Curriculum Innovation M8

Republic of the Philippines
PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
Mindanao
The Multicultural Education Hub
Prosperidad, Agusan del Sur
MARISSA B. BACSAN BMSEE-AG-II-1

Date & Time: December 15, 2020
Module 8: Curriculum Change and Innovation
SUMMARY
Write five (5) statements that will summarize your understanding in this Chapter 3
Module 8 – Curriculum Change and Innovation
1. Innovation is the emergence of a certain idea or concept in relation to curriculum
development.
2. Change in the context of curriculum is the process of putting the idea or concept to life or
applying the idea in the curriculum context.
3. There are two forms of change, the software and hardware; software refers to the curriculum
itself—what comprises it, while hardware refers to the facilities or the tangible things that
supports the curriculum ideas and development.
4. Curriculum change and innovation shall take processes considered to be implemented. It
includes the agents will be initiating such change; the idea or the innovation itself being
implemented; the users who are to be affected or will use the innovation; and the time that the
change and innovation will be implemented-- how long will it take for such change and
innovation to be implemented.
5. Curriculum change and innovation arises in the purpose of developing such curriculum, if
there are such problems arising with the currently implemented curriculum.s
Mindanao
EXCERCISES AND LEARNING ACTIVITIES
Activity1
What do researches say about change and innovation in curriculum? From
the most recent researches published in local and foreign research journals, find
out and examine specific changes/ innovations in curriculum. State the significant impact such
change/innovation may have to Philippine education, in general, and to Philippine curriculum, in
particular.
Research Title Change Aspect of the Expected Implication to

Author and Innovation Curriculum Result or Philippine
Publisher, Introduced in/ Involved Outcome of Education
Date Drawn from the Change/
the Research Innovation
Article
A Responsive Disruptive Mode of Need to identify In the Philippine

Higher Education innovation- and follow a Education, currently,
class/instruction
Curriculum: products and model for due to pandemic,
Change and services, which at change in order
majority
Disruptive one point were so to maximize the
Innovation. expensive, effectiveness of implemented
Maureen Snow complicated, and curricular distance
Andrade. inconvenient that change. By learning/online
IntechOpen. only a small doing so will learning as the
November 5th fraction of people higher education pandemic prevents
2018 could access them, institutions be face-to-face
become able to transform
instruction.
transformed into practice across
ones that are diverse settings, Admittedly, online
simpler, more and not only learning is expensive
convenient, lower meet, but and needs areas that
in cost, and far anticipate, the has strong internet
more accessible needs of a connection.
rapidly-changing
world.
Mindanao
“Innovation in Improving the Bringing all  Prosperous, Learner-centered

education: what
efficiency and grades, from inventive curriculum; Parent-
works, what
doesn’t, and what quality of teaching preschool to society. Teacher Association;
to do about it?”
and learning theory higher and Community
Peter Serdyukov.  Breeds
Journal of and practice, as postgraduate extension services;
Research in learners’
well as the roles of levels, into one Spiral curriculum
Innovative autonomy,
Teaching and the learner, cohesive system.
Learning. 3 April self-efficacy,
teacher, parents,
2017 critical
community,
thinking,
society, and
creativity,
society’s culture
and advances
a common
culture that
supports
innovative
education
A Quest for Internationalization University To produce high Conducting various
International of curriculum governance, quality human webinars for teachers
Curriculum standardization resources to meet and students;
Innovation and of curriculum, the needs of the construction of new
Change in enhancing society and the buildings/classrooms;
Vietnam Higher international demands of the Technology-based
Education experience and labor markets. instruction.
Institutions. expertise of staff
Nguyen Thi My and students,
Ngoc , Apipa improving the
Prachyapruit, infrastructures
Mindanao
Varaporn and facilities for

Bovornsiri. faculty and
NTMNgoc. 2018 university, and
quality assurance
of international
curriculum.
Mindanao
ASSESSMENT/EVALUATION
Activity1
Assume that your school will introduce blended instruction using module
system and the usual face-to-face instructional delivery. What would you identify as the agents
of this innovation? Justify.
Innovation/Change Agent of Change Justification

Alternate schedules between face-to-  School heads The school heads have the authority to
face and modular classes impose such policy when it is also
approved by the school system, since
the school head is authorized to manage
the school system.
Thirty per cent classroom capacity to  Local Authorities Usually, the local government unit of
cater students the municipality or barangay has the
final decision in control to the location
where the school is placed (in this
pandemic times)
Limited school activities during face-  School heads School heads are in control of the
to-face classes to avoid personal school activities to be conducted, as
 Local authorities
contact/large crowd well as the local authorities as the
school is located in a certain area
(barangay/municipality)
Face-to-face class/delivery prioritizing  Teachers Subject teachers/course professor can
the submission and consultation of implement such policy in his/her own
requirements/reports. class handled
Limited to No community linkages-  School heads Local authorities will impose such
based activities/program policies and will then communicate to
 Local authorities
school heads—imposing to the school
system
Decreased time schedule during face-  School heads School heads are authorized to impose
Mindanao
to-face classes (ex. From 2 hours-1 such policy/changes since they are
hour & 30 mins only) managing the school system
(scheduling should be followed by the
school system, not just in a single class)
Imposing academic ease--lessen  School Heads School heads are authorized to impose
course activities during modular such policy/changes since they are
schedules managing the school system—for the
betterment of the school system
(includes teachers and students)
Grading system  School heads School heads decide in communication
to the school system policy the grading
 Teachers
system (range of grades to be qualified
as honors/dean’s lister), and teachers
(subject/course) will have their own
percentage ratings according (ex.
Attendance, outputs, reports)
Students seminars/orientation will be  School heads Such activities like seminars to be
virtual conducted by the school, are to be
approved by school heads before it will
be conducted
Self-Learning  Education Agencies A certain state university and Higher
(CHED) Education Institutions curriculum

development is under the CHED
enforcement and regulations, in the
case of the Philippines.
Assigning batch to a weekly schedule  School heads School heads are authorized to impose
on modular and face-to-face such policy/changes since they are
instruction managing the school system
(scheduling should be followed by the
school system, not just in a single class)
Mindanao
Administering authentic assessments  School heads School heads are authorized to impose
such policy/changes since they are
managing the school system, also to be
adopted by the teachers
One-week allotment to finish Teacher Subject teachers/course professors can
requirements per module impose to their respective handled
courses
More orientations in adapting the School heads School heads are authorized to impose
modular-face-to-face instruction (both such policy/changes since they are
teachers and students) managing the school system—for the
betterment of the school system
(includes teachers and students)
Increased budget for the printing of Education agencies Education agencies should
modules communicate to the universities and
HEI’s about the budget implementation
from the assigned National Budget to
supplement higher education
institutions
Mindanao
Activity 2
A. From your knowledge and understanding of curriculum change and
innovation, identify specific features that distinguish change from
innovation in the context of curriculum implementation and evaluation.
Curriculum Context Change Innovation
A result of changes in the An intentional and deliberate

economic, social and process to bring out desired effects
technological aspects of a society and change
that occur within a
definite time frame
The process of embracing the Deliberate actions aimed at

concepts of improving learning environment
innovation, development, through a method of presenting
renewal, and improvement of a materials to students that involves
curriculum human interaction, hands-on
activities, and student feedback
B. Change and innovation in curriculum require specific strategies. Using the strategies
described in this chapter, describe each of the strategies in terms of their respective basic features
and when to use (context).
Mindanao
Strategies for Curriculum Basic When to Use the strategy

Change and Innovation Features/Description of (Context)
the Strategy
1. Participative Problem  The system identifies and  School system

Solving strategy diagnoses its own needs, development/improvement
finds its own solution, (policies and guidelines)
tries out and evaluates the
solution and implements
the solution if it is
satisfactory
 The emphasis is on local
initiative.
2. Planned linkages  The intermediate  On the job trainings for

agencies, such as schools, students
bring together the users
of the innovation in this
model.
 linkage process is based
on the link between the
school and the various
specialized/ centralized
agencies linkage centres
may be in form of
Professional Centres,
Resource Centres, ICT
Centres, ect.-- These
agencies are the linkage
point between the
national agencies of
curriculum development,
change and innovating
schools, to provide
consultancy services and
to offer in- service
training for teachers and
users.
3. Coercive strategies  Work on the bases of  MOE generally used these
power and coercion by strategies.
those in authority, using
laws directories, circulars
Mindanao
and others
 Change is accomplished
through application of
power with those holding
greater power enforcing
compliance by those with
less power.
 An already- prepared
curriculum, developed by
government educational
sectors such as National
Curriculum Development
Centre in the form of a
syllabus document, was
given to teachers to
implement.
4. Open input strategies  make use of ideas and
resources from practically
all forms or kinds of
sources, thus making this
strategy flexible, open and
pragmatic.

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Republic of the Philippines

PHILIPPINE NORMAL UNIVERSITY

MARISSA B. BACSAN BMSEE-AG-II-1

Module 8: Curriculum Change and Innovation

EXCERCISES AND LEARNING ACTIVITIES

Research Title Change Aspect of the Expected Implication to

A Responsive Disruptive Mode of Need to identify In the Philippine

“Innovation in Improving the Bringing all  Prosperous, Learner-centered

Varaporn and facilities for

Innovation/Change Agent of Change Justification

(CHED) Education Institutions curriculum

A result of changes in the An intentional and deliberate

The process of embracing the Deliberate actions aimed at

Strategies for Curriculum Basic When to Use the strategy

1. Participative Problem  The system identifies and  School system

2. Planned linkages  The intermediate  On the job trainings for

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