Green Colorful Playful 3D School Project Presentation_20250331_011837_0000.pptx

1. Innovation
Curriculum

2. Review:
Why do you think is the
significance of making an
innovation, particularly in
curriculum?

3. Review:
What are the first two
curriculum innovation?

4. Indigenous Curriculum
a product of a vision to make
curriculum relevant and responsive
to the needs and context of
indigenous people

5. Indigenous Curriculum
The Author's earlier studies on indigenous
curriculum provided a framework for linking
indigenous knowledge with the curriculum and
provided several dimensions that serve as a
framework for the development of an indigenous
curriculum:

6. Indigenous Curriculum
• Construct knowledge
• Use instructional strategies
• Integrate contents and activities
• Utilize community's cultural, material, and human
resources

7. Indigenous Curriculum
Specifically, indigenous curriculum
may consider using and implementing
the following strategies at the school
level:

8. Indigenous Curriculum
1. Integrating contents and activities
that reflect the learners' culture, history,
traditions, and indigenous knowledge in
the curriculum

9. Indigenous Curriculum
2. Using the local language as
the medium of instruction for
several subjects

10. Indigenous Curriculum
3. Involving community folks
and local teachers in the
development of the curriculum

11. Indigenous Curriculum
4. Developing local instructional
materials and learning outside
the classroom.

12. Indigenous Curriculum
5. Using instructional strategies
that are relevant to indigenous
learning system

13. Indigenous Curriculum
In the Philippines
The Department of Education (DepEd) has
initiated the development of education
curriculum that was designed to meet the
learning needs of the indigenous peoples
(IPs) communities.

14. Indigenous Curriculum
In the Philippines
Through DepEd's Bureau of Alternat Learning
System (BALS), the Alternative Learning
System (ALS) Curriculum for IPs was
developed in response to the Education For All
(EFA) campaign to provide the basic learning
needs of all marginalized learners.

15. Indigenous Curriculum
In the Philippines
The IP Education Curriculum for the was developed
in the year 2006 in coordination with National
Commission on Indigenous Peoples (NCIP) and was
validated by various indigenous cultural communities
in the Philippines. The IP Curriculum is to be
implemented by trained ALS implementers with IP
learners.

16. Indigenous curriculum
The learning competencies of the IP Curriculum were drawn from the
existi ALS Curriculum for the basic literacy, elementary and secondary
levels. The curriculum content, however, was based on the Indigenous
People Rights Act (IPRA) or Republic Act (RA) NO. 8371.
The education goal of the IP Curriculum is the attainment of the
functional literacy for the IPs.

17. The IP Curriculum reflects the core areas of the IPs Concerns such as t
following:
a. Family Life It touches on the life of an IP as a member of the family from
birth to death.
b. Health, Sanitation and Nutrition This brings into fore the IPs concept of self
and the environment and how each interplays with the other.
Indigenous curriculum

18. c. Civic Consciousness It highlights the rich worldview of the IPs
ranging from their life ways, identity and history.
d. Economics and Income It presents
the system of community management of supply and demand
among the IPs.
Indigenous curriculum

19. e. Environment It deals with the
IPs communion with nature. It
stresses their strong attachment
to the environment.
Indigenous curriculum

20. 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:
Brain-based Curriculum

21. • The brain is a whole system and includes
physiology, emotions, imagination, and
predisposition. These must all be considered as a
whole.
• The brain develops in relationship to interactions
with the environment and with others.
Brain-based Curriculum

22. • A quality of being human is the search for
personal meaning.
• People create meaning through perceiving certain
patterns of understanding.
• Emotions are critical to the patterns people
perceive.
Brain-based Curriculum

23. • The brain processes information into
both parts and wholes at the same time.
• Learning includes both focused
attention and peripheral input.
Brain-based Curriculum

24. • Learning is both unconscious and
conscious.
• Information (meaningful and
fragmented) is organized differently
in memory
Brain-based Curriculum

25. • The brain makes an optimal number of
connections in a supportive but challenging
environment; however, when there are
perceptions of threat, the brain may inhibit
learning.
Brain-based Curriculum

26. • Every brain is unique
in its organization.
Brain-based Curriculum

27. Caine and Caine (1997)-
-a prominent advocates in Abrain-based
education.
-considered curriculum and instruction from a
brain-approach.
-they begin with brain-mind learning principles.
Brain-based Curriculum

28. Resnick (1997)-
-theorized that learners learn more if they are
given several ways to look a problem, if they
are asked to give more than one way of
solving it.
Brain-based Curriculum

29. Brain- based curriculum
Sylwester (1995)-
-pointed out that the classrooms in the future may focus more on drawing
out existing abilities.
-encouraging the personal construction of categories rather than categoral
systems.
-emphasizing the individual.

30. Thank You