Trends and Issues On Curriculum and Curriculum Development: Handout # 5

ILOCOS SUR POLYTECHNIC STATE COLLEGE
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Handout # 5
Trends and Issues on Curriculum and Curriculum

Development
A dramatic technological revolution ushered the 21st century. We live in a society that has
become diverse, globalized, complex and media-saturated not to mention the unprecedented
challenges due to the pandemic. Current education breaks the mold that we know of the past. It has
to be flexible, creative, challenging and complex. The world has shrunk because of technology.
Classrooms have become virtual and global. Current students are facing emerging issues like health
issues due to the pandemic; technology connections and many more. What would all of these require?
How does the curriculum for the 21st century look like? What are the emerging factors and conditions
that will shape the curriculum of the century?
The Enhanced Basic Education Act of 2013 (K to 12)
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 is 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.
Curriculum designers need to enhance the recommended curriculum and propose curricular
innovations to respond to the changing landscape in education regionally and globally. Republic Act
10533, otherwise known as the Enhanced Basic Education Act of 2013, is the latest educational reform
in Philippine Education signed into law by President Benigno Aquino III on May 15, 2013. It is an act
enhancing the Philippine Basic Education system by strengthening its curriculum and increasing the
number of years for basic education appropriating funds therefore and for other purposes. The
Enhanced Basic Education Act of 2013 popularly known as K to 12 includes one (1) year of kindergarten
education, six (6) years of elementary education, and six (6) years of secondary education. The six-
year secondary education includes four (4) years junior high school and two (2) years senior high
school. With K to 12, the existing 10 years of basic education is increased to 12 years with Kindergarten
education as a prerequisite to entry in Grade 1.
Why K to 12?
K to 12 makes the Philippine education system at par with the international standard of 12-
year basic education thereby contributing to a better educated society capable of pursuing productive
employment, entrepreneurship or higher education studies. After going through kindergarten,
elementary, junior high and a specialized senior high school program, every K to 12 graduates is ready
to go into different paths – higher education, middle level skills development, employment or
entrepreneurship. The K to 12 graduates are also expected to be equipped with 21st century skills like
information, media technology skills, learning and innovation skills, effective communication skills and
life and career skills.
Existing realities in Philippine education that became the bases of the K to 12 implementations:
1. Mastery of basic competencies is insufficient due to congested curriculum. In 2005-2006,

national achievement test results of 4th year students in Mathematics and Science showed
that only 15% the students acquired mastery of the Mathematics competencies while majority
(59.09%) belonged to the low mastery level. The achievement results in Science was even
more discouraging since only 3% of the 4th year students in 2005-2006 mastered the Science
processes skills. Majority belonged to the low mastery category and a few were in the near
mastery level. In international examinations, the Philippines performed poorly as revealed in
2003 TIMSS (Trends in International Mathematics and Sciences Scores). In Grade Iv Science
Course Code: EDUC 107

Descriptive Title: The Teacher and The School Curriculum Professor: Dr. Anna Marie Directo-Barroga
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and Math, the Philippines ranked 23 out of 25 participating countries. In High School II Science,
the Philippines ranked 43 out of 46 and in Match ranked 34 out of 38. Even with only the
Science High Schools participating in the Advanced Mathematics category in 2008 TIMMS, the
country’s ranking did not improve. In fact, it ranked the lowest (10) among ten participating
countries. One factors that contribute to the low performance in achievement tests is the
congested basic education curriculum. What other countries teach in twelve (12) years; the
Philippines teach only in 10 years. The ten (10) years would not be enough to master the
competencies. Adding two years would make possible the decongestion of the curriculum for
comprehensive acquisition of basic competencies and the 21st century skills.
2. The Philippines is the only remaining country in Asia with a 10-year basic education program.
The short duration of the basic education program puts millions of overseas Filipino workers,
especially the professionals, and those who intend to study abroad at a disadvantage.
Graduates of Philippine schools are not automatically recognized as professionals outside the
country due to the lack of two years in basic education. Bologna Accord imposes twelve (12)
years of education for university admission and practice of profession in European countries.
Washington Accord prescribes twelve (12) years basic education as an entry to recognition of
engineering professionals. With K to 12, Filipino professionals would have the same
competitive edge with professionals in other countries having gone through 12 years of basic
education.
Researches on Philippine Basic Education Curriculum and their Recommendations:

Year Source Recommendations
1925 Monroe Survey Training of graduate student in agriculture, commerce and industry because secondary
education did not prepare students for life
1949 UNESCO Mission Survey Restoration of Grade VII in primary education
1953 Education Act Revising the primary school system by adding one year (Grade VII)
1960 Swanson Survey Restoring Grade 7 in primary education
1970 PCSPE Extending secondary education by one year to better prepare students who have no
plans to take up university education
1991 EDCOM Report Retaining the 10-year basic education phase while institutionalizing career counselling
in primary and secondary schools in preparation for higher education
1998 Philippine Education Prioritizing student learning through curricular reforms, the provision of textbooks, the
Sector Study (World use of the vernacular in lower primary grades, and the institution of longer basic
Bank and ADB education cycle.
2000 PCER Implementing a one-year compulsory pre-baccalaureate stage as prerequisite for
students interested in enrolling in higher education degree programs
2006 Philippine EFA 2015 Lengthening the education cycle by adding two years to formal basic education (one
National Action Plan each for primary and high school)
2008 Presidential Task Force Extending pre-university education to a total of 12 years, benchmarking the content of
on Education the eleventh and twelfth years with international programs
Employability of Filipino High School Graduates
The K to 12 curriculum prepares the student for the world of work, middle level skills
development, entrepreneurship and college education. As early as Grade 7 and Grade 8, the student
is made to explore at least 8 subjects in the four (4) areas of technology and Livelihood Education (TLE)
namely: Home Economics, ICT, Industrial Arts and Agriculture and Fishery Arts. In Grade 10 and Grade
12, the student is supposed to have obtained a National Certificate (NC) level I and NC Level II from
TESDA making the grade 12 graduate employable.
The short duration of the basic education in the Philippines resulted to 15-year-old graduates
who are not legally employable. With the implementation of the K to 12, the graduates of senior high
is 18 years old who are legally employable. There are four (4) tracks in Senior High School and has a

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total of 31 subjects grouped into fifteen (15) core subjects, seven (7) contextualized subjects and nine
(9) specialized subjects.
OUTCOMES-BASED EDUCATION FOR TEACHER PREPARATION CURRICULUM

W. Spady (1994) 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.
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: Clarity of Focus. A clear picture of 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 the 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 the
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
is 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.

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TEACHING-LEARNING IN 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 their 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 their 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 learner-
centered, sometimes more direct, time-tested methods of teaching will be
appropriate.
➢ Teachers must provide students with enough opportunities to use new knowledge and
skills that they gain. When students do this, they can explore with 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 teacher Knowledge already exists in the minds of the learners
Teacher dispenses knowledge Teachers are designers of methods
Teachers and students are independent and in Teacher and students work in teams
isolation
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 who can drive himself/herself 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

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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
learning, 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,
- What do I have to learn?
- Why do I have to learn it?
- What will I be doing while I am learning?
- How will I know that I am learning what I should be learning?
- Will I have any say in what I learn?
- How will I be assessed?
As teacher education curriculum initiatives gear towards globalization, 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.
THE 21ST CENTURY CURRICULAR LANDSCAPE IN THE CLASSROOMS
How does the curriculum for the 21st century look like? What are the emerging
factors and conditions that will shape the curriculum of the century?
Discussion in various groups 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 and pandemic
▪ 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 technology revolution
▪ Knowledge economy as a generator of wealth and jobs
All these issues 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 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.

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The curriculum incorporates higher order thinking skills, multiple intelligences,
technology and multi-media and multiple literacies 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.
What are the skills needed by 21st 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

Critical Thinking and Problem Solving
Learning and Innovation Skills Creativity and Innovation
Oral and Written Communication
Knowledge, Information, Media and Content Mastery
Technology Literacy Skills Information Literacy
Media Literacy
ICT Literacy
Flexibility and Adaptability
Initiative and Self-direction
Life Skills Teamwork and Collaboration
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
Valuing of Diversity
Citizenship Skills 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.
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

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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. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
CURRICULAR LANDSCAPE FOR THE 21ST CENTURY
21ST CENTURY LEARNERS

 Collaborative, networkers and communicators
 Adaptive and creative
 Information, media and technology savvy
 Partial to instant gratification
 Reliant on media in its various forms
EMERGING CURRICULA FOR THE 21ST CENTURY LEARNERS - “bold that breaks away from the mold”
- Learning to know
- Learning to do
- Learning to be
- Learning to live together
THE LEARNER. Learning activities are arranged to help all learners meet the curriculum and achieve
well.
• WHEN? Time is allocated according to the learning need.

• WHAT? Learning activities are selected to promote the aims of the curriculum and t0
maximize leaner’s progress.
• HOW? Methods and approaches fit the needs of learners and the ways in which they learn.
• WHO? A range of people are involved in providing the learning experience.
• WHERE? Learning takes place in a range of context and settings.
Curriculum Blueprint for the 21st Century

KEY CHARACTERISTICS
✓ integrated, Interdisciplinary
✓ Globalization
✓ Student-centered
✓ Technologies & Media oriented
✓ Research-driven
✓ Co-development
✓ Multi-cultural
✓ Sustainable
✓ Enhance 21st Century skills
SKILLS FOR THE 21ST CENTURY FOR TEACHERS AND LEARNERS

o Literacy
o Numeracy

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o Information and Communication Technology competence
o Ethical behavior
o Personal and social competence
o Intercultural understanding
21st Century Learning “a learning environment that is participatory, inclusive & valuing diversity,
thus enhancing student-teacher relationship”.
CORE VALUES AT THE HEART OF THE 21ST CENTURY CURRICULUM

❖ Respect – belief in self-worth and intrinsic worth of others
❖ Responsibility – duty to himself, family, community, nation and the world
❖ Integrity – upholds ethical principles and has the moral courage to stand up for
what is right
❖ Care – acts with kindness and compassion that contribute to the betterment of
the community and the world
❖ Resilience – emotional strength to manifest courage, optimism, adaptability and
resourcefulness
❖ Harmony – seeks inner happiness and promotes social cohesion through unity in
diversity in multicultural so
LEARNING TRENDS IN HIGHER EDUCATION
Change is an important component of curriculum dynamics and such changes need to be

studied and managed for a better future. With the advent of more innovative ideas and with the
advancement of technology, curriculum seems to be changing even more to meet today’s needs and
realities. Contemporary curriculum changes manifest in a set of inter-related trends or features. Some
of these have been identified by Le Métais (2003), Obanya (2009), Mkpa (2010), Priestly (2011) and
Yates (2012) as:
• Global developments have significantly influenced national and regional curriculum

activities on both fronts: by Millennial Goals and projects related to a ‘global citizen’; and by the
pervasive influence of international assessments and rankings promoted as authoritative measures of
what is being achieved.
• There is a growing recognition that education and the curriculum should prepare students
for workplace, citizenship and daily living. Hence teaching and learning processes are being focused
on how to prepare students for learning, living and thriving in the dynamic, cluttered, chaotic
information environment of these first decades of the 21st century as well as how to prepare students
for a changing world.
• Most countries have undertaken major reforms of their curriculum within the past 15 years
with increased emphasis on skills and dispositions, which are perceived as relevant to lifelong learning,
employment and social participation. Most national curricula incorporate higher order thinking skills,
multiple intelligences, technology and multimedia, the multiple literacy of the 21st century and
authentic assessments.
• Life-long learning, creativity, Science, Technical and Vocational Education, Mathematics and
global citizenship skills are part of the curriculum in all countries. Even in countries where the
curriculum is structured in terms of individual subject areas, an interdisciplinary approach to learning
is increasingly encouraged.

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• Educational content and teaching-learning materials now appear to be more functional,
diversified, and operational in nature. An increased emphasis is placed on relevance, flexibility, needs,
and competence in curriculum delivery.
• Demographics, population, health, nutrition, and environment are becoming dominant

factors in what appears to be a value-oriented instructional design process focused on the global
community. Moreover, the very nature of educational structure that drives curriculum and
educational methodologies is undergoing a significant change.
• Currently a movement is toward Information and Communications Technology, low-cost,

portable handheld devices for student use that can be connected through global networks and
tailored for specific tasks or applications. These advancements in technology are leading to a
multitude of approaches that are blending a milieu of curriculum that caters to the needs of learners
worldwide.
• There is emphasis on the need for teachers to use differentiated curriculum, multiple
learning styles and engage in transformational teaching.
• Information professionals have also created directories, in nearly all subjects in the
curriculum, of what are viewed as the most useful and appropriate in their respective disciplines.
Many online instructional delivery formats have been made available for teachers to access and use
in curriculum delivery (for example, schemes of work, lesson plans and ideas, exemplification of
learners’ work). Further, many countries have introduced National Qualifications Frameworks; the
shift to learning outcomes; and the move from subject specific to generic curriculum criteria.
• Identification of minimum competencies and aligning these to the methodology of

classroom transactions (including pedagogical skills needed), instructional materials and
• suggested evaluation activities
• Linking learning to the world of work of learners in the cultural context
• Emphasis on functional literacy, numeracy and strategic communication skills.
• Infusion of relevant and functional entrepreneurial skills using the relevant subject contents
as drivers
• Consolidation of some contents and subjects in the basic education context thus reducing
subject/content overload
• The inclusion of strategic life-long skills as well as positive national values, civic, moral and
ethical education as a course of study, Infusion of elements of critical thinking Infusion of such
emerging issues as HIV/AIDS education, anti-corruption studies, capital market studies, etc
• Curriculum made flexible for adaptation to the socially marginalized (including nomadic and
other migrant groups), vulnerable communities, adult and special needs learners The emergent
curriculum trends call for new skills, knowledge and ways of learning to prepare students with abilities
and competencies to address the challenges of an uncertain, changing world.
In curriculum’s knowledge-building role, there is a great desire for new global 21st century
skills that are necessary foundations in education, and should be concretely should be taught over
several years of schooling. This is in line Obanya (2009) who noted that the world is now a knowledge
society and more jobs require people to be skilled and knowledgeable workers.

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The current trends in curriculum could be characterized by what Priestly (2011:16) called
meaningful and constructive forms of emergence in terms of:
• Individual emergence, for example enhanced capacity of teachers to teach.
• Structural emergence, for example the designation of new roles and systems for teachers
and schools to facilitate the new policy.
• Cultural emergence, for example the refinement of the policy itself as a result of professional
engagement of teachers.
10 EDUCATIONAL TRENDS AND ISSUES IN THE EDUCATIONAL LANDSCAPE BROUGHT ABOUT BY

COVID 19 crisis:
1. Self-Care. As schools moved to online learning and teachers need to adjust their curriculum, many
teachers, students, and parents gained new appreciation for the value of self-care. It is sure that taking
care of your overall health and well-being will be essential for students, teachers, and parents alike.
Assignments that help students manage stress and make time for your own self-care as a teacher may
be included.
2. Blended Learning. Blended learning is a school or classroom structure in which students learn
partially from direct teacher instruction and partially in more self-directed activities.
3. Personalized Learning. Over the past few years, personalized learning has been on the rise. Why keep
an eye on personalized learning? When school curriculum is adaptive to a student’s unique needs, it’s
more likely to promote student progress because each child can move at their right pace. In addition,
adaptive software programs allow teachers to use the same program for all students in their
classroom—including those with learning disabilities.
4. STEAM Curriculum. You may be familiar with STEM (science, technology, engineering, and math)
curriculum and how it prepares students to enter the workforce with practical, high-demand skills. But
adding the arts alongside these subjects (thus creating STEAM: STEM plus arts) can improve your
students’ academic performance. For example, adding art assignments to science and math lessons can
help low-achieving students understand STEM subjects better. And it improves creativity—a useful skill
for any academic subject. STEAM curriculum is shown to provide students with a more well-rounded
and practical education than STEM alone.
5. Genius Hour. Genius Hour is a fairly new educational technique that allows students to work on self-
paced and self-chosen projects for an hour each day. This encourages students to practice their
creativity and independent thinking skills, and they can also develop a genuine love of learning. If you’re
looking for ways to improve student engagement in your classroom, genius spaces may be a trend to
keep tabs on.
6. Digital Citizenship. For students, digital citizenship is defined as the ability to use technology and the
Internet both effectively and appropriately. Good digital citizenship is increasingly necessary, but as
assignments and lessons traditionally done in person move online, students need the skills to develop
a healthy relationship with digital media.
7. Bite-Sized Learning. Bite-sized learning is an educational technique that provides students with brief,
intensive activities that target specific academic skills. An author describes it as an approach that “takes
into account the contemporary demands of learner lifestyles that might hinder longer periods of
focused study and time spent in the classroom.” This is a good strategy for online classes which follows

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the use of brief activities to teach new skills that allows teachers to take into account a student’s limited
capacity for long and focused lessons from home.
8. Social-Emotional Learning (SEL). Social-emotional learning continues to be an important buzzword.

When teachers take time to nurture both a student’s educational and social-emotional development,
academic progress improves and classroom behavioral issues diminish. And with the COVID-19 crisis
changing many students’ lives in stressful ways, social-emotional learning will continue to be a necessity
for their well-being.
9. Gamification. This is a learning strategy that involves using games and rewards to teach students, is
a strategy with plenty of both advocates and critics. Many rightly discourage the use of external rewards
for learning, but others counter that when the games and rewards tap into a child’s intrinsic motivation
to learn—like rewarding a child who completes a reading log with a chapter book of their own, for
example—the benefits can be profound. Students who play gamified activities in class can learn to value
learning as its own reward and become active, engaged learners over time.
10. Experiential Learning. Experiential learning is a strategy that, according to the UC Denver
Experiential Learning Center, allows students to develop knowledge and skills in a setting outside of the
classroom. For elementary students, options for experiential learning may be limited. But you can still
make the most of this strategy by taking students on field trips (virtual or otherwise) and providing
students with assignments that encourage them to learn outside of school.
FIVE EMERGING TRENDS FOR 21ST-CENTURY CLASSROOMS
1) App Innovation and Gamification

As a result of the recent explosion in education-related apps, educators can decipher students’
interests, academic passions and “trouble spots” more readily and in real-time to differentiate
and fine-tune instruction. MIT App Inventor, for example, enables students to create their own apps
in the comfort of their classrooms. The app offers training for students, a forum and additional support
for educators, and a “challenge” for students to create their own apps. At the same time, education-
related games that enhance skills in English language arts and other subjects have exploded in
popularity, such as “Mathalicious” and “Get the Math,” which provide practical, true-to-life
experiences. As students become comfortable utilizing online games to learn, educators can entice
students via new apps to fine-tune skill-specific areas, such as mathematics and science.
2) Digital Literacy
Creating a digital literacy curriculum can be based on students’ developmental stages, and
educators should be cognizant of both the risks (such as distractions) and myriad learning
opportunities that technology integration and utilization in the classroom may provide. With
increasing numbers of teachers using technology in the classroom and schools permitting students to
become engaged with content via digital literacy, some schools are adopting formal digital literacy
curriculum and digital literacy plans. Perhaps as a result, Google has published a plethora of resources
about understanding digital literacy and digital citizenship, including YouTube videos, teacher’s guides
and lesson plans. Digital literacy may encompass simple student tasks, such as creating classroom
presentations, or more intricate, collaborative work, such as video clip creations or posting online
“mind-maps” using digital tools. The field of digital literacy will continue to grow in importance in the
coming years as new approaches to learning via new technologies are embraced.
3) Library Media Specialists

Across the United States, and indeed throughout the world, libraries are increasingly
becoming local technology hubs. Since libraries offer myriad services which require some knowledge
of technology and how to access the internet, librarians’ job descriptions and key responsibilities have

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drastically changed. Library Media Specialists today remain informed about new technologies and
research methods, and how students (and the general public) integrate digital formats into their work.
In a separate, newfound administrative role, Library Media Specialists have many new responsibilities.
They not only must establish technology policies and become responsible for budget oversight, but
they must also plan the physical and virtual library space, and create a welcoming, positive and
innovative atmosphere. Considering how new digital formats should be arranged in new workstations
and deciding which specific formats to choose could affect physical layout, budget planning and
alignment and common space issues. They also evaluate and produce information through the active
use of a broad range of tools, resources and information technologies, and (particularly at the high
school and collegiate levels) may also integrate technology into the curriculum, which requires a keen
understanding of how new technologies enhance the learning process for students while adhering to
rigorous state standards. Library Media Specialists will continue to grow in importance as technology
is integrated into 21st-century school curriculum.
4) Self-Directed Professional Development

In recent years, we have seen an increase in self-directed professional development (PD) for
educators that includes interactive online webinars, or videos and other content that may be streamed
through web browsers. One recently-published article offers a tempting feast of online options for
educators to choose from. Since states are increasingly demanding that certified educators update
their skills to remain in compliance with ethical and legal guidelines and become familiar with the
latest standards, some school districts are turning to self-directed, online modules to provide
educators opportunities to complete interactive learning components to remain abreast of the latest
developments in education.
5) Collaborative Learning
New applications are making it easier for classroom teachers to be both innovative and
interactive, and this trend is expected to grow exponentially in the coming years. From Google Docs to
interactive whiteboards to new applications that create quizzes and activities, this is an exciting time
for collaborative learning in education. Kahoot is one new application worth highlighting. At no cost
for educators to download and install, educators may conceive of fun quizzes and learning activities to
enhance student engagement. According to one review, this management system enables educators
more flexibility in managing students’ learning and documenting progress from any device.
“Educreations Interactive Whiteboard” by Edmodo is another way for both educators and students
alike to assess, jointly present, or partake in interactive activities.
Additional higher education learning trends include personalization, microlearning, the use of virtual
reality, and high-velocity learning to engage, retain and prepare students for a rapidly evolving world.
Personalization is a buzzword in education that encompasses everything from enabling students to

advance at their own pace to choosing when and where they learn. Personalization emphasizes
student-centered, active learning. Debbie Morrison suggests that “personalized learning is, and will
continue to be, learner-driven where learners control their learning and become not just consumers
of content but active creators of content, building knowledge through collaboration and connectivity
via smartphone apps.”
EdSurge News defines personalized learning as “technology-assisted differentiated
instruction.” Personalization is a trend that will continue in the coming years, especially as colleges
and universities look for ways to accommodate increasing numbers of non-traditional students who
require greater flexibility.
Microlearning. Closely related to personalization is microlearning, defined by Karl M. Kapp,

instructional technology professor at Bloomsburg University, as “the concept of delivering content to

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Handout # 5
learners in small, specific bursts over time or just when needed.” This learning trend breaks content
into small chunks of accessible information. It enables students to progress at their own pace and
convenience, as modules are generally designed for use on a variety of mobile devices. This learning
strategy typically appeals to today’s screen savvy students with short attention spans.
For example, a traditional one-hour biology lecture can be broken down into five or ten-minute
videos, which may be an easier format for the brain to process and retain. Kapp and the CEO of E-
Learning 24/7, Craig Weiss, agree that videos in the 90 to the 120-second range will become the norm
over the next year. Kapp maintains that short bits of information are easier to process and retain.
Virtual Reality. This trend is still gaining momentum but has vast potential to provide students with
active learning activities. Michelle R. Weise, Executive Director of Sandbox Collaborative, Southern
New Hampshire University, suggests: “Imagine how powerful learning will be for students when they
can immerse themselves in foreign places and contexts.” Consider studying a foreign language or the
solar system through virtual reality. The potential for virtual reality use in the classroom
is unlimited, but has largely been untapped due to lack of affordability and accessibility. Google
Cardboard has dramatically reduced cost concerns, but video remains more user-friendly and
available. However, the possibilities for expanding the student’s learning environment through this
medium are infinite, and virtual reality will become a more dominant trend in the years to come.
High Velocity Learning. The term high-velocity learning, created by author Steven J. Spear, means to
speed up the process of imparting information by learning through discovery and problem solving. Jon
Marcus explains, “It’s also a form of learning that research suggests is faster, more effective and longer
lasting than hours-long monologs in crowded lecture halls or classrooms.” Lewis Duncan, Provost of
the Naval War College, engages students in war games, simulations and role playing. Duncan refers to
the changing role of higher education and explains: “Education is becoming more like the smartphone
or the laptop, not something you buy and expect to last for the next few decades. But that’s not the
way we teach.” Duncan maintains that simulations “could speed up and improve the ways civilian
institutions teach at a time when students are taking longer and longer to earn degrees in fields that
are rapidly evolving.” Students today must learn to adapt and meet the demands of a constantly
changing world, and higher education institutions can better prepare their students by implementing
these high-velocity learning strategies.
Higher education faces complex challenges, ranging from budget shortfalls due to enrollment dips and
shifts in funding, to the varied needs of diverse demographics and the rise of health-risk situations like
the pandemic. However, an increased focus on student-centered learning through personalization,
microlearning, virtual reality and high-velocity learning will help to improve student retention and
ultimately result in more capable graduates who have experience in problem-solving. Graduates
grounded in these higher education learning trends and strategies will be better prepared to continue
the lifelong learning they inevitably will need to succeed in a world that continually evolves
10 DIGITAL TOOLS with a BIG IMPACT transitioning through school closures and in-person / face-to-
face, hybrid, and fully virtual learning environments:
1. Buncee is a one stop shop for creating multimedia and interactive presentations. There have been
several updates and new features this year including augmented reality! Getting started is easy
through the Ideas lab, where teachers can explore thousands of lesson ideas and templates to use in
the classroom. Check out the app smashing possibilities with Buncee and Flipgrid. Teachers and
students can create a lesson or a prompt with each of these and add additional resources that are
relevant to the class or school news. Buncee also has Immersive Reader which increases accessibility
for students and offers more robust ways to learn, especially for language learners. The added benefit
of having Immersive Reader in tools like Buncee, Flipgrid, and Wakelet promotes accessibility and
enables these materials to be shared with classrooms around the world.

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Handout # 5
2. CoSpaces EDU is a virtual reality platform. Teaching a STEAM course has been a little more
challenging, however with tools like this, students can explore emerging technologies and collaborate!
Whether they create a space in 360, design their own parkour game, write an interactive story, or just
build a fun space to explore, students will enjoy creating in VR and developing coding skills too.
Another benefit is the Merge Cube add-on, which enables students to hold their Cospace creation in
their hands! Students can even collaborate by working on a project to create a space together.
With MergeEDU, educators can use the cube to further engage students in learning about the earth,
dissecting a frog, exploring a volcano, and more through the immersive, hands-on experience.
3. Edpuzzle: Sharing the screen to show a video did not always work well and this is one of the reasons
that I started to use Edpuzzle more. With Edpuzzle you can add open-ended questions, multiple
choice, or notes into a video so that students can work through the video and process the information
at their own pace. Whether you create your own video to upload and add questions, find a YouTube
video to use, or choose from the Edpuzzle library, creating interactive video lessons is easy to do.
4. Flipgrid is a social learning platform where students and educators can record a video response and
include additional content such as Nearpod lessons or Wonderopolis articles and more. Flipgrid can
also be a great option for doing a screen recording. You can choose from different backgrounds and
your recordings can be up to 10 minutes. Using Flipgrid can be a fun way for students to exchange
ideas about what they are learning, reflect, and provide feedback to classmates, or connect globally
with students from around the world. It is helpful for developing many of the core competencies of
SEL. Educators can choose from more than 10,000 ready-to-launch topics.
5. Gimkit is a game-based learning tool that has continued to be a favorite with my students. What
makes it different from other similar digital tools is that it promotes increased content retention
through repetitive questions, and because of the different options for playing it in the classroom.
Students also build SEL skills as they play and have fun while learning. Some of Gimkit’s updated
features this year include being able to search and use pre-made kits, multiple ways to look at the
student data, and making flashcards. There are multiple modes to play, most recently “Trust No One”
style, similar to Among Us, which has been a big hit. Gimkit does not require that questions be
projected onto one screen which definitely helps with virtual learning environments.
6. GoFormative has been a great choice this year during virtual and hybrid and blended learning as I
looked for a way to assess students. Formative is a web-based tool used to create digital formative
assessments for students to complete. There are “Formatives” available in the library that you can
search and use for your own classroom or edit it to meet your specific assessment needs. Students
join using a code and as they complete the assessment, teachers see their progress live in the
dashboard. Question order can be scrambled and teachers can select from many options for question
types including multiple choice, matching, resequencing, drawing, audio, and more as well as
uploading content and videos into the Formative. Providing feedback is fast using the comment
feature that can send responses directly to students as they work.
7. Nearpod is a multimedia, interactive presentation tool that is used for creating engaging lessons
that include a variety of content such as 3D objects, virtual trips, and videos. Nearpod has thousands
of ready-made lessons on topics such as career exploration, digital citizenship, social-emotional
learning, and English learner lessons, and also offers professional development resources for teachers.
Lessons can include audio and video, drawings, quizzes, polls, matching pairs, and content from PhET
Simulations, Desmos, BBC, YouTube, and more. Nearpod lessons can be done live in class or student
paced. Especially helpful in hybrid or distance learning, lessons through Nearpod are great options for
immersing students in different learning experiences and traveling around the world or exploring
places and objects more closely.

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Handout # 5
8. Synth is a tool that we have used for a few years because it provides an easy option for recording a
podcast and building communication skills. It can be a great tool for speaking assessments and
extending the time and space of classroom discussions. We use Synth with our project-based learning
and students were able to ask questions, respond to discussion threads, and communicate with
students from Argentina and Spain. Synth includes options to record audio or video. It is a great way
to encourage students to share their ideas and build some through speaking. Being able to give
students timely and authentic feedback is critical for learning. It is also important that our students be
able to provide peer feedback and develop their skills of communicating and collaborating with their
classmates. Some of the tools that help with this give students the opportunity to build confidence in
learning and be able to share through voice or video or a combination of the two.
9. Wakelet is a content curation tool and so much more. More than just a “space” where one would
curate blogs, videos and other resources, it is a powerful tool for student learning. With Wakelet,
teachers can design blended learning experiences, create station rotations, have students create a
digital portfolio, create a scavenger hunt, and many other possibilities. With Wakelet you can also
record a Flipgrid short video within the Wakelet collection. Educators and students can collaborate in
a Wakelet collection and even fully embed a Buncee into the Wakelet! Wakelet launched “Spaces”
this year which creates even more possibilities for collaboration.
10. Zigazoo is a video-sharing app that is used for students to create a short video in response to daily
prompts. It is easy to get started with Zigazoo and find some prompts by exploring the different
educator channels or make your own to assign to a class. Each video can be up to 30 seconds in length.
There are daily featured projects and the Zigazoo app gives students and teachers a fun way to think
about and try new things. Explore the #dailyzigazoo to get started today.
THE 7 Rs OF QUALITY CURRICULUM MATERIAL (Modified from Ron Ritchart, Culture of

Thinking Project, Bialik College, Melbourne)
The pandemic brought changes to the education landscape in the entire world
bringing the teaching-learning situation in a new face transitioning from in-person or face-to-
face classroom situation to hybrid, blended, virtual classes. In the Philippines, where
interconnectivity is at present a challenge, modular and blended modality of instruction were
adapted and online classes, asynchronous and synchronous in nature, were also utilized
despite the limitations in technology resources.
Your experiences and journey as a future teacher in the series of modules, lessons and
activities will find out the depth of your understanding, the intensity of your involvement, the
excitement you went through, the difficulties you have experienced and the learning
adventures you have enjoyed. Your exposure to the first-ever experience of modular modality
of instruction will require your reflection, critical thinking and decision making as a future
teacher and curriculum evaluator.
7 Rs of Quality Description of the R
Curriculum Material
1 Rigorous Students need to demonstrate a high level of understanding and
thinking
2 Real Students demonstrate authentic quality that mirrors what they
will do as teachers
3 Requires Students are self-directed in doing their tasks
independence

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Handout # 5
4 Rich in thinking This requires more than memorization from the students
5 Revealing It uncovers students’ level of understanding and misconceptions
6 Rewarding It intrinsically motivates the students to do the task
7 Reflective It makes students more reflective in the learning process that
contributes to better performance
Here is a more detailed explanation of the seven Rs.
Rigorous. A curriculum material/module is rigorous if it provides students opportunities to
develop higher order thinking skills, decision-making and deep understanding. It also points
the direction for learning but opens for students understanding beyond a minimal outcome.
Do the activities in the lessons allow students to develop higher order thinking? How do the
activities launch learning?
Real. A curriculum material/module is real if it builds understanding to engage in real life
activities related to becoming teachers. Are the topics significant or important to the life of
the students to become future teachers? How do the topics intersect their lives as students
and as future teachers?
Requires Independence. A curriculum material/module requires independence if students
are given opportunities to make appropriate choices, like who to interview or what class to
observe and when to do it, or what topics or examples are to be provided for identified
activities and how to present it. This will make students engage in deep learning and also
allow students to learn from their mistakes.
Rich in Thinking. A curriculum material/module is rich in thinking if it asks students more than
just memorization or repetition. The curriculum materials make students do observations, ask
questions, consider alternatives, evaluate outcomes, reflect and make judgement based on
evidence.
Revealing. A quality curriculum material/module is revealing if it seeks to show what the
students do and do not understand, but how they understand it. Does the curriculum material
reveal what they understand from their activities, self-check and self-reflection?
Rewarding. A quality curriculum material/module is rewarding if students can articulate what
they are learning, if they can share clearly the results of their individual and group tasks. This
is indicative of the students’ effort which is directed toward a well-defined learning goal. The
sense of purpose is shown in their work as the intrinsic rewards they gain. In short, they are
happy with what they are doing.
Reflective. A quality curriculum material/module is reflective if it allows students to think
about one’s learning not only about feelings. For example, the statement “I used to think. . .
but now I think. . .”
These are the seven Rs of quality curriculum material/module. They collectively focus on the
topics to be covered, skills to be mastered, fats to be learned and outcomes to be achieved.
These are the aspects of quality material/module.

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REFERENCES:
o Adams, Kathy L.; Adams, Dale E. (2003). Urban Education: A Reference Handbook. ABC-CLIO.
pp. 31–32. ISBN 9781576073629.
o Aldinger, Cynthia (2015). Life is the Curriculum. Create Space Independent Pub.
o Bago, Adelaida L. (2008). Curriculum Development: The Philippine Experience.
o Bilbao, Purita P.; Dayagbil, Filomena t.; Corpuz, Brenda B. (2015). Curriculum Development for
Teachers. Lorimar Publishing, Inc.
o Braslavsky, C. (2003). The curriculum.
o Dewey, J. (1902). The Child and the Curriculum (pp. 1–31). Chicago: The University of Chicago
Press.
o Hamilton, David (2014). Towards a Theory of Schooling. p. 55. ISBN 9780415857086.
o Jackson, Philip (1986). Life in Classrooms. New York: Holt, Rinehart, and Winston. pp. 33–35.
ISBN 0-8077-3034-3.
o Kelly, A. V. (2009). The curriculum: Theory and practice (pp. 1–55). Newbury Park,
o Reyes, Emerita and Dizon, Erlinda. (2015). Curriculum Development. Adriana Publiching Co.,
Inc.
o Smith, Mark (2000). "What is curriculum? Exploring theory and practice". infed.
o Wiles, Jon (2008). Leading Curriculum Development. p. 2. ISBN 9781412961417.Gagne,
Robert. Conditions of Learning, Retrieved (January 2019) from
https://www.instructionaldesign.org.
o Onlinelibrary.wiley.com/doi/io.
o http://www.khayma.com/muhannad/Dr%20Amer20%lectures/curriculum%20lectures%20e
n/curriculum%20concepts%20nature%20and%20purposes.pdf
o Edongami.wikispaces.com
o Staker, H., and Horn, M.B. Classifying K-12 Blended Learning. Retrieved from eric.ed.gov:
https://files.eric.ed.gov/fulltext/ED535180.pdf
o Pane, J.F., Steiner, E.D., Baird, M.D., Hamilton, L.S., and Pane, J.D. How Does Personalized
Learning Affect Student Achievement? Retrieved from rand.org:
https://www.rand.org/pubs/research_briefs/RB9994.html
o Hardiman, M.M., JohnBull, R.M., Carran, D.T., and Shelton, A. The effects of arts-integrated
instruction on memory for science content. Trends in Neuroscience and Education, March
2019, 14, pp. 25-32.
o University of Houston. Art could help create a better ‘STEM’ student. Retrieved from
sciencedaily.com: https://www.sciencedaily.com/releases/2013/12/131203091633.htm.
o Fink, J.L.W. Genius Hour in the Classroom. Retrieved from scholastic.com:
https://www.scholastic.com/teachers/articles/18-19/genius-hour-in-the-classroom-/.
o Durlak, J., Weissberg, R.P., Dymnicki, A., Taylor, R., and Shellinger, K. The Impact of Enhancing
Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal
Interventions. Retrieved from casel.org: https://www.casel.org/wp-
content/uploads/2016/08/PDF-3-Durlak-Weissberg-Dymnicki-Taylor-_-Schellinger-2011-
Meta-analysis.pdf.
o Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., &
Pachan, M. The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-
Grade Students: Findings from Three Scientific Reviews. Child & Youth Care Forum, Jan 2011,
40(4), pp. 303-17.
o Glover, I. Play As You Learn: Gamification as a Technique for Motivating Learners. Retrieved
from shura.shu.ac.uk: https://shura.shu.ac.uk/7172/1/Glover_-_Play_As_You_Learn_-
_proceeding_112246.pdf.
o Buckley, P., and Doyle, E. Gamification and student motivation. Interactive Learning
Environments, April 2016, 24(6), pp. 1162-1175.


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