OAS COMMUNITY COLLEGE

OAS, ALBAY

MODULE 11
PROF ED 7
CURRICULUM INNOVATION

Name: Robert C. Divinaflor Course/Yr. Level/ Block: BEED III-C

A. Standard-based Curriculum
Activity: Answer the following questions.
1. What are the necessary requirements for the teachers and administrators to implement a standards-based
curriculum?
-They are professionals with expertise in various disciplines and with extensive knowledge in pedagogy They understand
the school system and other variables that may influence it.They developed curriculum innovations that are designed to
bring about positive changes and holistic development for the learners

2. What are the possible pitfalls of a standards-based curriculum?

-One possible pitfall is that all students are placed under the same demands and expectations. Students learn in different
ways and at different speeds. A standard-based curriculum might not take that into consideration.
3. How can curriculum standards influence assessments of learning?
-Standards are boarders while competencies are more specific and perspective in terms of the scope of knowledge, skills,
and values that students should learn. Curriculum standards provide more creative freedom for educators to explore
various learning opportunities and better forms of assessing students` achievement (Morrison, 2006).

B.MULTICULTURAL CURRICULUM
Activity: Answer the following questions.
1. Identify different strategies and approaches done by teachers in designing a curriculum that is culturally relevant
and responsive to the learners.

•Content Integrations
The Knowledge Construction Process
Prejudice Reduction
Equity Pedagogy
An Empowering School Culture and Social Structures

2. What are the possible benefits of a multicultural curriculum?

(1). Develop multiple historical perspective;
(2). Strengthen cultural consciousness;
(3). Strengthen intercultural competence;
(4). Combat racism, sexism, and other forms of prejudice and discriminations;
(5). Increase awareness of the state of the planet and global dynamics;
(6). Build social actions skills.
 C.INDEGINOUS CURRICULUM

Activity: Answer the following questions.

1.What indeginous knowledge can be integrated in the curriculum

- It includes ecological, scientific, and agricultural data additionally to processes of teaching and learning

2.What are the examples of indigenous curriculum implemented in the Philippines?

- The examples of indigenous curriculum implemented in the Philippines is the Family life, nutrition, health, sanitation,
hygiene health and food.

D. BRAIN-BASED EDUCATION
Activity: Answer the following questions.
1. How can teachers develop an ideal curriculum and learning environment that support the principles of brain-based
education?
- The begin with brain-mind learning principles derived from brain research findings and apply these principles in the
classroom and in designing a curriculum.

2. What are examples of brain-compatible curriculum implemented in the Philippines and in other country?
1:Emotional Climate
2:Physical Environment
3:Learning Design
4:Teaching for Mastery
5:Teaching for Application
6:Evaluating learning

E. GIFTED EDUCATION CURRICULUM

Activity: Answer the following questions.
1.Identify examples of curriculum models for gifted learners in the Philippines.
-Schoolwide Enrichment Model
Parallel Curriculum Model
Autonomous Learner Model
Integrated Curriculum Model
Kids Academia Model

2.What are the special features of these gifted curriculum models implemented in the Philippines?
- The special features of these gifted curriculum models implemented in the Philippines is The Schoolwide Enrichment
Model (SEM).

F. DIFFERENTIATED CURRICULUM
Activity: Answer the following questions.
1.)How does differentiated curriculum respond to the needs of special learners in a regular classroom?
- Teachers accept, embrace, and plan for the fact that learners bring to school both many commonalities and the essential
differences that make them individuals

1.What are the possible pitfalls of implementing a differentiated curriculum?

(1) set standards;
(2) define content;
(3) active prior knowledge;
(4) acquire new knowledge;
(5) apply and adjust the learning; and
(6) assess learning.
 G. TEACHING INTEGRATION in the CURRICULUM

Activity: Answer the following questions.

1.How can ICT integration in education help to address educational issues on quality and access?
-By increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing
teacher training

1.What are the different circular and instructional innovations related to ICT integration being implemented in Philippine
schools?
-Information Communications Technology is usually included in the Home Economics and Livelihood Education
program in grade school and taught through the Technology and Home Economics program[1] in high school. The recent
status of ICT education in the Philippines was surveyed by the Southeast Asian Ministers of Education Organization
(SEAMEO) in 2011.

H.OUTCOMES-BASED EDUCATION
Figure 18 shows the different levels of outcomes in OBE. At the institutional level, this includes the philosophy,
vision, mission, and aims of the institution. They are statements of what a HEI hopes to contribute to the society. At the
program level, these are the goals, program competencies, and course outcomes that all students should master and
internalize. At the instructional level, outcomes include the learning objectives for every course in higher education. At
any level, outcomes should be mission-driven, evidence-based, and learning-focused.

Institutional Level Program Level Course Level

 Philosophy
 Program Goals  Course Objectives
 Vision
 Program competencies  Instructional
 Mission Objectives
 Aims

Figure 18. Different Levels and Types of Outcomes

OBE as a curriculum design enables higher education institutions to develop various curricula based on needs of
students and the demands of society. It encourages educational institutions to clearly focus and organize the leaning
environment that supports the development of students and the implementation of the curriculum. This means starting
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 this learning ultimately happens. OBE is an important approach to planning, delivering, and
evaluating instruction that requires administrators, teachers, and students to focus their attention and efforts on the desired
results of education (Spady, 1994). Hence, it is a process that involves the restructuring of curriculum, assessment, and
reporting practices in education to reflect the achievement of high-order learning and mastery rather than accumulation of
course credit. It is important that when designing a curriculum for OBE, the competencies and standards should be clearly
articulated. Writing the learning outcomes in OBE is closely resembles Robert Mager`s guidelines (1984) that include
expected performance, the conditions under which it is attained, and the standards for assessing quality.
According to Spady (1994), there are two common approaches to an OBE curriculum, namely;
1. Traditional/Transitional Approach emphasizes students’ mastery of traditional subject-related academic
outcomes (usually with a strong focus on subject-specific content) and cross-discipline outcomes (such as the
ability to solve problems or to work cooperatively).
2. Transformational Approach emphasizes on long-term cross-curricular outcomes that are related directly to
students` future life roles (such as being a productive worker or a responsible citizen or a parent).

Spaddy (1994) also identified four essential principles of OBE. These are as follows:
1. Clarity of focus means that everything teachers do must be clearly focused on what they want learners
ultimately be able to do successfully.
2. Designing back means that the starting point for all curriculum design must be clear definition of the
significant learning that students are to achieve by the end of their formal education.
 3. High expectation for all students.
4. Expanded opportunities for all learners.

Designing a curriculum based on OBE principles is a noble process of making curriculum relevant and responsive
to the students` needs and requires a paradigm shift in teaching and learning. Malan (2000) identified several features of
outcomes-based learning.
 It has a design-down approach. Linked to the needs and the purpose of the program, learning content is also
selected after the desired outcomes have been specified. Content becomes a vehicle to achieve the desired
learning outcomes, which are aimed to inculcating a basis for lifelong learning.
 It specifies outcomes and levels of outcomes. Learning objectives are described in terms of Benjamin
Blooms` cognitive, affective, and psychomotor domains and set according to Robert Mager`s guidelines for
formulating objectives.
 This focus-shifts from teaching to learning. The model has a student-centered learning approach where
lectures act as a facilitators. Study guides help the learners to organize their learning activities and group
work, continuous assessment, and self-assessment are major features.
 The framework is holistic in its outcomes` focus. Although the learning objectives are aimed at learning at
grassroots level, they are linked to goals and aims at higher levels. Attaining learning objective is, therefore,
not an end in itself; it provides building blocks for achieving higher-level outcomes.