Addressing Curricular Innovations

Addressing the Future:
CURRICULUM
INNOVATIONS
1 . ) L O C A L A N D N A T IO N A L
C U RR I C U L A R I N N O VA T I O N S
2 . ) G L O BA L C U R RI C U L A R
I N N O VA T I O N S
As man seeks for development, innovations are inevitable.
In curriculum, changes and modifications are being introduced to keep
with the changing world.
●
With the emerging theories of learning, instructional
delivery and management, learning and teaching styles,
modes of living and other societal changes in science
and technology led educators to introduce innovations.
1. LOCAL AND NATIONAL CURRICULAR
INNOVATIONS
 a.) 2002 Basic Education Curriculum
 b.) Third Elementary Education Program (TEEP)
 c.) Secondary Education Improvement and Development Program

(SEDIP)
 d.)The New Teacher Education Curriculum for BEEd and BSed
 e.)The Ladderized Curriculum for Bachelor of Technical Teacher

Education (BTTE)
 f.) Instructional and Curricular Excellence in School Leadership and

Management – DepEd eXCELS
A. 2oo2 Basic Education
Curriculum
THE VISION, MISSION AND RATIONALE OF
THE CURRICULUM
VISION:
The Department of Education, envisions every learner to be:
-FUNCTIONALY LITERATE
- EQUIPPED WITH LIFE
- APPRECIATIVE OF ARTS AND SPORTS and
- IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS

MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS
MISSION:
The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION

that is:
- ACCESSIBLE TO ALL
- LAYS THE FOUNDATION FOR LIFELONG LEARNING and
- SERVICE FOR COMMON GOOD
The Basic Education Curriculum developed through a dynamic process. It

started with the review of the existing basic education curriculum in 1997
which took into consideration worldwide trends and Philippine 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.
Parameters of Basic Education Curriculum
These elements include:
●
● objectives
●
● content
●
● materials
●
● teaching-learning process
●
● evaluation
●
The
Objectives
- these are expressed in terms of competencies in knowledge,

skills and attitudes
- these also determines 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
- it is delivered using a variety of media and resources
* From the traditional textbook resources, teachers are encouraged to

use ICT and community resources
- it is also CONTEXTUALIZED so that the curriculum is adjusted

to the situation and local culture
●
Materials
- the use of MULTI-SENSORY MATERIALS is encourage in
teaching
- real objects, tri-dimensional models, audio-visuals and real life

situations are effective tools in delivery of teaching-learning
process
- the use of local or community resources as well as technology-

driven support materials are utilized in the learning environment
●
The teaching-learning
process
- it considers the learner as active partners rather than objects of

teaching
- the learners are CONSTRUCTORS OF MEANING, while the

teacher act as FACILITATORS, ENABLERS and MANAGERS
OF LEARNING
** SALIENT
FEATURES OF
THE
CURRICULUM
 It aims to raise the quality of education
of Filipino learners and graduates
 The Basic Education Curriculum

empowers life-long learners through
the attainment of functional literacy
Salient Features of the Curriculum
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,
FILIPINO, SCIENCE and
MAKABAYAN
Filipino, English
and Science
●
Are the tool subjects
English, Mathematics Are subjects to develop
●
●
and Science internationalism
Makabayan together Are learning areas which enhance

●
●
with Filipino nationalism

a bit focus on
MAKABAYAN:
 It is the “laboratory of life” to develop a healthy
personal and national identity
 As a learning area, this requires an adequate
understanding of Philippine history, our political-
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.
Integrative teaching works best in the BEC. It is so
** INTEGRATIVE because the curriculum is treated in a HOLISTIC
TEACHING AS MANNER. The process is INTERACTIVE,
MODE OF COLLABORATIVE and INNOVATIVE.
INSTRUCTIONAL
DELIVERY Here are four examples to describe what is
Integrative Teaching is….
Thematic teaching
Content-Based Instruction
Focusing inquiry
Generic Competency Model

Integrative teaching as mode of Instructional Delivery
THEMATIC TEACHING
- this requires organization of THEMES around ideas

** The THEMES provides focus and helps learners see the meaningful
connections across subject areas
- it links ideas to action and learning to life
- For Example: you chosen is Philippine Festival as your theme.

**You must also know that our country celebrates various festivals in its different
provinces, towns and cities
**The different subject areas in this particular case use the different features of a
particular festival as subject matter
Here are the simple steps in using the Integrated Unit Design
(Thematic Based)
 Decide on a unit theme that will allow all For each Subject area, write instructional
subject areas to join. objectives to be accomplished.
Example: Philippine Festival
Identify instructional objectives to be
accomplished.
 Identify the major concepts to serve as a
“common thread” for all the subject areas. Identify instructional activities which will
Example: Historical Background, purposes accomplish the objectives.
of the celebration, dance steps, etc.
Based on the objectives, perform the activities.
 Brainstorm and list generalizations that
will be derived from the study of the theme. Conduct culminating activity where all subject
areas learning will be applied
 Write questions that would facilitate the
understanding and mastery of the Design a scoring guide or rubric to assess the
generalization performance of the task in the culminating activity
THEMATIC TEAHCING may involve, the

whole school, a department, or a group of
teachers.
It will encourage collaboration and cooperation

among all stakeholders: Teachers, Students,
Parents and School Officials
CONTENT-BASED INSTRUCTION
- is the integration of content learning with language teaching
- CBI crosses the barriers between language and subject matter content
- this approach aims at developing the learner’s academic language skills

Let us look into an example:
Filipino ●
● A lesson in Filipino is designed to develop skills in
identifying keywords in a given text uses Social
and Social
Studies content (essay or article) such as “Batas ng
Bayan” or other topics in the unit Pamahalaan at
batas .
●The Social Science content is used to develop
●
Studies language skills in Filipino.

Integrative teaching as mode of Instructional
Delivery
FOCUSING INQUIRY
- it is an interdisciplinary approach that uses questions to organize

learning
- in here, learners become creators rather than recipients of knowledge
- instructional process is built around inquiry, where teachers guide the

students to discover answers to questions
●
●As a starting point, using what learners
already know, they generate questions
about things they don’t know yet.
●They design a method of investigation and
●
gather information on their own.

Delivery
Focusing Inquiry Cycle:

Frame focusing
questions.
(asking about
Help learners prior knowledge)
find answer.
Present field of
facts.
(Who? What?
When? How?)
Help learner’s
generate
explanatory ideas.
(generalization)
Help learner's connect

or relate facts.
(Interpret, infer, give
meaning)
Delivery
GENERIC COMPETENCY MODEL
- in this 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
- work and
- special skills
Delivery
The subject specialist teaches his/her subject and activities will draw on
processess and skills important to each discipline. The following steps are
followed:
●
●Decide on generic competency (social, personal, productivity) that will allow
related competencies from the many subjects.
●
●Identify the “culminating performance” (What?, Why? And How?)
●
●Brainstorm the specific skills derived from the project that would be
expected of the learners.
●
●Design the scoring guide criteria and standard to assess the performance
tasks preferably performance test and portfolio.
B. Third elementary education
program – TEEP
HISTORY :
-This began in 1996 and concluded in 2005,Funded by World Bank (wb)

and Japan Bank for International Cooperation (JBIC)
-Initial findings of this program reveal that there are indicators of

improved learning achievement and rise in completion rates of students
** Access to quality elementary education had also been achieved
-As planned, the best practices of the curriculum innovations of the pilot
divisions would be implemented by other divisions all throughout the
country .
Third elementary education
program – TEEP
- This program was a flagship project of the Department of Education in

response to the Social Reform Agenda initiatives of the government
- This project/program also focused only on the elementary level with the
goals of:
- IMPROVING LEARNING ACHIEVEMENT
- IMPROVING COMPLETION RATES
- ACCESS TO QUALITY ELEMENTARY
EDUCATION
Third elementary education program – TEEP
Further, this program aim to build institutional capacity of the

Department of Education to manage change and actively involved
parents, teachers, community leaders as stakeholders for quality
education.
Major Educational Components of the TEEP
ADVOCACY
IN-SERVICE TRAINING FOR TEACHERS (INSET)
SCHOOL IMPROVEMENT AND INNOVATION FACILITY
(SIIF)
STUDENT ASSESSMENT (SA)

EDUCATIONAL MANAGEMENT INFORMATION SYSTEM
(E-MIS} PROCUREMENT
MONITORING AND EVLUATION

**** it also advocate principal empowerment in all the educational component
C. Secondary Educational Improvement
and Development Program (SEDIP)
SEDIP is a curricular innovation which dovetailed the Third Elementary

Education Project or TEEP.
Secondary Educational Improvement and Development Program
(SEDIP)
PURPOSE/OBJECTIVE:
To improve the quality and relevance of secondary

education in the project provinces;
To increase the rates of participation in and completion of

secondary education in the underserved areas;
To support the decentralization process towards the

transfer of greater management responsibilities and
decision-making authority to the schools and offices at the
provincial levels.
(SEDIP)
3 Important components within the parameters of

CURRICULUM DEVELOPMENT.
Improving Teachers and Learning

●
Improving Access to Secondary

●
Education
Facilitating Decentralized
●
Secondary Education Management

(SEDIP)
In improving teaching and learning, CURRICULUM INNOVATIONS

centered on:
The development skills and competencies of school heads in school planning and
management and instructional support for teachers.
Improving teacher’s subject knowledge and teaching skills
Improving the availability of learning materials by providing text-book, teaching

manuals and other instructional materials.
Improving the learning environment through the construction and or rehabilitation

of school facilities and procurement of furniture and equipment for classrooms,
laboratories and other school facilities.
(SEDIP)
The 2 other components of the SEDIP

are support components to curriculum
innovations such as:
improving access facilitating

to secondary decentralized secondary
educational school management.
(SEDIP)
The SEDIP innovations started in

2000 and ended in 2006. Initial
results showed gains, and best
practices have been replicated in
other divisions which were not
participants in the project.
D. The New Teacher Education
Curriculum for BEEd and BSEd.
- This was implemented by CMO 30, s, 2004.
- There are two teacher educational degrees which are offered by the
Teacher Training Institute
- BEEd (Bachelor of Elementary Education)

- BSEd(Bachelor of Secondary Education)
The New Teacher Education Curriculum for
BEEd and BSEd.
BEEd
Is structured to meet the needs of professional
●
teachers for elementary schools and

educational education programs
BSEd
Is structured for the needs of
●
professional teachers in the high

schools in the Philippines
The New Teacher Education Curriculum for BEEd and BSEd.
aims to developed elementary school teachers who
BEEd
●
are either generalist who can teach across the

different areas in grade school, especial education
teachers and pre-schools teachers
aims to developed high school teachers who can
BSEd
●
teach in one of the different learning areas in school

like Mathematics, Physical Science, Biological
Science, English, Filipino among others
 Have the basic and higher level literacy.
The New Teacher Communication, numeracy, critical thinking,
Education learning skills needed for higher learning.
Curriculum for  Have a deep and principal understanding of
BEEd and BSEd.
the learning processes and the role of the
teacher and facilitating these processes in
their students.
The competency
 Have a deep and principled understanding of
standards to be
developed by how educational processes relate to the larger
prospective historical, social, cultural and political
teachers for both processes.
elementary and  Have a meaningful and comprehensive
secondary level knowledge of the subject matter they will
teach.
 Apply a wide range of teaching process skills
(including curriculum development, lesson
planning, materials development, educational
assessment, and teaching approaches.)
 Have direct experience in the field/classroom (as
The New Teacher classroom observations, teaching assistance and practice
Education teaching)
Curriculum for  Demonstrate and practice the professional and ethical
BEEd and BSEd. requirements of the teaching profession.
 Facilitate the learning of diverse types of learners, in
diverse types of learning environments using a wide
range of teaching knowledge and skills.
Cont’.
competency
 Reflect on the relationships among the teaching process
standards skills and learning in the students, the nature of the
content and the broader social forces encumbering the
schools and educational processes in order to improve
their teaching knowledge, skills and practices
 Be creative and innovative in thinking of alternative
teaching approaches, take informed risks in trying out
these innovative approaches and evaluate the
effectiveness of such approaches in improving student
learning.
 Be willing and capable to continue learning in order to
better fulfill their mission as teachers.
** THE
CURRICULUM
OF THE BEEd
AND BSEd
 The curriculum design features

include various components that
correspond to the basic and
specialized knowledge and skills
that will be needed by a
practicing professional teacher
The curriculum of the BEEd and BSEd
Various components that correspond to the basic and specialized knowledge

and skills like:
foundational general education knowledge and skills
theoretical knowledge about teaching and learning
methodological skills
experiential knowledge and skills and professional ethical values
subject matter knowledge appropriate to the level of teaching of pre-

school, elementary and secondary levels
The curriculum of the BEEd and BSEd
 The curriculum recognizes the need to equip teachers with

wide range of theoretical and methodological skills.
 These also allow the teachers to have more options and

greater flexibility in designing and implementing learning
environments which will maximize students learning.
 The curriculum is also designed so that the components are

integrated
The New Teacher Education Curriculum for BEEd and BSEd.
3 components:
General Professional Specialization total units for

Education Education or content each degree
Required Courses courses courses
BEEd 63 units 54 units 57 units 174 units
BSEd 63 units 51 units 60 units 174 units
All the subjects will be taught in an integrated
Some of the manner.
peculiar Discussion of the theory and concepts should
features of always be linked to the development of methods
the and strategies and to experiential learning
during the field study.
Professional All courses should be taught using a wide range
Education of teaching learning approaches and assessment
Courses procedure, including the use of technology
All courses must have a research requirement
which may take the form of term paper, case
study, action research or reflect on the various
methods and strategies related thing.
The theory and concept courses provide the
broad framework within which students can
understand, rationalize and reflect on the
various methods and strategies related teaching
 The methods and strategy courses in the
Cont’.. program aim to develop a wide range of skills
to facilitate and evaluate learning in diverse
Some of the types of students in a variety of learning
peculiar environment.
features of  The field study courses are intended to provide
the students with practical learning experiences in
Professional which they can observe, verify, reflect on, and
actually experience different components of
Education
the teaching learning processes in actual
Courses school setting
 There will be special topic courses in seminar
form which will be three one-unit courses.
Special topics are based on the perceived needs
of the students and the expertise of the faculty.
E. The Ladderized Curriculum for
Bachelor of Technical Teacher Education
(BTTE)
- prepares teachers and technical vocational education and higher
education institutions who are equipped not only with strong
theoretical understanding of teaching technology but also the
exposure to industry.
- shall impart knowledge, skills attitudes, values and experiences that

will provide prospective teachers with necessary competencies
essential in effective teaching
The Ladderized Curriculum for Bachelor of Technical Teacher
Education (BTTE)
The specific body of knowledge, skills, attitudes,

values and experiences include:
●
General Education Component
●
Professional Studies Component
●
Specialization Component
●
Instructional Technology Component
Education (BTTE)
●
General Education
Component
-- is consistent of the CHED Memo 59 composed of
(60) units of courses in humanities, languages,
natural and behavioral sciences, computer
proficiency, mathematics, logic and ethics which are
all aimed to make a person broadly educated,
creative, cultured, morally upright and
productive.
Education (BTTE)
●
Professional Studies
Component
-- includes philosophy and aims of technology education,

curriculum development and teaching-learning processes.
It also includes clinical experiences in teaching and the
mastery of the Philippine Trainers Qualification
Framework (PTTQF).
Education (BTTE)
●
Specialization
Component
-- this includes the in depth knowledge of content

specified skills in the major field including industry
exposure.
Education (BTTE)
●
Instructional
Technology Component
-- this includes competencies in the use of

technology in teaching and training.
Education (BTTE)
Curriculum Models of the BTTE
Is offered for high school

Model A graduates who could meet the
admission requirements of the
Colleges
Is offered to the graduates of the
two-year trace technical
Model B Curriculum and the three year
diploma of Technology Program
in different areas of
specialization
F. Instructional and Curricular Excellence in School
Leadership and Management-DepEd eXCELS
-- this was based on competency Framework for South East Asia School Heads which
SEAMEO INNOTECH developed and validated with the Ministries of Education from
the SEAMEO member states
-- this is a short course package of SEAMEO INNOTECH for elementary and

secondary school administrator of developing instructional and development
leadership
--It addresses the need to develop and strengthen the school head’s role as
instructional leader in promoting or improving the quality of teaching and learning in
his/her school.
Instructional and Curricular Excellence in School Leadership and
Management-DepEd eXCELS
Special features of Innovation
Delivery of Instruction
●
●
Learning Modality
●
Evaluation System
●
Time Table
●
Delivery of Instruction
--Teaching in the eXCELS is primarily delivered through print self-
instructional modules augmented by the use of interactive tools such
as chat, discussion forums and email, among other support system.
-The learning modules are instructionally designed to be interactive

and to incorporate the four A’s of adult learning
APP
ACTIVIT ANALYS ABSTRA
Y IS CTION LICA
TION
Each Module is made up of the

components:
Pre-organizers and advance organizers,
Module pre-test,
Module-posttest,
Pre/ post self-rating competency checklist,
Interactive learning methodologies such as activities, insight forming
questions, lecturettes and readings, discussion topics, summaries and links
to other resources.
Lesson review tests
Practical exercises and feedback on the tests
A module assignment
Glossary of terms
List of references and suggested additional readings and links
●
Learning Modality
-After the students get their learning package, they can immediately
study at their own pace and time.
***Learners should be able to manage their time such that
they finish one module in two weeks and two modules in four weeks.
-Aside from the class interactions during the discussions, each

student is required to submit assignments, reflection paper
and action paper either in hard or soft copies to the tutor for
evaluation.
***The three requirements make the learning portfolio which
tutor evaluate, give feedback on. They become the basis for the
learners’ rating.
Evaluation System
●
-Each learner will given a feedback in the form of qualitative

narratives by the tutors for their outputs.
- They will also receive a rating for each major requirements and
for their participation in the discussion group. The ratings will be
issued by the tutor which has an equivalent as follows:
A=3
B=2 Pass C=1 Deficient
Excellent
●
Time table
-The duration of time expected of all learners to finish the course is
50 hours I equivalent to a 3 unit course.
-The time spent includes self-study of the module, participation

on the on-line discussion, preparation and submission of
module activities which are the contents of the learning portfolio.
- A maximum of 2 weeks is given to accomplish each modules, hence

a maximum of four weeks is expected. Approximately 2 weeks after
the completion to the course, individual rating will be released.
2.) GLOBAL CURRICULAR
GLOBAL CURRICULAR INNOVATIONS
INNOVATIONS
 1.) Project Child (Computer Helping Instruction and Learning

Development)
 2.) Brain-Based Learning

1. Project Child (Computer Helping
Instruction and Learning Development)
- It is a research-based
instructional delivery
system that enables one to
intensify the curriculum
with technology and
hands on learning
Project Child (Computer Helping Instruction and Learning
Development)
CHILD goals:
Modify the school structure and create classroom
●
conditions conductive to learning with technology
●
Create a cohesive unit of work that foster
strategies for thinking
Reign curriculum for reading, language arts and mathematics so

●
as to cover legally mandated content and integrating fully the

use of computer in the curriculum
Development)
It aims:
Increase in academic performance
Develop reasoning abilities, problem solving, decision

making and knowledge application
Communicating effectively
Emphasize the development of mathematics in early

years
Development)
Six "stations" or learning centers in Project

Child classroom
Computer Station ●
For technology-based learning
Textbook Station ●
For written work
Challenge Station ●
For activities in game format
Imagination Station ●
For creative expression
Exploration Station ●
For hands-on activities
Teacher Station ●
For additional instructional support
Development)
Learners follow a
precise
management
plan for moving
from one station
to the other.
Goals are set and
activities are
recorded in a
book called
passport
Development)
Project CHILD Materials:

Station Planning Games
●
Station Activities/ Task Cards

●
Passports
●
Teachers Manual
●
Leadership Guide
●
Special Needs Inclusion Guide

●
Training Facilitator Guide

●
Development)
Station This are organized in six weeks topical units

●
The contents include suggested softwares which

●
Plannin are referenced to state standards, teaching tips,

skills checklist for each grade level, list of
materials and resources and station activity
pages
g Guide
Development)
Station
A companion of station planning
Activities/
●
guides, provide ideas for hands

on station activities
Task ●
It directs the learners to work
Cards
Development)
Passpo ●
This tool help the students to become
organized and focused on their work
It is also use to set and assess the goals
rts
●
of the learners
Development)
Teacher’ ●
A complete guide to assist teachers in
implementing CHILD instructional program
The manual includes the overview of CHILD,
Manual
●
and other important components of it

Development)
●
It is composed of materials in making
presentations to community groups and
Leadership Guide strategies to involve the school in
adopting the effective practices of the
Project CHILD
Development)
Special
A timely resource for both
Needs
●
regular and exceptional teachers

to support the inclusion of
Instructio special needs in the classroom
n Guide
Development)
Training ●
It includes comprehensive
Facilitat trainings, overviews,

transparencies and handouts
for workshop participations.
or Guide
2. Brain- Based Learning
- It is an approach to teaching based on research in neuroscience
- It suggests that our Brain learns Naturally
- This also provides a biologically driven framework tor teaching and learning, and
helps the recurring learning behavior.
Brain – Based Learning
- Brain based learning includes and “electric mix” of techniques
●
Currently this techniques stress allowing teachers to connect learning to
student’s real life experiences
- This form of learning also encompasses education concepts like mastery

learning, problem-based learning, cooperative education, multiple
intelligences, learning style, experiential learning among others.
The brain perceives whole and parts
Brain –
simultaneously
Based The brain is parallel processor which
Learning can perform activities at once.
In formation is stored in multiple
Core Principles areas of the brain and is retrieved
Guide: through multiple memory and
neural pathways
Learning engages the whole body.
All learning is mind-body:
movement, food, attention cycles,
chemicals modulate learning.
Humans’ search for meaning innate
Search for meaning comes from
Brain – patterning
Based Emotions are critical to patterning and
Learning drive our attention, meaning and
memory.
Meaning is important than information
Cont’.. Learning involves focused attention and
Core Principles peripheral perception
Guide: We have two types of memory: spatial
and rote
The brain is social. It develops better in
concert with other brains
Every brain is uniquely organized
Learning is developmental
From the principles regarding the Brain-based theory

several Interactive Teaching Elments Emerge:
●
Orchestrated immersion
●
Relaxed alertness
●
Active processing
●
Orchestrated
immersion
- Learning environments are created to provide authentic
learning experiences
Example:
in elementary level, teachers can use the school’s

mini forest to identify trees, animals and other plants
and find out how they live together
●
Relaxed alertness
- in here efforts are made to eliminate fear while maintaining a
highly challenging environment.
- teachers may play classical music when appropriate to relaxed
tone in the classroom
- Bright lights are dimmed
- Scented candles are lighted to calm the senses or stimulate the
senses
- these will all provide a relaxed accepting environment, by

that children are motivated to bring in the best of themselves
and bring out their potentials
●
Active processing
- here, the learners consolidate and internalize information by
actually processing information
-Its like adding new knowledge from what is already known

Need of rich stimulating environments which
Bain – based
utilize student’s created materials and
learning is
product.
anchored on
** these are displayed on bulletin boards and
PRINCIPLES display area
that will Tables and desks are grouped together to
ENHANCE develop social skills.
LEARNING ** learners must provide comfortable chairs
and furniture for casual and informal discussion
areas
These includes: Indoor and outdoor spaces should be linked
so that students can move about freely
Learners should be provided safe places so
that threat will be reduced, specially in city
places
There must be variety of learning centers or
nooks with varied lightings.
Display in classrooms should be changed
Cont’..
regularly to stimulate the brain development.
Bain – based Provide multiple resources.
learning is ** provide educational, physical and variety of setting
anchored on with in the classroom so that learning activities can be
PRINCIPLES integrated easily
Flexibility is a principle that has been
that will
ENHANCE recognized long before
Active and passive places should be provided
LEARNING
for students to develop their interpersonal
and intrapersonal intelligences.
These includes: A personal space of learners like locker, desk
or a home base is provided each child to
allow him/her to express his/her unique
identity
The community is utilized as a
Cont’..
primary learning environment
Bain – based
The brain ca grow connections at
learning is
anchored on any age.
PRINCIPLES ** challenging experiences with
that will appropriate feedback are always the best,
ENHANCE Cognitive skills always develop with Motor
LEARNING skills
Optimizing learning through
These includes: different media
** music is used to reduce stress and
boost learning
** same is true with art, it provides
avenues for self expression
Francis Allen YU
Tha
for
nk
Listening!!!
You

Addressing Curricular Innovations

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Addressing Curricular Innovations

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Addressing the Future:

 a.) 2002 Basic Education Curriculum

 b.) Third Elementary Education Program (TEEP)

 c.) Secondary Education Improvement and Development Program

 d.)The New Teacher Education Curriculum for BEEd and BSed

 e.)The Ladderized Curriculum for Bachelor of Technical Teacher

 f.) Instructional and Curricular Excellence in School Leadership and

The Department of Education, envisions every learner to be:

- EQUIPPED WITH LIFE

- APPRECIATIVE OF ARTS AND SPORTS and

- IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS

The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION

- LAYS THE FOUNDATION FOR LIFELONG LEARNING and

- SERVICE FOR COMMON GOOD

The Basic Education Curriculum developed through a dynamic process. It

The demands of the learning

These elements include:

- these are expressed in terms of competencies in knowledge,

- these also determines the content which focuses on the

- it is delivered using a variety of media and resources

* From the traditional textbook resources, teachers are encouraged to

- it is also CONTEXTUALIZED so that the curriculum is adjusted

- real objects, tri-dimensional models, audio-visuals and real life

- the use of local or community resources as well as technology-

- it considers the learner as active partners rather than objects of

- the learners are CONSTRUCTORS OF MEANING, while the

 The Basic Education Curriculum

Studies of the past curriculum indicate that there is

and Science internationalism

Makabayan together Are learning areas which enhance

with Filipino nationalism

 It stresses on the development of social awareness,

Generic Competency Model

- this requires organization of THEMES around ideas

- it links ideas to action and learning to life

- For Example: you chosen is Philippine Festival as your theme.

THEMATIC TEAHCING may involve, the

It will encourage collaboration and cooperation

- is the integration of content learning with language teaching

- this approach aims at developing the learner’s academic language skills

Let us look into an example:

Studies language skills in Filipino.

- it is an interdisciplinary approach that uses questions to organize

- instructional process is built around inquiry, where teachers guide the

gather information on their own.

Focusing Inquiry Cycle:

Help learner's connect

GENERIC COMPETENCY MODEL

- in this model, learners are enrolled in three to four linked or related

- In Makabayan for instance, competencies can be clustered into :

-This began in 1996 and concluded in 2005,Funded by World Bank (wb)

-Initial findings of this program reveal that there are indicators of

- This program was a flagship project of the Department of Education in

Further, this program aim to build institutional capacity of the

STUDENT ASSESSMENT (SA)

MONITORING AND EVLUATION

SEDIP is a curricular innovation which dovetailed the Third Elementary

To improve the quality and relevance of secondary

To increase the rates of participation in and completion of

To support the decentralization process towards the

3 Important components within the parameters of

Improving Teachers and Learning