curriculum innovations: local and global trends

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report on Educ. 8 (Curriculum Development)

Transcript of curriculum innovations: local and global trends

  • Addressing the Future: Curriculum Innovations
  • Rodrigo B. Javier Ph.D. and Purita P. Bilbao, Ed.D.
  • Reporter: CALAYLAY, Eddelyn Jessica S. BSED III-C (Soc.Sci.)
  • The Vision, Mission and Rationale of the Curriculum The Department of Education, envisions every learner to be functionally literate, equipped with life skills, appreciative of arts and sports and imbued with the desirable values of a person who is makabayan, makatao, makakalikasan at maka-Diyos.
  • This vision is in line with DepEds mission to provide quality basic education that is equitably accessible to all and lays the foundation for lifelong learning and service for the common good. The BEC developed through a dynamic process . It started with the review of existing basic education curriculum in 1997 which took into consideration world wide trends and Philippines realities.
  • Parameters of the Basic Education Curriculum The demands of the learning environment, the society and the Filipino learner defined the parameters that govern the elements of the curriculum. These elements include objectives, content, materials, teaching-learning process, and evaluation. The objectives are expressed in terms of competencies in knowledge, skills and attitudes. These determine the content which focuses on the processes and skills of learning how to learn rather than on the content coverage of facts and information.
  • The content is delivered using a variety of media and resources. From the traditional textbook resources, teachers are encouraged to use ICT and community resources. Content is contextualized so that the curriculum is adjusted to the situation and local culture. The use of multi-sensory materials is encouraged in teaching. Real objects, tri0dimentional models, audio- visuals and real life situations are effective tools in delivery of the teaching-learning process. The use of local or community resources as well as technology-driven support materials are utilized in the learning environment.
  • Leaning is assessed using a variety of measures. The use of both the traditional and the authentic assessment is mandated for purposes of gathering information about the learners in a holistic manner. Authentic assessment when appropriate should be encouraged in order for the students to apply knowledge and skills learned in the same way they are used in the real world.
  • Schools are encouraged to conduct their own evaluation. This will allow schools to take adjustments with regard to objectives, content, materials, teaching-learning process in order to achieve desired learning outcomes. The teaching-learning process considers the learners as active partners rather than objects of teaching. The learners are constructors of meaning, while the teachers act as facilitators, enablers and managers of learning.
  • Studies of the past curriculum indicate that there is over crowdedness which was a hindrance to lifelong learners. So to decongest the curriculum, BEC restructured it into only five learning areas, namely: English, Mathematics, Science, Filipino and Makabayan. Filipino, English, Science are the tool subjects. English, Mathematics and Science are subjects to develop internationalism, while Makabayantogether with Filipino is a learning area which will enhance nationalism. Makabayan is the laboratory of life to develop a healthy personal and national identity. Makabayanas a learning area requires an adequate understanding of Philippines history, our politico- economic system, local cultures, crafts, arts, music and games. It stresses on the development of social awareness, empathy, and firm commitment to the common good.
  • In the elementary, Makabayan includes Social Studies, Sibika at Kulturafor Grades 1-3, Kasaysayan at Sibika(HKS) for Grades 4-6, EdukasyongPantahanan at Pangkabuhayan(EPP) for Grades 4-6, Musika, Sining at EdukasyongPangkatawan(MSEP) for Grades 4-6 while in Grades 1-3, MSEP is integrated with Sibika at Kultura. Good Manners and Right Conduct (GMRC) is integrated in all subjects.
  • For high school, the components of the Makabayan are AralingPanlipunan (AP) or Social Studies. This Learning area has a focus for each curriculum year. For the first year, Philippine History and Governance, second year, Asian Studies, third year, World history and fourth year, Economics. Other subjects include Technology and Home Economics (THE), Physical Education, Health, Music and Arts (PEHMA) and EdukasyongPagpapahalaga(EP) or Values Education (VE). For all subject areas in the curriculum, Communication and Information Technology is utilized.
  • Integrative Teaching as Mode of Instructional Delivery Integrative teaching works best in the BEC. It is so because the curriculum is treated in a holistic manner. The process is interactive, collaborative and innovative. Four examples are given to describe integrative teaching. These are thematic teaching, content based instruction, focusing inquiry and generic competency model.
  • Thematic teaching requires organization of themes around the ideas. The theme provides focus and helps learners see the meaningful connections across subject areas. It links ideas to action and learning to life. For example, the theme chosen is Philippine Festivals. You must know that our country celebrates various festivals in its different provinces, towns or cities. The different subject areas (English, Science, Math, Filipino and Makabayan) in this particular case use the different features of a particular festival as the subject matter.
  • Here are the simple steps in using the Integrated Unit Design (Thematic Based) 1. Decide on a unit theme that will allow all subject areas to join. Example: Philippine Festivals. 2. Identify the major concepts to serve as a common thread for all the subject areas. Example: Historical Background or Origin, Purposes of the Celebration, Dance steps, Costumes, Music, others. 3. Brainstorm and list generalizations that will be derived from the study of the theme. 4. Write questions that would facilitate the understanding and mastery of the generalization.
  • 5. For each subject area, write instructional objectives to be accomplished. 6. Identify instructional activities which will accomplish the objectives. 7. Based on the objectives, perform the activities. 8. Conduct culminating activity where all subject areas learning will be applied. 9. Design a scoring guide or rubric to assess the performance of the task in the culminating activity.
  • Content-Based Instruction (CBI) is the integration of content learning with language teaching. The language curriculum is centered on the academic needs and interests of the learners, thus CBI crosses the barriers between language and subject matter content. This approach aims at developing the learners academic language skills.
  • Focusing Inquiry is an interdisciplinary approach that uses questions to organize learning. Learners become creators rather than recipients of knowledge. Contents and concepts are given less importance than the process of conducting an investigation and communicating what was learned to others. Instructional process is built around inquiry, where teachers guide the students to discover answers to questions. Using what learners already know as a starting point, they generate questions about things they do not know yet. They design a method of investigation and gather information on their own.
  • Focusing Inquiry Cycle 1. Frame focusing questions. (Asking about prior knowledge) 2. Present field of facts. (Who? What? When? How?) 3. Help learners connect or relate facts. (interpret, infer, give meaning) 4. Help learners generate explanatory ideas. (generalization) 5. Help learners find answers.
  • Generic Competency Model In Generic Competency Model learners are enrolled in three to four linked or related courses or subject areas. In Makabayan for instance, competencies can be clustered into personal development, social competencies and work and special skills. The subject specialist teaches his/her subject and activities will draw on processes and skills important to each discipline.
  • Steps to be followed: 1. Decide on the generic competency (social, personal, productivity) that will allow related competencies from the many subjects. (Musika at Sining, Edukasyong Pangkatawan at Pangkalusugan, Edukasyon sa Pagpapahalaga, Teknolohiya, Edukasyong Pantahanan at Pangkabuhayan at Araling Panlipunan) to enter the integration process. 2. Identify the culminating performance. (what, why and how)
  • 3. Brainstorm the specific skills derived from the