To engage students

10. UNIT IV

11. Increasingly important
changes that are taking
place in the field of
curriculum to respond to
current and anticipated
developments in society
and education.

12. Defined as the process of
selecting, organizing,
executing, and evaluating
learning experiences on the
basis of the needs, abilities,
and interests of learners
and the nature of the
society or community.
With curriculum
development, instructors
can take care of the bigger
picture to develop a course.

13. A. Researches on Curriculum Development
(local)
B. Researches on Curriculum Development
(foreign/ international)
C. Contextualization of the Curriculum
D. Curriculum Indigenization
E. Curriculum Localization

14. Researches on Curriculum
Development
(local)
TOPIC: Basic Education Curriculum 2002

15. 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.

17. The objectives are
expressed in terms of
competencies in
knowledge, skills, and
attitudes.
Deliver using a variety
of media and resources.

18. The use of multi-sensory
materials is encouraged
in teaching.
Consider the learners as
active partners rather
than objects of teaching.

20. FILIPINO LEARNER’S
READING COMPREHENSION
1
In 2018, Programme for International Student
Assessment (PISA) a worldwide study by the
Organisation for Economic Co-operation and
Development that examines students’ knowledge in
reading, mathematics, and science released a result
wherein the Philippines ranked last reading
comprehension among 79 participating countries.

21. BUDGET FOR EDUCATION
2
Although it has been mandated by the Philippine
Constitution for the government to allocate the highest
proportion of its government to education, the Philippines
remains to have one of the lowest budget allocations to
education among ASEAN countries.

22. DETERIORATING QUALITY OF EDUCATION
3
There are multiple factors which have led to low educational
standards. Poor quality of education is due to the low
government budget for education; poor quality of teachers;
poor management of schools; poor school facilities such as
laboratory and libary facilities; poor learning environment;
the content of the curriculum; inadequate books and science
equipment; shortages of classrooms; and others

23. Researches on Curriculum
Development
(foreign/international)

24. It examines the current
state tertiary level
international curriculum
and provides groundwork
for future research aimed
at ongoing needs.
Recognized is the premise
that existing international
curricular programs require
maintenance.

25. Internationalization is an undeniable
characteristic of contemporary society. It has
permeated every corner of every aspect of every
culture around the world. Very few niche or small-
scale organizations exist in strictly local
environments. By contrast, one would be
hardpressed to name a large organization that has
not crossed at least several borders in some or all
of its operations.

26. Accordingly as unexpected times of
conflict, evolving trends in trade, and
progressing levels of commerce
emerge, education will be forced to
accommodate the changes at school
level.

27. Schoorman (2000)
introduced an institution
wide framework whereby
schools may move towards
internationalization. Three
specific characteristics were
proposed: institutional
commitment; organizational
leadership; and resource
availability. According to the
author, any school
successfully moving towards
internationalization will

28. display these three
characteristics. The author
goes on to describe micro
and macro examples of how
internationalization actually
implemented. Micro
examples include changes in
university services (e.g.
student services, information
technology and management,
etc.)
In this sense we see a very
broad protocol for the
internationalization of the
institution itself, a major
component of this being
curricular changes. It is also
evident here in this work that
the term curriculum most likely
reaches beyond pedagogical
practices and into the realms of
extracurricular activities
including cultural activities and
exchange programs.

30. Hung (2000) provides an interesting case study
whereby professionals from two schools, Hong
Kong Polytechnic and the University of Warwick,
enrolled in an exchange program. The author
describes how students’ learnings were twofold:
they learned how to perform technical skills
from the point of view of the other culture; and
they gained significant exposure to the host
culture. In the end, the author concludes that the
program was successful and that such a model is
a proven approach.

31. Colbert (2010) is a strong proponent of faculty
development in diversity issues for the purpose of
strengthening the international program. This
idea of culturally responsive teaching is purported
as a primary mechanism for leading any sort of
study that may immediately or eventually take the
form of an international curriculum and was
evidenced in the series of workshops outlined in
the paper. The author eventually makes tangible
recommendations to the educator about how to
handle diversity issues within the classroom.

33. Mahon (2007) describes
teaching abroad programs as
catalysts for the development
of the emerging teacher. A
slight bridge is crossed here
as this author discusses
exchange programs from the
perspective of both the
student and the teacher: the
idea that aspiring teachers,
as undergraduate students,
will best benefit from
completing part of their
coursework overseas.
Other works describe study
abroad programs strictly for the
benefit of undergraduate
business students. Bryant,
Karney and Vigier (2010)
provide a case study in which
students participate in a
program between a US
university and a French
business institute.

35. Eagan and Benedick (2008) note that most
tertiary level international curriculums are
housed within the International Business (IB)
departments and, accordingly, generally take
the form of an IB course or program. They
argue for the elimination of these
departamental lines and propose a more
general curriculum whereby students are
exposed to cultural studies as opposed to
domestic and international cultures.

36. Utsumi (2005) offers an interesting
mechanism targeting global education and,
ultimately, global peace: the use of advanced
telecommunications including the Internet.
The author states, “If global peace is ever to be
achieved, globalscale education, with the use
of the modern digital telecommunications, will
be needed to create mutual understanding
among nations, cultures, ethnic groups, and
religions.

37. Contextualization of
the Curriculum

38. Mazzeo (2008) defined
contextualization as a diverse
family of instructional
strategies designed to more
seamlessly link the learning of
foundational skills and academic
or occupational content by
focusing teaching and learning
squarely on concrete
applications in a specific
context that is of interest to the
student.

39. The K to 12 curiculum
framework highlights
the fundamental
importance of context
in shaping the
curriculum, and
consequently, the
teaching learning
process.
Flexibility of the K to
12 curriculum allows
for curriculum
enhancement in
relation to diverse
background of
learners.

43. Establish dialogue and
community engagement
mechanisms with the
communities for
purposes of
contextualized
education.
Situation analysis
leading to community
vision, mission, and
goals for education.
1 2

44. Education planning with
communities (Learning
Resources included)
Research for
contextualization and
learning resources
development
3 4

45. Curriculum
Contextualization
Quality assurance of
contextualized curricula
5 6

46. Education
Planning
Monitoring and
Evaluation of
LRMDS
Policies to guide
contextualization
Capacity
development
Context-
appropriate
supervision
Contextualized
school
governance
Contextualized
curriculum at
school level

47. Curriculum
Indigenization

48. Curriculum
Indigenization
Enhancing curriculum
competencies,
educationresources and
teaching learning process
Indigenization
Enhancement of the
curriculum framework,
curriculum design and
learning standards of the
subject areas

49. Two Types of
Indigenization
involves transporting
psychological theorries,
concept, and methods and
modifying them to fit the
local cultural context
external imposition
Indigenization from
without
Indigenization from
within
theories, concept and
methods ae develop
internally and indigenous
information is considered
to be primary source of
knowledge
bottom up

50. “Pulling Together: A Canoe Journey” (Diane Biin), adapted by Emery Knight.
Levels of Indigenization

51. Dimensions that serve as
a framework
1 Construct knowledge so that young
children understand how experience,
personal views and othe people ideas
influence the development of scientific
concept and scientific knowledge

52. 2 Use instructional strategies that
promote academic success for
children of different cultures
3 Integrate contents and activities that
reflect learners culture, history,
taditions and indigenous knowledge in
the curriculum

53. 4
Utilize communities cultural
material and human resources in the
development and implementation of
the curriculum

54. Curriculum
Localization

55. Localization
Freedom for schools or
local authorities to
adapt the curriculum
to local conditions and
relating the context of
the curriculum and the
process of teaching
and learning to the
local environment
(Taylor 2004)

56. Curriculum
Localization
Refers to process of
relating learning
content specified in
the curriculum tolocal
information and
materials in the
learners’ community

57. Examples used in
lessons start with
those in locality:
Names, situations,
setting needed to give
context to test
questions or problem-
solving exercise are
those of the immediate
community
Local materials are
used as often as
possible in making
instructional materials
Local stories are used
in the language
learning areas

58. Translating a story
written in another
language to the
language of one’s
learners for use in
MTB-MLE

59. 1. Localization and contextualization can be done
in all the leaning areas
2. Localization maximizes the use of available
materials
3. To contextualize, teachers must use authentic
materials, and anchor teaching on the context of
learners’ lives

60. 4. Teachers should encourage students to pose
problems and issues and use strategies to address
these
5. The localized or contextualized curriculum is
based on local needs and relevance for the
learners; thus allowing for its flexibility and
creativity in the lessons

61. 6. Teachers must build on what resources the
school have. Teachers must accommodate the
respect cultural, linguistic and racial diversity

62. Any
questions? Thank
you!

63. Resources
● https://www.youtube.com/watch?v=o
BsFwgCo3tA
● https://www.youtube.com/watch?v=r4
NA0_0dCnQ
● https://files.eric.ed.gov/fulltext/EJ106
2483.pdf
● https://www.youtube.com/watch?v=3
oQg0F34MXs
● https://pressbooks.openedmb.ca/pulli
ngtogethermanitoba/front-
matter/overview/
● https://www.youtube.com/watch?v=4
qSKTfcvAkw&t=92s
● https://www.youtube.com/watch?v=L
w6YG5P9VDk