higher education institutions to develop various curricula based on the needs of students and the demands of society. It encourages educational institutions to clearly focues and organize the learning environment that supports the development of students and the implementation of the curriculum. 4

53. Accrding to Spady (1994), there are two common approaches to an OBE curriculum, namely: UNDERSTANDING THE CURRICULUM Traditional/ Transitional Approaches emphasizes students mastery of traditional subject-related academic outcomes ( usually with a strong focus on subject- specific content ) and cross- discipline outcomes ( such as the ability to solve problems or to work cooperatively). Transformational Approaches emphasizes long-term cross- curricular outcomes that are related directly to student’s future life roles such as being productive worker or a responsible citizen or a parent. 4

54. Spady also identified four essential principles of OBE. These are as follows: UNDERSTANDING THE CURRICULUM 1. Clarity of focus means that everything teachers do must be clearly focused on what they want learners to ultimately be able to do successfully. 2. Designing back means that the starting point for all curriculum design must be a clear definition of the significant learning that students are to achieve by the end of their formal education. 3. High expectation for all students. 4. Expanded opportunities for all learners. 4

55. UNDERSTANDING THE CURRICULUM Designing curriculum based on OBE principles is a noble process of making curriculum relevant and responsive to the students' needs and requires a paradigm shift in teaching and learning. Malan (2000) identified several features of outcomes-based learning. It is needs-driven. Curricula are designed in terms of the knowledge, skills, and attitudes expected from graduates and aim to equip students for lifelong learning. It is outcomes-driven. The model has a line that runs from taking cognizance of training needs to setting an aim (purpose) for the program, goals for syllabus themes, learning outcomes, and finally assessing the learning outcomes in terms of the set learning objectives. 4

56. UNDERSTANDING THE CURRICULUM It has a design-down approach. Linked to the needs and the purpose of the program, learning content is only selected after the desired outcomes have been specified. Content becomes a vehicle to achieve the desired learning outcomes, which are aimed at inculcating a basis for lifelong learning. It specifies outcomes and levels of outcomes. Learning objectives are described in terms of Benjamin Bloom's cognitive, affective, and psychomotor domains and set according to Robert Mager's guidelines for formulating objectives. 4

57. UNDERSTANDING THE CURRICULUM It specifies outcomes and levels of outcomes. Learning objectives are described in terms of Benjamin Bloom's cognitive, affective, and psychomotor domains and set according to Robert Mager's guidelines for formulating objectives. The focus shifts from teaching to learning. The model has student- centered learning approach where lecturers act as facilitators. Study guides help the learners to organize their learning activities and group work, continuous assessment, and self-assessment are major features. 4

58. UNDERSTANDING THE CURRICULUM The focus shifts from teaching to learning. The model has student-centered learning approach where lecturers act as facilitators. Study guides help the learners to organize their learning activities and group work, continuous assessment, and self-assessment are major features. 4

59. Phase 3 Phase 1 Phase 2 Vision and Mission Charter for University and college Needs and demands Institutional outcomes Program Outcomes Goal Competencies Course Learning Outcomes Objectives Content Learning Experiences Evaluation Figure 19 OBE Planning Process at Program Level 4

60. Figure 19. OBE Planning Process at Program Level UNDERSTANDING THE CURRICULUM Phase 1. Developing Institutional Outcome - the first phase of OBE is conducting needs analysis to analyze the vision and mission of the HEI, analyse the charter of the HEl if it is a state college or university, and examine the needs and demands of the society. The result of the needs analysis will serve as the basis for developing the institutional outcomes. The institutional outcome clearly defines the ideal type of graduate that the HEl aims to develop to contribute to the society. The institutional outcome defines the identity of the HEI, which enables them to design the different academic programs and develop the institutional culture that includes the core values of the HEI. 4 4

61. Figure 19. OBE Planning Process at Program Level UNDERSTANDING THE CURRICULUM Phase 2. Developing Program Outcomes - the second phase of OBE IS TO design the program. At this level, it is important to identify the desired attributes, knowledge, skills, and values that an ideal graduate of the HEl aims to develop. Development of program outcomes is assigned different colleges or academic units. The program outcomes reflect necessary competencies that an ideal graduate of the academic program should possess. It is important that the program ooutcomes directly reflect the institutional outcome of HEI. 4

62. Figure 19. OBE Planning Process at Program Level UNDERSTANDING THE CURRICULUM Phase 3. Developing Course Learning Outcomes - the third phases to develop the learning outcomes for different courses. It is important t that learning outcomes reflect the program outcomes set by college for a particular degree program from undergraduate to graduate and postgraduate levels. Examples of these includes BS Biology ,BS Mathematics BS Nursing, BS HRM, Bachelor in Elementary Education (BEED), MD, MA , There re three steps that should be followed in developing learning MS, PhD, and other academic programs offered in the university or college.   4

63. UNDERSTANDING THE CURRICULUM For example, as shown in Figure 20, if the institutional outcome is to develop responsible leaders, the program outcome specific for the College of Science is to develop responsible leaders who are scientists that are critical thinkers, nationalists, innovators, and effective communicators, among others. The next step for developing program outcomes is for the college involved to develop program outcomes. These program outcomes are statements of the knowledge, skills, values, and professional attitudes that the college wishes to produce for all its graduates. Harden, Crosby, and Davis (1999) also suggested three categories of outcomes that are essential for OBE: tasks, attitudes, and professionalism. 4

64. Step 3 (Identify Program Outcomes) Step 1 (Ideal Graduate) Scientist Programs Outcomes Develop critical thinking skills and creativity Produce scientific research on Philippine issues and problems Communicate research findings in various forms to the academe and to the public Step 2 (Graduate Attributes) Nationalists Innovators Critical Thinkers and Creatives Effective Communicators Figure 20. Process for Developing Program Outcomes 4 Example:

65. Figure 20. Process for Developing Program Outcomes UNDERSTANDING THE CURRICULUM Step 1. Developing Course Competencies . Each set of competencies should reflect the nature of the courses, embody the course description, and focus on the learner and learning. Costa and Kallick (2009) encouraged educators to include habits of mind in the course outcomes or competencies. These habits of mind are essential for students to accomplish the desired learning tasks or outcomes. These are behaviors such as striving for accuracy, metacognition, persistence, creating, innovating, taking responsible risks, remaining open to continuous learning, and applying past knowledge to new situations, among others. 4

66. Figure 20. Process for Developing Program Outcomes UNDERSTANDING THE CURRICULUM Step 2. Developing a Curriculum Map. In this process, it is important for the college faculty to develop a curriculum map (see Figure 21) to plot the program outcomes with the specific courses for a particular degree program. In the curriculum map, the contribution made by each course to achieve the expected learning outcomes should be clear. It is necessary to see that each set of course competencies be logically organized in a spiral progression considering two architectonics of curriculum: the vertical organization (sequence) and horizontal organization (scope and integration). 4

67. Presenters Names ANAH MAE ANTOINETTE NICOLE STEPHEN IRISH JOANNA

68. CURRICULUM INNOVATON This is chapter discusses the concept of curriculum innovation are presents different examples of curriculum innovations across different levels of educatíon from preschool to tertiary level. In this chapter, you should be able to: 1. define curriculum innovation; 2. analyze the different types of curriculum innovations; and 3. appreciate the positive contribution of curriculum innovations in the education system.   4 UNDERSTANDING THE CURRICULUM 97% for you 16+ 2023 Skip

69. Figure 21: Sample Curriculum Map Template UNDERSTANDING THE CURRICULUM Program Outcomes C O U R S E S Course 1 Course 2 Course 3 Course 4 Course 5 Program Outcomes Competencies Competencies Competencies Competencies Competencies Program Outcomes Competencies Competencies Competencies Competencies Competencies Program Outcomes Competencies Competencies Competencies Competencies Competencies 4

70. Figure 2. Process for Developing Program Outcomes UNDERSTANDING THE CURRICULUM Step 1. Developing the Syllabus. In this process, the faculty will develop the syllabus for each course. This includes identifying course content, learning activities, and course requirements or assessment tools. OBE requires all teachers to focus on the outcomes prescribed for each course. Contrary to many information and lectures that there is a prescribed syllabus template, OBE does not prescribe any template of syllabus. It simply directs teachers that the teaching and learning experiences as reflected in the syllabus should be aligned perfectly with the course competencies. 4

71. I. TRANSITION CURRICULUM UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 The transition program is designed for special learners that are intellectual. disabled and those that are physically handicapped. It is designed to meet their special needs and respond to their specific interests. It is like a care package that will empower the learners in their transition from home to school, or from post. elementary or post-secondary to the world of work. In the transition program. The learners will also enjoy an education that will enable them to become functional in their everyday lives.

72. I. TRANSITION CURRICULUM UNDERSTANDING THE CURRICULUM 97% for you 16+ 2022 4 The Transition Program in the Philippines could be expanded to many different possible points of entry that will extend the scope of transition program from young children to adults. These may include the following examples: Transition to school life -may include children and adult special learners who would like to attend or who have been assessed to be ready for regular school under the inclusion program.

73. UNDERSTANDING THE CURRICULUM 4 2. Transition after post-secondary schooling includes programs that will prepare special learners for vocational courses and on-the-job trainings. It may also include programs that will help students move to higher education if possible. 3. Transition from school to entrepreneurship includes programs that will allow special learners to become entrepreneurs in their respective communities. 4. Transition from school to adult life includes programs that will allow students to adjust and adapt to adult life.

74. UNDERSTANDING THE CURRICULUM 4 5. Transition to functional life - includes learning of life skills that will allow The special learners to learn how to take care of themselves and develop some special skills that they can use every day.

75. CURRICULUM INNOVATON 4 UNDERSTANDING THE CURRICULUM Skip IN A NUTSHELL REFLECTION ON

76. UNDERSTANDING THE CURRICULUM Educators and curriculum workers are always encouraged to innovate in the curriculum. Curriculum innovation's are essential changes in the curriculum that have Positive results for the school and for the students. In proposing curriculum innovations, the curriculum worker should study the nature of the innovation in relation to the social context of the learners and the school. 4

77. UNDERSTANDING THE CURRICULUM Teachers and administrators play an important role in introducing and implementing curriculum innovations. The success of any curriculum innovation is based on the support of stakeholders and the government.   Curricular innovations at the local school level are encouraged. 4