GROUP-2_Chapter-7-Curriculum-Innovation.pptx

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1. CHAPTER 7: CURRICULUM INNOVATION GROUP 2

2. Members Sangco, Lady Jane R. Adanza , Mary Joy Obas, Cresdy Nociete , Bianca Anok , Normaida Esparagoza , Jayzevel Bucol , Nathalie Mindo, Amier Ecalner , Phoemela Menandang , Almera RDE MIDYEAR IN-HOUSE REVIEW 2

3. Intended Learning Outcomes: Define curriculum innovation; Analyze different types of curriculum innovations; and Appreciate the positive contribution of curriculum innovations in the education system. RDE MIDYEAR IN-HOUSE REVIEW 3

4. Curriculum Innovation Marsh & Willis, 2007 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. Henderson, 1985 planned application of ends or means, new to the adopting educational system, and intended to improve effectiveness and efficiency of the system. RDE MIDYEAR IN-HOUSE REVIEW 4

5. In other words, 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 research in education or other studies from other disciplines and academic fields. T herefore, these are positive changes or improvements that are happening in the education system particularly in curriculum. RDE MIDYEAR IN-HOUSE REVIEW 5

6. Michael Fullan (1989) He identified 4 core changes in educational context that shape the definition of curriculum innovation. These are the following: some forms of regrouping or new grouping (structure); new curriculum materials; changes in some aspects of teaching practices (new activities, skills, behavior); and a change in beliefs or understandings vis-à-vis curriculum and learning. RDE MIDYEAR IN-HOUSE REVIEW 6

7. Educators are committed as change agents facilitating a smooth implementation of any curriculum innovation. They are professionals with expertise in various disciplines and with extensive knowledge in pedagogy. They developed curriculum innovations that are designed to bring about positive changes and holistic development for the learners. RDE MIDYEAR IN-HOUSE REVIEW 7

8. Curriculum innovations may focus on the classroom or school level, or there could be changes specific to a discipline. In this module, curriculum innovations are clustered into several ideas that continue to shape curriculum and education systems in general. RDE MIDYEAR IN-HOUSE REVIEW 8

9. Standards-Based Curriculum Glatthorn et al., 1998 designed based on content standards as explicated by experts in the field . Manzano, 1996; Glatthorn et al., 1998 This includes general statements of knowledge, skills, and attitudes that students should learn and master as a result of schooling. RDE MIDYEAR IN-HOUSE REVIEW 9

10. Standards generally include 3 different aspects: Knowledge or Content Standards describe what students should know. These includes themes or conceptual strands that should be nurtured throughout the students’ education. Skill Standards include thinking and process skills and strategies that students should acquire. Dispositions are attitudes and values that should be developed and nurtured in students. RDE MIDYEAR IN-HOUSE REVIEW 10

11. 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. Morrison, 2006 Curriculum standards provide more creativity and freedom for educators to explore various learning opportunities and better forms of assessing students’ achievement. RDE MIDYEAR IN-HOUSE REVIEW 11

12. Curriculum Standards It provides a structure that allows students to learn common knowledge, skills, and values. They give direction or framework in designing a course. VanTassel-Baska (2008) He identifies varieties of benefits of using curriculum standards to education: Ensure that students learn what they need to know for high-level functioning in the 21 st century. RDE MIDYEAR IN-HOUSE REVIEW 12

13. Ensure educational quality across school districts and educational institutions. Provide educators with guideposts to mark the way to providing students meaningful outcomes to work on. Provide a curriculum template within which teachers and candidates can focus on instructional delivery techniques that work. T hese curriculum standards serve as bases for designing the content curriculum. As a curriculum innovation, it gave birth to the development of core curriculum and state standards. RDE MIDYEAR IN-HOUSE REVIEW 13

14. In the Philippines, for example, curriculum standards are useful in developing and organizing the curriculum for K-12. A standards- based curriculum involves teachers in the process of curriculum planning and design. It empowers the teachers to take an active role in planning for the implementation of the curriculum standards prescribed by the government. RDE MIDYEAR IN-HOUSE REVIEW 14

15. Multicultural Curriculum It aims to promote cultural literacy and cultural understanding. Schools use different strategies and approaches to develop cultural literacy and promote cultural understanding. It 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. All material culture has a context and a story to share. Hence, there is a need for a more realistic or concrete program that will enable the learners and teachers to experience and understand these aspects of culture in the classroom. RDE MIDYEAR IN-HOUSE REVIEW 15

16. Banks (1994) He identified 5 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. Content Integration deals with the extent to which teachers use examples and content from variety of cultures and groups to illustrate key concepts, principles, generalizations, and theories in their subject area or discipline. RDE MIDYEAR IN-HOUSE REVIEW 16

17. 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. Prejudice Reduction describes the characteristics of students’ attitudes and strategies that can be used to help them develop more democratic attitudes and values. 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. RDE MIDYEAR IN-HOUSE REVIEW 17

18. 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. There are many ways in which a multicultural curriculum can be developed and implemented. Benner (1999) He proposed a multicultural curriculum focusing on six goals: RDE MIDYEAR IN-HOUSE REVIEW 18

19. develop multiple historical perspectives; strengthen cultural consciousness; strengthen intercultural competence; combat racism, sexism, and other form of prejudice and discrimination; increase awareness of the state of the planet and global dynamics; and build social action skills. It is important to develop teaching strategies and instructional materials that promote the development of cultural literacy and cultural understanding among teachers and learners. RDE MIDYEAR IN-HOUSE REVIEW 19

20. Gifted Education Curriculum It is designed to respond to the needs of a growing gifted number of gifted learners and to develop gifted potentials. S everal examples of gifted curriculum models are presented as follows: 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). RDE MIDYEAR IN-HOUSE REVIEW 20

21. M ajor goal of the SEM is the application of gifted education pedagogy to total school improvement. The SEM provides enriched learning experiences and higher learning standards for all the children through three goals: developing talents in all children, providing a broad range of advanced-level enrichment experiences for all students, and providing advanced follow-up opportunities for young people based on their strengths and interests. SEM focuses on enrichment for all students through high levels of engagement and the use of enjoyable and challenging learning experiences that are constructed around students' interests, learning styles, and preferred modes of expression. RDE MIDYEAR IN-HOUSE REVIEW 21

22. Parallel Curriculum Model (PCM) E volved from a National Association for Gifted Children curriculum in 1998. Tomlinson, Kaplan, Renzulli, Purcell, Leppien, and 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. I t promotes a curriculum model for developing the abilities of all students and extending the abilities of students who perform at advanced levels. RDE MIDYEAR IN-HOUSE REVIEW 22

23. Tomlinson et al., 2002 It offers four curriculum parallels that incorporate the element of ascending intellectual demand to help teachers determine current student performance levels and develop intellectual challenges to move learners along a continuum toward expertise. These are the following: 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. Curriculum of Connection focuses on the integration or interconnectedness of knowledge across different disciplines. RDE MIDYEAR IN-HOUSE REVIEW 23

24. Curriculum of Practice involves the application of knowledge to different real-life situations and the methodology of a practitioner. Curriculum of Identity fits the learner's values and goals and those that characterize practicing professionals. The beauty of this model lies in its framework of helping the learners to experience the nature of the disciplines rather than just accumulating information. It is designed to engage the learners to the core of knowledge development in each discipline. RDE MIDYEAR IN-HOUSE REVIEW 24

25. Autonomous Learner Model Betts (2004) pointed out that curricular offerings typically fall into three levels, that focuses on state standards. Level I is a prescribed curriculum and instruction that focuses on state standards. Level II involves differentiation of curriculum based on individual differences. Level 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. RDE MIDYEAR IN-HOUSE REVIEW 25

26. Autonomous Learner Model is divided into five dimensions: Orientation acquaints students, teachers, and administrators with the central concept in gifted education and the specifics of this model. At 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 their 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. RDE MIDYEAR IN-HOUSE REVIEW 26

27. Individual Development focuses more clearly on developing skills, concepts, and attitudes that promote lifelong learning and self-directed learning. Enrichment Activities involve two kinds differentiation of curriculum, namely (1) differentiation of curriculum by the teacher and (2) differentiation by the student. Students are exposed to various activities to develop their passion for learning. 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. RDE MIDYEAR IN-HOUSE REVIEW 27

28. In-depth Study is one in students pursue areas of interest in long term individual or small group studies. The students will decide what will be learned, the process of doing it, the product, how content will be presented, and how the entire learning process will be evaluated. Integrated Curriculum Model This model is a popular way of organizing or designing different kinds of curriculum. RDE MIDYEAR IN-HOUSE REVIEW 28

29. Davis et al., 2011 The Center for Gifted Education at the College of William and Mary developed its curriculum based on this model and has trained many teachers around the world in using their curriculum materials. Three dimensions based on the model of VanTassel-Baska (1987) that guides the development of the curriculum: Advanced Content Dimension meets the needs of gifted students for 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 standards. RDE MIDYEAR IN-HOUSE REVIEW 29

30. 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. Issues/Themes Dimension is where learning experiences are organized. In doing so, students can develop deeper ideas and philosophies that ultimately promote understanding of the structure of knowledge learned. Kids Academia Model is a program for young Japanese children ages 5-8, which was developed by Dr. Manabu Sumida in 2010 . RDE MIDYEAR IN-HOUSE REVIEW 30

31. It 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) i dentified three major phases that are followed in the development of the curriculum: 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. RDE MIDYEAR IN-HOUSE REVIEW 31

32. 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. Designing Lessons . This phase includes the careful preparation of lesson plans and other instructional materials needed for implementing each lesson. The activities for each lesson were selected based on the following by Dr. Sumida: Stimulates the interest of the children Allows children to express their own ideas and findings Uses cheap and easy-to-find materials RDE MIDYEAR IN-HOUSE REVIEW 32

33. Teaches the correct use of scientific terms Uses simple laboratory equipment Allows individual or group activities Encourages socio-emotional development Connects to other subjects and to everyday life experiences Includes topics related to family and community Uses materials connected to family and community Applies what children learned to their families and society In addition, the program adapted the Wheel of Scientific Investigation and Reasoning as a guide for developing skills of gifted children. RDE MIDYEAR IN-HOUSE REVIEW 33

34. This model was adopted from the Scientific Wheel Model of the Center for Gifted Education of the College of William and Mary to develop scientific habits of mind for independent research investigations. The Kids Academia Model is a form of curriculum innovation that shows how experts in tertiary education could help strengthen teaching and learning in basic education. It is a form of collaboration between the university, the home, and the local school. It is a kind of partnership among professors, parents, and basic education teachers. This model is now reaping various awards in Japan. RDE MIDYEAR IN-HOUSE REVIEW 34

35. Technology Integration in the Curriculum Technology offers multiple opportunities to improve teaching and learning and in 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 mouse and by using any search engine. RDE MIDYEAR IN-HOUSE REVIEW 35

36. Technology Integration is breaking the geographical barriers in education. It is 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: distance education; computer-assisted instruction; online learning; teleconferencing; RDE MIDYEAR IN-HOUSE REVIEW 36

37. online libraries; webinars; online journals; and e-books. 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 also important for teachers to teach students how to use technology responsibly, especially with the current popularity of social networking and other technological innovations. RDE MIDYEAR IN-HOUSE REVIEW 37

38. Outcomes-Based Education (OBE) It 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. RDE MIDYEAR IN-HOUSE REVIEW 38

39. It also ensures connection among the essential elements of the curriculum: intent, content, learning experiences, and evaluation. As a curriculum design, it seeks to ensure that the necessary instructional support system, learning environment, and administrative support system are in place based on the desired outcomes developed by a HEI. It supports the quality assurance system. Spady (1993) educational outcome is a culminating demonstration of learning . Davis (2003) It includes what the student should be able to do at the end of a course. RDE MIDYEAR IN-HOUSE REVIEW 39

40. Spady (1994) Outcomes are clear learning results that we want students to demonstrate at the end of significant learning experiences and are actions and performances that embody and reflect learner competence in using content, information, ideas, and tools successfully. Figure 1. Different Levels and Types of Outcomes RDE MIDYEAR IN-HOUSE REVIEW 40

41. Figure 1 shows the different levels of outcomes in OBE. At the institutional level, this includes the philosophy, vision, mission, and aims of the institution. They are statements of what a HEI hopes to contribute to the society. At the program level, these are the goals, program competencies, and course outcomes that all students should master and internalize. At the instructional level, outcomes include the learning objectives for every course in higher education. At any level, outcomes should be mission-driven, evidence-based, and learning-focused. RDE MIDYEAR IN-HOUSE REVIEW 41

42. 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 focus and organize the learning environment that supports the development of students and the implementation of the curriculum. This means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure this learning ultimately happens. RDE MIDYEAR IN-HOUSE REVIEW 42

43. Spady (1994) It is an approach to planning, delivering, and evaluating instruction that requires administrators, teachers, and students to focus their attention and efforts on the desired results of education . Hence, it is a process that involves the restructuring of curriculum, assessment, and reporting practices in education to reflect the achievement of high-order learning and mastery rather than accumulation of course credit. It is important that when designing a curriculum for OBE, the competencies and standards should be clearly articulated. RDE MIDYEAR IN-HOUSE REVIEW 43

44. Writing the learning outcomes in OBE closely resembles Robert Mager's guidelines (1984) that include expected performance, the conditions under which it is attained, and the standards for assessing quality. Spady (1994) There are two common approaches to an OBE curriculum, namely: Traditional/Transitional Approach emphasizes student 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). RDE MIDYEAR IN-HOUSE REVIEW 44

45. Transformational Approach emphasizes long-term cross-curricular outcomes that are related directly to students' future life roles (such as being a productive worker or a responsible citizen or a parent). Spady (1994) Identified four essential principles of OBE . These are as follows: Clarity of focus means that everything teachers do must be clearly focused on what they want learners to ultimately be able to do successfully. 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. RDE MIDYEAR IN-HOUSE REVIEW 45

46. High expectations for all students. Expanded opportunities for all learners. 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. RDE MIDYEAR IN-HOUSE REVIEW 46

47. 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. 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. RDE MIDYEAR IN-HOUSE REVIEW 47

48. The focus shifts from teaching to learning . The model has a 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. The framework is holistic in its outcomes' focus . Although the learning objectives are aimed at learning at grassroots level, they are linked to goals and aims at higher levels. Attaining learning objectives is, therefore, not an end in itself; it provides building blocks for achieving higher-level outcomes. As a curriculum innovation, OBE is a complete paradigm shift in higher education. RDE MIDYEAR IN-HOUSE REVIEW 48

49. It calls for an education that is more focused and purposive. An OBE curriculum is mission-driven that requires all institutions to anchor all their curricular offerings to the curriculum and to the vision, mission, and philosophy of the institution. Outcomes-Based Education follows a logical and systematic process that is linear, starting with the institutional outcomes. The interrelated processes and the expected outputs are clearly stated. RDE MIDYEAR IN-HOUSE REVIEW 49

50. Figure 2 . OBE Planning Process at Program Level RDE MIDYEAR IN-HOUSE REVIEW 50

51. Figure 2 shows the entire process for designing outcomes- based education for any college or university. There are three major phases involved in planning for OBE at all program level. Phase 1. Developing Institutional Outcomes — the first phase of OBE is conducting needs analysis to analyze the vision and mission of the HEI, analyze the charter of the HEI 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 HEI 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. RDE MIDYEAR IN-HOUSE REVIEW 51

52. 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 HEI aims to develop. Development of program outcomes is assigned to different colleges or academic units. The program outcomes reflect the necessary competencies that an ideal graduate of the academic program should possess. It is important that the program outcomes directly reflect the institutional outcome of HEI. RDE MIDYEAR IN-HOUSE REVIEW 52

53. Phase 3. Developing Course Learning Outcomes — the third phase is to develop the learning outcomes for different courses. It is important that these learning outcomes reflect the program Outcomes set by the college for a particular degree program from undergraduate to graduate and postgraduate levels. Examples of these include BS Biology, BS Mathematics, BS Nursing, BS HRM, Bachelor in Elementary Education (BEED), MD, MA, MS, PhD, and other academic programs offered in the university or college. There are three steps that should be followed in developing learning outcomes: RDE MIDYEAR IN-HOUSE REVIEW 53

54. Figure 3. Process for Developing Program Outcomes RDE MIDYEAR IN-HOUSE REVIEW 54

55. 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. RDE MIDYEAR IN-HOUSE REVIEW 55

56. 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) RDE MIDYEAR IN-HOUSE REVIEW 56

57. Figure 4 . Sample Curriculum Map RDE MIDYEAR IN-HOUSE REVIEW 57 Program Outcomes Courses Course 1 Course 2 Course 3 Course 4 Course 5 Program Outcome Competencies Competencies Competencies Competencies Competencies Program Outcome Competencies Competencies Competencies Competencies Competencies Program Outcome Competencies Competencies Competencies Competencies Competencies

58. Step 3. 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. RDE MIDYEAR IN-HOUSE REVIEW 58

59. Figure 5 . Sample Syllabus Template RDE MIDYEAR IN-HOUSE REVIEW 59 Course Title   Course Description   Course Credit Unit   Course Schedule   Course Objectives   Schedule Objectives Contents Learning Experiences Assessment Tools                     References   Class Requirements   Evaluation Criteria  

60. Every faculty member in HE1s is required to prepare syllabus for the courses they will teach. Figure 5 shows a sample of a syllabus template that can be used for a class. In OBE, it is important to ensure perfect alignment between and among the four elements of instruction: objectives, contents, learning experiences, and assessment tools. It is also imperative that all these elements contribute to the realization of the program outcomes and institutional outcomes . In this step, it is imperative that the objectives are in behavioral terms. RDE MIDYEAR IN-HOUSE REVIEW 60

61. They should be specific, measurable, attainable, realistic, and time bound. Objectives should contribute to the realization of the course competencies for a particular course. They should also contribute to the attainment of the program outcomes. The content is based on the course competencies. Contents could be concepts, themes, topics, issues, procedures, processes, projects, or problems that students will learn in relation to the course. The learning experiences should be learner-centered and learning focused. RDE MIDYEAR IN-HOUSE REVIEW 61

62. The teacher should use constructivist teaching approaches that will help the students attain the desired course outcomes and contribute to the development of life-long learning skills. It is also desirable to focus on activities that develop 21st century skills, such as communication skills, collaboration, critical thinking skills, and creativity and innovation skills. In OBE, it is also highly desirable that the assessment tools are the best tools that will truly measure students' performance. It should be constructively aligned to the achievement of the expected learning outcomes. RDE MIDYEAR IN-HOUSE REVIEW 62

63. Criterion-referenced assessment is encouraged in OBE; therefore, a clear description of the assessment tool, methods of assessment, and rubrics are included. The references should be updated and useful for understanding the course. The class requirements and the evaluation criteria should be clear and based on the competencies of the course. If a HEI prescribes standard evaluation criteria, then it should be reflected in the syllabus. RDE MIDYEAR IN-HOUSE REVIEW 63

64. RDE MIDYEAR IN-HOUSE REVIEW 64 Curriculum Innovation in a Nutshell     Educators and curriculum workers are always encouraged to innovate in the curriculum. Curriculum innovations 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. Curriculum innovations could be new ideas and theories, new subjects or courses, educational tools, new curriculum design, a curriculum product, or a new process. Many curriculum innovations that were introduced in the country are solutions to the different problems and issues in Philippine education. They are also aimed to make the curriculum relevant and responsive to every Filipino learner. Curriculum innovations could be introduced in any level of education —from the national level down to the school level. 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.