CURRICULUM

INNOVATION
PREPARED BY: CINDY H. VILLAMOR
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 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 intented to
improve the effectiveness and efficiency of the system.
(Henderson 1985).
 MICHAEL FULLAN (1989) IDENTIFIED FOUR
CORE CHANGES IN EDUCATIONAL CONTEXT:

1. forms of regrouping or new grouping (structure)

2. new curriculum materials;
3. changes in some aspects of teaching practices (new
activities, skills, behavior); and
4. a change in beliefs or understanding vis-ά-vis curriculum
and learning.
STANDARD-BASED CURRICULUM

• standard-based curriculum is designed based on content

standards as explicated by experts in the field (Glatthorn et al.
1908)

• Curriculum standards include general statements of knowledge,

skills, and attitudes that students should learn and master as a
result of schooling (Glatthorn et al. 1998; Marzano 1996)
 THREE ASPECTS OF STANDARD-BASED
CURRICULUM:

1. Knowledge or content standards describes what

students should know. These include themes or conceptual
strands that should be nurtured throughout the students’
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.
• Curriculum standards provide more creativity and freedom for
educators to explore various learning opportunities and better forms
of assessing students’ achievement (Morrison 2006).

Literatures offer many reasons or positive benefits for developing

curriculum standards

Curriculum standards provide a structure that allows students to

learn common knowledge, skills, and values. Its gives direction or
framework in designing a course.
 MULTICULTURAL CURRICULUM

• 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 one 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.
 BANKS (1994) IDENTIFIED FIVE
DIMENSIONS:
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, generalization,
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.
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.
THANK YOU!!! 