Topic: Curriculum Innovation

Discussants: Riza Arias

Jenel Mae Depalac
Raiza D. Fernicol
Marvin Hajas
Lizel Mae Jamoragan
Program/Block: Bachelor of Special Needs Education 2A
Course: The Teacher and the School Curriculum
INSTRUCTOR: Felino S. Jasmin, Jr., J.D., Ph. D.
ACADEMIC YEAR: 1st Sem, SY 2023-2024

What is Curriculum Innovation?

Curriculum Innovation is a response to the fact that the world is constantly changing,
and education has to change if we want to avoid preparing students for a world that no
longer exists. Curriculum innovation is the introduction of new and improved practices
and methods into how students are taught. It covers both planning and implementation
and involves a wide range of actors that include learners, teachers, guardians, and
education experts, among others.
Innovation involves the introduction of something new in curriculum that deviates from
the standard practice, often because society has changed and so must the curriculum.
To meet these changes, innovations are created. An innovation must fit in with the goals
and objectives of education which usually reflect the needs, interests, values and
problems of the society. An innovation must be appropriate, economical in terms of time,
space and resources and be aligned with the philosophy of the society and the school
and rooted in sound educational theory.
An innovation must fit in with the goals and objectives of education which usually reflect
the needs, interests, values and problems of the society. An innovation must be
appropriate, economical in terms of time, space and resources and be aligned with the
philosophy of the society and the school and rooted in sound educational theory.

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 A. Standard-Based Curriculum
Standards-based curriculum is a framework that defines what students should know
and be able to do at each grade level and subject area. It is designed to ensure that all
students have access to vigorous and relevant learning experiences that prepare them
for college and career. However, adopting a standards-based curriculum can pose many
challenges for educational leaders, such as aligning resources, engaging stakeholders,
addressing gaps, and monitoring progress.
One that combines predetermined standards of knowledge and experiences with
assessments to ensure students are meeting those standards. Often, these standards
used in curricula are developed at the national level, though in some situations, states
for their own set of standards. Private schools are free to make their own curricula as
well, however, there are certain basic requirements that they are still subject to. The
standardsbased curriculum or the intended curriculum is the official or adopted
curriculum contained in state or district policy. A body of content knowledge that
students are expected to learn based on their participation within the school experience,
standards-based curriculum includes broad descriptions of content areas and often
specifies performance standards that students are expected to meet. State and district
assessments are linked directly to the content and performance standards contained in
the standards-based curriculum. The standards-based curriculum outlines graduation
requirements, which are taken from state department of education guidelines that
specify the subjects and skills that should be taught at each grade level.
Implementation of Standards-Based Curriculum
Teachers write lesson plans based on curricula. They can look at curriculum maps,
which are indexes or diagrams that show what is taught and at what level in a student's
education, in addition to any gaps in educational coverage or any redundancies that
may be present.
Standards-Based Instruction: Integration & Articulation
In order to integrate a standards-based curriculum into everyday instruction, teachers
must work in teams to create lesson plans that detail the day-by-day learning goals to
ensure students are meeting the standards. They use curriculum maps and other
planning tools ahead of time to put together a plan for the coming term. To measure
progress, schools often use testing that is based on the expected knowledge and
skillset of each grade level. Standards-based instruction teaches these necessary skills,
then implements standardized tests that measure how well each student is doing in
relation to the standard for their grade level.
Why is standard-based learning important?
Having a standard for each grade level ensures that all relevant and necessary topics
are being taught. It also allows education professionals to create lesson plans that
effectively teach those materials and to provide testing to measure academic progress
in relation to the standards.
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 B. Multicultural Curriculum
Multicultural education focuses on students’ development of a broader understanding of
our diverse world. Students learn to value one another’s cultural history and appreciate
diverse perspectives.
In particular, multicultural education covers five important areas:
Content integration: Teachers must include the history, concepts, and values of a
variety of cultures in their educational content.
Knowledge construction: Educators must reevaluate their perspectives and construct
new, bias-free alternatives.
Equity pedagogy: In education, equity means providing students in different groups
with the resources they need to achieve an equal outcome.
Bias reduction: Teachers must help students become more accepting of people
different from them.

School culture empowerment: The school’s guiding beliefs and values must include
cultural acceptance. C. Indigenous Curriculum

Indigenous education specifically focuses on teaching Indigenous knowledge, models,

methods, and content within formal or non-formal educational systems.
DepEd marks 1st decade of Indigenous Peoples Education Program (IPEd) with 2.5M
learners served
October 08, 2021 – The Department of Education is serving 2.529 million IP learners in
42,176 public schools around the Philippines in the first decade of the Indigenous
Peoples Education (IPEd) Program, according to the agency’s Indigenous Peoples
Education Office (IPsEO).
Through DepEd Order 62, s. 2011 or the National Indigenous Peoples Education Policy
Framework which was formulated after several consultation sessions with IP leaders
and elders the Department officially commenced the institutionalization of the IP
Education Program in 2011. The policy adopts a rights-based approach and directs the
implementation of an education that is anchored on the social and cultural context of IP
learners.
Despite the extreme impact of the pandemic to IP communities, the enrollment of IP
learners in public schools for School Year 2020-2021 reached 98.49% of previous SY in
January 2021, from the 83% initial figure in September 2020.
Some of the continuing initiatives for IP learners to experience culture-responsive
education are the contextualization of lesson plans, use of the local language for
teaching, having elders as teachers and mentors, using the ancestral domain as
classroom, establishing IPEd Senior High School, hiring more teachers who know the
knowledge and the culture, and delivering more facilities.

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To sustain IPEd in schools in School Year 2021-2022, the Department aims to have
additional Program Support Funds (PSF) to ensure learning continuity though continued
contextualization of learning resources and COVID-related materials, orientation of new
teachers and school heads assigned to schools in IP communities, and enhancement
learning delivery modalities.
Furthermore, DepEd plans to support long-term community development through
education initiatives that can promote responsive and pandemic-relevant indigenous
community knowledges, like indigenous farming and health systems, through the rural
farm schools, senior high school offerings, and similar initiatives. The IPEd Program
also seeks to align with the call of UNESCO that all curricula are to have education for
sustainable development as its core by 2025.

D. Brain-Based Curriculum
Brain-based learning/Curriculum is a promising new approach to education that has
the potential to revolutionize the way we teach and learn. By understanding how the
brain learns, we can create more effective learning experiences that will help students
reach their full potential. Brain-based learning/curriculum is an educational approach
that takes into account how the brain actually learns. It is based on the understanding
that the brain is constantly changing and adapting and that learning is most effective
when it is tailored to the individual learner's needs.
It uses the latest scientific research on how the brain learns to inform school programs,
lesson designs, and teaching methods. Therefore, to effectively implement brain-based
learning, early childhood educators must create an environment that facilitates learning.
For example, teachers may engage children in regular physical activity, reduce
instruction time, or play calming music to reduce stress. Recent research in cognitive
science also shows that when the brain learns, it changes physically. In addition,
practicing certain skills makes learning easier.

There are many different brain-based learning/Curriculum strategies, but some of the
most common include:
Active learning: This involves getting students involved in the learning process through
activities such as role-playing, problem-solving, and hands-on experiments.
Experiential learning: This involves giving students opportunities to learn by doing. For
example, students might learn about the water cycle by building a model of the water
cycle or by conducting an experiment to see how water evaporates.

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Multisensory learning: This involves using multiple senses to learn, such as seeing,
hearing, touching, tasting, and smelling. For example, students might learn about the
solar system by reading about it, watching a video about it, and building a model of it.
Why is brain-based curriculum important?
1.Improves retention and academic performance

Brain-based curriculum enhances retention. Learning in multiple ways and the “turn
and tell” method, where children discuss concepts, they are learning with their peers
and then share with the class, helps them remember information. Children develop an
intrinsic love for learning which improves their performance.
2.Increases brain capacity
This approach develops neuroplasticity (the brain's ability to change and grow) through
repetition and practice. As a result, the brain creates and reinforces neural pathways to
learn new habits and skills, which motivates children to learn more.
3.Promotes social-emotional skills
When children learn in a positive and welcoming environment, they come to class with
the right mindset and are excited to learn. Brain-based learning also appeals to different
learners through various learning styles and develops social and collaboration skills
through group work.
4.Improves overall health
This learning approach promotes movement and exercise, boosting children’s physical
and mental wellness. Exercise also relieves stress, helping them learn better.
Here are some benefits of brain-based learning:
*Increased motivation and engagement
*Improved memory and recall
*Enhanced problem-solving skills
*Increased creativity and innovation
*Improved overall academic performance E.
Gifted Education
A type of education that provides gifted and talented students an educational
environment designed specifically for their social, emotional and academic needs.
1. Schoolwide Enrichment Model
Is made to give instructors specific tools and advice for using technology into all areas
of the curriculum. The SEM supports advanced-level follow-up for students who
demonstrate high levels of interest, ability, and motivation that may result from positive
reactions to general enrichment experiences, the regular curriculum, or non-school

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experiences. This is the main distinction between the SEM and other models in gifted
education. The three major goals of the SEM are to:
1. Maintain and grow a continuum of special services for kids who have shown they
can perform better than average or who have the ability to do so in all areas of the
classroom and extracurricular activities,
2. Include a variety of high-level learning activities in the general education
curriculum to push all students to perform at a high level. This will also allow teachers to
choose which students should receive extra opportunities, support, and encouragement
in areas where they have shown a strong interest and aptitude,
3. Maintain and defend the jobs of gifted education specialists and any other
specialized staff required to achieve these objectives.

2. Parallel Curriculum Model was created by Dr. Carol Ann Tomlinson in an effort to
make lessons more accessible to all students. This curricular model's greatest benefit is
that it "can be adapted for any learner, subject domain, or grade level." There are four
dimensions of PCM:
1. Core Curriculum- Here, the instructor covers the essential knowledge, ideas, and
abilities. where students acquire fundamental knowledge about a specific topic, subject,
discipline, etc.
2. Curriculum of Connections- focuses on the integration or interconnectedness of
knowledge across different disciplines.
3. Curriculum of Practice- involves the application of knowledge to different real-life
situations and the methodology pf a practitioner.

4. Curriculum of Identity- fits the learner’s values and goals and those that
characterize practicing professionals.
3. Autonomous learner model
The goal of this paradigm is to transfer control over learning from the teacher to the
students as the "dispenser of knowledge." ALM makes an effort to teach students how
to conduct independent research. ALM equips students with a wide range of abilities
necessary to successfully negotiate the complicated world of education. Students will
gain responsibility, self-worth, problem-solving abilities, interpersonal abilities, critical
and creative thinking abilities, and a passion for the subjects they are interested in
learning through ALM. ALM divided into five major dimensions:
1. Orientation- At this grade level, talented students collaborate to complete
selfunderstanding activities that will help them get to know one another. As part of their
orientation, the students are required to create an advanced learning plan that details
their academic demands, personal needs, potential learning experiences, and other
factors that will help them thrive in school.

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2. Individual Development- emphasizes more explicitly the growth of knowledge,
ideas, and attitudes that support self-directed learning and lifelong learning.
3. Enrichment- involve two separate types of curriculum differentiation: curriculum
differentiation done by the teacher and curriculum differentiation done by the student.
Students participate in a variety of activities to foster their love of learning.
4. Seminars- are created to provide each member of a small group with the chance
to conduct research on a subject and present it in seminar format to individuals or to a
group.
5. In-depth Study- wherein students engage in extended individual or small-group
studies on topics of interest. The content to be learnt, how it will be learned, how it will
be produced, how it will be presented, and how the entire learning process will be
assessed will all be decided by the students.
Teachers can decide whether to go through the entire ALM cycle with their class or only
a particular subset of kids. Teachers can also decide to concentrate a class on a
particular ALM component. It can be tailored for a variety of purposes, but it works best
with gifted children who typically possess the independence and emotional maturity to
consider themselves as gifted learners and people.
4. Integrated Curriculum Model
With consideration for their needs, the Integrated Curriculum Model (ICM) is a method
of teaching gifted students. This educational approach emphasizes advanced material
knowledge, relies on higher order thinking abilities, and concentrates learning on
significant challenges that cut across multiple academic fields. The model presented
three dimensions:
1. Advanced Content Dimensions- fulfills the acceleration needs of gifted children
by delivering knowledge earlier and more quickly than peers their own age would
typically do.
2. Process/Product Dimension- uses direct instruction and embedded activities to
foster higher-order thinking abilities and give students the chance to pursue interests
independently.
3. Issues/Themes Dimension- is where activities for learning are arranged. The
ability of students to build deeper concepts and philosophies ultimately fosters
awareness of the organization of acquired knowledge.

5. Kid’s Academia Model

Dr. Manabu Sumida created the Kids Academia curriculum in 2010 for young Japanese
children between the ages of 5-8. For exceptional kids in Japan, the program is meant
to offer top-notch science experiences. A checklist that was derived from the Gifted
Behaviour Checklist in Science for Primary Children was used to carefully select the
children who took part in the program. Three significant stages were highlighted by

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Faustino, Hiwatig, and Sumida (2011) in the development of the curriculum for Kids
Academia.
1. Group Meeting and Brainstorming Activities- To choose the themes for the
program, the teachers and teaching assistants participate in a number of meetings and
brainstorming sessions. During this stage, the program is also given a general
orientation.
2. Selection of Contents for Each Theme- The classes and subjects that are
covered by the theme are chosen with attention by the teachers and teaching
assistants. In this stage, the subject is thoroughly researched.
3. Designing Lessons- In this phase, lesson plans and other instructional materials
that are required to carry out each lesson are carefully prepared.
F. Differentiated Curriculum
Differentiated is a philosophy that enables teachers to plan strategically in order to
reach the needs of the diverse learners in classrooms today. A differentiated curriculum,
therefore, is a curriculum that considers the unique characteristic, learning styles,
thinking preferences, intelligence, need, cultural backgrounds, interests, gender, and
other unique characteristics of the learners. It is a curriculum that enhances learning,
making it learnercentered and dynamic. Differentiated curriculum enables teachers to
plan the curriculum based on the nature and needs of learners. It enables fast learners
and slow learners to have equal opportunity to master the lesson and to develop
holistically.
As a curriculum innovation, differentiated curriculum is designed to help learners
experience learning and to be engage in doing several meaningful classroom activities.
According to Gayle Gregory and Carolyn Chapman (2002), there are six steps in
planning differentiated learning: •Set standards
•Define contents
•Active prior knowledge
•Acquire new knowledge
•Apply and adjust the learning
•Assess learning
Gregory and Chapman (2002) also suggested a framework can help teachers select
instructional strategies; suggest strategies for grouping students; and reflect on what
type of assessment tools can be used for a particular lesson.
Framework for Selecting Activities for Differentiated Instruction
Climate Knowing the Assessment Learning Instructional
learners tasks Strategies
•Nurturing • Learning •Traditional •Total •Brained-based
style assessment group

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•Inclusive • Thinking •Authentic •Alone •Constructivist
style Assessment
•Multisensory •Paired •Cooperative
Learning
•Stimulating •Small •Responsive to
group the learning
styles of the
learners
•Complex •Developmentally
appropriate
•Challenging •Culturally
relevant and
responsive
•Questioning

G. Technology
Technology integration in the curriculum simply means using technology to enhance the
student’s learning experience. Technology in Teaching Curriculum
PowerPoint Presentations
-Presentations can be used to introduce concepts in a classroom setting. They provide
an opportunity for students to engage with the material through visual aids. Graphics
and bullet points help to emphasize key ideas and allow students to follow along.
Digital Learning Platforms
-Teachers can use digital tools to create an engaging environment for students.
Online Communication & Differentiated Instructions
-Communication plays an essential role in education. Teachers, administrators, parents,
students, and other stakeholders can all benefit from online tools that help them
communicate effectively.
Social Media can be a change in the teaching curriculum
-By using social media to engage all students, teachers can create interactive projects,
explore online tools, create podcasts, videos, slideshows, or other forms of digital
media.
Web Projects
-Teachers can also use web-based projects, explorations, and research to help students
learn about different topics.
H. Outcomes Based Education
According to CHED’s definition of outcomes-based education: it is an approach that
focuses and organizes the educational system around what is essential for all learners
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to know, value, and be able to do to achieve a desired level of competence at the time
of graduation. Thus, this kind of teaching-learning system will have its appropriate
assessment of student performance.
For the HEIs, this means describing the attributes of its ideal graduate based on its
VMas part of its institutional goals or outcomes and using this as basis for developing
specific program outcomes. Program outcomes are the sets of competencies (related
knowledge, skills, and attitudes) that all learners are expected to demonstrate at the
time of graduation. Institutional or program outcomes may also emphasize lifelong
learning.
Course outcomes refer to the knowledge, values, and skills all learners are expected
to demonstrate at the end of a course. Learning outcomes may result from a specific
lesson, although it is sometimes used interchangeably with course outcomes. Thus, in
the hierarchy, learning outcomes are seen as building blocks toward course outcomes,
which in turn, support the program outcomes.
According to Spady (1994), there are two common approaches to an OBE curriculum,
namely:
1. Traditional/Transitional Approach emphasizes student 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 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).
Spady (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 to ultimately be able to do successfully.
2. Designing back means that the starting point for all curriculum design must be a
clear definition of the significant learning that students are to achieve by the end of their
formal education.
3.High expectations for all students.
4.Expanded opportunities for all learners.
Designing 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 is needs-driven. Curricula are designed in terms of the knowledge, skills, and
attitudes expected from graduates and aim to equip students for lifelong learning.

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• It is outcomes-driven. The model has a line that runs from taking cognizance of
training needs to setting an aim (purpose) for the program, goals for syllabus themes,
learning outcomes, and finally assessing the learning outcomes in terms of the set
learning objectives.
• It has a design-down approach. Linked to the needs and the purpose of the
program, learning content is only selected after the desired outcomes have been
specified.
Content becomes a vehicle to achieve the desired learning outcomes, which are aimed
at inculcating a basis for lifelong learning.
• It specifies outcomes and levels of outcomes. Learning objectives are described
in terms of Benjamin Bloom’s cognitive, affective, and psychomotor domains and set
according to Robert Mager’s guidelines for formulating objectives.
• The focus shifts from teaching to learning. The model has a student-centered
learning approach where lecturers act as facilitators. Study guides help the learners to
organize their learning activities and group work, continuous assessment, and
selfassessment 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 objectives is, therefore, not an end in itself; it provides building
blocks for achieving higher-level outcomes.
Outcomes- based Education follows a logical and systematic process that is linear,
starting with the institutional outcomes. The interrelated processes and the expected
outputs are clearly stated.

Developing Institutional Outcomes, the first phase of OBE is – conducting needs

analysis to analyze the vision and mission of the HEI, analyze the charter of the HEI if it
is a state college or university, and examine the needs and demands of the society. The
result of the needs analysis will serve as the basis for developing the institutional
outcomes. The institutional outcome clearly defines the ideal type of graduate that the
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HEI aims to develop to contribute to the society. The institutional outcome defines the
identity of the HEI, which enables them to design the different academic programs and
develop the institutional culture that includes the core values of the HEI.
Developing Program Outcomes – the second phase of OBE is to design the program.
At this level, it is important to identify the desired attributes, knowledge, skills, and
values that an ideal graduate of the HEI aims to develop. Development of program
outcomes is assigned to different colleges or academic units. The program outcomes
reflect the necessary competencies that an ideal graduate of the academic program
should possess. It is important that the program outcomes directly reflect the
institutional outcome of HEI.
Developing Course Learning Outcomes – the third phase is to develop the learning
outcomes for different courses. It is important that these learning outcomes reflect the
program outcomes set by the college for a particular degree program from
undergraduate to graduate and postgraduate levels. Examples of these include BS
Biology, BS Mathematics, BS Nursing, BS HRM, Bachelor in Elementary Education
(BEED), MD, MA, MS, PhD, and other academic programs offered in the university or
college. There are three steps that should be followed in developing learning outcomes:
Every faculty member in HEIs is required to prepare syllabus for the courses they will
teach. In OBE, it is important to ensure perfect alignment between and among the four
elements of instruction: objectives, contents, learning experiences, and assessment.
Tools. It is also imperative that all these elements contribute to the realization of the
program outcomes and institutional outcomes

I. Transition Curriculum
Transition Program refers to the educational program in support to the transition of
learners with disabilities.
The recent signing of Republic Act No. 11650 or the Inclusive Education Act of 2022
was well-received by special education experts, as well as learners with disabilities and
their families, as the law gives these learners more access to education.
Under this law, all cities and municipalities are required to establish at least one
Inclusive Learning Resource Center (ILRC). The Department of Education (DepEd)
used to mandate at least one Special Education (SpEd) center in all school divisions.
With the new law, school districts in each province are now expected to organize SpEd
programs in areas where identified learners with disabilities are located.
All existing SpEd centers shall also be converted into ILRCs with expanded powers and
functions. This would be a relief to families of learners with disabilities in remote areas
since these learners can now go to a school center with enhanced services, facilities,
and equipment within their city or municipality.

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Brain-Based Learning in Early Childhood ( 2018, May 8). BrighhtWheel.
https://mybrightwheel.com/blog/brain-based-learning

DepEd marks 1st decade of Indigenous Peoples Education Program (IPEd) with 2.5M
learners served | Department of Education. (2021, October
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les-education-program-iped-with-2-5m-learners-served/
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