Addressing the future curricular innovations

1. Addressing the Future: Curriculum Innovations Local and Global

Trends
2. Development is inevitable Fast changing society Emerging theories
Instruction delivery/management Learning/teaching styles
technology
3. INNOVATION Role of a school manager or educational leader
4. Local and National Curricular Innovations: 2002 Basic Education
Curriculum (BEC) Third Elementary Education Program (TEEP)
Secondary Education Improvement and Development Program (SEDIP)
5. Local and National Curricular Innovations: New Teacher Education for
BEEd and BSEd Ladderized Curriculum for Bachelor of Technical Teacher
Education (BTTE) Instructional and Curricular Excellence in School
Leadership (ICeXCELS)
6. A. 2002 BEC (BASIC EDUCATION PROGRAM) Envisions the learner to
be: Functionally literate Appreciative of arts and sports Imbued
with desirable values Makabayan, makatao, makakalikasan at maka-
Diyos
7. 2002 BEC (BASIC EDUCATION PROGRAM) Mission Quality basic
education Equitably accessible Lays foundation for LIFELONG
LEARNING AND SERVICE
8. 2002 BEC: PARAMETERS Govern the elements of the curriculum
objectives Expressed in terms of competencies Determine the
content
9. 2002 BEC: PARAMETERS content Variety of media (textbooks, ICT,
community resources) contextualized
10. 2002 BEC: PARAMETERS materials Multi-sensory Real objects
Tri-dimensional models Real life situations Community resources
Technology-driven materials
11. 2002 BEC: PARAMETERS Teaching-learning process learners
Active partners/constructor of meaning Teachers Facilitators
enablers
12. 2002 BEC: PARAMETERS Evaluation/Assessment Variety of
measure traditional Authentic assessment (real-world application)
School evaluations: to make adjustments
13. 2002 BEC: PARAMETERS Teaching-learning process Feedback and
reflections
14. Salient Features of the BEC: 1997 BEC was reviewed Based on
world-wide trends/ Philippine realities Result: overcrowdedness 5
learning areas: English, Mathematics, Science, Filipino, and
Makabayan
15. Salient Features of the BEC: Tool subjects Filipino, English, Science
Internationalism (Globally Competetive) English, Math, Science
16. Salient Features of the BEC: Makabayan Students will have
adequate understanding of our: History Politico-economic system
Local culture Arts/crafts Music Games Develop: Social awarenss
Empathy Commitment
17. Salient Features of the BEC: Makabayan Across the Levels
(Elementary) Grades 1-3: Social Studies, Sibika at Kultura MSEP is
integrated Grades 4-6 Kasaysayan at Sibika Edukasyong Pantahanan
at Pangkabuhayan MSEP GMRC IS INTEGRATED IN ALL SUBJECTS
18. Salient Features of the BEC: Makabayan Across the Levels
(Highschool) Araling Panlipunan or Social Studies Philippines History
and Governance (1st year) Asian Studies (2nd year) World History
(3rd year) Economics (4th year) Other subjects: THE PEHMA EP
or VE ICT is utilized across subjects
19. Mode of Instructional Delivery in the BEC: calls for integrative
(innovative) methods Thematic teaching Content-based instructions
Focusing inquiry Generic competency model
20. THEMATIC TEACHING Theme (conceptual glue) Provides focus
Helps learners see meaningful connections Links learning to life
Increases student achievement Bridges existing knowledge with the
new (not as isolated facts)
21. CONTENT-BASED INSTRUCTION Integration of content-learning
with language teaching A teaching approach that focuses on learning
language through learning about something Aim: develop language
skills
22. CONTENT-BASED INSTRUCTION Example: Subject: Filipino
Objective: Matukoy ang mga salitang Pang-uri Text: Sanaysay sa
Buhay ni Jose Rizal
23. CONTENT-BASED INSTRUCTION Advantages: Lang. learning
becomes more interesting Wide educational knowledge Develops
valuable study skills note taking, summarizing, extracting info
Collaborative work has social value
24. FOCUSING INQURY Interdisciplinary approach that uses questions
to organize learning Learners become creator of knowledge Process
(investigation) is given more importance than content/concepts
Teachers guide students to discover answers to questions
25. GENERIC COMPETENCY MODEL Identify Integrated competencies
Personal devt Social competence Work skills Subject area
integration Social Studies HELE MAPEH Values Ed Culminating
activity Subject: Makabayan
26. GENERIC COMPETENCY MODEL Subject: Makabayan Topic: Material
and Non Material Culture and their Importance Personal skills
Develop love and appreciation for own culture Social Competence
Working in groups Work Skills Utilization of creative and artistic skills
Culminating Activity: Exhibit (Material and Non-Material Culture)
27. B. TEEP (THIRD ELEMENTARY EDUCATION PROGRAM) Flagship
project of DepEd in response to the Social Reform Agenda Only for
the elementary level
28. B. TEEP Goals: Improved learning achievement Improved
completion rates Access to quality elem. Education Build
institutional capacity of DepEd To manage changes Actively involve
parents, teachers, and community leaders
29. B. TEEP Origin: Funded by World Bank and Japan Bank for
International Cooperation 1996 -2005
30. B. TEEP Input: a. Educational Devt component In-service training
School Improvement and Innovation Facility (funding)
textbook/supplementary materials School kits Equipment
furnitures
31. B. TEEP Input: b. Civil Works Component Classrooms DepEd
administrative office facilities c. Finance/ Admin Component Provide
teachers, DepEd, LGUs with technical assistance to improve
management* EMIS (monitoring and eval fxn)
32. B. TEEP Result: 5,937 classrooms were constructed 17,110
classrooms repair 62, 251 teachers and district supervisors were
trained TEEP schools performance in Eng, Math, Sci, Fil in grades 2, 4
and 6 improved significantly
33. C. SEDIP (SECONDARY EDUCATION IMPROVEMENT AND
DEVELOPMENT PROGRAM) Loan assistance package co- financed by
ADB and JBIC
34. C. SEDIP Project Purposes: Increase student achievement rate
(improve teaching-learning process) Provide instructional support to
teachers Improve teachers knowledge/skills Improve availability of
learning resources Improve physical environment
35. C. SEDIP Project Purposes: Increase participation rate (access to
education) Establish new schools in underserved areas. Establish
program for student retention
36. C. SEDIP Project Purposes: Develop capacity of Division and School
Heads in managing Basic Education Service (Decentralization) Develop
leadership and management capacity at school and division levels
Develop division/school-based INSET program
37. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Implemented
by CMO 30, s, 2004 2 Teacher Education Degrees BEEd aims to
develop elementary school teachers (generalist, preschool, SPED)
BSEd develop HS teachers specialized in one learning area
38. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Competency
Standards for Both Elementary and Highschool Teachers (NCBTS-based)
Domain 1 Social Regard for Learning Teachers action demonstrate
value for learning Demonstrates that learning is of different kinds and
from different sources
39. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 2
Learning Environment Creates an environment that promotes fairness
Makes the classroom environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners behavior
Creates a healthy psychological climate for learning
40. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 3
Diversity of Learners Determines, understands and accepts the
learners diverse background knowledge
41. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 4
Curriculum Demonstrates mastery of the subject Communicates
clear learning goals for the lessons that are appropriate for the learners
Make good use of allotted instructional time Selects teaching
methods, learning activities, and instructional materials Recognizes
general learning processes as well as unique processes of individual
learners Promotes purposive study Demonstrates skills in the use of
ICT in TL
42. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 5
Planning, Assessing, Reporting Develops and utilize creative and
appropriate instructional plan Develops and uses a variety of
appropriate assessment strategies to monitor Monitors regularly and
provides feedback on learners 'understanding Communicates
promptly and clearly to learners, parents and superior about students
progress
43. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 6
Community Linkages Establishes learning environment that respond
to the aspirations of the community
44. D. NEW TEACHER EDUCATION FOR BEEd AND BSEd) Domain 7
Personal Growth and Professional Development Takes pride in the
nobility of a teacher as a profession Build professional links with
colleagues to enrich teaching practice Reflect on the extent of the
attainment of professional development goals
45. Curriculum of the BEEd and BSEd Gen Ed (Foundational) 63 units
Prof. Ed (theoretical) 54 units BEEd 51 units BSEd Content Courses
57 units BEEd 60 units in BSEd Total of 174 units in both
46. E. Ladderized Curriculum for Bachelor of Technical Teacher
Education (BTTE) Designed for students who would like to purse an
education degree Aims to produce graduates who are competent and
ready to assume careers as technology teachers and trainers in
industry-based training centers.
47. Specific Body of Knowledge in BTTE Gen Ed Prof Studies
Specialization component Instructional technology
48. Curricular Models Model A Offered to HS graduates who meets the
admission requirements for college Major subjects are based on the
competency standards of TESDA
49. Curricular Models Model A Provides students exit after 1 or 2 years
with opportunities to continue college Certificate of achievement (for
National Certification) Diploma (4 years; eligible to take LET)
50. Curricular Models Model B Offered to graduates of 2-year Trace
Technical Curr. and 3-year Diploma of Tech. Program in different
specialization
51. Curricular Models Model B Students will have at least a year of
industry experience aside from OJT OJT a requirement to a 4-year
Baccalaureate Degree (BTTE) Prospective teachers in their respective
specialization
52. F. ICeXCELS (Instructional and Curricular Excellence in School
Leadership Management Short course package of the SEAMEO
INNOTECH for school administrators (Elementary and High school) Aim:
to develop instructional and developmental leadership Competency
Framework for Southeast Asian School Heads
53. F. ICeXCELS (Instructional and Curricular Excellence in School
Leadership Management Special Features: Delivery of Instruction Self
instructional Modules Interactive tools Uses 4 As of Adult Learning
(Analysis, Activity, Abstraction, Application) Facilitated by tutors from
partnering institutions and SEAMEO Innotech
54. F. ICeXCELS (Instructional and Curricular Excellence in School
Leadership Management Special Features: Learning Modality
Modules are completed at their own pace 2 modules in a month
Requirements: assignments, reflection paper, action plan
55. F. ICeXCELS (Instructional and Curricular Excellence in School
Leadership Management Special Features: Evaluation System
Qualitative narratives Rating: A Excellent B - Pass C Deficient
Certificate of Completion
56. F. ICeXCELS (Instructional and Curricular Excellence in School
Leadership Management Special Features: Time Table 50 hours (3
unit course)
57. GLOBAL CURRICULAR INNOVATIONS 1. Project Child Computer
helping instruction and learning development Enables one to intensify
curriculum with technology and hands-on learning From Florida State
University
58. GLOBAL CURRICULAR INNOVATIONS Project Child Goals: Modify
school structure and create conducive condition to learning technology
Create work/activities that fosters critical thinking and problem solving
skills Integrate technology in reading, language arts and mathematics)
59. GLOBAL CURRICULAR INNOVATIONS Project Child Structure: 3
classrooms, 3 teachers Stations: Computer station Text book station
Challenging/games station Imagination/creative station
Exploration/hand-on station Teacher station (additional instruction
60. GLOBAL CURRICULAR INNOVATIONS 2. Brain-Based Learning How
the brain works Notable personalities: Marian Diamond Howard
Gardner Thomas Armstrong The human brain learns naturally
61. GLOBAL CURRICULAR INNOVATIONS Brain-based Learning: Provides
a biological framework for teaching and learning Allows teacher to
connect teaching to real life situation
62. GLOBAL CURRICULAR INNOVATIONS Brain-based Learning:
Encompasses education concepts like: Mastery learning Problem-
based learning Cooperative education MI/Learning Styles
Experiential Learning
63. GLOBAL CURRICULAR INNOVATIONS Brain-based Learning (
teaching elements): Orchestrated Immersion (authentic experiences)
Relaxed Alertness Elimination of fear/stress Modification
physical/psychological environment Active processing Consolidation,
internalization of info Teacher prepares stage to connect prior
learning
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