Innovations and Curriculum Change

Definition of Terms
Wikipedia
-Innovation is a new idea, more effective device or process. Innovation
can be viewed as the application of better solutions that meet new
requirements, unarticulated needs, or existing market needs.
Merriam
- the introduction of something new.
- a new idea, method or device.
Dictionary.com
- something new or different introduced.
- the act of innovating; introduction of new things or methods.

According to Klaus (1969)

- It is often used to describe solutions to problems which represent a
change or departure from current practice as opposed to progressive
improvements within an existing framework .

The complexity of the school systems at the moment makes the systems
concept a useful and an appropriate tool in providing a broad framework
for thinking concerning the rationale behind the innovations, thrust, and
reforms now being undertaken in the Philippine educational system
- Juanita S. Guerrero
(1974)

Needed: A Theory of Education and an Overall Strategy of Education

Development

According to Samonte, to be relevant and effective, innovations must be guided

by a theory of education and related to an overall strategy of educational
development that take into account the socio-economic realities of a developing
countries as well as our values and aspirations as the people. Dr. Samonte
added Unfortunately, neither such theory nor strategy of educational
development, applicable to the Philippines, has been fully articulated and
applied. Even though there was no theory of education by which the innovations
must be guided and no overall strategy of educational development to which
such innovations must be related.
Theory is a symbolic construction designed to bring generalizable facts or laws
into a systematic connection. It consists of (1) a set of units (facts, concepts,
variables) and (2) a system of relationship among the units. These are defined
and interpreted in statement that are understandable to others and that make
predictions about empirical events (Travers,1973).
Strategy on the other hand, is one that borrowed from military language and is
now used in education. In its original and literary sense, it means the art of the
general. As it now used, however, it means a sound of calculation of the ends
and means. Thus, for example, the school curriculum is a sound calculation of
the means and ends of education.
The views of Warren Spalding (1958) relative to strategy as applied to education
are pertinent:
A strategy is subordinate to the policy of the organized society in war or in
education. Decisions which relate solely to aims, purposes, and ends are policy
decisions and are never made by expert alone.
The strategy requires calculation of resources to be used in attaining goals.
Education is not yet a science. Success in educational planning lies in the
closeness of ones approximation to the truth. This is especially evident when we
examine resources to be used in an educational plan teachers, pupils,
community, texts, school buildings, equipment, and supplies.
Educational innovation, according to Samonte, must be geared to the reformation
of the Philippine educational system. He offered general directions for
educational innovations: (1) innovations to promote greater integration of formal,

non-formal, and informal education in a more economical and effective manner;

(2) innovtions to gear education more closely to manpower needs; (3)
innovations to effect greater equality in educational opportunities; and (4)
innovations to promote attitudinal and value change and the building up of
character and integrity.
Encounter in the Classroom
Project Soutele
The Survey of the Outcomes of Elementary Education (Soutele) was done
by EDPITAF in 1975. The EDPITAF survey was designed to install a decision
making machine of growth such as researches, planners and implementors for
the 4th, 5th, and 6th grades with possible relationship between scholastic
achievement and school and non-school factors.

There were major objectives which the project aimed to accomplish.

were:

These

to describe, measure and analyze learning outcomes among the 6th

grades on a nationwide basis in relation to a minimum learning
package;
to identify the factors in both the school and non-school learning
environment to explain for the variations in scholastic achievements;
to identify which among these factors could be altered or modified by
way of planning and decision making; and
to recommend interventions which can be effected and to recommend
areas requiring research.
The major findings of the study are classified under three headings: (1)
Inputs of the system: resources of the elementary education; (2) Outputs of the
system: scholastic achievements and student attitude; and (3) Factors
associated with achievement.
One major finding under the Inputs of the system is as follows:

1. Findings show that while the sixth graders consistently scored higher
than the fifth graders in the scholastic achievement tests, the differences in
scores do not exceed two raw score points. The differences are not statistically
significant. The vast majority of the sixth graders have not achieved levels of fifth
graders (italics supplied).
Several hypotheses were advanced by the researchers to explain the
phenomenon:
a. inadequacy of instruments to measure skills;
b. the presence of the learning plateau at certain ages;
c. curriculum redundancy;
d. failure of the system.

It was also theorized of that at last one, a combination of several, or all of

these could be the cause.

2. The subject areas which the sixth graders across the nation seem to have
achieved least are those which have traditionally been referred to as the three
Rs- reading, mathematics, and language.
Three Kinds Of Educational Innovations

Pertains To Structure

- They are innovations that involve the ways in which classrooms and
schools are organized.

Pertains To Content

- These are innovations that introduce subjects not previously dealt within
schools or revise old subjects in new ways.

Pertains To Process
- They are innovations that have to do with human interaction.
Hunter

HUNTERS Thesis

 Possibilities inherent in any innovation in content or structure cannot be

fully realized without accompanying changes in the third area, namely, that
of process;
And, secondly, that what is currently most needed in our schools is, in fact,
process change.

Samontes suggestion
Innovations to promote attitudinal and value change and the building up of
character and integrity.

If social studies teachers are to be instrumental in reorganizing the

curriculum to the development of desirable moral and social values that are
conducive to national development, value should occupy a central role in every
social studies offering
De la Cruz and his colleagues (1974)
It is only when teachers get their values straightened out that they will be able
to help their students someday sort out of confusion and conflict which surround
all of us
Sidney Simon (1972)

Process Change and the School Administrator

It would be unfair to single out the teacher as the one where valuing must
start with because valuing must start with the teacher and school administrator.
For, in Tuckman Model (1975) of an educational system there are 3 kinds of
processes:
(1) Administrator style and technique
(2) Teacher style and technique
(3) Program operation
Functions of a School Administrator
The operation of a school system or of an individual school rests principally upon
the school administrator.
What Newell (1978) says?

On the administrator's function

 An administrator sets the tone for a school organization. An

administrators values, attitudes and practices influence behavior
throughout an organization.
Set an organizational tone which enables others to learn efficiently and
develop in effective functioning.

On improving organizational climate

Improvement in the organizational climate in a school is possible only to

the extent that there is improvement in the school as a whole.

On the human aspects of the problem

If they want to improve the ways in which students are developing in

school and improve the learning climate in the classroom, they must
consider carefully the relationship between their own behavior and the
functioning of others in the school.
For instance, an administrator may feel dissatisfied if experienced
teachers allow too much noise and general disorder in the classroom;
gossip maliciously about one another or are lax in their assignments.
When dissatisfied with the behavior of others, administrators are well
advised to analyze the functioning of the social system as a whole and
specifically to see what their own behavior may be contributing the
problem.
Making demands upon teachers which are felt to be unreasonable
and which are resented; undertaking too much of the work themselves
rather than delegating it to assistants; trying to please everybody rather
than getting on with the tasks at hand all these examples of behavior on
the part of the school administrators which are the contributory factors to
manifestations of unsatisfactory behavior by organizational members.
In short, organizational climate affects every individual in an
organization Therefore, valuing, process change, attitudinal and value change,
and the building up of character and integrity must begin with the school
administrator and teacher.

Summing Up
The view of educational Innovations provided by the information given in
the precedingsections is, in a sense, neither narrow nor wide-ranging, but it is
sufficient to distract attention to several important educational issues. These
issues have been dealt with somewhat poripherally in the foregoing presentation
and are now briefly reviewed to bring them into sharper focus.
First, if we try to accept the notion that education seeks to develop both
the human being and society, then it follows that innovations in education should
aim toward human and societal development.
Second, we need innovations, for example, to solve such problems as
low-quality education, urban-rural and income class disparities in the school
system, shortage of facilities, classrooms, and textbooks, wastage from failures
and drop-outs, a mismatch between educational output and manpower needs,
and inadequate planning, staff training, and management.
Third, relevance and effectiveness, and this can be attained if innovations
are guided by a theory of education and related to an overall strategy of
educational attainment.
Fourth, are the innovations contributing to improved teaching and better
learning?
Fifth, what to be done to upgrade academic achievement levels in our
schools?
Sixth, if it is true that what is needed most in our schools today is process
change, then there should be innovations to meet this end.
Lastly, attitudinal and valuing change as well as building up of character
and integrity must begin with both the school administrator and teacher.
Continuous Progression Scheme
-

A scheme wherein the learner must not experience failure and delay of
learning. The learner must progress even they did not meet the standards.
Instead of retaining, the teacher must give reinforcement and supporting
activities to supplement the learning and to cover up the weaknesses of
the learner.

Continuous Progression Scheme

4 Components
Curriculum it includes learning materials, course syllabus, learning
assessment and subjects to be implemented or to be taken by the
students.
Instruction- the ways or means of the teacher in obtaining the desired
learning outcomes. (Instruction Phases can be seen below.)
Administration or Management the persons involve in adaptation and
implementation of rules and standards to produce quality students from a
quality education.
Evaluation Every after implementation and revision of curriculum,
evaluation must be a habit. Static curriculum is not effective unless it is
revised on purpose and developed for ever changing educational needs of
every generation.
Phases of Instruction
Diagnosis or assessment of pupils
1. Pre-assessment, pre- test.
2. Can be measured by observable means.
Classification of children
-

Applicable only by the aid of expert. For instance, determining the level of
intelligence or IQ Test Establishment, normal student or special student,
fast learning or slow learner, reading fluency and many more.

Provision for childrens needs.

-

Can be noticed after analyzing the data or the results in diagnostic test.

Remedial measures
-

Includes reinforcement, home work, modules, work books and re-teaching

of subject matter.

Evaluation

Every after discussion , the teacher must measure or assess the learning
of his/her student for him/her to identify the strength and weaknesses of
the students.