Holy Rosary Major Seminary

Concepcion Pequena, Naga City

Philosophy Department

Subject: RE9 ( Preparation of Curriculum Materials) Course: Philo 4 Unit: 3

Term: 2nd semester 2021-2022 Time: 10:30-12:00 Thursdays/7:30- 9:00 Fri

Name___________________________________ Course/ Year_________

Module V: Addressing the Future: Curriculum Innovations

Lesson 1. Curriculum Innovations: Local and Global Trends

OVERVIEW / OBJECTIVES
The introduction of innovation into the educational system is one significant
function of a school manager or an educational leader. A knowledge and understanding
of this concept will help you to become an effective teacher of an effective learning
center or school. An effective teacher at present or in the future whether you are assigned
in a large or small school, in the rural or in the urban sector, developed or under-
developed school.
There are two lessons in this module. Lesson 1 introduces some local and global
innovations which can be used as examples for curriculum making and lesson 2 tackles,
issues, concerns and some responses to these.

INTRODUCTION
As man seeks for development, innovations are inevitable. This is also true in
education. With the demand brought about by the fast changing society, it is most likely
that innovations will occur. In curriculum, changes and modifications are being
introduced to keep pace with the changing world. With emerging theories of learning,
instructional delivery and management, learning and teaching styles, modes of living and
other societal changes in science and technology led educators to introduce innovations.

There is no stopping to innovations. In the local or national setting, there are

innovations that have been introduced. These innovations are in different phases of
implementation. This lesson will only consider a few which will directly relate to you as
a teacher.

Local and National Curricular Innovations

Integrative Teaching as Mode of Instructional Delivery

Integrative teaching works best in the BEC. It is so because; the curriculum is

treated in a holistic manner. The process is interactive, collaborative and innovative.
Four examples are given here to describe integrative teaching. These are thematic
teaching, content based instruction, focusing inquiry and generic competency model.

Thematic teaching requires organization of themes around areas. The theme

provides focus and helps learners see the meaningful connections across subject areas. It
links ideas to action and learning to life. For example, the theme chosen is Philippine
Festivals. You must know that our country celebrated various festivals in its different
provinces, towns or cities. The different subject areas (English, Science, Math, Filipino
and Makabayan) in this particular case use the different features of a particular festival as
the subject matter.

Here are the simple steps in using the Integrated Unit Design (Thematic Based)
1. Decide on a unit theme that will allow all subject areas to join. Example:
Philippine Festivals.
2. Identify the major concepts to serve as a “common thread” for all the subject
areas. Example: Historical Background or Origin, Purposes of the Celebration,
Dance steps, Costumes, Music, others.
3. Brainstorm and list generalizations that will be derived from the study of the
theme.
4. Write questions that would facilitate the understanding and mastery of the
generalization.
5. For each subject area, write instructional objectives to be accomplished.
6. Identify instructional activities which will accomplish the objectives.
7. Based on the objectives, perform the activities.
8. Conduct culminating activity where all subject areas learning will be applied.
9. Design a scoring guide or rubric to assess the performance of the task in the
culminating activity.

Thematic teaching may involve the whole school, a department or a group of

teachers, it will encourage collaboration and cooperation among all stakeholders: teacher,
students, parents and school officials.

Content-Based Instruction (CBI) is the integration of content learning with

language teaching. The language curriculum is centered on the academic needs and
interests of the learners, thus CBI crosses the barriers between language and subject
matter content. This approach aims at developing the learner’s academic language skills.

Let us look into the examples:

Filipino and Social Studies – A lesson in Filipino is designed to develop skills in

identifying keywords in a given text uses Social studies content (essay or article) such as
“Batas ng Bayan” or other topics in the unit Pamahalaan atBatas. The Social Science
content is used to develop language skills in Filipino.

English and Science – A lesson in English is designed to “develop the ability to

locate and synthesize information may use content in Science (essay or article) such as
“Climate Change” under the topic “Living Things and Their Environment”.

Using what learners already know as a starting point, they generate questions
about things they do not know yet. They design a method of investigation and gather
information on their own.

Focusing Inquiry Cycle is presented below:

1. Frame focusing questions. (Asking about prior knowledge)

2. Present field of facts. (Who? What? When? How?)
3. Help learners connect or relate facts. (Interpret, infer, give meaning)
4. Help learners generate explanatory ideas. (generalization)
5. Help learners find answers.

In Generic Competency Model learners are enrolled in three to four linked or

related courses or subject areas. In Makabayan for instance, competencies can be
clustered into personal development, social competencies and work and special skills.
 The subject specialist teaches his/her subject and activities will draw on processes
and skills important to each discipline. The following steps are followed:
1. Decide on the generic competency (social, personal, productivity) that will
allow related competencies from the many subjects. (Musika at Sining,
Edukasyong Pangkatawan at Pangkalusugan, Edukasyong sa Pagpapahalag,
Teknolohiya, Edukasyong Pantahanan at Pangkabuhayan at Araling
Panlipunan) to enter the integration process.
2. Identify the “culminating performance”. (what, why and how)
3. Brainstorm the specific skills derived from the project that would be expected
of the learners. Find out if these skills will lead to the culminating
performance.
4. Design the scoring guide and standard to assess the performance tasks
preferably performance tests and portfolio.

2. The New Teacher Education Curriculum for BEEd and BSEd

This new Teacher Education Curriculum was implemented by CMO 30, s, 2004.
There are two teacher education degrees which are offered by the Teacher Training
Institutions. These are the Bachelor of Elementary Education (BEEd) and the Bachelor
of Secondary Education (BSEd). The BEEd is structured to meet the needs of
professional teachers for elementary schools and special education programs and the
BSEd for the needs of professional teachers in the high schools in the Philippines.

The BEEd aims to develop standards to be developed by prospective teachers for

both elementary for both elementary and secondary levels are found in the list below.
These are also aligned to the National Competency-Based Teacher Standards (NCBTS)
formulated for all teachers in the Philippines.

Graduates of BEEd and BSEd must:

1. have the basic and higher level literacy. Communication, numeracy, critical
thinking, learning skills needed for higher learning.
2. have a deep and principled understanding of the learning processes and the role of
the teacher in facilitating these processes in their students.
3. have a deep and principled understanding of how educational processes relate to
the larger historical, social, cultural and political processes.
4. have a meaningful and comprehensive knowledge of the subject matter they will
teach.
5. apply a wide range of teaching process skills (including curriculum development,
lesson planning, materials development, educational assessment, and teaching
approaches).
6. have direct experience in the field/classroom (as classroom observations, teaching
assistance and practice teaching).
7. demonstrate and practice the professional and ethical requirements of the teaching
profession.
8. facilitate the learning of diverse types of learners, in diverse types of learning
environments using a wide range of teaching knowledge and skills.
9. reflect on the relationships among the teaching process skills and learning in the
students, the nature of the content and the broader social forces encumbering the
schools and educational processes in order to improve their teaching knowledge,
skills and practices.
10. be creative and innovative in thinking of alternative teaching approaches, take
informed risks in trying out these innovative approaches and evaluate the
effectiveness of such approaches in improving student learning.
11. be willing and capable to continue learning in order to better fulfill their mission
as teachers.

The curriculum of BEEd and the BSEd

 The curriculum design features include various components that correspond to the
basic and specialized knowledge and skills that will be needed by a practicing
professional teacher: foundational general education knowledge and skills, theoretical
knowledge about teaching and learning, methodological skills, experiential knowledge
and skills and professional ethical values and subject matter knowledge appropriate to the
level of teaching of pre-school, elementary and secondary levels.
The curriculum recognizes the need to equip teachers with wide range of
theoretical and methodological skills. These allow the teachers to have more options and
greater flexibility in designing and implementing learning environments which will
maximize students’ learning.

The curriculum is also designed so that the components are integrated. It

emphasizes the interweaving of foundational, theoretical, methodological and
experiential knowledge in the various learning experiences in the curriculum.

The new teacher education curriculum is made up of three components. For both
the BEEd and the BSEd, a sixty-three (63) unit general education is required.
Professional Education courses for BEEd is fifty four (54) units while the BSEd requires
fifty one (51) units. The specialization or content courses required for the elementary
teachers is fifty seven (57) units and those who will be teaching in the high school are
required sixty (60) untis of content. Both degree courses require one hundred seventy
four (174) units.

The General Education Courses continue to follow the existing general education.
This is mandated in CHED Memo No. 59. s. 1996.

The Professional Education Courses are clustered into three which are theory and
concept courses, methods and strategy courses and field study courses. Some of the
peculiar features of the Professional Education Courses are as follows:
1. All the subjects will be taught in an integrated manner.
2. Discussion of theory and concepts should always be linked to the development
of methods and strategies and to experiential learning during the field study.
3. All courses should be taught using a wide range of teaching-learning approaches
and assessment procedure, including the use of technology.
4. All courses must have a research requirement which may take the form of a
term paper, case study, action research or other forms of research as maybe
appropriate.
5. The theory and concept courses provide the broad framework within which
students can understand, rationalize, and reflect on the various methods and
strategies related to teaching.
6. The methods and strategy courses in the program aim to develop a wide range
of skills to facilitate and evaluate learning in diverse types of students in a
variety of learning environments.
7. The field study courses are intended to provide students with practical
experiences in which they can observe, verify, reflect on, and actually
experience different components of the teaching-learning processes in actual
school setting.
8. There will be special topic courses in seminar form which will be three one-unit
courses. Special topics are based on the perceived needs of the students and the
expertise of the faculty.

The Content Courses for BEEd is sum up to fifty seven (57) units. These
correspond to the various learning areas in the elementary education curriculum. These
are courses in addition to the General Education Courses which include Science,
Mathematics, English, Filipino, Social Studies, Music, Arts, and Physical Education,
Home Economics and Livelihood Education, and Values Education. The BEEd student
may also take fifty seven (57) units in Special Education of Pre-school Education for
Mathematics, Physical Sciences, natural Science, English, Filipino, Social Studies,
Values Education, Technology Education, Music, Arts, Physical and Health Education
and Islamic Studies.

5. The Ladderized Curriculum for Bachelor of Technical Teacher Education

(BTTE)

The Bachelor of Technical Teacher Education prepares teachers in technical-

vocational education (TVET) and higher education institutions who are equipped not
only with strong theoretical understanding of teaching and technology but also with
exposure to industry.

The curricular program of BTTE shall impart knowledge, skills, attitudes, values
and experiences that will provide prospective teachers with the necessary competencies
essential in effective teaching.

The specific body of knowledge, skills, attitudes, values and experiences include
general education component, professional studies component, specialization component
and instructional technology component.

a. General Education component is consistent of the CHED Memo 59 composed of

sixty (60) units of courses in humanities, languages, natural and behavioral
sciences, computer proficiency, mathematics, logic and ethics which are all
aimed to make a person broadly educated, creative, cultured, morally upright
and productive.
b. Professional Studies component includes philosophy and aims of technology
education, curriculum development and teaching-learning processes. It also
includes clinical experiences in teaching and the mastery of the Philippines
Trainers Qualification Framework (PTTQF).
c. Specialization component that includes the in depth knowledge of content and
specified skills in the major field including industry exposure.
d. Instructional technology component that includes competencies in the use of
technology in teaching and training.

Curricular Model A of the BTTE

Model A is offered for high school graduates who could meet the admission
requirements of the College. The characteristics of the model are as follows:

a. The program of study for the general and professional education subjects is based
on CHED Memo 30, s, 2004.
b. The technology major subjects are based on the competency standards indicated
in the Training Regulations of the Technical Education and Skills Development
Authority (TESDA).
c. The interfacing of CHED and TESDA provides students to exit after one, two
or three years with specific job opportunities and/or allows them to continue
their subjects for the four years of BTTE giving full credits to all subjects taken
in the previous years.
d. If the student prefers to work after one year of study, he could exit the ladderized
program with certificate of achievement. He/she is also qualified to take the
assessment for National Certificate (NC) administered by TESDA.
 e. Students who opt to finish the four year BTTE degree should meet the criteria
for admission to the degree. after finishing the four years BTTE program,
he/she can be issued their Diploma which qualifies them to take the Licensure
Examination for Teachers.

Model B of the BTTE

Model B is offered to the graduates of the Two-Year Trace Technical Curriculum

and the Three-Year Diploma of Technology Program in different areas of specialization.
The characteristics of the model are as follows:

a. Students will have at least one year industry experience aside from the industry
immersion or the on the job training (OJT).
b. On the Job Training (OJT) or industry experience is a requirement leading to a
four year Baccalaureate degree (Ladderized Bachelor of Technical Teacher
Education).
c. Students in this model intent to become prospective teachers in their respective
areas of specialization.

6. Instructional and Curricular Excellence in School Leadership and Management-

DepEd eXCELS

ICeXCELS (Instructional and Curricular Excellence in School Leadership for

South East Asia) is a short course package of SEAMEO INNOTECH for elementary and
secondary school administrators on developing instructional and development leadership.
It addresses the need to develop and strengthen the school head’s role as an instructional
leader in promoting or improving the quality of teaching and learning in his/her school.

The course was based on a Competency Framework for Southeast Asian School
Heads which SEAMEO INNOTECH developed and validated with the Ministries of
Education from ten SEAMEO member states. The framework consists of general and
enabling sub-competencies that describe what school heads are expected to do and
improve on to make them more successful in performing their work.

Special features of the Innovation

1. Delivery of Instruction – Teaching in the eXCELS is primarily delivered through

print self-instructional modules augmented by the use of interactive tools such as
chat, discussion forums and email, among other learning support system. To
facilitate the use of the chat, discussion forums and other communication features,
learners should have valid email addresses. The learning modules are
instructionally designed to be interactive and to incorporate the four A’s of adult
learning (Activity, Analysis, Abstraction and Application). Each module is made
up of the components:
 pre-organizers and advanced organizers
 module pre-test
 module post-test
 pre/post self-rating competency checklist
 interactive learning methodologies such as activities, insight forming
questions, lecturette and readings, discussion topics, summaries and links to
other resources
 lesson review tests
 practical exercises and feedback on the tests
 a module assignment
 glossary of terms
  list of references and suggested additional readings and links

The course is facilitated by assigned tutors from partner training institutions and
the SEAMEO Innotech and the technical staff of SEAMEO Innotech.

2. Learning Modality – After the students get their learning package, they can
immediately study at their own pace and time. Learners should be able to manage
their time such that they will finish one module in two weeks and two modules in
four weeks. During the period, the students should study the printed modules and
check on the Discussion Forum on-line in the iFLEX. Learners and the tutors
should interact among themselves. Aside from the class interactions during
discussions, each student is required in hard to submit assignments, reflection
paper and action plan either in hard or soft copies to the tutor for evaluation. The
three requirements make the learning portfolio which the tutor will evaluate, give
feedback on. They become the basis for the learner’s rating.
3. Evaluation System – Each learner will be given feedback in the form of
qualitative narratives by the tutors for their outputs. They will also receive a
rating for each major requirement and for their participation in the discussion
group. The ratings will be issued by the tutor which has an equivalent as follows:
 A = 3 Excellent
 B = 3 Pass
 C = 1 Deficient
Learners who successfully complete the course will be awarded a Certificate of
Completion by SEAMEO INNOTECH and academic credits from partner training
institutions.
3. Time Table – The duration of time expected of all learners to finish the course is
50 hours which is equivalent to a 3 unit course. The time spent includes self-
study of the module, participation in the on-line discussion, preparation and
submission of the module activities which are the contents of the learning
portfolio. A maximum of 2 weeks is given to accomplish each module. For the
current course, there are 2 modules; hence a maximum of four weeks is expected.
Approximately 2 weeks after the completion of the course, individual rating will
be released.

iFLEX DepEd EXCELS is an example of distance education and e-learning. The

use of technology alone or in combination of other delivery system has been the “in”
thing in educational innovation. This development has made education very
accessible to all. It has also conquered the barriers of distance, space and time in
education.

The UP Open University also embarked in various distance education programs

as well. It is popularly known as the UPOU curricular Programs.

Global Curricular Innovations

Let us now look into other innovations in curriculum that are happening in other
parts of the world. These are but examples of the myriad of innovations in education
worldwide. Later you will add to the examples in your activities.

1. Project Child (Computer Helping Instruction and Learning

Development) is a research-based instructional delivery system that enables one to
intensify the curriculum with technology and hand-on learning. Originally developed
at Florida State University by Dr. Sally Butzin, CHILD bridges today’s school with
the schools of the future.
 The lives of children today are shaped by the demands of the information age in
which technology plays a central role. The future workplace requires the abilities to
think critically, solve problems, use technology to access and organize information,
and possess the interpersonal skills to work effectively and cooperatively with others.

CHILD goals are to:

 modify the school structure and create classroom conditions conductive to
learning with technology
 create a cohesive unit of work that foster strategies for thinking
 reign curriculum for reading, language, arts and mathematics so as to cover
legally mandated content and integrating fully the use of computer in the
curriculum.

It aims to increase academic performance, develop reasoning abilities, problem

solving, decision making and knowledge application, communicating effectively and
emphasizes the development of mathematics in early years.

Structure and Procedure of CHILD

CHILD focuses on K-5 self-contained teaching using a triangulated approach.

Cluster of three experts work across three grade levels to teach three basic formats in
technology, hands-on and paper-and-pencil. The primary level cluster is made up of
K to grade 2 and the intermediate cluster is grade 3-5.

One classroom is set up for reading, one for writing and one for mathematics.
Each of the three teachers in each cluster becomes content specialist for one the three
Project CHILD subject areas. He/she is also responsible for one grade level
classroom.

Learners from each grade level in the cluster move among the classrooms to
spend one hour per day working in each of the three major areas. Thus the teachers
will work in their specialized field with the same learners for three years.

There are six “stations” or learning centers in a Project CHILD classroom.

These are:
 Computer Station for technology-based learning
 Textbook Station for written work
 Challenge Station for activities in game formats
 The Imagination Station for creative expression
 Exploration Station for hands-on activities
 Teacher Station for additional instructional support

Learners follow a precise management plan for moving from one station to the
other. Goals are set and activities are recorded in a book called “passport”. Required
curriculum content is covered in sex-week thematic units.

Project CHILD Materials

In order to succeed in the implementation of the project, the following support

materials are needed.
 Station Planning Guides – The planning guides are organized in six weeks
topical units. The contents include suggested softwares which are referenced
to state standards, teaching tips, skills checklists for each grade level, list of
materials and resources, and station activity pages.
 Station Activities / Task Cards – A companion of station planning guides,
provide ideas for hands-on station activities. It directs the learners to work,
 since specific objectives and directions are given for them to work
independently and constructively.
 Passports – This is a management tool to help students become organized and
focused on their work. It is also used to set and assess the goals of the
learners. The passport is brought home after the end of the six week unit for
the parents to look into. In this way the parents become an integral part of the
learning team. Both the parents and the learners will understand the academic
significance of the station activities.
 Teachers’ manual – A complete guide to assist teachers in implementing the
CHILD instructional program. The manual include the Overview of the
CHILD, Getting Started, Planning Station Activities, Assessment, Managing
the Classroom, Roles and Responsibilities, and Essential Components. It has
also a portion for record keeping, students’ certificates and other classroom
management tools.
 Leadership Guide – It is composed of materials in making presentations to
community groups and strategies to involve the school in adopting the
effective practices in Project CHILD.
 Special Needs Inclusion Guide – A timely resource for both regular and
exceptional teachers to support the inclusion of special needs in the classroom.
 Training Facilitator Guide – It includes comprehensive trainings, overviews,
transparencies and handouts for workshop participations.
All of the above materials are needed for the successful implementation of
the curriculum. The teachers receive special year long training in their
content especially in classroom management techniques and computer
integration skills. Teachers continue their professional development through
on-going self-study, in-service, action research and by becoming mentors for
new CHILD teachers. CHILD provides a risk-free learning climate. High
expectations of the parents are met with their cooperation as part of the team
to prepare the learners in the 21st century.

2. Brain-Based Learning

For two thousand years there have been primitive models of how the brain works.
Up to the middle of 1990’s, the brain was compared to a central switchboard. In
1970, the brain theory focused on the right and left brain. Paul McClean later used
the concept of triune brain to refer to the revolution of the human three part brain.
According to triune theory, survival learning is in the lower brain, emotions were in
the mid-brain, and higher order thinking took place in the upper brain. However, the
current brain theory embraces the whole systems, complex brain model.

In the last two decades, neuroscientists have been doing research related to the
improved teaching practices. Based on the findings and conclusions from these
researches, information was taken and incorporated into books and resource
references about learning. Classroom practices were modifies using new theories of
teaching and learning based on these findings. Some noted authors included Marian
Diamond of the University of California; Howard Gardner, Harvard University,
Thomas Armstrong, among others.

Brain-based learning is an approach to teaching based on research in

neuroscience. It suggests that our brain learns naturally. This theory is based on
what is currently known about the structure and function of the brain at the varying
stages of development. This provides a biologically driven framework for teaching
and learning, and helps the recurring learning behaviors. Brain-based theory includes
an eclectic mix of techniques. Currently these techniques stress allowing teachers to
connect learning to students’ real life experiences. This form of learning also
encompasses education concepts like mastery learning, problem-based learning,
 cooperative education, multiple intelligences, learning styles, experiential learning
among others.

Core Principles Guiding Brain-Based Education

There are several principles that guide brain-based education. On these, teaching
learning are anchored. These are:
 The brain perceives whole and parts simultaneously.
 The brain is a parallel processor which can perform activities at once.
 Information is stored in multiple areas of the brain and is retrieved through
multiple memory and neural path ways.
 Learning engages the whole body. All learning is mid-body: movement, food,
attention cycles, chemicals modulate learning.
 Humans’ search for meaning is innate.
 Search for meaning comes from patterning.
 Emotions are critical to patterning and drive our attention, meaning and
memory.
 Meaning is more important than information.
 Meaning involves focused attention and peripheral perception.
 We have two types of memory: spatial and rote.
 The brain is social. It develops better in concert with other brains.
 Complex learning is enhanced by challenge and inhibited by stress.
 Every brain is uniquely organized.
 Learning is developmental.

From the principles regarding the brain-based theory several interactive teaching
elements emerged. These are orchestrated immersion, relaxed alertness and active
processing. Let us explain each one of these.

Orchestrated immersion – Learning environments are created to provide authentic

learning experiences. For example in the elementary level, teachers can use the
school’s mini forest to identify trees, animals and other plants and find out how they
live together. High school students can go on a field trip to a nearby forest or
mangrove to observe and identify symbiotic relationships, communities and ecological
systems.

Relaxed alertness – In brain-based learning, efforts are made to eliminate fear

while maintaining a highly challenging environment. Teachers may play classical
music when appropriate to set a relaxed tone in the classroom. Bright lights are
dimmed. Scented candles are lighted to calm the senses or stimulate the senses. All
learners are accepted with their various learning styles, capabilities and disabilities.
These will all provide a relaxed accepting environment. Children are motivated to
bring in the best of themselves and bring out their potentials.

Active processing – The learners consolidate and internalize information by

actually processing these information. Prior learning has been given recognition as
having connections to current information. Preparatory activity is made before a unit
of study is begun. The teacher prepares the stage to attach new information learners’
to prior knowledge.

Brain-based learning is anchored on twelve principles that will enhance learning.

These include:

 Need of rich stimulating environments which utilize students’ created materials

and products. These are displayed on bulletin boards and display areas.
 Tables and desks are grouped together to develop social interactions,
cooperation and develop social skills. Learners must provide comfortable
 chairs and furniture for casual and informal discussion areas. Large pillows
and carpeted floors will be most useful.
 Indoor and outdoor spaces should be linked so that the students can move
about freely.
 Learners should be provided safe places so that threat will be reduced,
especially in city places.There must be variety of learning centers or nooks
with varied lightings.
 Some children prefer to work together in different nooks or corners by
themselves.
 Displays in the classrooms should be changed regularly to stimulate the brain
development. Provide student stage sets where they can act out scenes from
their readings or demonstrate a science principle or act out a dialogue between
historical figures.
 Provide multiple resources. Provide educational, physical, and variety of
setting with in the classrooms so that learning activities can be integrated
easily. Computer areas, wet areas, experimental science areas should be in
close proximity to each other. The goal of the facility is multiple functions.
 Flexibility is a principle that has been recognized long before. The “teachable
moment” must be recognized and capitalized on.
 Active and passive places should be provided for students to develop their
interpersonal and intrapersonal intelligences.
 A personal space of learners like lockers, desk or a home base is provided each
child to allow him/her to express his/her unique identity.
 The community is utilized as a primary learning environment. Technology,
local knowledge, business partnerships, democratic practices should be utilized
for educational practices.
 The brain can grow connections at any age. Challenging experiences with
appropriate feedback are always the best. Cognitive skills always develop with
motor skills.
 Optimizing learning through different media. Music is used to reduce stress,
boost learning. Calm down or energize, and as a primer to energize the brain.
The same is true with art. It provides avenues for self-expression.

ANALYSIS
Read the situation and think about these questions. Give your personal reflection
based on the current and future condition of our education.

Situation:

Teacher Pilar is one of the best in their school. She has been a Grade VI teacher
for almost thirty years. Parents and her peers all agreed that she makes almost all her
children learn. She has been a very good teacher in almost all subject areas, though she
likes to teach best Science. When a new principal Mr. Perez came, he introduces an
innovation which is the use of technology. All school children in the intermediate grades
should learn how to use the computers. The task of teaching was to be done by all
intermediate teachers and Teacher Pilar was one of them with the new assignment, she
felt frustrated. She felt it was a heavy burden on her to use the technology, though the
children were all excited to learn. Because of her fear of something new which she could
not handle, she lost her motivation to teach day after day. She would absent herself from
school more often and neglected her obligation as a teacher. The best teacher before has
now become a liability to the school, because of an innovation.

Reflect on and answer the questions that follow:

 1. If you were Teacher Pilar, how would you handle the innovations so that
you would still be the best teacher in your school?

2. As the new principal, how would you respond to the situation such that
you still continue to introduce the innovation and yet save Teacher Pilar
from all the frustrations and anxiety?

3. What lessons do you get from the situation given above?

ENRICHMENT
Let us recall. Identify the innovation being described.

1. Introduced by K to 12 to improve quality education by reducing the

subject areas in a very crowded basic education curriculum.
2. A curriculum for teacher education which strengthens the field
experiences of the prospective teachers.
3. A distant education curriculum for school leaders that utilizes modules and
synchronous virtual classrooms.
4. A curriculum that is anchored on the capacity of the brain to learn
simultaneously.
5. A curriculum that prepares teachers by taking into account vocational
skills learned in the early part of college education. It strengthens
preparation by having industry immersion.
6. A curriculum which specifies subject areas that promotes internationalism
and Filipinism.
7. A curriculum innovation that is anchored on the National Competency
Based Teacher Standards or NCBTS.
8. A computer integrated instructional program for elementary school which
is intensified with technology and hands-on learning.
9. A curriculum that utilizes integration in subject areas for holistic learning.
10. A curriculum innovation that prepares professional development of
teachers through a ladderized cluster of subjects.
 Holy Rosary Major Seminary
Concepcion Pequena, Naga City

Philosophy Department

Subject: RE9 ( Preparation of Curriculum Materials) Course: Philo 4 Unit: 3

Term: 2nd semester 2021-2022 Time: 10:30-12:00 Thursdays/7:30- 9:00 Fri

Name___________________________________ Course/ Year_________

Module V: Addressing the Future: Curriculum Innovations

Lesson 2. Issues and Concerns in Curriculum

OVERVIEW / OBJECTIVES
Curriculum manages and educational experts are always looking for better way to
achieve better learning through teaching. However, since curriculum innovations seemed
to be difficult for many, issues and concerns have been raised about curricular
innovations. The newness of the idea to the users raises issues which need to be
addressed. Certain aspects need to be clarified in order to overcome the attitude and
feelings that create some concerns.

INTRODUCTION
This section will focus on some issues and concerns related on the curriculum.
Responses of different sectors will also be presented.

Curricular Issues and Concerns

 Poor academic performance of learners. How does the performance of learners

relate to the curriculum? Our basic education curriculum was prepared by experts
in the field of curriculum making the subject specialization. The written or
intended curriculum is well crafted and all elements of the curriculum are
considered. but why are Filipino learners lagging behind from their counterparts
in out neighboring countries of South East Asia in the international test called
TIMMS for Science and Mathematics? Why can’t our schools significantly raise
the level of performance of the learners vis a vis national standards?

Issues on the varied implementation of the curriculum among schools and

teachers seem to be one of the reasons for the prevailing low performance of
schools all over the country. There is perennial complaint about books and other
instructional materials. Overcrowded classrooms do not provide a good learning
environment. In addition, the teacher has been identified as one of the influencing
factors in the varied implementation of the curriculum. Issues like ill prepared
teachers, poor attitude towards change and low morale have been thrown to
teachers. Leadership support from principals is also mentioned. All of these
factors are support to an effective implementation of the curriculum. Perhaps if
these are not addressed, then the outcome of the curriculum which is academic
performance of schools will be low.

 Curricular innovations lack the sense of ownership from stakeholders. Most of

the curricular innovations are handed down from the top management.
  Those who are going to implement simply tow the line or follow blindly.
Sometimes the implementers lack full understanding of the changes or
modifications that they are doing. The goal is unclear, thus there are a lot of
questions in the implementation as well as evaluation from the concerned persons.
Because of this concern, there is little support that comes from other stakeholders.
They just leave the school to do it on their own, thus giving the classroom teacher
the burden.

 Some curricular innovations are results of bandwagon but are not well supported
by managers. In the desire of some schools to be part of the global educational
scenario, changes and innovations are drastically implemented even if the school
is not ready. Some schools for example implement a curriculum that is
technology-dependent when there are not enough computers in the classroom.
There are no interned connections either. But they have to show that they are also
keeping abreast of the development even if their equipments are insufficient.

 Lack of regular monitoring and evaluation. After a new curriculum has been
installed, it is left unattended. Inadequate monitoring activities to find out
curricular strengths or weaknesses and problems are being encountered. Very
little means is provided to find out if the implementation is running smoothly or
not. When the time of implementation ends, sometimes there is no evaluation
aspect, thus the innovation cannot be judged as failure or success for it to be
continued or not.

 Innovations results to teacher burn out. With so many new changes taking place
in the curriculum, many teachers are getting burn out. They get tired so easily
and motivation is very low. It is because they cannot cope with rapid changes that
take place. They themselves cannot adjust to the changes that are being
introduced. They would prefer the “good old” days and stick to what they had
been doing which are not anymore compatible with the times.

 Innovations are not communicated to all. Only managers or the proponents

understand the changes. Those who are directly involved merely follow hook line
and sinker. This is called regimentation. Changes when introduced this way may
falter along the way because the people involved are not empowered.

These are few of the many issues and concerns in innovation. When something
new is introduced, there will always be complaints. Anybody who is removed from a
comfort zone will always have some reactions. However, the issues presented are also
valid. These are taken from various observations of practitioners and curriculum
implementers. In order to lessen the negative impact of the different issues, some
responses have to be presented.

Responses to Issues and Concerns

 The K to 12 is an example of an innovation that tries to address the continuous

decline in learners’ performance in basic education. There are now positive
indications that with the reform, the Philippine education will progress towards its
goal of quality education for all. Some schools have now elevated the national
achievement performance. It is because the DepEd is trying to provide support to
its implementation. Among these are the fast tracking of textbook procurement, a
solution to the textbook problems, the retraining and upgrading of teachers, the
teacher induction programs, the support of the principals and more initiatives.
More school buildings were constructed. Computers and other technology related
equipment are provided. In short, the K to 12 has now the full support of the
 DepEd for its implementation. Hopefully all of these initiatives will contribute to
a higher achievement and performance among the learners so that they will be at
par with their counterparts in the neighboring countries.

 In the installation of a new curriculum or innovation, all stakeholders should be

involved. Even in the planning stage, consultations should be held. This process
will provide each interested sector or persons to help make decision as to whether
the innovations will be introduced or not. Curriculum review or curriculum
proposal in college for example undergoes along process. Right at the beginning,
the students, teachers, managers, alumni, industry and other sectors are involved
in workshops, conferences or consultations. Each idea should be evaluated and
given consideration for the finalization of an innovation. This participatory
process provides a sense of ownership for all stakeholders. In so doing, each one
will make sure that the result of the innovation will be positive.

 There is a need to respond to the fast changing times in terms of school

curriculum innovations. The steps, however, should be well planned and well
studied. Before any change will be introduced, a thorough study should be made
to establish readiness for all concerned. Initial preparation for the implementation
to ensure the provision of the necessary materials and the appropriate knowledge
about the innovation should be assured. Changing for the sake of change is
useless or even irrelevant of the innovation is not well studied. Committees
should be formed to address each phase of curriculum installation,
implementation and evaluation.

 General practice seems to show that when a new curriculum is introduces or

implemented, it ends without report of results. This situation prevails in many
school-wide and nationwide curricular innovations introduced. However, because
this issue has been raised again and again, it is noteworthy to find that new
curricular program have now embedded monitoring and evaluation in its plan. In
fact, on the school-based innovation principals have been empowered to conduct
monitoring and new curricular programs. This is part of the curricular leadership
roles. Curricularists and practitioners agree that monitoring will enhance
efficiency and development, keep teachers on track, and maintain school leaders’
involvement in the curriculum.

 Collaboration in the implementation of a new curriculum is very necessary.

School heads or managers, teachers, and learners should have adequate
information about the innovation before it will be introduced. They must even
help in deciding whether such innovation should be introduced or not. If the
opinion of the majority will be asked, then a sense of ownership will be achieved.
There is a continuous communication of the different aspects of the innovation. If
these are done, there will always be an assurance of success.

In summary, like any endeavor, to improve quality education issues and concerns
will always be raised. This is true with innovations, be it small or big. Just like when we
want to change for the better there will always be obstacles to overcome, or when we are
removed from our comfort zones, we will always have some complaints. For every
action, there will always be a corresponding reaction. Each enumerated issue and
concern gets a corresponding response. This is natural law.

Now we are ready to take action!

 ACTIVITY
To complement Lesson 2, let us do the two activities that follow:

Activity 1 – Your Attitude Towards Innovation

Using the adapted scale of measuring attitude change by Georgiades in 1967,

answer the Attitude Scale below.

Attitude Towards Innovations

Instruction: in every statement, encircle your answer that reflects truly your
opinion. There is no right or wrong answer here. Use the legend below as reference
before you circle your answer.

Legend: SA – Strongly Agree

(others) MA – Moderately Agree
SIA – Slightly Agree
SID – Slightly Disagree
MID – Moderately Disagree
SD – Strongly Disagree

1. If I could do as I please, I would SA MA SIA SID MD SD

change the kind of work I do every
few months.

2. One can never feel at ease on a job SA MA SIA SID MD SD

where the ways of doing things are
always being changed.

3. The trouble with most jobs is that SA MA SIA SID MD SD

just when you get used to doing
things, things are always changed.

4. I prefer to stay with a job I know I SA MA SIA SID MD SD

can handle than to change to one
where most things would be new to
me.

5. The trouble with many people is SA MA SIA SID MD SD

that when they find job they can do
well, they don’t stick with it.

6. I like a job where I know that I will SA MA SIA SID MD SD

be doing things in about the same
way from one week to the next.

7. When I get used to doing things one SA MA SIA SID MD SD

way, it becomes disturbing to
change to new method.

8. It would take a sizeable increase in SA MA SIA SID MD SD

salary to get me to voluntary
transfer to another job.
Activity 2 – Issues, Concerns and Responses

With your group, interview three teachers ( 1 from elementary 1 from high school
and 1 from college ) as your informants.

1. Ask each teacher for the following questions:

1.1 What issues or concerns do you have in the implementation of the Basic
Education Curriculum? (for elementary and high school teacher)

2.1 What issues and concerns do you have in the implementation of the new
teacher education curriculum for college? (for the college
instructors/professors)

3.1 What responses have you made regarding the issues and concerns?

2. Bring your report to the class and include a copy in your portfolio.

ANALYSIS
After reading the inputs and doing the activities, let us think deeply about this
lesson.

1. If you are at present a classroom teacher, what innovation in the curriculum will
you introduce? Describe the innovation. Why will you introduce it?

2. Can you give justification why future teachers like you would welcome
innovations?

ENRICHMENT
Its time to find out, how much you have learned from the lesson.
Instruction: In Column A is a list of issues identified in curriculum innovation.
Match each item with the responses to address the issues.

Column A – Issues Column B – Responses

___ 1. Low academic performance due A. Communicate clearly purpose of the

to over crowded curriculum
___ 2. Only the proponent knows about
the innovation
___ 3. Innovation is terminated; a new
curriculum should be introduced
___ 4. Going along with the fad
___ 5. Goals unclear and
implementation are left in the
hands of untrained teachers
innovation
B. Install monitoring and evaluation in
the new curriculum
C. Well studied and planned without
monitoring and evaluation
D. Prepare every stakeholder for the
task they have to do
E. Reduce the number of learners in the
classroom
F. Introduce innovations now and then
to be “in”
Recommended Readings

Andres, Tomas Q. (1989) Curriculum Development in the Philippine Setting. Manila: National
Bookstore.

Carlson, R.O. (1975) Adoption of Educational Innovations. Eugene, Oregon: Center for the
Advanced Study of Educational Administration.

Commission of Higher Education Memo No. 30, s. 2004.

Clemente, Alejandro W. (1986) Philippine Education into the 21st Century. Quezon City: Valerio
Publishing House.

Colinares, Nilo E. and L.P.E. dela Rosa (eds.) (2005) Philippine Education in the Third
Millennium: Trends, Issues and Challenges Concerns. Northern Samar: 6 NSEnterprises.

Drucker, Peter F. (1993) Management Tasks and Responsibilities. New York: Harper and Row.

Heorgiades, N. J. (1967) A Study of Attitudes to Educational Innovations. M. Phil. Unpublished

Dissertation, University of London.

Institute for Management Development, (2006) World Competitiveness Yearbook. Lausanne,

Switzerland.

Kral, Thomas (ed). (1999) Teacher Development (Making the Right Moves). Washington, D.C.

Legaspi, Dennis C. (2006) “Examine the Philippine ICT Imperative”, World Competitiveness
Yearbook. Laussane, Switzerland: Institute for Management Development.

Palam, Jesus C. (1992) Curriculum Development System.

Philippine Daily Inquirer, Aug. 7, 2006, p. Bio.

Philippine Yearbook 2000, 2001, 2002, 2003, 2005, 2005 and 2006.

Salandanan, Gloria G. (2006) Methods of Teaching. Quezon City: Lorimar.

SEAMEO INNOTECH. (1981) Change Agent Development Techniques (Short Course: 7 th

Edition). Quezon City: INNOTECH.

CMO 30. s. 2004. Revised Policies and Standards for Teacher Education Curriculum.

CMO 52. s. 2007. Addendum to CMO 30. s. 2004.

CMO 56. s. 2007. Ladderized Bachelor of Technical Teacher Education.

Brain Based Education in Innovation in Education
http:// www.uwsp edu/education/celtProject/Innovations/Index.htm

SEAMEO, INNOTECH, 2007 iFLEX Handbook