Final_PPT_EDCOG_4__Group_3_Addressing_the_Future_Curriculum_Innovations.pdf.pdf

Addressing curriculum future innovations.

1. Curriculum
Innovations
ADDRESSING THE FUTURE

2. A. ISSUE AND CONCERNS IN CURRICULUM
B. CURRICULUM INNOVATIONS:
LOCAL AND GLOBAL

3. Save the princess!Save the princess!
Ice BreakerIce Breaker

4. I need your help in saving myI need your help in saving my
princess. Only BAELANGprincess. Only BAELANG
students canstudents can
help me; Are you willing to takehelp me; Are you willing to take
up the challenge?up the challenge?

5. To win this game you have to be creative and innovative...To win this game you have to be creative and innovative...
GAME TIP# 1GAME TIP# 1

6. I demand you let theI demand you let the
princess go!princess go!
(roaring) You shall not(roaring) You shall not
pass, puny prince! Thispass, puny prince! This
princess is mineprincess is mine

7. You cannot slice orYou cannot slice or
stab me using thatstab me using that
sword because mysword because my
skin is toughskin is tough

8. How can we help the prince toHow can we help the prince to
defeat Dinosword?defeat Dinosword?

12. What is Innovation?
Innovation, for its part, can refer to something new
or to a change made to an existing product, idea, or
field.
The focus is on making something better, rather
than creating something entirely new.

13. Curriculum Innovation
This could include using new teaching methods, adding
modern technology, or teaching skills that are important
for the world we live in

14. 1. Poor academic performance of learners
Varied implementation of the curriculum among schools and teachers seem to
be one of the reasons for the prevailing low performance of schools all over
the country.
2. Curricular innovations lack the sense of ownership from stakeholders
Most of the curricular innovations are handed down from the top
management.
3. Some curricular innovations are the results of bandwagon but are not well
supported by managers
In the desire of some schools to be part of the bigger picture, changes and
innovations are drastically implemented even if the school is not ready.
II. Curricular Issues and Concerns

15. 4. Lack of Monitoring and Evaluation:
-The absence of regular monitoring and evaluation of teaching practices can lead to a lack of clarity
about what is working and what needs improvement.
-Regular monitoring and evaluation are critical in ensuring that curriculum is aligned with student needs,
and that it is effective in helping students achieve their learning goals.
-Monitoring and evaluation can take many forms, including formal assessments, student surveys, and
observations of classroom teaching.
5. Innovations Result to Teacher Burnout:
-Teacher burnout can happen when teachers are required to constantly innovate and adapt to new
teaching methods and technologies.
-Unreasonable workload
-To prevent teacher burnout, it is important to recognize that innovation should not be an end in itself.
6. Innovations are not Communicated at All:
-An important aspect of implementing innovative curriculum is effective communication.

16. Providing teachers with clear and concise information
about new curriculum.
Encouraging teachers to ask questions and provide
feedback.
Ensuring that materials and resources are readily
available for teachers and students.
Involving teachers in the development and implementation
process.
Celebrating and recognizing teacher successes.
Effective communication includes:

17. B. Responses to Issues and Concerns
Education is a key player in shaping the future and the curriculum is like
the playbook. But, as things change, so do the challenges that come
with it.
1. The BEC (Basic Education Curriculum) is an example of an innovation
that tries to address the continuous decline in learners’ performance in
basic education.
2. In the installation of a new curriculum or innovation, all stakeholders
should be involved.

18. 3. There is a need to respond to the fast-changing times in terms of
school curriculum innovations.
4. General practice seems to show that when a new curriculum is
introduced or implemented, it ends without reports of result.
5. Collaboration in the implementation of a new curriculum is very
necessary.

19. Local and National
Innovations
III. Curriculum Innovations: Local and Global Trends

20. The DepEd, 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.
Vision
1.BEC (Basic Education Curriculum)
Mission
To provide quality basic
education that is
equitably accessible to all
and lays the foundation
for lifelong learning and
service for the common
good.

21. Parameters of BEC (Basic Education Curriculum)
Objectives
Content
Materials
Teaching-learning process
Evaluation

22. English
Mathematics
Science
Makabayan
Filipino
Salient Features of the
Curriculum
Thematic teaching
Content-based
instruction
Focusing inquiry
Generic competency
model
Integrative Teaching as
Mode of Instructional
Delivery

23. 2.TEEP (Third Elementary Education Program)
Began in 1996 and concluded in 2005
Founded by World Bank (WB) and Japan Bank for International
Cooperation (JBIC)
This was the flagship project of the Department of Education in
response to the Social Reform Agenda

24. Improved learning achievement
Rise in completions rates of the
students
Access to quality education has been
achieved.
Initial findings on TEEP (Third
Elementary Education Program):

25. Major Educational
Components of TEEP
Advocacy
In-service
Training for
Teachers
(INSET)
School
Improvement
and
Innovation
Facility (SIIF)
Students
Assessment
Educational
Management
Information
System (EMIS) Procurement
Monitoring
and Evaluation

26. 3. SEDIP (Secondary Education Improvement and
Development Program)
Its purpose was to improve equitable access to secondary
education in poverty affected areas.
The SEDIP innovations started in 2000 and ended in 2006.
-Improving teaching and learning
-Improving access to secondary education
-Facilitating Decentralized Secondary Education Management

27. Showed gains
Best practices have been replicated
in other divisions which were not
participants in the project.
Initial results on SEDIP (Secondary Education
Improvement and Development Program):

28. 4. K-12 Basic Education
The K-12 program is an education system under the Department of
Education that aims to enhance learners’ basic skills, produce
more competent citizens and prepare graduates for lifelong
learning and employment.
The Enhanced Basic Education Act of 2013, or Republic Act no.
10533, was signed on May 15, 2013 by former President Benigno
Aquino III

29. 4. K-12 Basic Education

30. WHY?
Students do not get adequate instructional time on task. Philippine
basic education is congested based on a study of SEAMEO-Innotech.
The Washington Accord prescribes 12 years of basic education as an
entry to recognition of engineering professionals.
The Bologna Process also requires 12 years of education for
university admission and practice of profession in European
countries.
The Philippines is the only country in Asia and one and only three
countries worldwide with a 10-year pre-university cycle (Angola and
Dijbouti are the two).

31. 4. K-12 Basic Education
SALIENT FEATURES:
Strengthening Early Childhood Education1.
(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)

32. 5. The New Teacher Education Curriculum for BEED and
BSED
This New Teacher Education was implemented by CMO 30,
2004
There are two teacher education degrees which are offered
by the Teacher Training Institutions . These are the
Bachelor of Elementary Education (BEEd) structure to meet
the needs of professional teacher for elementary schools
and special education programs and the Bachelor of
Secondary Education (BSEd) for the needs of professional
teachers in the high schools in the Philippines

33. 5. The New Teacher Education Curriculum for BEED and
BSED
Graduates of BEEd and BSEd must:
Have the basic and higher literacy
Have deep and principled understanding of the learning
processes and the role of the teacher
Have a deep and principled understanding of how
educational processes relate to the larger historical,
social, cultural and political processes.
Have a meaningful and comprehensive knowledge of
the subject matter they will teach
Apply a wide range of teaching process skills
Have a direct experience in the field of teaching

34. 6. LADDERIZED CURRICULUM FOR BACHELOR OF
TECHNICAL TEACHER EDUCATION (BTTE)
CHED MEMORANDUM ORDER (CMO) No. 56 Series of 2007
Section 2: MISSION STATEMENT
“The main concern of the Ladderized Bachelor of Technical Teacher
Education Program is the preparation of teachers in technical-
vocational education and training (TVET) and higher education
institutions who are equipped not only with strong theoretical
understanding of teaching and technology, but also with practical
exposure in industry.”

35. BTTE (BACHELOR OF TECHNICAL TEACHER EDUCATION)
Is a ladderized degree that combines a college degree and Technical
Education and Skills Development Authority (TESDA) programs. The
program is designed to develop the students’ knowledge and skills in
teaching or training Technical-Vocational programs.
BTTE’s curriculum includes education subjects thus, graduates of this
program are qualified to take the Licensure Exam for Teachers (LET
Exam).
Furthermore, students who complete each year level are qualified
and encouraged to take the TESDA Competency Assessment and be
awarded the National Certificate (NC).

36. TESDA
The Technical Education and Skills Development Authority
(TESDA) is the government agency tasked to manage and
supervise technical education and skills development (TESD)
in the Philippines. It was created by virtue of Republic Act
7796, otherwise known as the “Technical Education and Skills
Development Act of 1994”.

37. It is offered for high school
graduates who could meet
the admission
requirements of the
College
Curriculum Model A.
TWO CURRICULAR MODELS OF BTTE
Curriculum Model B.
Is offered to graduates
of Two-Year Trace
Technical Curriculum and
Three-Year diploma of
Technology Program

38. Examples of TESDA or NC II Certificates:

39. Examples of TESDA or NC II Certificates:

40. 7. INSTRUCTIONS AND CURRICULAR EXCELLENCE IN
SCHOOL LEADERSHIP AND MANAGEMENT - DEPED
Deped Memorandum No. 18 Series of 2012
Section 1:
“The Excellence in School Leadership (eXCELS) Program of Southeast
Asian Ministers of Education Organization – Regional Center for
Educational Innovation and Technology (SEAMEO INNOTECH) is
offered to provide DepEd school heads and other education
managers with opportunities for continuing education and training in
advance level tasks through competency-based, multi-modal,
modularized flexible learning courses that utilize the web-based
learning management platform known as the INNOTECH Flexible
Learning Management System or iFLEX.”

41. Teaching in the eXCELS (The Excellence in School Leadership) is
primarily delivered through print self-instructional modules
augmented by use of interactive tools such as:
chat
discussion forums
emails.

42. 1. ACTIVITY
[Learning Experience]
Through a learning activity, learners experience and acquire new
knowledge and skills.
2. ANALYSIS
[Linking new knowledge and skills to existing experience]
Learners need time to process or analyze their experiences. New
knowledge and skills have to be linked to what they already know and can
do. They have to think about how they can use their new knowledge and
skills

Learning Modules incorporate the 4 A’s
of Adult Learning:

43. 3. ABSTRACTION
[Demonstrating/ generalizing new skills]
Through processing or analyzing their new experiences and linking them
with existing experiences, learners begin to demonstrate new
understandings and apply new skills. This is a process of generalization or
abstraction
4. APPLICATION
[Practical application of new knowledge and skills]
The final stage in the learning model is the practical application and trying
out new skills and learning. Successful application leads to learners
beginning a new activity and beginning a new 4A cycle.

44. ELEMENTS IN eXCELS:
Learning Modality - after the students get their learning package, they can
immediately study at their own pace.
1.
Evaluation System - each learner will be given feedback in the form of
qualitative narratives by the tutors for their outputs. They will be rated with
A = 3 Excellent, B = 2 Pass and C = 1 Deficient.
2.
Time Table - the duration of time expected of all learners to finish the course
is 50 hours which is equal to 3 - unit course. A maximum of 2 weeks is given to
accomplish each module. Since there are 2 modules a maximum of 4 weeks is
expected.
3.

45. Sample Program and Schedule for eXCELSSample Program and Schedule for eXCELS

46. Global Curriculum
Innovations

47. Project Child (Computer Helping
Instruction and Learning
Development)

48. What is Project Child?
Project (Computer Helping Instruction and Learning Development) is a
research-based teaching and learning system for grades K-5. It provides the
model, supporting materials, and integrative applications of technology to
enable today's elementary school teachers to take their first steps on the
bridge to the future.
The original research began in 1988 at Florida State University. Dr. Sally Butzin
is the senior author. Since then there have been annual updates, along with
numerous independent studies that document the effectiveness of the CHILD
instructional system.
Example research are:
The thesis entitled the impact of computer-based Instruction on academic
achievement by Kevin Chirco from California State University in San Marcos
1.
2. The effect of computer-assisted learning on students’ long-term development

49. The major goal of Project CHILD is to begin to transform elementary
schools to meet the needs of the 21st century.
Project CHILD seeks to:
(1) Enhancing Access to Education
Project Child believes that every child deserves equal opportunities for education. By
providing computer-based learning resources, they strive to break down barriers
and ensure that underprivileged children have access to quality education.
(2) Empowering Children through Technology
With the rapid advancement of technology, it is crucial to empower children with
digital literacy skills. Project Child aims to equip these children with essential
computer skills, enabling them to navigate the digital world with confidence.

50. The major goal of Project CHILD is to begin to transform
elementary schools to meet the needs of the 21st century.
Project CHILD seeks to:
(3) Improving Learning Outcomes
By incorporating interactive and engaging digital learning materials, Project
Child strives to make learning more enjoyable and effective. Through their
programs, they aim to boost academic performance and improve learning
outcomes for the children involved.

51. The impact of Project Child can be seen through the following
outcomes
(1) Increased Access to Education
By establishing computer labs in underprivileged communities, Project Child
has expanded access to educational resources for countless children who
previously had limited opportunities for learning.
(2) Enhanced Digital Literacy
Through their programs, Project Child has empowered children with
essential computer skills, equipping them to adapt to the digital age and
participate fully in the modern world.

52. The impact of Project Child can be seen through the following
outcomes
(3) Improved Academic Performance
The use of interactive digital learning materials has significantly enhanced the
academic performance of the children involved in Project Child. They have
shown improvements in their understanding of various subjects and overall
learning outcomes.
(4)Inspiring Future Generations
Project Child's initiatives have not only impacted the present but also
inspired young minds to dream big and pursue further education. Many
children involved in the project have developed a passion for learning and
aspire to achieve their goals.

53. BRAIN BASED LEARNING

54. An approach to teaching based on research in neuroscience. It suggests
that the brain learns naturally.
Brain based theory, includes an eclectic mix of techniques allowing
teachers to connect learning to students’ real life experiences.
It encompasses education concepts like mastery learning, problem
based-learning, cooperative education, multiple intelligence, experiential
learning.
What is Brain Based Learning?

55. Core principles guiding Brain-Based Learning
The brain is a parallel processor.
The learning engages the entire physiology.
The search for meaning occurs through patterning.
Emotions are critical to patterning.
The brain perceives whole and parts simultaneously .
Learning involves both focused attention and peripheral perception.
Learning always involves conscious and unconscious processes.
We have two types of memory: spatial and rote
The brain understands and remembers best when facts and skills are
embedded in natural spatial memory.
Learning is enhanced by challenge and by stress.
Learning is developmental

56. INTERACTIVE TEACHING USED IN BRAIN- BASED
LEARNING :
ORCHESTRATED IMMERSION - learning environments are
created to provide authentic experiences.
RELAXED ALERTNESS - efforts are made to eliminate fear
while maintaining a highly challenging environment.
ACTIVE PROCESSING - the learners consolidate and
internalize information by actually processing these
information.

58. To Conclude