This document discusses curriculum innovations in the Philippines and globally. It outlines several local innovations implemented in the Philippines like the 2002 Basic Education Curriculum, Third Elementary Education Program, and Secondary Education Improvement and Development Program. It also discusses the New Teacher Education Curriculum and Ladderized Curriculum for Bachelor of Technical Teacher Education. Two global innovations are described - Project Child, a hands-on learning program, and Brain-Based Learning, an approach based on neuroscience research.

1. Subject : Educ. 211R (Curriculum Development )
Topic : Curriculum Innovations : Local and Global Trends
Reporter : Tata V. Batua
Professor : Dr. Robert L. Detchos, Jr.
What is Curriculum Innovation?
This are interventions made and proposed by curriculum makers to address some
curricular lapses and concerns thus achieving better learning through teaching.
Some Curricular Issues and Concerns
1. Poor Academic Performance of Learners
2. Some Curricular Innovations are results of bandwagon but are not well supported by
managers.
3. Innovations are not communicated to all.
4. Curricular innovations lack the sense of ownership from stakeholders
5. Lack of Regular Monitoring and Evaluation
6. Innovations results to teacher burnout
LOCAL CURRICULAR INNOVATIONS
 2002 Basic Education Curriculum
 Third Elementary Education Program (TEEP)
 Secondary Education Improvement and Development Program (SEDIP)
 The New Teacher Education Curriculum for BEEd and BSEd
 Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)
 Instructional and Curricular Excellence in School Leadership and Management- DepEd
EXCELS
2002 BASIC EDUCATION CURRICULUM
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, Maka-kalikasan at Maka-Diyos.”
Salient Features of the Curriculum
 Empowers lifelong learners through the attainment of functional literacy
 Decongestion of Curriculum into five learning areas: English, Mathematics, Science,
Filipino and Makabayan
 Integrative Teaching as a Mode of Instructional Delivery – are teaching approaches that
is interactive, collaborative and innovative.
1. THEMATIC TEACHING
 Is an integrative teaching method which requires organization of themes around
ideas. The theme provides focus and helps learners to see the meaningful
connections across subject areas.
2. CONTENT – BASED INSTRUCTION ( CBI )
 Is an integration of content learning with language teaching. The language
curriculum is centered on the academic needs and interest of the learners.
3. FOCUSING INQUIRY
 Is an interdisciplinary approach that uses questions to organize learning. Learners
become creators rather than recipient of knowledge.
4. GENERIC COMPETENCY MODEL
 Learners are enrolled in three to four linked or related courses or subjectareas.
In Makabayan for instance, competencies can be clustered into personal
development,
Social competencies and work and special skills.
THIRD ELEMENTARY EDUCATION PROGRAM (TEEP)
 This was flagship project of DEPED in response to the Social Reform Agenda
initiatives of the government.

2.  Focused only on the elementary level and goals were improved learning
achievement, improve completion rates, access to quality elementary education.
 Funded by World Bank and Japan Bank for International Cooperation which began
in 1996 and concluded in 2005.
THE MAJOR EDUCATIONAL COMPONENT OF TEEP ARE:
1. Advocacy
2. In – service Training for Teachers ( INSET )
3. School Improvement and Innovation Facility ( SIIF )
4. Student Assessment ( SA )
5. Educational Management Information System ( EMIS )
6. Also advocated principal empowerment in all the educational component
SECONDARY EDUCATION IMPROVEMENT AND DEVELOPMENT PROGRAM (SEDIP)
 Its purpose was to improve equitable access to secondary education in poverty affected
areas :
1. To improve the quality and relevance of secondary education in the project provinces
2. To increase the rates of participation in and completion of secondary education in
underserved areas.
3. To support decentralization process towards the transfer of greater management
responsibilities and decision making authority to the schools at provincial levels.
THE NEW TEACHER EDUCATION CURRICULUM FOR BEED AND BSED
 This was implemented by CMO 30, s, 2004
 There are two teacher Education Degrees which are offered by the Teacher Training
Institutions and this are :
 Bachelor of Elementary Education (BEEd) – structured to meet the needs of professional
teachers for elementary schools and special education program.
 Bachelor of Secondary Education (BSEd) – for the needs of professional teachers in high
schools.
 New Teacher Education Curriculum is made up of three components.
1. General Education ( 63 units for both BEEd and BSEd )
2. Professional Education ( 54 units for BEEd and 51 units for BSEd )
3. Specialization or Content Course ( 57 units for BEEd and 60 units for BSEd )
 Both degree courses require 174 units
LADDERIZED CURRICULUM FOR BACHELOR OF TECHNICAL TEACHER EDUCATION
(BTTE)
 The Bachelor of Technical Education prepares teachers in technical-vocational education
(TVET) who are equipped not only with strong theoretical understanding but also with
exposure to industry.
 Curricular Model A of the BTTE
 It is offered for high school graduates who could meet the admission requirements of the
College.
 Curricular Model B of BTTE
 Is offered to graduates of Two-Year Trace Technical Curriculum and Three-Year Diploma
of Technology Program.
INSTRUCTIONAL AND CURRICULAR EXCELLENCE IN SCHOOL LEADERSHIP AND
MANAGEMENT
 It is a short coursepackage of SEAMEO INNOTECH for elementary and secondary school
administrators on developing instructional and development leadership
 Teaching in the EXCELS is primarily delivered through print self-instructional modules
augmented by use of interactive tools such as chat, discussion forums and emails.
 The learning modules incorporate the 4A’S of Adult Learning ( Activity, Analysis,
Abstraction and Application )
 Learning Modality – after the students get their learning package, they can immediately
study at their own pace.
 Evaluation System – Each learner will be given feedback in the form of qualitative
narratives by the tutors for their outputs. They will rated with A = 3 Excellent, B = 2 Pass
and C = 1 deficient.

3.  Time Table – the duration of time expected of all learners to finish the course is 50 hours
which is equal to a 3 – unit course. A maximum of 2 weeks is given to accomplish each
module. Since there are 2 modules a maximum of 4 weeks is expected.
GLOBAL AND CURRICULAR INNOVATIONS
Project Child (Computer Helping Instruction and Learning Development)
 Is a research-based instructional delivery system that enables one to intensify the
curriculum with technology and hands-on learning.
 CHILD goals are to :
 Modify the school structure and create classroom conditions conducive to learning
with technology
 Create cohesive unit of work that foster strategies for thinking
 Reign curriculum for reading, language arts and mathematics so as to cover the
content integrating use of computer in the curriculum.
CHILD focuses on K-5 self-contained teaching using a triangulated approach. Cluster of three
experts work across three grade levels to teach 3 basic formats in technology, hands-on and
paper and pencil.
 The primary level cluster is made up of K to grade 2 and the intermediate cluster is Grade
3-5.
 One room is set up for reading, one for writing and one for mathematics.
 Learners from each grade level in the cluster move among the room to spend one hour
per day working in each of the three major areas.
6 STATIONS OR LEARNING CENTERS IN PROJECT CHILD CLASSROOM
 Computer Station for technology-based Learning
 Textbook Station for written work
 Challenge Station for Creative Expression
 Exploration Station for hands-on Activities
 Teacher Station for additional Instruction Support
BRAIN BASED LEARNING
 Is an approach to teaching based on research in neuroscience.It suggest that brain learns
naturally
 Brain Based theory includes an eclectic mix of techniques allowing teachers to connect
learning to students’ real life experiences.
 It encompasses education concepts like mastery learning, problem based-learning,
cooperative education, multiple intelligence, experiential learning.
CORE PRINCIPLES GUIDING BRAIN-BASED EDUCATION
 The brain perceives whole and parts simultaneously
 The brain is parallel processor which can perform activities at once
 Information is stored in multiple areas of the brain and is retrieved through multiple
memory and neutral pathways
 Learning engages the whole body. All learning is mind to body
 Humans’ search for meaning comes from patterning
 Emotions are critical to patterning and drive our attention, meaning and memory
 Meaning is more important than information
 Learning involves focused attention and peripheral perceptions
 We have two types of memory: spatial and rote
 Complex learning is enhanced by challenge and by stress
 Learning is developmental
INTERACTIVE TEACHING USED IN BRAIN – BASED LEARNING
 Orchestrated Immersion – learning environments are created to provide authentic
learning experiences.
 Relaxed Alertness – efforts are made to eliminate fear while maintaining a highly
challenging environment.
 Active Processing – the learners consolidate and internalize information by actually
processing these information.