At the of this lesson we are expected to:

1. Draw specific parameters to distinguish change from innovation in terms of

curriculum
2. Justify the need for either change or innovation on matters pertaining to curriculum.
3. Strategize change and innovation in school curriculum.
The content of this lesson:
Change & innovation difference
Sources of Change & Innovation
Types of change
Forms of change
Strategies
Models
Planning and Implementation
Education reform has been in a need in the Philippines for generations. Before K to 12, the
Philippines had been one of the three remaining countries in the world. – The other two being
(Djibouti East Africa) and Angola Central Africa. To have a 10 – year basic education. Most
countries across the globe operate on a 12 – year basic education. In relation to my topic
about curriculum change and innovation. At the of this lesson we are expected to:

Difference b/w the Innovation and Change

Curriculum Change
Curriculum Innovation
Curriculum Change
According to Hoyle defines change as development, renewal and improvement of a
curriculum due to external forces.

In the context of curriculum

Curriculum Innovation
Harris describes Curriculum innovation refers to ideas or practices that are new and
different from those that exist in the formal prescribed curriculum.
it is planned and deliberated process.

Source of Change – Pinagmulan ng Pagbabago

National Imposition - the national level, Rapid economic, social, political and
technological changes in the external environments of education systems decide to
adopt a new idea. The central authority they can imposed changes in curriculum.
Societal needs- business, trade and industry, NGOs (non-government organization)
Technology – can also lead curriculum change and innovation. The role of technology in curriculum
is very important. Upgrading the quality of teaching – learning in school. Increasing the capability of
the teachers.

Stake holders - are individual or institutions that are interested in the school curriculum. Who are
the curriculum stake holders, they are the

learners, - they core of curriculum in the center they are the reason why curriculum develop

teachers, - they serve curriculum developers and implementers Planning and writing the primary
role of teacher in curriculum. The architect of school curriculum.

school leaders, - they serve as curriculum managers and administrator (school principal is one of
school manager). They supervise the implementation of curriculum.

parents, - supports to the curriculum, responsible for child

and community – they serve as curriculum resources

stake holders shape the school curriculum implementation.

Types of Curriculum Change:

Change can be categorized in two types

HARDWARE CHANGE - These changes are introduced by addition to facilities such as new classroom,
equipment (laboratories), books and playgrounds

SOFTWARE OF CHANGE – these affect the content and range of the curriculum itself. It is related to
the method of delivery (blended learning, modular learning) recommended by curriculum designers
and developers. To support the hardware change

Example: Due to covid 19 pandemic we change the books to modules,

FORMS OF CHANGES: (MGA ANYO NG MGA PAGBABAGO)

Change can occur in the following forms (University of Zimbabwe, 1985,69)

Substitution (pagpapalit) – in this change, one element replaces another previously in use. Examples
are new textbook, new equipment, new curriculum guide, and instructional plan (from 6As to 4 As or
replacement of teacher and administration.
Alteration (Pagbabago) – this involves change in existing structure rather than a complete
replacement of the whole curriculum, syllabus or course of study.
Example DO no. 12 series of 2020 K to 12 curriculum had been streamlined to 5,689 MELC
from the original 14,171, or a reduction by 60 percent. This is to address “congestion and
overlaps.”
Learning competencies refer to the “knowledge, understanding, skills and attitudes that
students need to demonstrate in every lesson and/or learning activity.”

Addition (Karagdagan) - This is the introduction of a new component without changing old elements
of pattern. New elements are added to the existing program without seriously disturbing the
main structure and content of the prescribed curriculum.
Example:
Restructuring – this involve the rearrangement of the curriculum in order to implement desired
changes. It may also involve the sharing 0of resources among a group of school or
institutions.
Example the DepEd CALABARZON develops the project under the flagship program of the region iV
A calabarzon PIVOT to quality of Basic education (PIVOT4A QuBE). Guided by the
provision of RA 10533. Section 5 paragraph B and H & rule 11 section 10.2 paragraph B and
H of Deped order No. 43 series 0f 2013.
Strategies :
A strategy of innovation refers to the planned procedures and techniques employed in the
quest for change.

Participative Problem solving - This strategy focuses on the users, their needs and how
they satisfy these needs. The system identifies and diagnoses its own needs, finds its own
solution, tries out and evaluates the solution and implements the solution if it is satisfactory.
The emphasis is on local initiative.
Planned Linkage:
The intermediate agencies, such as schools, bring together the users of the innovation
in this model.  Hoyle (1993), linkage process is based on the link between the school
and the various specialized/ centralized agencies linkage centers may be in form of
Professional Centers, Resource Centers, ICT, etc.  These agencies are the linkage point
between the department of education curriculum development, change and innovating
schools, to provide consultancy services and to offer in- service training for teachers and
users.
Coercive Strategies:
These strategies operate on the basis of power and coercion by those in authority,
using laws, directories, circulars, orders and so forth. Department of Education usually
use these strategies for curriculum change and innovation.

Models
. Tanner and Tanner (1980: 262), as cited in “Curriculum Implementation”, emphasize
three principal models which illustrate how change takes place. These are outlined below
1. The Research, Development and Diffusion Process Approach/model:
The R, D and D model forms the basis for much of the research activity. In this model, an
innovation is conceived at the head or center and then fed into the system. This views the
processes of change as a rational sequence of phases in which an innovation is:
 i. Invented or Discovered,
ii. Developed,
iii. Produced, 
iv. Disseminated To The User.

Example: The department of education develop new curricula based on the national
educational needs, available theories and research findings. (Learning Delivery Modalities)

1. Problem-Solving Model:
This model was earlier originated by Lippit, later Havelock worked on it. The problem
solving change model also called Need Reduction Model is regarded as a user friendly
model by Havelock (1971), who further worked on it. (Example Melc
i. Determine the problem.
ii. Search for an innovation.
iii. Evaluate the trials.
iv. Implement the innovation.

The Social Interaction Approach

Anaele (2008) states that this model involves the transmission of knowledge by
individuals, along informal networks of professional colleagues and friends. They
described the unplanned process as the spread of new ideas or practices through contacts
between and among teachers within a school, among schools, between teachers and
supervisors, among others.
i. Awareness Of Innovation
 ii. Interest In The Innovation
iii. Trial
iv. Adoption for Permanent Use.
DO NO. 12 series of 2020 Adoption of the Basic Education Learning Continuity plan
for the school year 2020 – 2021 in light of the covid 19 public health emergency. The
Department of Education (DepEd) formulated the Basic Education Learning Continuity
Plan (LCP)
Planning and Implementing of Change and Innovation
For the change to be implemented in the curriculum, a process has to take place. This
process involves four major factors. According to Bishop (1986), cited in “Curriculum
Implementation”, these factors include:
The change agent:
The change agents include teachers, school heads, local authorities or the Department of
Education. The agent initiates the innovation or curriculum change in general.
The innovation 
This involves executing the change itself; that is, putting it into use or operation.
The user system: 
 This relates to the person or group of people at which the innovation is directed, such as
students and teachers.
Time:
Innovation is a social process, which takes place over a period of time.
These factors interact with change and are changed by each other during the process of
innovation. It is also important to note that the curriculum change agent is involved with the
process, the planning and the strategies, and is frequently the user of the innovation.

Conclusion:
Changes in the curriculum will provide a new position or direction to our profession in the
modern world. It is unlikely that the rate of change will ever slow down to give the stable
periods that were common in the past, so the implication is that we have got to get used to
living with rapid change and adjust accordingly.
Ang mga pagbabago sa kurikulum ay magbibigay ng bagong posisyon o direksyon sa
ating propesyon sa makabagong mundo. Ito ay malamang na ang rate ng pagbabago ay
kailanman mabagal down upang bigyan ang matatag na panahon na karaniwan sa nakaraan,
kaya ang implikasyon ay na namin na upang makakuha ng ginagamit upang mabuhay na may
mabilis na pagbabago at ayusin nang naaayon.