In general, innovation may mean a new object, new

idea, ideal practice, or the process by which a new

object, idea, or practice comes to be adopted by an
individual group or organization (Marsh & Willis, 2017)

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It may also mean the planned application of ends or
means, new to he adopting educational system, and
intended to improve the effectiveness and efficiency of
the system (Henderson, 1985)

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Micahel Fullan (1989) identified four core changes in
educational context that shape the definition of
curriculum innovation. These four changes in schools
include:
1. Some forms of regrouping or new grouping
(structure);
2. New curriculum materials;
3. Changes in some aspects of teaching practices
(new activities, skills, behavior); and
4. A change in beliefs or understanding vis-à-vis
curriculum and learning
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 Standards generally include three different
aspects: knowledge, skills, and dispositions.

1. Knowledge or Content Standards

A standard-based curriculum is designed
based on content standards as
explicated by experts in the field
(Glatthorn et.al., 1998)
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describes what students should know.
These include theme or conceptual
strands that should be nurtured
throughout the students’ education.
2. Skills Standards include thinking and
process skills and strategies that
students should acquire.
3. Dispositions are attitudes and values
that should be developed and nurtured
in students.
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 VanTassel-Baska (2008) identified varieties of
benefits of using curriculum standards to
education:

1. Ensure that students learn what they

Literature offer many reasons or positive
benefits for developing benefits for
developing curriculum standards.
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need to know for high-level functioning in
the 21st century.
2. Ensure educational quality across school
districts and educational institutions.
3. Provide educators with guideposts to
mark the way to providing students with
meaning outcomes to work on.
4. Provide a curriculum template within
which teachers and candidates are able
to focus on instructional delivery
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techniques that work.
 Banks (1994) identified five dimensions that
schools could adopt when trying to implement
multicultural curriculum.

1. Content integration
A multicultural curriculum aims to 2. The Knowledge Construction Process
promote cultural literacy and cultural
understanding.
3. Prejudice Reduction

4. Equity Pedagogy

5. An Empowering School Culture and

Social Structure
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 Framework for the development of an
indigenous curriculum:

This is a product of a vision to make
curriculum relevant and responsive to
the needs and context of indigenous
people.
1. Construct knowledge
2. Use instructional strategies
3. Integrate contents and activities
4. Utilize community’s cultural, material,
and human resources

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

1. Integrating contents and activities that reflect the learners’ culture, history, traditions, and
indigenous knowledge in the curriculum
2. Using the local language as the medium of instruction for several subjects
3. Involving community folks and local teachers in the development of the curriculum
4. Developing local instructional materials and learning outside the classroom by utilizing various
community resources that are available
5. Using instructional strategies that are relevant to indigenous learning system

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 These principles are:

1. The brain is a whole system and includes

physiology, emotions, imagination, and
Brain-mind learning principles was predisposition.
derived from brain research findings and
apply these principles in the classroom 2. The brain develops in relationship to
and in designing a curriculum. interaction with the environment and
with others.
3. A quality of human being is the search
for personal meaning.
4. People create meaning through
perceiving certain patterns of
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understanding.
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 These principles are:

5. Emotions are critical to the patterns people

10. Learning is developmental.
perceive.
11. The brain makes an optimal number of
6. The brain processes information into both
connections in a supportive but challenging
parts and wholes at the same time.
environment; however, when there are
7. Learning includes both focused attention perceptions of threat , the brain may inhibit
and peripheral input. learning.
8. Learning is both conscious and 12. Every brain in unique in its organization.
unconscious.
9. Information is organized differently in
memory.
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 There are several examples of gifted
curriculum models presented as follows:

1. Schoolwide Enrichment Model

is designed to
respond to the needs of 2. Parallel Curriculum Model

a growing number of 3. Autonomous Learner Model

gifted learners and to 4. Integrated Curriculum Model
develop gifted potentials.
5. Kids Academia Model

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 SIX STEPS IN PLANNING
DIFFERENCIATED LEARNING
• It is philosophy that enables
teachers to plan strategically in order Set standard
to reach the needs of the diverse Define content
learners in a classroom. Active prior knowledge
• It is designed to help learners Acquire new knowledge
experience learning and to be Applying and adjust the
engaged in doing several meaningful learning
classroom activities. Assess learning

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 INFLUENCED BY TEACHNOLOGY
INTEGRATION
The use of technology in creating  Distance Education;
new space for meaningful learning, it  Computer-assisted instruction;
connects other schools, educator,  Online- Learning;
 Teleconferencing;
and other institutions from other  Online Libraries;
parts of the world.  Webinars;
 Online journal; and
 E-books.

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OBE is a design that ensure coherent, logical, and systematic
alignment between and among the different levels of outcomes.
Educational outcome is a culminating demonstration of
learning(Spady, 1993)
Outcomes are clear learning results that we want student to
demonstrate at the end of significant learning experience.

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INSTITUTIONA PROGAM COURSE
L LEVEL LEVEL LEVEL

• Philosophy •Program •Course

• Vision Goals Objectives
• Mission •Program •Instructional
Competence Objectives
• Aims
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 • Emphasizes student mastery
TRADITIONAL traditional subject-related
APPROACH academic outcome and cross-
discipline outcomes.

• Emphasizes long-term cross-

TRANSFORMATIONAL curricular outcomes that are
APPROACH related to student’s future life.

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 Developing
Developing Course
Developing
Program Learning
institutional outcomes
Outcomes Outcomes

PHASE 1 PHASE 2 PHASE 3

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 Developing
the syllabus
Developing
a Curriculum
map
Developm
ent of
Course
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Competen
cies
• It is designed for special learners that are
intellectually disable and those are physically
handicapped.

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• Curriculum innovation could be introduced
in any level of education from the national
down to school level.

• Teachers and administrator play an

important role in introducing and
implementing curriculum innovations.
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