Arbues, Faith Dyan

Dizon, Ericka Mae.

Del Mendo, Lanegel
Barrios, Jely An
Deocampo, Chyrra Jane
Benoza, Floredel Susan Diosalan EDd, PhD.
Reporters Course Facilitator

Module 8

CURRICULAR LANDSCAPE IN THE 21ST CENTURY

The 21st Century Curricular Landscape in the Classroom

A dramatic technological revolution ushered the 21st century. Our current education breaks the
mold that we know of the past. We live in a society that has become diverse, globalized, and
complex and media- saturated. Current education has to be flexible, creative, challenging and
complex.

Emerging Curricula of the 21st Century Learners

• Emerging Curricula in the Classroom

• Globalization of economics and independence on international markets

• Increased concerns and actions about environmental degradation, water & energy
shortages, global warming, pandemic (HIV, Ebola, etc.)

• Nations competing for power block thus generating conflict but gives opportunities to
build alliances and cooperation.

• Emerging Curricula in the Classroom

• Increased global migration and opportunities for working overseas.

• Science and technological revolution.

• Knowledge economy as a generator of wealth and jobs.

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

The 21st century curriculum would depend on an integrative approach – one that unites core
academic subjects, interdisciplinary themes, essential skills in which modern pedagogies,
technologies, resources and contexts, work-together to prepare students for modern life.

The curriculum incorporates higher order thinking skills, multiple intelligences, technology and
multimedia and multiple literacy's of the 21st century skills. The 21st 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

According to the Singapore Ministry of Education, such clusters of the competences are seen in
the matrix below:

On the other hand, Howard Gardner from his book "On 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.
Lastly, Tony Wagner in his book "The Global Achievement Gap "mentioned the seven survival
skills for the 21st century curriculum.

 Critical Thinking and Problem Solving

 Collaboration Across Networks and Leading by Influence.
 Agility and Adaptability
 Initiative and Entrepreneurship
 Effective Oral and Written Communication
 Accessing and Analyzing Information
 Curiosity and Imagination

8.2 Education 4.0 in the School Curriculum

What is Education 4.0 in School Curriculum?

Education 4.0 is a purposeful approach to learning that lines up with the fourth industrial
revolution and about transforming the future of education using advanced technology and
automation.

During the research on how to adapt the concept, I find answers to very basic but very important
questions:

1) What is the basic purpose of education and training?

The basic purpose of education and training is to empower an individual to lead a successful life
and contribute best for him, family, society, and nation and to humanity. Therefore training is the
most effective tool to achieve this outcome.

2) What is the main asset of any nation?

Since youth are the main asset of any nation, education becomes the most powerful tool for
social transformation. India's demographic structure is changing, while the world grows older,
the Indian population is becoming younger and by 2025 about two-third of Indians will be in its
workforce. A continuously growing older world offers a huge opportunity for talented and
competent.

3) Does the entire system needs to be transformed?

Our current system of education comes from the Prussian system which was designed to create
good employees and an obedient workforce, who blindly follow orders and always need to be
instructed. This system was not designed to teach students to think. It strikes three more
questions in our minds.

4)    Data Analysis

There are greater insights into the students learning journey with data analytics and reporting in
Education 4.0. The statistical analysis allows teaching staff to learn where students exactly stand
and guide them appropriately.

5)    Project-based learning
The project-driven approach that Education 4.0 supports helps students learn in a fun and
interesting way! It shuns theoretical knowledge and prompts students to learn time management
skills, organizational skills, collaborative skills, time management skills, much needed for their
employment for the road ahead.

6)    Field-specific experience

As technology integration in specific domains facilitates more efficiency; the education

curriculum will now accommodate more skills that require human knowledge and personal
interaction.

7)    Easy and Accurate Exam pattern

A more practical way of assessment comes into place with Education 4.0. There are both online
and offline assessments and students get assessed on projects, assignments, and fieldwork.

With education 4.0, we started cultivating a peer-to-peer learning atmosphere with students being
able to learn collaboratively and from each other.

The role of teachers is that of facilitators.

The curriculum and learning outcomes focus on complex 21st-century skills including problem-
solving, critical thinking, creativity, people management, teamwork and collaboration, emotional
intelligence, judgment and decision-making, service orientation, negotiation, and cognitive
flexibility.

How can Management College need to prepare students for Education 4.0?

The only way is by aligning industry requirements with education. Here are a few ways by which
the same could be achieved;

-Remodeling of Curriculum

-Building digital skills

-Tweaking of course delivery

-Technology-built classrooms.

8.3 Curricular Modification in Basic Education during Post Pandemic

- In DepEd they have the MELC’s they call it the Most Essential Learning Competencies.Before
the pandemic there are 14, 771 competencies found in the K-12 Curriculum Guide but with the
time of the pandemic as you can observe there is difference. The competencies was decrease and
it’s about 5, 689. So, these are the most essential learning competencies that shown above.

Most Essential Learning Competencies (MELC’s) Ø

- When there is so much to cover, teachers tend to do mile-wide-inch-deep teaching

- The reduction of number of competencies may lead to more focused teaching.

- Teaching should focus on essentials

.Various Curriculum Delivery Modes

1. Online Learning

- A term to describe an   emerging approach  to learn at students’ own premise through advanced
information-communication technologies (such as blackboard, Moodle, virtual reality) either
asynchronously or synchronously

-Education made available through internet

- The term online learning implies that the learner is at distance from the tutor or instructor, that
the learner uses   some form of technology to access learning materials.

Learning that is conducted and materials that are delivered via online or mobile technologies.
DepEd   considers   valid   concerns   of   stakeholder’s   related   to   online   such   as
connectivity, accessibility, lack of poor internet connection in   schools, access for teachers and
students, availability of equipment such as computers, smartphones, printers for both teachers
and students.

2. Alternative Delivery Mode

- Refers to nontraditional education program recognized by the Department of Education

(DepEd) which applies a flexible learning philosophy and a curricular delivery program that
includes formal and informal sources of knowledge andskill.

- ADM was developed to address the problems of seasonal absentee learners and congested
classrooms in schools.

Two accredited ADMS’s:

Modified In-School and Off-School Approach (MISOSA)

- It is meant to  address the problem of congestion (overcrowding due to classrooms, teacher

shortage, etc.,): also  for seasonal  absentees, those living   in conflict/disaster areas,   chronically
ill,   indigenous   children   and   those   engage   in   earning   a   living   to augment the family
income.

 Enhanced Instructional Management by Parents, Community and Teachers (e-IMPACT) for

primary education

- is meant to address issues of both ACCESS and QUALITY by enabling schools to deliver
complete levels (1-6) despite shortage of teachers, classrooms, etc.). Implemented in all6 levels
using the Community Learning Center.

 3. Distance Learning

- This is a mode of education that includes delivery of educational content online, digitally or
through radio and television. It is an option for students who may not be physically at school.

4. Homeschooling
- Another flexible learning option that provides learners with access to format education while
staying in and out of school environment. It is meant for learners   in   unique   circumstances
such   as   illness,   frequent   travel,   special education needs and another similar context.

5. Alternative Learning System

- 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. AL includes both the non-formal and informal
sources of knowledge and skills...

TWO MAJOR PROGRAMS:

1. Basic Literacy Program2. Continuing Education Program – Accreditation and

Equivalency

There are two major programs to the Bureau of ALS Alternative Learning System. First are basic
literacy program and the continuing education program accreditation and equivalency. Both
programs are modular and flexible which   means that learning can take place anytime and
anyplace, depending on the convenience and availability of the learners.

8.4 Curriculum response of higher education for teacher education amid the
pandemic and beyond

A. Curriculum modification

Curriculum modification is the process of making adjustments to existing programs in basic

and higher education that includes teacher 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. CHALLENGE: How to create a balance relevant basic competency for the students
to acquire   and   the   teachers’   desire   or   ways   to   achieve   the   entire   outcomes   of   the
curriculum

SOLUTION 1: Revisit the existing curriculum and analyze the outcomes of the program course.

2. Rearranging of the College Course Offerings

- This   can be   for   example, the theories and   concepts   courses that can   be delivered online
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
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 and be adjusted by offering
courses that needed to survive and thrive amidst that challenges of the pandemic.
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 feasible distant learning options   like
corresponding   teaching,   module-based   learning,   project-based   and television broadcast.

5. Modify the assessed curriculum

Adjustment on the assessment measures can be also be considered amid the pandemic. Capstone
project-capstone   experience,   culminating   project   or   senior   exhibition   is   multifaceted
assignment that serves as a culminating activity or assignment. Authentic assessments have to be
intensified to ensure that competencies are   acquired by   the learners.

B. Curriculum Considerations

THE CONTEXT OF 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 Covid 19 has brought in reclaiming
more than 10 million lives (and still counting) are unprecedented in human history. Education as
a human right has to continue despite this pandemic, thus curriculum delivery appropriate to
content should be given a more serious thought by educators and teachers.

1. The Context

Based on the initial scientific studies, COVID 19 is rare disease which is caused by a new virus.
By the nature of the virus, the WHO issued fundamental guidelines for everyday to follow to
avoid its contamination and transmission. These are:

1. Wash hands frequently with soup and water. Avoid touching the eyes, nose and mouth with
unwashed hands.

2. Wear face mask. This will provide it 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 transmitter.

4. Practice health etiquette. When coughing, cover mouth or cough on your sleeves, not on the
person in front of you.

5. Do exercises, Physical exercise whether indoor or outdoor when allowed is recommended?

6. Ear healthy food will build the immune system. In short, the general health protocols to be
followed include the following: STAY at HOME/ KEEP DISTANCE/ WASH HANDS/ WEAR
FACE MASK

2. THE LEARNERS AND THE TEACHERS

Like all learners, college students are 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 that 1200 of these institutions.

3. APPROPRIATE TEACHING DELIVERY DURING THE TIME OF PANDEMIC AND

BEYOND

So what kind of teaching delivery may be appropriate for the learners and the teacher’s context?
This is a difficult question to answer because there are severe factors to consider aside from the
learners and teachers.

Reference

https://prezi.com/ah8my6k0rcvm/the-21st-century-curricular-landscape-in-the-classrooms/

The-teacher-and-the-school-curriculum-first-edition-paper-bound.html