PCPB4

T h e Te a c he r
a n d th e
S ch oo l C ur ri cu lu m

CN:5449 - GROUP 6
GROUP 6

Members

Cervants, Enriquez, EG Hinoctan,

Welmar Aigy

Madura,

Trishia

Mosquito, Tenebro,
Pryns Ranas, Zoe
Joyce
GROUP 6

C u r r ic u lu m

I n n o v a t io n

A visual representation of our beautiful ideas.

GROUP 6

Objectives
In this chapter, you should be able to:

1 Define curriculum
Innovation;
2 Analyze the different types of curriculum innovations; and

3 Appreciate the positive contribution of curriculum

innovations in the education system.
GROUP 6

Curriculum Innovation
Innovative
New object
New idea
Ideal practice

Curriculum Innovative are the new knowledge about curriculum that are
sometimes develop out of a research in education or other studies from other
disciplines and academic fields.

Curriculum innovation is associated with curriculum change. A term curriculum

studies which means any changes in the curriculum that is either planned or
unplanned.

Enriquez, EG
GROUP 6

Four core changes in educat ional cont ext t hat shape t he definit ion of curriculum
innovation by Michael Fullan (1989)

1.Some forms of regrouping or new grouping (structure);

2. New curriculum materials
3. Changes in some aspects of teaching practices (new activities, skills, behavior); and
4. A change in beliefs or understanding vis-à-vis curriculum and learning.

Curriculum standards provide more creativity and freedom for educators to explore
various learning opportunity and better forms of assessing students’ achievement
(Morrison, 2006)

Enriquez, EG
 GROUP 6

A. Standard-based Curriculum
This curriculum is designed based on the content standards as explicated by experts
in the field (Glatthorn et at all., 1998)

Standards generally include three different aspects:

1. Knowledge or content standards – describes what students should know. These

include themes or conceptual standards that should be nurtured throughout the
students’ education.
2.Skills standards – these include thinking and process skills and strategies that students
should acquire.
3.Dispositions – these are attitudes and values, that should be develop and nurtured
in students.

Enriquez, EG
GROUP 6

Varieties of benefits of using curriculum standards to education (VanTassel-Baska (2008))

1. Ensure that students learn what they need to know for high-level functioning in the
21st century.
2. Ensure educational quality across school districts and educational institutions.
3. Provide educators with guide posts to mark the way to providing students
with meaningful outcomes to work on.
4. Provide a curriculum template within witch teachers and candidates are able to
focus on instructional delivery techniques that work.

Enriquez, EG
GROUP 6

B. Multicultural Curriculum

A multicultural curriculum aims to promote cultural literacy and cultural

understanding. This is done through cultural awareness activities by knowing the
different costumes, songs, literature, foods and introducing them to different historical
places of different countries as part of daily lessons.

Ranas, Zoe
GROUP 6

Banks (1994) ident ified five dimensions t hat schools could adopt when t rying t o
implement multicultural curriculum.

1.Content integration
2. The Knowledge Construction
3. Prejudice Reduction
4. Equity Pedagogy
5. Empowering School Culture

Ranas, Zoe
GROUP 6

Bennett (1999) proposed a multicultural curriculum focusing on six goals:

1.Develop Multiple Historical Perspectives

2. Strengthen Cultural Consciousness
3. Strengthen Intercultural Competence
4. Combat racism, Sexism, and other forms of Prejudice and Discrimination
5. Increase Awareness of the State of the Planet and Global Dynamics
6. Build Social Action Skills

Ranas, Zoe
GROUP 6

C. Indigenous Curriculum
The idea of an Indigenous curriculum was a product of a vision to make
curriculum relevant and responsive to the needs and context of indigenous people.
It links the curriculum with the society’s culture and history.

The author’s earlier provided several dimensions that serve as a framework for the
development of an indigenous curriculum:

1.Construct Knowledge
2. Use Instructional Strategies
3. Integrate Contents and Activities
4. Utilize Community’s Cultural, Material, and Human Resources

Ranas, Zoe
 GROUP 6

Indigenous curriculum may consider using and implement ing t he following st rat egies
at the school level:

1. Integrating contents and activities that reflect the learners’ culture, history
traditions, and indigenous knowledge in the curriculum.
2. Using the local language as the medium of instruction for several subjects like Math,
Science, Social Studies, Physical Education, Music, Values Education, and Home
Economics and Livelihood Education.
3. Involving community folks and local teachers in the development of the curriculum.

Ranas, Zoe
GROUP 6

4. Developing local instructional materials and learning outside the classroom by utilizing
various community resources that are available for conducting observations and
investigations.
5. Using Instructional strategies that are relevant to indigenous learning systems.

As a form of Innovation, an indigenous curriculum is founded on the way of life,

traditions, worldview, culture, and spirituality of the people, and it is a pathway of
education that recognizes wisdom embedded in indigenous knowledge. In an Indigenous
curriculum, the first frame of reference for developing a curriculum must be the
community, its environment, its history, and its people (Pawilen, 2006, 2013).

Ranas, Zoe
GROUP 6

D. Brain-based Education
Prominent advocates in brain-based education, Caine and Caine (1997)
considered curriculum and instruction from a brain-based approach. They begin with
brain-mind learning principles derived from brain research findings and apply these
principles in the classroom and in designing a curriculum.

These principles are:

1. The brain is a whole system and includes physiology, emotions, Imagination,
and predisposition. These must all be considered as a whole.
2. The brain develops in relationship to Interactions with the environment and with
others.

Hinoctan, Aigy
 GROUP 6

3. A quality of being human is the search for personal

meaning
4. People create meaning through perceiving certain patterns of understanding,
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and wholes at the same time.
7. Learning Includes both focused attention and peripheral input.
8. Learning is both unconscious and conscious.
9. Information meaningful and fragmented) is organized differently memory. 10. Learning is
developmental.
11.The brain makes an optimal number of connections in a support challenging
environment; however, when there are perceptions of the the brain may inhibit learning.
12.Every brain is unique in its organization.

Hinoctan, Aigy
GROUP 6

E. Gifted Education Curriculum

Gifted Education Curriculum is designed to respond to the needs of a
growing number of gifted learners and to develop gifted potentials.

There are several examples of gifted curriculum models presented as follows:

1. Schoolwide Enrichment Model

The Schoolwide Enrichment Model (SEM) is widely Implemented as an enrichment

program used with academically gifted and talented students. The major goal of the
SEM is the application of gifted education pedagogy to total school improvement. It
is a magnet theme/enrichment approach for all schools interested in highend
learning..

Hinoctan, Aigy
 GROUP 6

The SEM achieves three goals:

1.Developing talents in all children,
2. Providing a broad choice of advanced-level enrichment activities for all students; and
3. Providing advanced follow-up opportunities for young people based on their skills
and interests.

The SEM emphasizes enrichment for all students through high levels of engagement and the
use of entertaining and challenging learning experiences tailored to the interests, learning
styles, and preferred means of expression of students.

Hinoctan, Aigy
GROUP 6

2. Parallel Curriculum
Model

In 1998, a curriculum developed by the National Association for Gifted

Children evolved into the Parallel Curriculum Model (PCM). The PCM provides four
curriculum parallels that include the aspect of increasing intellectual demand. It
advocates a curricular concept that encourages all students to improve their
abilities.

Hinoctan, Aigy
GROUP 6

3. Autonomous Learner
Model
1.The three level of curricular offerings, according to Betts
(2004):
Level 1
i. Prescribed Curriculum
ii.Instruction- which focuses on state standards
Level 2
i. Differentiation of Curriculum- which is based on
individual differences
Level 3
i. Learner-differentiated options

Mosquito, Pryns
GROUP 6
2. Five Major
Dimensions:
Orientation
i. Students are working together which will benefit each other through
exercises.
Individual Development
i. Developing skills, concepts i.and attitudes.
Enrichment Activities
i. Two kinds of differentiation of curriculum:
1.Teacher
2.St udent
Seminars
ii.A person will be involved in a group that focuses on researching
and presenting a particular topic.
In-Dept Study
i.Students pursues areas of interest in long-term studies.

Mosquito, Pryns
GROUP 6

4. Integrated Curriculum
ModelI. This model is known for:
a. Organizing or designing different kind of curriculum.
II.The Center for Gifted Education at the College of William and Mary.
a. Their curriculum is based on the mentioned model.
III.Three Dimension:
a. Advanced Content Dimension
1.Providing the needs of the gifted students for acceleration.
b. Process/Product Dimension
1.Includes direct instructions and activities that improves their skills.
2. Opportunities for independent pursuit based on their interest.
c. Issues/Themes Dimension
1.Leaning will be focused on various issues.

Mosquito, Pryns
GROUP 6

5. Kids Academia
ModelI. Group Meeting and Brainstorming Activities

The teachers and teaching assistants held several meetings and brainstorming
activities to decide the theme for the program.

II.Selection of Contents for each Theme

Teachers and assistants carefully select the lessons and topics will be included
for the theme.
III.Designing Lessons
Preparation of lesson plans and other instructional materials needed for
implementing each lesson.

Mosquito, Pryns
GROUP 6

F. Differentiated curriculum
A differentiated curriculum, therefore, is a curriculum that considers the unique
characteristics, learning styles, thinking preferences , intelligence, need, cultural
backgrounds, interest, gender, and other unique characteristics of the learners.

According to Gayle Gregory and Carolyn Chapman (2002), there are six steps in
planning differentiated learning: (1) set standards; (2) Difine content; (3) activate prior
knowledge; (4) acquire new knowledge; (5) apply and adjust the learning; and (6)
assess learning.

Cervants, Welmar
GROUP 6

Framework for Selecting Activities for Different

Instruction

Cervants, Welmar
GROUP 6

Differentiation can improve the quality of instructional materials used in

school. Several curriculum issues related to gender sensitivity, cultural
sensitivity, and other issues may also be resolved by the differentiated
curriculum.

Cervants, Welmar
GROUP 6

G. Technology integration in the

curriculum
Technology offer's multiple opportunities to improve teaching and learning and
in the total education system.
For examples of internet, provide vast information that people may need to
know. The internet is more than just a collection of knowledge.

Technology integration is breaking the geographical barriers in education it is

creating a new space for meaningful learning. With technology it's connect and
interact with other school, educators, and institutions from different parts of the
world.

Cervants, Welmar
GROUP 6

There are some innovations from basic education influence by technology

integration.
distance education;
computer-assested instructions;
online learning;
Teleconferencing;
online libraries;
webinars;
online journal's and ;
e-books
ICT Literacy is now fast becoming an important form of literacy s essential for each
learner to learn and master.

Cervants, Welmar
GROUP 6

H. Outcomes-based Education

Outcomes-based education (OBE) is one of the dominant curriculum

innovations In higher education today. It came out as a curricular requirement for
specific fields of study in engineering, nursing, and tourism education, among others.
ASEAN education framework for higher education requires all colleges, universities, and
institutes to transform all their educational programs to OBE.

Tenebro, Joyce
GROUP 6

OBE is defined as a curriculum design that ensures coherent, logical, and

systematic alignment between and among the different levels of outcomes. OBE
also ensures connection among the essential elements of the curriculum: intent,
content, learning experiences, and evaluation.

As a curriculum design, it seeks to ensure that the necessary instructional

support system, learning environment, and administrative support system are in
place based on the desired outcomes developed by a HEI. It Supports the quality
assurance system.

Tenebro, Joyce
GROUP 6

Basically, an educational outcome a culminating demonstration of learning

(Spady, 1993). It includes what the student should be able to do at the end of a
course (Davis, 2003).

Outcomes are clear learning results that we want students to demonstrate

at the end of significant learning experiences and are actions and
performances that embody and reflect learner competence in using content,
information, Ideas, and tools successfully (Spady, 1994).

Tenebro, Joyce
GROUP 6

Figure 19. OBE Planning Process at Program

Level

Tenebro, Joyce
GROUP 6

Phase 1. Developing Institutional Outcomes the first phase of OBE is conducting

needs analysis to analyze the vision and mission of the HEL 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 HEI aims to develop to contribute to the society.

Tenebro, Joyce
GROUP 6

Phase 2. 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.

Phase 3. 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 colleg for a particular degree program from
undergraduate to graduate and postgraduate levels.

Tenebro, Joyce
GROUP 6

Figure 20. Process for Developing Program

Outcomes.

Madura, Trishia
GROUP 6

Step 1: Developing Course Competencies - each set of competencies should

reflect the nature of the courses, embody the course description, and focus on the
learner and learning.

Step 2: Developing a Curriculum Map - is important for the college faculty to

develop a curriculum map to plot the program outcomes with the specific courses
for a particular degree program.

Step 3: Developing the Syllabus - the faculty will develop the syllabus for each
course which includes identifying course content, learning activities, and course
requirements or assessment tools.

Madura, Trishia
GROUP 6

I. Transition Curriculum
Transition Curriculum or the transition program is designed for special learners
that are intellectually disabled and those that are physically handicapped. It is
designed to meet their special needs and respond to their specific interests. It is like a
core package that will empower the learners in their transition from home to school,
or from post elementary or post-secondary to the world of work.

Three Curriculum Domains

1.Daily living skills
2. Personal & social skills
3. Occupational guidance & preparation

Madura, Trishia
GROUP 6

The Transition Program in the Philippines could be expanded to many different

possible points of entry that will extend the scope of transition program from young
children to adults.

These may include the following examples:

1.Transition to school life - children and adult special learners who would like to
attend or who have been assessed to be ready for regular. school under the
inclusion program.
2. Transition after post-secondary schooling - programs that will prepare special
learners for vocational courses a on-the-job
trainings.

Madura, Trishia
 GROUP 6

3. Transition from school to entrepreneurship - programs that will allow special

learners to become entrepreneurs in their respective communities.

4.Transition from school to adult life - programs t hat will allow st udent s t o
adjust and adapt to adult life.

5.Transition to functional life - learning of life skills t hat will allow t he

special learners to learn how to take care of themselves and develop some
that they
special can use every
skills
day.

Madura, Trishia
L e t 's r e v i e w !
GROUP 6

D o you have
any questions
f o r us?
GROUP 6

Thank you!
Have a great day ahead.