CHAPTER 5

CURRICULUM DEVELOPMENT REFORMS AND ENHANCEMENT

Module 6: Gearing Up for the Future: Curriculum Reforms

Module Overview:
This module brings you to some curricular development reforms and
enhancements. As the Philippines education braces itself with the ASEAN and the rest
of the world, there is a need to embark on enhancement and reforms in the curriculum.
As a curriculum knower, designer, implementer, and evaluator, substantial knowledge of
some of these reforms is necessary.

Lesson 1: The enhanced Basic Education Act of 2013 (K to 12)

Desired Learning Outcomes:

 Gain comprehensive understanding of the K to 12 Basic Education reform.

Curriculum designers need to enhance the curriculum and propose curricular

innovations to respond to the changing educational landscape in the country as well as
in other parts of the globe. It most necessary that as a future curricularist and a teacher,
you should be familiar with what is happening and will happen in our curriculum. There
is no substitute for being READY and INFORMED.

(Research on the Full details of K-12 Curriculum)

Module 7: Outcomes-Based-Education : Basis for Enhanced Teacher Education
Curriculum

Module Overview:
Outcome-based education (0BE) became the fundamental philosophy of higher
education in the Philippines lately. All curricula including that of teacher education will
be anchored on the concept of OBE in terms of course designing, instructional planning,
teaching and assessing students learning. This module will give you the opportunity to
understand what OBE is all about and relate the same to teacher education curriculum
as future teachers.

Lesson 1: Outcomes-Based Education for Teacher Preparation Curriculum

Desired Learning Outcomes:

 Define what is outcome-based education as this apply to teacher education.
 Analyze the four principles in outcome-based education.
 Describe how teaching and learning relate to OBE.
 Explain how the achieved learning outcomes will be assessed.
 Summarize the prospective teacher’s roles and responsibilities in the
implementation of the Outcome-Based Education

In recent years, there has been an increasing attention on outcomes-based

education for several reasons. These include return of investments and accountability
which are driven by political, economic and educational reasons.

Definition of Outcomes Based Education (OBE)

Among the many advocates of OBE in the early years was W. Spady (1994). He
defined OBE as clearly focusing, and organizing everything in the educational system
around the essential for all the students to do successfully at the end of their learning
experiences. It starts 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 that
learning happens. This definition clearly points to the desired results of education which
is the learning outcomes. This is made up of knowledge, understanding, skills and
attitudes that students should acquire to make them reach their full potential and lead
fulfilling lives as individuals in the community and at work.
 To define and clarify further, answers to the following questions should be
addressed by the teachers.
1. What do we want these students to learn?
2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?
Spady premised that in Outcomes-Based Education;
 All students can learn and succeed, but not at the same time or in the same
way.
 Successful learning promotes even more successful learning.
 Schools and teachers control the conditions that will determine if the
students are successful in school learning.

Four Essential Principles in OBE

In order to comply with the three premises, four essential principles should be
followed in either planning, instruction, teaching and assessing learning.

Principle 1: Clarify of Focus

A clear focus on what teachers want students to learn is the primary
principle in OBE. Teachers should bear in mind, that the outcome of teaching is
learning. To achieve this, teachers and students should have a clear picture in
mind what knowledge, skills, values must be achieved at end of the teaching-
learning process. This is like looking straight ahead so that the target will be
reached.

Principle 2: Designing Backwards

This principle is related to the first. At the beginning of a curriculum
design, the learning outcome has to be clearly defined. What to achieve at the
end of formal schooling is determined as the beginning. Decisions are always
traced back to desired results. This means that planning, implementing
(teaching) and assessing should be connected to the outcomes.

Principle 3: High Expectations

Establishing high expectations, challenging standards of performance will
encourage students to learn better. This is linked to the premise that successful
learning, promotes more successful learning as mentioned by Spady in 1994.
 This parallel to Thorndike’s law of effect, which says that success reinforces
learning, motivates, builds confidence and encourages learners to do better.

Principle 4: Expanded Opportunities

In OBE, all students are expected to excel, hence equal expanded
opportunities should be provided. As advocates of multiple intelligences say,
“every child has a genius in him/herself, hence is capable of doing the best.”
Learners develop inborn potentials if corresponding opportunities and support
are given to nurture.

Teaching- Learning OBE

Teaching is teaching if learners learn. Learning is measured by its outcome.
Whatever approach to teaching is used, the intent should focus on learning rather than
on teaching. Subjects do not exist in isolation, but links between them should be made.
It is important that students learn how to learn, hence a teacher should be innovative.
How then should teaching-learning be done in OBE? Here are some tips:
 Teachers must prepare students adequately. This can be done if the
teachers know what they want the students to learn and what learning
outcomes to achieve. Prerequisite knowledge is important, thus a review
is necessary at the start of a lesson.

 Teachers must create a positive learning environment. Students should

feel that regardless of individual uniqueness, the teacher is always there
to help. Teacher and student relationship is very important. The classroom
atmosphere should provide respect for diverse kind of learners.

 Teachers must help their students to understand, what they have to learn,
why they should learn it (what use it will be now and in the future) and how
will they know that they have learned.

 Teachers must use a variety of teaching methods. The most appropriate

strategy should be used taking into account the learning outcome teachers
want the students to achieve. Also to consider are the contents, the
characteristics of the students, the resources available and the teaching
skill of the teacher. Even if OBE is learning-centered, sometimes more
direct, time-tested methods of teaching will be appropriate.

 Teachers must provide students with enough opportunities to use the new
knowledge and skills that they gain. When students do this, they can
explore with the new learning, correct errors and adjust their thinking.
 Application of learning is encouraged rather than mere accumulation of
these.

 Teacher must help students to bring each learning to a personal closure

that will make them aware of what they learned.

Here are additional key points in teaching-learning in OBE which show the
shifts from a traditional to an OBE view.

From Traditional View To OBE View

Instruction Learning

Inputs and Resources Learning Outcomes

Knowledge is transferred by the Knowledge already exists in the

teacher. minds of the learners
Teacher is dispenses knowledge Teachers are designers of methods

Teachers and students are Teacher and students work in teams

independent and in isolation

Assessment of Learning Outcomes in OBE

Assessment in OBE should also be guided by the four principles of OBE which
are clarity of focus, designing backwards, high expectations and expanded opportunity.
It should contribute to the objective of improving student’s learning. Since in OBE, there
is a need first to establish a clear vision of what the students are expected to learn
(desired learning outcome),then assessment becomes an embedded part of the system.
To be useful in OBE system, assessment should be guided by the following
principles:
1. Assessment procedure should be valid. Procedure and tools should actually
assess what one intends to test.
2. Assessment procedure should be reliable. The results should be consistent.
3. Assessment procedure should be fair. Cultural background and other factors
should not influence assessment procedure.
4. Assessment should reflect the knowledge and skills that are important to the
students.
5. Assessment should tell both the teachers and students how students are
progressing.
6. Assessment should support every student’s opportunity to learn things that
are important
7. Assessment should allow individually or uniqueness to be demonstrated.
 8. Assessment should be comprehensive to cover a wide range of learning
outcomes.

Learner’s Responsibility for Learning

In OBE, students are responsible for their own learning and progress. Nobody
can learn for the learner. It is only the learner himself/herself who can drive himself to
learn, thus learning is a personal matter. Teachers can only facilitate that learning,
define the learning outcomes to be achieved, and assist the students to achieve those
outcomes. Students have the bigger responsibility to achieve those outcomes. In this
way, they will be able to know whether they are learning or not.
One of the great benefits of outcomes-based education is that it makes students
aware of what they should be learning, why they are learning it, what they are actually
leaning, and what they should do when they are learning. All of these will conclude with
the achieved learning outcomes.
In terms of students’ perspectives there are common questions that will guide
them as they learn under the OBE Curriculum framework. To guide the students in OBE
learning, they should ask themselves the following questions.
As a student,
1. What do I have to learn?
2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning, what I should be learning?
5. Will I have any say in what I learn?
6. How will I be assessed?
Lesson 2: Enhanced Teacher Education Curriculum Anchored on Outcome-Based
Education

Desired Learning Outcomes:

 Identify the desired outcomes in terms of competencies of the new teacher

education curricula.
 Be familiar with the degree programs, the contents, the delivery modes and the
assessments in the new teacher education program.
 Analyze the new teacher education curricula in the context of outcome-based
education.
 Reflect on the pre-service teacher’s preparation to become highly qualified
global teachers.

As a teacher education curriculum initiatives gear towards globalizations,

contextualization, indigenization and other reforms or enhancements, a lot of
harmonization is being done by educators, curriculum specialists, faculty, teachers,
students and all stakeholders. Outcomes-Based Education as a philosophy, system and
classroom practice gives a very strong signal in the reconceptualization of the teacher
education curriculum.

Let us learn how a teacher education curriculum embraces the philosophy,

system and classroom practice of OBE.

Teacher Education Curriculum Anchored on OBE

How do the current teacher education curricula anchor on the outcome-based
education? What are the features and competencies that each future teacher master?
How will these competencies enhance the attributes of the teacher education
graduates?
This module will attempt to answer the questions.

Competencies of Quality Teachers as Mandated by the Teacher Education

Program Outcomes (CMO 74-82, s.2017)
All teacher education degree programs as mandated by the Commission on
Higher Education (CHED) will produce teachers who show evidence of the following
achieved outcomes after four years of schooling and earned a degree.
 Outcome 1: Demonstrated basic and higher levels of literacy for teaching and
learning
Outcome 2: Demonstrated deep and principled understanding of the teaching
and learning process
Outcome 3: Mastered and applied the subject matter content and pedagogical
principles appropriate for teaching and learning
Outcome 4: Applied a wide range of teaching related skills in curriculum
development, instructional material production, learning
assessment and teaching delivery
Outcome 5: Articulated and applied clear understanding of how educational
processes relate to political, historical, social and cultural contexts.
Outcome 6: Facilitated learning in various classroom setting, diverse learners
coming from different cultural backgrounds.
Outcome 7: Experienced direct field and clinical activities in the teaching milieu
as an observer, teaching assistant or practice teacher
Outcome 8: Created and innovated alternative teaching approaches to improve
student learning
Outcome 9: Practiced professional and ethical standards for teacher anchored
for both local and global perspectives
Outcome 10: Pursued continuously lifelong learning for personal and
professional growth as teachers

Which of the outcomes are you developing in the subjects you are taking or have
developed in the previous subjects that you took?
These outcomes are set at the beginning of your degree plan. You must put
these to heart, so as you go along, you will be able to master these in four years and
will be ready to be employed after you get your teachers’ license.
Following the principles of OBE, this refers to Principle 1. Clarity of Focus and
Principle 2. Designing Backwards. Refer to your Module The Four Essential Principles
in OBE.

Competencies of Quality Teachers as Mandated by the Department of Education

Order No. 42, s. 2017 Philippines Professional Standards for Teachers (PPST)
Aside from the quality teacher outcomes of CHED, the Department of Education
(DepEd) released a set of teacher competencies that are necessary for teachers who
will be teaching in basic education. We shall focus first on the Beginning Teachers
Competencies for Career Stage Level 1. Beginning Teachers are newly employed
teachers who are mostly fresh graduates from college. As a beginning teacher, you
must possess competencies that will enable you to be ready to be employed. These
competencies will strengthen those that you have mastered already in your degree
course.
PPST Domains with clusters of competencies are:
Domain 1: Competencies on Content Knowledge and Pedagogy
Domain 2: Competencies on the Learning Environment
Domain 3: Competencies on Diversity of Learners
Domain 4: Competencies on Curriculum and Planning
Domain 5: Competencies on Assessment and Reporting
Domain 6: Competencies on Community Linkages and Professional
Engagement
Domain 7: Competencies on Personal Growth and Professional

Note: Refer to DO 42, s.2017 for details

Competency Framework for Teachers in SouthEast Asia (CFT-SEA)

To be at par with other teachers in the ASEAN, it would be important that

you should also know about the competencies required to enable you to teach
among ASEAN countries.

These competencies are:

1. Knowing and understanding what to teach;

2. Helping students to learn;
3. Engaging the community; and
4. Becoming a better teacher.

But above all the three standards competencies, you should take note of
the Philippine Qualifications Framework, which was discussed earlier. But to give
emphasis, lets us bring the concept back to this section.

Philippine Qualifications Framework (PQF Level 6 for Bachelor’s Degree)

PQF 6 Level of Outcomes PQF 6 Descriptors of Outcomes

Knowledge, Skills and Values Graduates posses a broad level of
coherent knowledge and skills in their field
of study for professional work (teaching)
 and lifelong learning.
Application (of Knowledge, Skills and Application of professional work (teaching)
Values in a broad range of discipline and/or for
further studies.
Degree of Independence (in work place) Independent (as a teacher) and/or in terms
for related field.

The New Teacher Education Curricula

The New Features of the Teacher Education Curricula

After considering local and global conditions, the Commission on Higher

Education approved through a Commission Memorandum Order – Program Standards
and Guidelines (CMO-PSG) the offering of the new teacher education degrees to
prepare teachers in basic education. The degree programs are anchored on the
principles of OBE, the PQF framework, the K to 12 Curricula for Basic Education and
the General Education Courses for College Degrees.

To address the needed teacher quality for the 21 st, the different degree programs
will produce future ready teachers in basic education. New and enhanced courses are
included in the curriculum.

Here are some new features:

 All future teachers will be trained on how to us technologies for teaching and
learning. (Courses: Technology for Teaching and Learning 1 and 2)
 All future teachers will enhance skills in assessment of learning outcomes.
(Courses: Assessment 1 and 2)
 Experiential Learning Courses will be more focused on the application of theory
to practice in varied contexts. (Courses: Field Study 1, Field Study 2 and
Teaching Internship)
 All future teachers in the elementary level will be prepared to teach all subject
areas including Good Manners and Right Conduct and the Mother Tongue.
 There are two degree programs that prepare teachers to teach both in the
elementary and secondary levels. (Degrees: Bachelor of Physical Education
(BPEd), Bachelor of Technical Vocational Teacher Education (BTVTEd).
 A new degree is offered for the teaching of Culture and Arts (Bachelor of Culture
and Arts Education).
 Two straight degree programs which were formerly the specialization in BEEd
before are offered now to prepare teachers who will teach early childhood
education and special education. (Course: Bachelor in Early Childhood
Education and Bachelor in Special Education).
 All other original courses will be enhanced.
 CMO Number s. 2017 Title of Degrees
CMO 74 s. 2017 BEED-Bachelor of Elementary Education
CMO 75 s. 2017 BSEd-Bachelor of Secondary Education with majors
in English, Mathematics, Science, Filipino, Social
Studies, Values Education
CMO 76 s. 2017 BECEd-Bachelor of Early Childhood Education
CMO 77 s. 2017 BSNEd-Bachelor of Special Needs Education
CMO 78 s. 2017 BTLEd-Bachelor of Technology and Livelihood
Education
CMO 79 s. 2017 BTVTEd-Bachelor of Technical-Vocational Teacher
Education
CMO 80 s. 2017 BPEd-Bachelor of Physical Education
CMO 81 s. 2017 BSESS-Bachelor of Science in Exercise and Sports
Sciences *(not for teaching degree)
CMO 82 s. 2017 BACAEd-Bacg=helor of Culture and Arts Education
CMO 83 s. 2017 PB-DALS-Post-Baccalaureate Diploma in Alternative
Learning System

All of the above degree programs except BSESS adhere to the common program
outcomes stated earlier to be achieved during the college preparation of pre-service
teachers. Also embodied in the intended program outcomes are those of the PPST for
Beginning Teachers and other Teacher Standards.

Course Contents to Achieve the Outcomes

What contents should be taught to prepare prospective teachers in their future

jobs? Course contents are means to an end of achieving the outcomes. These are
theories, principle, generalization, concepts and ideas.
There are three major clusters of subjects or courses which provide the contents
of the contents of the degree programs.
Cluster 1: Professional Education Courses – These are courses that are
common to all degrees which will provide a rock or foundation of
becoming a teacher. The course titles are as follows:

A. Foundation/Theories and Concepts – These cluster provides foundations

(Philosophy, Psychology, History, Sociology)
 The Child and Adolescent Learning Principles
 The Teaching Profession
 The Teacher and the Community, School Culture and Organizational
Leadership
 Foundations of Special and Inclusive Education
 B. Pedagogical Content Knowledge – The subjects will provide foundation,
theory and practice in the different aspects of teaching.
 Facilitating Learner-Centered Teaching and Learning
 Assessment in Learning 1
 Assessment in Learning 2
 Technology for Teaching and Learning 1
 The Teacher and the School Curriculum
 Building and Enhancing New Literacies Across the Curriculum

C. Experiential Learning Courses – These are subjects that bring together theory
and practice.
 Field Study 1 – Observations of Teaching and Learning in Actual
School Environment
 Field Study 2 – Participation and Teaching Assistanship
 Teaching Internship

Cluster 2: Major Courses

Major subjects are listed for every degree program as attached in the
CMO

Cluster 3: Electives
Any additional subjects in other degree programs for teacher education
can be offered as electives.

Pedagogical Approaches to Deliver the Content and Achieve the Outcomes

The uniqueness of teaching future teachers is that the delivery of strategy and
methods come in two layers. The first layer, will enable learner who are college students
to desired learning outcome of the lesson and the second layer is the find a strategy
that will teach the content in the future work place which is the basic education. In other
word the pedagogy utilized should be “teaching how to learn”.
The delivery modes may vary from the three modes or a combination of the
three.
 Face-to-Face (F2F) - a traditional delivery mode where the teacher and the
students are physically present to hold classes in a designed place. One class
can be taken as a whole group or small groups at one setting. The different
strategies maybe utilized appropriate to the students grouping.
 Distance Learning or Remote Learning – on line or printed module. Distance
learning is a delivery mode where the students and teachers are not physically
presnt in one designated place or classroom. For the on-line the teacher is
stationed in a control hub while the students are connected to the hub. Classes
are either synchronous or asynchronous. On the other hand, distance learning
using a printed module utilizes hard bound materials in printed form, where
detailed instructions by the teacher will be followed by the learner. Knowledge
 and skill on-technology is required for the first while the second one requires
independent learners.

 Blended Learning or Flexible Learning – This is a combination of the F2F and the
Distance learning. The whole curse will be using the two delivery modes and
should be reflected in the curriculum syllabi.

 Experiential Learning (Lifelong learning) – Following the theory of learning by

doing, experiential learning approach allows the learners to experience learning
first hand. Sometimes it is also called immersion, apprenticeship or practicum.

Assessment in Learning to Provide Evidences for the Achieved Learning

Outcomes
The new teacher education curricula utilize multiple assessment methods in and
of learning. Since assessment is used to determine the progress of learning (formative)
and the mastery of learning (summative), multiple ways of doing it is necessary. Thus
two courses about assessment are included in the new teacher curricula for all the
degree programs. These are the Assessment in Teaching 1 and Assessment in
Teaching 2.
Traditional assessment theories, principles and tools are taken in Assessment in
Teaching 1 and Authentic and technology aided assessment is taken in the course
Assessment in Teaching 2.
In the new teacher education curricula the Desired Learning Outcomes, the
Contents, the Teaching Delivery and the Assessment should be constructively aligned
and interacting as in the figure below.

 Assessment
 Desired  Content For

 Methods 
P
Assessment Of

I
Outcomes
E

Figure 5 – Constructive Alignment of Desired Outcome, Content and Methods and

Assessment
In curriculum, PLANNING includes the formulation of the desired outcome for
course or lesson, then this should be aligned with appropriate Content and Methods in
the IMPLEMENTATION and finally EVALUATION which will determine whether the
Desired Outcomes have been achieved.
Module 8: Curricular Landscape in the 21st Century Classrooms

Module Overview:

A dramatic technological revolution ushered the 21 st century. We live in a society

that has become diverse, globalized, complex and media-saturated. Current education
breaks the mold that we know of the past. It has to be flexible, creative, challenging and
complex. This module makes students aware of the current landscape in curriculum and
the skills that the curriculum have to develop.

Lesson 1: The 21st Century Curricular Landscape in the Classrooms

Desired Learning Outcomes:

 Describe the curricular landscape of the 21st century.

 Identify the 21st century skills to be developed in the curriculum.

The world has shrunk because of technology. Classrooms have become virtual and
global. Current students are facing emerging issues like global warming, poverty, health
issues, war, population growth and many more. What would all of these require?

Emerging Curricula of the 21st Century Learners

How does the curriculum for the 21 st century look like? What are the emerging
factors and conditions that will shape the curriculum of the century?

Discussion in various for here and abroad revolve along the different issues.

 Globalization of economies and independence on international markets

 Increased concerns and actions about environmental degradation, water
and energy shortages, global warming, pandemic (HIV, Ebola, etc)
 Nations competing for power block thus generating conflict but gives
opportunities to build alliances and cooperation
 Increased global migration and opportunities for working overseas
 Science and technological revolution
 Knowledge economy as a generator of wealth and jobs

All of these issued need a curriculum that will address global solutions to
environmental problems, environmental sustainability, cultural diversity, global conflicts,
technology revolution, and science breakthrough.

Thus, an integrative approach to curriculum to curriculum is absolutely

necessary. There should be unity in core academic subjects where life and career skills
are included. Curriculum includes interdisciplinary themes, development of essential
skills for modern pedagogies and technologies.
 The curriculum incorporates higher order thinking skills, multiple intelligences,
technology and multi-media and multiple literacies of the 21 st century skills. The 21 st
century curriculum includes innovation skills, information and media and ICT literacy.

The curriculum for this century should inspire and challenge both the teacher and
the learner. These are some of the characteristics of this curriculum. It is a curriculum
that...

 provides appropriate knowledge, skills and values to face the future.

 is based on knowledge drawn from research.
 is a product of consultative, collaborative development process.
 supports excellence and equity for all learners.

Need to Develop 21st Century Skills of Learners in the Curriculum

What are the skills needed by 21 st century learners in order to cope with the
curriculum? Will the curriculum likewise develop these skills, too? According to the
Singapore Ministry of Education, such clusters of the competencies are seen in the
matrix below:

Cluster of Skills for the 21st Century Specific Descriptors

Learning and Innovation Skills Critical Thinking and Problem Solving

Creativity and Innovation
Oral and Written Communication

Knowledge, Information, Media and Content Mastery

Technology Literacy Skills Information Literacy
Media Literacy
ICT Literacy

Life Skills Flexibility and Adaptability

Initiative and Self Direction
Teamwork and Collaboration
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility

Citizenship Skills Valuing of Diversity

Global Awareness
Environmental Awareness
Values, Ethics and Professionalism
 On the other hand, Howard Gardner (2006) from his book five Minds of the
Future, sees that the five frames of thinking which would help in the development of
thinking skills. Each frame of thinking is attributed to the type of mind the learner has to
use in order to survive the future.
The Five Frames of Thinking

Five Frames of Thinking Descriptions

The Disciplined Mind Makes use of the ways of thinking

necessary for major scholarly work and
profession.

The Synthesizing Mind Selects crucial information from the

voluminous amounts available, processing
such information in ways that make sense
to self and others.

The Creating Mind Goes beyond existing knowledge. Posse

new questions, offers new solutions.

The Respectful Mind Sympathetically and constructively adjusts

to individual differences.

The Ethical Mind Considers one’s role as citizen

consistently and strives toward good work
and good citizenship.

Lastly, Tony Wagner in his book The Global Achievement Gap mentioned the
seven survival skills for the 21st century curriculum.

1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading by Influence
3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effectiveness Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Lesson 2: Education 4.0 in the School Curriculum

Desired Learning Outcomes:

 Explain what Education 4.0 in the school curriculum.

 Discuss ways of implementing Education 4.0.
 Watch TED X Talks on Education 4.0 then as a group discuss your answers to
the following questions:
1. What is Education 4.0?
2. What learning outcomes are expected to be realized in Education
3. Which skills must students be taught?
4. Which should be the points of emphasis in the curriculum to align to
Education 4.0?
5. Which current curricular practices, particularly in teaching and assessing
methods and techniques, must be modified to respond to the demands of
the times?

Industrial Revolution 4.0 (JR) and Education 4.0

Education 4.0 is a response to Industrial Revolution 4.0 or IR 4.0. What is IR 4.0?

This is the Fourth Industrial Revolution. Obviously, the Fourth Industrial Revolution
came after a First, Second and Third Industrial Revolution which are referred to as IR
1.0, IR 2.0 and IR 3.0, respectively.

In the first place, you may ask what Industrial Revolution is all about. Schwab,
the founder and executive chairman of the World Economic Forum, the International
Organization for Public-Private Cooperation, describes an industrial revolution as the
appearance of technologies and novel ways of perceiving the world [that] trigger a
profound change, in economic and social structures."

IR 1.0 was the invention of the steam engine. With the steam engine, human
labor was replaced by the machine. Many laborers lost their jobs because machines
did their jobs even more efficiently.

IR 2.0 was the age of science and mass production. Things started to speed up
with the discovery of' electricity. There were a number of key inventions –gasoline
engines, airplanes, and chemical fertilizer. Advancements in science weren’t limited to
the laboratory. Scientific principles were brought right into the factories, the most
notable of which is the assembly line. which effectively powered mass production,
Recall here Henry Ford’s company where by the early part of the 20 th century mass
produced cars with gasoline engine built on an assembly line.
IR 3.0 is the digital revolution. We moved from analog electronic and
mechanical devices to digital technology which dramatically disrupted industries,
especially global communications. We are now enjoying the blessings of digital
revolution- computers. cellphones. We used to tune in our television with an antenna
(analog). This is now replaced by an Internet-connected tablet that lets you stream
movies (digital).
IR 4.0 is computers connected to computers. It is interconnectivity. It's the Internet of
Things (IoT), Artificial Intelligence. In IR4.0 we have robots, driverless cars, genetic
sequencing and editing, miniaturized sensors, and 3D printing, to name some. We get
digitally connected to one another across the globe. We can know anything, anytime,
anywhere. Global community connects everything, everywhere always - the INTERNET
of Everything. Stem cell curing becomes obsolete. With genetic sequencing and editing,
we can now remove the sickness.

Education 4.0

With all these profound changes brought about by IR 4.0, how should education
be? What and how should schools teach? What should curriculum consist of? What
should curriculum focus on? The answer or answers to these questions are actually
what Education 4.0 means. In other words, Education 4.0 is the response of the
education sector to all the changes brought about by IR 4.0.
Schools have no choice but to respond to the dramatic brought about by IR 4.0, if
they have to be relevant. Higher education institutions cannot ignore these
developments or else become irrelevant. To be relevant, schools should consider some
statistics:

 80% of the skills trained in the last 50 years can now be outperformed by
machines
 65% of children who entered in 2018 will work in a job that have not been
invented yet
 49% of current jobs have the potential for machine replacement
(Statistics, Whelsh, 2018)

With the efficiency of machines, routinized jobs can be done by machines with
greater efficiency than laborers. So human laborers must be taught how to use the
machines at their advantage. But machineslack important human characteristics such
as creativity, flexibility, compassion and empathy. School curricula then should focus
on the development of these innately human characteristics of creativity, flexibility,
compassion and empathy. Actually these human characteristics, form part of the 10
skills demanded by IR 4.0 enumerated by the World Economic Forum Report as
follows:

 Complex Problem Solving

 Critical Thinking
 Creativity
 People Management
 Coordinating with Others
 Emotional Intelligence
 Judgment and Decision- making
  Service Orientation
 Negotiation
 Cognitive Flexibility
(Source: World Economic Forum Report)

Education 4.0 must intentionally and formally include program outcomes, course
outcomes and learning outcomes that are focused on the development of the 10 skills
for success in IR 4.0. School curricula should develop a new generation that is
analytical in their way of thinking and is continuously adaptable to new skills and new
roles.
Course content must necessarily, purposively (not incidental teaching) include or
integrate these 10 skills. They must be taught to welcome machines and other features
brought by IR 4.0. Learners should be taught that Al can enhance' or optimize creativity
but cannot create Al is a great creative tool for scientists, artists, musicians and writers.
Learners must therefore be taught how to use machines with their unprecedented
processing power, storage capacity and their unlimited access to knowledge. Learners
must be made to understand that Artificial Intelligence (Al) can't replace workers in
creative jobs but can do the routine jobs at the service of humans.
Teaching methods, strategies and activities must be such that these top skills for
success in IR 4.0 must be developed. Problem-based learning (PBL), Project-based
learning (PrBL), service learning, immersion, shadowing, internship are expected
regular features of teaching-learning methods and strategies.
Modes of teaching shall be flexible. With knowledge anywhere, anytime; lesson
delivery can be flexible. We can have flipped classrooms where students are given the
problems or questions in class and they go out to search for the answers to the
problems or questions then come back to share their answers. One can combine face-
to-face instruction with on-line learning.
Assessment of learning will not be limited to paper-and-pencil test. The
assessment of knowledge, skills and values is done through more authentic modes of
assessment.

LESSON 3:Curricular Modification in Basic Education During and Post-Pandemic

Desired Learning Outcomes:

 Explain curriculum changes introduced in basic education to address

learning-related problems brought about by the pandemic.

Identify the different modes of teaching delivery during and post Covid 19
pandemic.
 Read the following statements and relate them to curriculum-related actions
taken by schools to prevent the disruption of learning even as classrooms are
disrupted.
"Less is more".
"Avoid inch-deep-and mile-wide teaching."
"I cannot see the trees because of the forest."

The statements above suggest trimming down curriculum to' the most essential for
effective learning. When curriculum is focused on essentials, the inch-deep-mile-wide
teaching approach is avoided. Teacher teaches the most essential to a point of mastery.
Thus, less becomes more. There is less to teach because of the focus on the most
essential and as a consequence, learners master the lesson.
In this period of COVID 19 crisis, the Department of Educatio n came up with its Most
Essential Learning Competencies (MELCS).

The Most Essential Learning Competencies (MELCS)

A part of this Basic Education Learning Continuity Plan (BE-LCP) is the 60%
reduction of learning competencies found in the K to 12 Curriculum Guide from 14,171
competencies listed in the K to12 Curriculum Guide to 5,689 Most Essential Learning
Competencies(MELCs).

One common problem that teachers meet is an overcrowded curriculum. There is

so much to cover that teachers tend to do mile-wide-inch deep teaching. The reduction
of the number of competencies may lead to more focused teaching. Teaching should
focus on essentials. "...The key to success is doing less” (The Wall Street Journal,
2018). Make teaching simple. American executive, designer, technologist John Maeda
(2006), says “…the first principle to of the simplicity is reduce.” The reduction of the
learning competencies to the most essential is a thing surely welcomed by both
teachers and students.

Various Curriculum Delivery Modes

Obviously, with the unseen threat called COVID 19 virus and for the health,
safety and welfare of all learners, teachers and personnel, face-to-face instruction is a
remote possibility in the immediate future until a vaccine is made available. Meantime,
classes have to go on. The Show must go on. This time not in the usual brick-and-
mortar classrooms, the traditional in-classroom set-up, but in the learners' homes and
the virtual classrooms.
 Delivery mode is contextualized in the DepEd's Learning Continuity Plan. Since
schools and communities are differently situated, the choice of the learning delivery
modality of schools will depend on the local COVID-19 situation as well as access to
certain learning platforms.

The various curriculum delivery modes include: 1) Online learning, 2)

Alternative Delivery Mode, 3) Distance Learning, 4) Homeschooling, and 5)
Alternative Learning System.

The DepEd explains that online learning is only one of the delivery modes among
all others in this new learning environment. The DepEd directed its field units to
determine the most appropriate combinations or strategies of learning delivery for every
locality taking equity concerns into consideration. It is wise that schools consider valid
concerns related to online learning raised by stakeholders. Most of these concerns are
connectivity and accessibility, lack of or poor internet connection in schools, access for
teachers and students, availability of equipment such as computers, smart phones, and
printers for both teachers and students.

Alternative delivery mode (ADM) refers to the non-traditional education

program recognized by the Department of Education (DepEd) which applies a flexible
learning philosophy and a curricular delivery Program that includes non-formal and
informal sources of knowledge and skills.

Three (3) accredited ADMs are I) Modified In-School and Off-School Approach
(MISOSA); 2) Enhanced Instructional Management by parents, community, a Teachers
(e-IMPACT) for primary education.

This alternative modality was developed to address the problems of seasonal

absentee learners and congested classrooms in schools.

Distance learning modes of education include delivery of educational content

online, digitally or through radio and television. There used to be "School-on-the Air". In
this Covid 19 crisis, the Philippine government offered government-run television and
radio stations as platforms for delivering lesson.
Homeschooling is another flexible learning option recognized by DepEd. In
fact, this is not only a stop-gap solution in times of crisis. Based on the policy
guidelines released by DepEd, homeschooling provides learners with access to formal
education while staying in an out of-school environment. It is meant for learners in
unique circumstances, such as illness, frequent travel, special education needs and
other similar contexts. Authorized parents, guardians or tutors take the place of
teachers as learning facilitators and are given flexibility in learning delivery, scheduling,
assessment and curation of learning resources.
 To enroll children in a homeschool program, parents or guardians should do so
through a public school, through a private school that had been given a permit to offer a
homeschool program or through homeschool providers, which are learning centers or
institutions that provide homeschooling.

Homeschooling is not the same as home-based schoolmg. •It is much more than
using the home as a setting for schooling.

Alternative Learning System or ALS is a "parallel learning system in the

Philippines that provides a practical option to the existing formal instruction. When one
does not have or cannot access formal education in schools, ALS is an alternate or
substitute. ALS includes both the non-formal and informal sources of knowledge and
skills."

There are two major programs on ALS that are being implemented by the
Department of Education, through the Bureau of Alternative Learning System (BALS),
one is the Basic Literacy Program and the other is the Continuing Education Program
Accreditation and Equivalency (A&E). Both programs are modular and flexible. This
means that learning can take place anytime and anyplace, depending on the
convenience and availability of the learners.

LESSON 4: Curriculum Response of Higher Education for Teacher Education

Amid the Pandemic and Beyond

Desired Learning Outcomes:

 Identify the implications of the occurrence of COVID 19 pandemic to teacher

education curriculum.
 Propose adjustments to the curriculum during a pandemic.
 Identify ways and means to address the curriculum vis-a-vis the situation that
prevails during the pandemic.
The post-CO VID 19 global health crisis has resulted to unprecedented
challenges economically, socially, politically all over the world. More than just a health
crisis, it has resulted to an educational crisis. When lockdown and enhanced
community quarantines were declared across the world and in the Philippines,
educational institutions were unprepared on how to establish academic continuity
since students cannot anymore report to the university. Continuing the academic
engagement has been a challenge for teachers and students. To ensure continuity in
learning, higher education institutions resorted to online learning. However, the shift to
online mode of delivery has caused problems in terms of access and connectivity.
Further analysis reveals that the difficulty in shifting to online modality is the
unpreparedness of teachers to shift to flexible modality as the syllabus and learning
activities are geared towards traditional face-to-face delivery.

The post COVID scenario may be changed because the vaccine is already
available. However, social distancing will still have to be observed even when
quarantines are lifted. Gathering of large crowds would still be discouraged. Traditional
classroom face-to-face delivery will pose a risk for contamination. In other words, the
new normal will soon pervade in the areas of business, commerce, industry and
education. Thus, universities and educational institutions have to prepare for, thenew
normal in teaching delivery and ensure academic continuity amid beyond the pandemic.

One emerging concern the pandemic is the provision for flexible learning
modality to mitigate the risk of a face-to-face interaction. With the shift to flexible
teaching and learning modality is the provision for flexible curriculum. Do curricular
programs need to be changed to support the trajectory towards flexible teaching and
learning? In the Philippines, the standard written curricula are anchored on the
programs, standards and guidelines (PSGs) of the different disciplines as
recommended by the Commission on Higher Education (CHED). Do we need to modify
the current curricula to make them flexible and resilient?

Teacher Education Curriculum Response to the COVID 19 Pandemic and

Beyond

A. Curriculum Modification
Curriculum modification is the process of making adjustments to
existing programs in higher education, specificallyteacher education in
order to respond to the needs of the learners amid and post pandemic.

1. Focusing on the Essentials: Mapping the Needed and Enduring

Outcomes in the Recommended and Written curriculum

The challenge during the pandemic is how to create a balance between

relevant basic competencies for the students to acquire and the teachers' desire
to achieve the entire outcomes of the curriculum. To solve this challenge, the
teacher needs to revisit the existing curriculum and analyze the outcomes of the
program or course, The mapping of the course outcomes should be done to
determine the needed and the enduring outcomes and which outcomes should be
emphasized. Needed outcomes are the desired knowledge, skills and values that
are required to learn higher concepts. They are defined as competencies that
learners need for continuation to subsequent level of concept. They are
considered as prerequisite competencies. On the other hand, enduring outcomes
are competencies that are necessary not just for succeeding in a certain topic but
are useful beyond a single unit or study. They are knowledge, skills and values
 that have overarching applicability in real-life situations. In curriculum
modification, enduring outcomes can be given emphasis. Identifying and mapping
the needed and enduring outcomes can also shed light on overlapping so, the
teacher can decide which competency would be retained or merged.

Here are two examples of outcomes taken from the sample syllabus in
appreciation, a course in the general education curriculum in higher education.

Box A. Existing Statement of Box B. Modified Statement of

Outcomes in a Syllabus
At the end of the 3-unit course, the
students should be able to:
1. Mount an art exhibit (concept
development, post production,
production marketing,
documentation, critiquing)
2. Create their own works of art and
curate their own production of
exhibit.
Outcome to Cover the Essential
At the end of the 3-unit course, the
students should be able to:
1. Create their own work of art or
through virtual exhibit.
(In this way there is only one
outcome instead of two)

The outcomes in Box A and Box B are all essential However in Box A,
there are two statements and in Box B, the two are merged into one essential
and enduring outcome.

Here is another example of unit outcomes for the course Purposive

Communication, in the general education curriculum. The two current
outcomes will be merged only into one outcome to address the essentials

Box A: Current Unit Outcome for Box B: Modified Statement of Outcome

Purposive Education
1. 1. Determine culturally appropriate terms,
expressions, and images
(sensitivity to gender, race, class, etc)
(needed outcome)
as Essential
1. Use culturally and interculturally
appropriate terms, expressions and
images in communication of ideas.

2. Determine cultural and intercultural

 awareness and sensitivity in
communication of ideas. (needed
outcome)

The two examples show how learning outcomes can be reduced during the times
of pandemic by putting two together into one as an essential. These examples can also
be applied to learning outcomes in teacher education.

2. Rearranging of the College Course Offerings

Another way of modifying the curriculum during the pandemic is to rearrange the
course offerings. For example, the theories and concepts courses that can be delivered
online may be offered in the first two years while face-to-face delivery is not yet possible
due to risk of infection. The laboratory-based, field study and practicum courses can be
offered later when face-to-face modality is already feasible.

3. Offering of Elective or Cognate Courses that Relate to the Pandemic

In the global health crisis, it is imperative that the curriculum be adjusted by

offering courses that are needed to survive and thrive amidst the challenges of the
pandemic. Some of the proposed elective courses that are deemed essential especially
in the teacher education programs are the following:
 Change Management
 Disaster Risk Management
 Flexible Learning and 'Teaching Strategies
 Resilient Education
 Alternative Assessment
 Remote Teaching
 Health and Mental Wellness
 Instructional Materials Development for Blended Instruction
 Active Learning Principles and Practices
 Psycho-Social Support during Crisis

4. Modifying the taught curriculum

Another way of modifying the curriculum and ensuring learning continuity
during the pandemic is the implementation of multiple learning delivery
modalities. Considering that face-to-face modality is not feasible, teachers may
consider flexible distant learning options like correspondence teaching, module
based learning, project-based, and television broadcast. For learners with internet
connectivity, computer-assisted instruction, synchronous online learning,
 asynchronous online learning, collaborative e-learning maybe considered. Details
of the delivery modification will be given emphasis later.

5. Modifying the assessed curriculum

Adjustments on the assessment measures can also be considered amid the

pandemic. There is a need to limit requirementsand focus on the major essential
projects that measure the enduring learning outcomes like case scenarios, problem-
based activities and capstone projects.Authentic assessments have to be intensified to
ensure that competencies are acquired by the learners. In the process of modifying the
curriculum amid the pandemic, it must be remembered that and evaluation tasks must
be anchored on what the learners need including their safety and well-being.

B. Curriculum Considerations

1. The Context or Teaching and Learning

Since the World Health Organization (WHO) has declared a pandemic

time in March, 2020 everything has changed, including people's way of life. The
havoc that Covid 19 has brought in reclaiming than million lives (and still
counting) is unprecedented in human history. Education as a human right has to
continue despite (his pandemic, thus curriculum delivery appropriate to context
should be given a more serious thought by educators and teachers.

The Context

Based on the initial scientific studies, CO VID 19 is a rare disease which is

caused by a new virus. By the nature of the virus, the WHO issued fundamental
guidelines for everybody to follow to avoid its contamination and transmission. These
are:
l. Wash hands frequently with soap and water. Avoid touching the eyes, nose and
mouth with unwashed hands.
2. Wear face mask. This will provide a personal protection that no droplets due to
coughing or talking of a transmitter will be passed on to another person.
3. Keep distance. Social distancing or keeping away from another person at least
one meter away will break the circuit of transmission.
4. Practice health etiquette. When coughing, cover mouth or cough on your
sleeves, not on the person in front of you.
5. Do exercise. Physical exercise whether indoor or outdoor when allowed is
recommended.
 6. Eat healthy food that will build the immune system.

In short, the general health protocols to be followed include the following:

STAY at KEEP WASH WEAR FACE

HOME DISTANCE HANDS MASK

With the fundamental rules given above, face-to-face classes are almost
impossible. Thus the usual classroom scenario can never be the same during this time.
Schools are open, but faculty and students are not allowed to report physically to work
at the height of pandemic, although the protocols are calibrated as the days go on. The
current education and perhaps, the future new normal shall happen anytime, any place
and anywhere as in Education 4.0. Hence, in this situation everything isvolatile,
Uncertain, Complex and Ambiguous (VUCA).

For teacher education to continue, these contexts should be given great

consideration.

2. The Learners and the Teachers

Like all learners, college students arc diverse in reference to their readiness to
learn under the pandemic. Teacher Education Institutions (TEIs) are spread all over the
country and there are more than 1200 of these institutions.

Before the pandemic, students come from diverse backgrounds based on

geographical location (rural or urban); economic status (rich or poor) schools in
attendance (big universities or small local) and many more. Likewise, the teachers are
also coming from similar contexts. Because of this diversity, it can be said that to shift
from face-to-face to online or flexible learning maybe difficult for both the learners and
teachers. Thus the choice of delivery must be appropriate to the condition.

3. Appropriate Teaching Delivery During the Time of Pandemic and Beyond

So what kind of teaching delivery, may be appropriate for the learners' and
teachers context? This is a difficult question to answer because there are several
factors to consider aside from the learners and teachers.
 Below are examples of delivery modes which may be utilized for flexible learning
relative to students and teachers with the availability of internet connectivity as a major
factor to implement flexible teaching and learning.

What kind of teaching delivery can be used if the students and teachers have:

No Internet Limited Internet Excellent Internet

Connectivity? Connectivity? Connectivity

Here are some ways: Here are some ways:
1. Use of printed self
learning modules or
learning packets which
are distributed through
means that will follow
social distancing. Can
be picked up from
strategic distribution
centers.
2. In places with no risk
of Covid 19, a group of
not more than ten
students may meet face
to face but health
protocols should be a. Students are provided
followed. (Social
Distancing, use of Mask,
Wash Hands Often, and
others)
b. Open
Here are some ways:
1. Synchronous Learning
1. Asynchronous real time teaching and
Learning- a learning using on line
teaching delivery platforms like Zoom,
where students are Facebook, Messenger,
doing their work Google Meet, or
independently Google Classroom.
based on what has This is also called
been instructed on remote learning
line by the teacher a. Teacher prepares an
or they can access instructional guide (IG)
on-line learning at like a lesson plan
different times. This where most of the
delivery will be lecture
will allow flexibility in
or demonstration. It is
the learner's
similar to whole class
schedule. They can
instruction. There is a
learn on their own very little interaction at
pace.
the end of the session
through a Question
with learning materials and Answer (Q & A)
or packets which may b. Synchronous learning
either be printed, can also be followed by
recorded tutorials. an asynchronous
Educational learning.
Resources or OERs will
be provided.

In summary, teacher education curriculum responds to the pandemic in many

ways. Some strategies used to modify curriculum to address the crisis for education of
pre-service teachers to continue its implementation are (I) focusing on the essentials,
(2) rearranging of the College Course Offerings, (3) offering of elective or cognate
courses. (4) modifying the taught curriculum and (5) modifying the assessed
curriculum. Further, in the process of modification, curriculum considerations should
include (1) context of teaching and learning, (2) the learners and the teachers and (3)
appropriate teaching delivery.

References:

Bilbao, P.B., Corpuz, B.B. & Dayagbil, F.T. (2020). The teacher and the school
curriculum. Lorimar Publishing, INC. Quezon City, Metro Manila.

Bilbao, P.P., Dayagbil, F.T., & Corpuz, B.B. (2014). Curriculum development. Lorimar
Publishing, Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City,
Metro Manila