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Curriculum Innovation: Local Trends (with K-12 Basic Education Curriculum)
 

Curriculum Innovation: Local Trends (with K-12 Basic Education Curriculum)

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    Curriculum Innovation: Local Trends (with K-12 Basic Education Curriculum) Curriculum Innovation: Local Trends (with K-12 Basic Education Curriculum) Presentation Transcript

    • Module 5 Addressing the Future: Curriculum Innovations Lesson 1 Curriculum Innovations: Local and Global Trends
    • What is “Innovation”? According to The Merriam-Webster Thesaurus:
    • Essential Question What are the things that you would like to Change and Transform in your life?
    • I seek changes You seek changes We seek changes Man seek changes DEVELOPMENT “INNOVATIONS are INEVITABLE”
    • With the demand brought about by the fast changing society, it is most likely that changes will occur. In curriculum, changes and modifications are being introduced to keep pace with the changing world. There is no stopping to innovations. In local or national setting, there are innovations that have been introduced.
    • Local and National Curricular Innovations 2002 Basic Education Curriculum (BEC) Third Elementary Education Program (TEEP) Secondary Education Improvement and Development Program (SEDIP) K-12 Basic Education Curriculum
    • 2002 Basic Education Curriculum (BEC) VISION 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 and maka-Diyos.
    • 2002 Basic Education Curriculum (BEC) 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.
    • 2002 Basic Education Curriculum (BEC) PARAMETERS OF THE BASIC EDUCATION CURRICULUM 1. 2. 3. 4. 5. Objectives Content Materials Teaching-Learning Process Evaluation
    • 2002 Basic Education Curriculum (BEC) OBJECTIVES are expressed in terms of competencies in: KNOWLEDGE  Cognitive Domain SKILLS  Psychomotor Domain ATTITUDE  Affective Domain These determine the content which focuses on the processes and skills of learning how to learn (Soft Skills) rather than on the content coverage of facts and information (Hard Skills).
    • TEACHING
    • 2002 Basic Education Curriculum (BEC) CONTENT is delivered using a variety of media and resources. Traditional Books ICT and Community Resources Content is contextualized so that the curriculum is adjusted to the situation and local culture.
    • 2002 Basic Education Curriculum (BEC) MATERIALS The use of multi-sensory materials is encouraged in teaching. The use of local or community resources as well as technologydriven support materials are utilized in the learning environment.
    • 2002 Basic Education Curriculum (BEC) TEACHING-LEARNING PROCESS considers the learners as active partners rather than objects of teaching. The learners are constructors of meaning, while teachers act as facilitators, enablers, and managers of learning.
    • 2002 Basic Education Curriculum (BEC) EVALUATION is encouraged to schools. This will allow schools to make adjustments with regard to: Objective Content Materials Teachinglearning process In order to achieve learning outcomes.
    • 2002 Basic Education Curriculum (BEC) SALIENT FEATURES OF THE CURRICULUM
    • 2002 Basic Education Curriculum (BEC) Five Learning Areas ENGLISH MATHEMATICS MAKABAYAN SCIENCE FILIPINO
    • 2002 Basic Education Curriculum (BEC) FILIPINO ENGLISH SCIENCE
    • 2002 Basic Education Curriculum (BEC) ENGLISH MATHEMATICS SCIENCE
    • 2002 Basic Education Curriculum (BEC) MAKABAYAN FILIPINO
    • “Laboratory of Life” MAKABAYAN Philippine History Politico-economic System Local Cultures Crafts Arts Music Games
    • MAKABAYAN in Elementary Schools GRADES 1-3 Sibika at Kultura w/ MSEP GRADES 4-6 Heograpiya, Kasaysayan at Sibika (HeKaSi) Edukasyong Pantahan at Pangkabuhayan (EPP) Musika, Sining at Edukasyong Pangkatawan (MSEP) GMRC (Good Manners and Right Conduct) is Integrated in all subjects.
    • MAKABAYAN in High Schools Social Studies or Araling Panlipunan (AP) 1st Year: Philippine History and Governance 2nd Year: Asian Studies 3rd Year: World History 4th Year: Economics Technology and Livelihood Education (TLE) Music, Arts, Physical Education and Health (MAPEH) Values Education (VE) or Edukasyong Pagpapahalaga (EP)
    • 2002 Basic Education Curriculum (BEC) INTEGRATIVE TEACHING AS MODE OF INSTRUCTIONAL DELIVERY
    • 2002 Basic Education Curriculum (BEC) THEMATIC TEACHING requires organization of themes around ideas. The theme provides focus and help learners see the meaningful connections across subject areas.
    • Thematic Teaching English Filipino Philippine Cultural Heritage (Theme) Mathematics Science
    • 2002 Basic Education Curriculum (BEC) CONTENT-BASED INSTRUCTION (CBI) is the integration of content of 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.
    • Content-Based Instruction SCIENCE CBI ENGLISH
    • 2002 Basic Education Curriculum (BEC) FOCUSING INQUIRY is an interdisciplinary approach that uses questions to organize learning. 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 answer to questions.
    • 2002 Basic Education Curriculum (BEC) 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: 1. Personal Development 2. Social Competencies 3. Work and Special Skills
    • Local and National Curricular Innovations 2002 Basic Education Curriculum (BEC) Third Elementary Education Program (TEEP) Secondary Education Improvement and Development Program (SEDIP) K-12 Basic Education Curriculum
    • Third Elementary Education Program (TEEP) • This was the flagship project of the Department of Education on response to the Social Reform Agenda initiatives of the government. • TEEP aimed to build institutional capacity of the Department of Education to manage change and actively involve parents, teachers, community leaders for quality education.
    • Third Elementary Education Program (TEEP) • Funded by World Bank (WB) and Japan Bank for International Cooperation (JBIC). • TEEP began in 1996 and concluded in 2005. • Initial findings: – Improved learning achievement – Rise in completions rates of the students – Access to quality education had been achieved
    • Third Elementary Education Program (TEEP) 1. 2. 3. 4. 5. 6. 7. MAJOR EDUCATIONAL COMPONENTS OF TEEP Advocacy In-service training for Teachers (INSET) School Improvement and Innovation Facility (SIIF) Students Assessment (SA) Educational Management Information System (EMIS) Procurement Monitoring and Evaluation “TEEP advocate principal empowerment in all the educational component.”
    • Local and National Curricular Innovations 2002 Basic Education Curriculum (BEC) Third Elementary Education Program (TEEP) Secondary Education Improvement and Development Program (SEDIP) K-12 Basic Education Curriculum
    • Secondary Education Improvement and Development Program (SEDIP) • SEDIP is a curricular innovation which dovetailed the TEEP. • Its purpose was to improve equitable access to secondary education in poverty affected areas. – Improving Teaching and Learning – Improving access to secondary education – Facilitating Decentralized Secondary Education Management
    • Centralized vs. Decentralized
    • Secondary Education Improvement and Development Program (SEDIP) • The SEDIP innovations started in 2000 and ended in 2006. • Initial Results: – Showed gains – Best practices have been replicated in other divisions which were not participants in the project.
    • Local and National Curricular Innovations 2002 Basic Education Curriculum (BEC) Third Elementary Education Program (TEEP) Secondary Education Improvement and Development Program (SEDIP) K-12 Basic Education Curriculum
    • K-12 Basic Education Curriculum The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.
    • K-12 Basic Education Curriculum SALIENT FEATURES 1. Strengthening Early Childhood Education ( Universal Kindergarten) 2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement) 3. Ensuring integrated and seamless learning (Spiral Progression) 4. Building Proficiency Through Language (Mother Tongue-Based Multilingual Education) 5. Gearing up for the Future (Senior High School) 6.Nurturing Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills)
    • K-12 Basic Education Curriculum IMPLEMENTATION
    • K-12 Basic Education Curriculum The Enhanced Basic Education Act of 2013, or Republic Act No. 10533, was signed on May 15, 2013
    • Thank You for Listening!