group 6.1 trends_and_issues_in_curriculum_development

Trends and Issues in Curriculum

Development(Introduction to Curriculum Development and Instructional Planning)

Bongon, Allexis R.Dorado, Jeffrey R.Ramirez, Johanna Francheska H.Sanchez, Avelina

Basic Education

Curriculum 2002

Basic Education Curriculum 2002

O 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, makakalikasan at maka-Diyos.

O This vision is in line with DepEd’s mission to provide quality basic education that is equitably accessible to all and lays the foundation for lifelong learning and service for the common good. The BEC developed through a dynamic process . It started with the review of existing basic education curriculum in 1997 which took into consideration world wide trends and Philippines realities.

Demands of Learning Environment

Objectives

O The objectives are expressed in terms of competencies in knowledge, skills and attitudes. These determine the content which focuses on the processes and skills of learning how to learn rather than on the content coverage of facts and information.


Content

O Delivered using a variety of media and resources. From the traditional textbook resources, teachers are encouraged to use ICT and community resources.


Materials

O The use of multi-sensory materials is encouraged in teaching. Real objects, tridimensional models, audio- visuals and real life situations are effective tools in delivery of the teaching-learning process.

O The use of local or community resources as well as technology-driven support materials are utilized in the learning environment.


Teaching-learning process

O Considers the learners as active partners rather than objects of teaching. The learners are constructors of meaning, while the teachers act as facilitators, enablers and managers of learning.


Evaluation

O Leaning is assessed using a variety of measures. The use of both the traditional and the authentic assessment is mandated for purposes of gathering information about the learners in a holistic manner.

O Authentic assessment when appropriate should be encouraged in order for the students to apply knowledge and skills learned in the same way they are used in the real world.

Integrative Teaching as Mode of Instructional Delivery

O Integrative teaching works best in the BEC. It is so because the curriculum is treated in a holistic manner. The process is interactive, collaborative and innovative.

O Four examples are given to describe integrative teaching: thematic teaching, content based instruction, focusing inquiry and generic competency model.


Thematic Teaching

O requires organization of themes around the ideas. O The theme provides focus and helps learners see

the meaningful connections across subject areas. It links ideas to action and learning to life.


Content-Based Instruction (CBI)O Integration of content learning with language

teaching. O The language curriculum is centered on the

academic needs and interests of the learners, thus CBI crosses the barriers between language and subject matter content.

O This approach aims at developing the learner’s academic language skills.


Focusing InquiryO Interdisciplinary approach that uses questions to organize

learning.O Learners become creators rather than recipients of knowledge. O Contents and concepts are given less importance than the

process of conducting an investigation and communicating what was learned to others.

O Instructional process is built around inquiry, where teachers guide the students to discover answers to questions. Using what learners already know as a starting point, they generate questions about things they do not know yet. They design a method of investigation and gather information on their own.


Generic Competency ModelO 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 and work and special skills. The subject specialist teaches his/her subject and activities will draw on processes and skills important to each discipline.

Basic Education Curriculum (K-

12)

Salient FeaturesSTRENGTHENING EARLY CHILDHOOD

EDUCATION (UNIVERSAL KINDERGARTEN)• At 5 years old, children start schooling and are

given the means to slowly adjust to formal education.• In Kindergarten, students learn the alphabet,

numbers, shapes, and colors through games, songs, and dances, in their Mother Tongue.

Salient FeaturesMAKING THE CURRICULUM RELEVANT TO LEARNERS

(CONTEXTUALIZATION AND ENHANCEMENT)• Examples, activities, songs, poems, stories, and

illustrations are based on local culture, history, and reality. • Students acquire in-depth knowledge, skills, values, and

attitudes through continuity and consistency across all levels and subjects.• Discussions on issues such as Disaster Risk Reduction

(DRR), Climate Change Adaptation, and Information & Communication Technology (ICT) are included in the enhanced curriculum.

Salient FeaturesBUILDING PROFICIENCY THROUGH LANGUAGE

(MOTHER TONGUE-BASED MULTILINGUAL EDUCATION)• Twelve (12) MT languages have been introduced for SY 2012-

2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other local languages will be added in succeeding school years.• Aside from the Mother Tongue, English and Filipino are taught as

subjects starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and Filipino are gradually introduced as languages of instruction. Both will become primary languages of instruction in Junior High School (JHS) and Senior High School (SHS).

Salient FeaturesENSURING INTEGRATED AND SEAMLESS

LEARNING (SPIRAL PROGRESSION)• Subjects are taught from the simplest concepts to more

complicated concepts through grade levels in spiral progression. As early as elementary, students gain knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and Algebra. • For example, currently in High School, Biology is taught in

2nd Year, Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these subjects are connected and integrated from Grades 7 to 10.

Salient FeaturesGEARING UP FOR THE FUTURE (SENIOR HIGH

SCHOOL)• Senior High School is two years of specialized upper

secondary education; students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks.

GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)

CORE CURRICULUMO There are seven Learning Areas under the Core Curriculum. These are

Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current content from some General Education subjects are embedded in the SHS curriculum.

TRACKSO Each student in Senior High School can choose among three

tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).


TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATEO After finishing Grade 10, a student can obtain Certificates of

Competency (COC) or a National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the Technical Education and Skills Development Authority (TESDA).

O NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.


MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOLO In SY 2012-2013, there are 33 public high schools, public

technical-vocational high schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D) program to simulate different aspects of Senior High School in preparation for full nationwide implementation in SY 2016-2017. Modeling programs offered by these schools are based on students’ interests, community needs, and their respective capacities.

Salient FeaturesNURTURING THE HOLISTICALLY DEVELOPED FILIPINO

(COLLEGE AND LIVELIHOOD READINESS, 21ST CENTURY SKILLS)

Every K to 12 graduate will be ready to go into different paths – may it be further education, employment, or entrepreneurship.

Every graduate will be equipped with:• Information, media and technology skills,• Learning and innovation skills,• Effective communication skills, and• Life and career skills.

Higher Education

(Trends and Issues)

1. Open Learning and Distance Education Defined

O Open learning is “a philosophy of learning that is quality-assured, open to people, methods, places and ideas, and is highly flexible and learner-centered, enabling the latter to learn at the time, place and pace which satisfy the person’s circumstances and requirements.”

O Distance education refers to “a mode of educational delivery whereby the teacher and learner are separated in time and space, and the instruction is delivered through specially designed materials and methods using appropriate technologies.

1.1 Legal Bases of Open and Distant LearningO 1987 Philippine ConstitutionOOpen University systems and

distance education ideology has proliferated in the Philippines over recent years especially in the last two (2) decades

OInstitutionalization of Open and Distance Education in the Philippines

1.2. OLDE Institutions in the PhilippinesO The Polytechnic University of the Philippines Open

University or PUP OU is a pioneer in Open and Distance Learning University of the Philippines Open University or UPOU are recognized nationally as the two leading public institutions of higher learning that promote OLDE in the Philippines. There are 15 other OLDE providers recognized by the Commission on Higher education.

Other OLDE institutions in the Philippines

O The University of Northern Philippines Open Univ

O Benguet State University Open University

O Pangasinan State University Open University

O Don Mariano Marcos Memorial State University OU

O Bicol University Open University O Visayas State University Open

University O Cebu Normal University Open

University O Central Mindanao University Open

University O West Mindanao State University

Open University O Pamantasan ng Lungsod ng Maynila

OU O Cebu State College of Science and

Technology O Philippine Women’s University O Silliman University O De La Salle University O Asian Institute of Distance

Education O CAP College Foundation

1.3. ProspectsO The country’s resolve to become a key player in the

initiative for ASEAN Integration augurs well for the future of open learning and distance education.

2. Massive Open Online Courses (MOOCs)

O A Massive Open Online Course, or MOOC (/mo͞ok/), is an online course aimed at unlimited participation and open access via the web.

O The term was coined by Dave Cormier (University of Prince Edward Island) in 2008 for a course that was offered in the University of Manitoba. Twenty five (25) tuition-paying students enrolled in Extended Education at the University of Manitoba, and 2, 300 students (that enrolled free of charge) availed of the “Connectivism and Connective Knowledge” course.

2.1 MOOCS’ features O Massiveness - MOOCs can easily accommodate large

numbers of students.O Openness - involves several key concepts: software,

registration, curriculum, and assessment; communication including interaction, collaboration, and sharing; and learning environments (Rodriguez, 2012).

O Connectivism -MOOCs offer an emerging online teaching methodology inspired by a connectivist philosophy. Connectivism values autonomy, diversity, openness, and interactivity (Rodriguez, 2012).

O Course - A MOOC is first and foremost a course. It has to be structured like a course, with specific learning objectives, online classes, homework to practice what has been covered in class and exams to assess the learning. The evaluation may be done by the teacher, by machine, or by peers. Having assignments and evaluations distinguishes a MOOC from university initiatives like the Open University that offer free lectures but don’t have any way of assessing a visitor to the site. MOOCs are also courses in the sense of having a completion point. The popular Open Education Resource (OER) website, Khan Academy, has exercises along the way, but if you jump in to start learning, for example, elementary school arithmetic, you’ll never reach a last day of school. MOOC courses are designed to come to a conclusion, usually after 4 – 12 weeks. In other words, there is a start date and an end date

O Online - Of the four definitions, this one is the most obvious. However, one thing to keep in mind is that some forms of distance learning are hybrid, where students do part of their work online and meet with the teacher at school part of the time. Increasingly, hybrid or flipped classes use materials from a MOOC to support the class, but the class itself isn’t a MOOC. Even though MOOC students have found it useful to organize offline meet-ups and even though online courses material can be used by traditional brick-andmortar institutions as part of their curriculum, a MOOC should be entirely online, meaning all aspects of the course are delivered on the web.

2.2. ChallengesO Individual Instruction - It is a challenge for instructors to engage

students, maintain their interest in the course, and tailor the learning environment to fit the need of each student.

O Student Performance Assessment - How to validate original work to prevent or detect plagiarism is one of the widely discussed challenges in online education (Cooper & Sahami, 2013).

O Long-Term Administration and Oversight - People on the front lines of MOOC development and implementation warn that the costs to institutions can be significant, even if it is open and free to participants. Some institutions have rejected the MOOC concept not because of resources, financial or human, but because of philosophical differences citing that MOOCs are contradictory to the overarching institutional mission.

Current Issuesand Trends

in Technical andVocational Education

(in General)

A. Vocational Guidance and Counselling Providing students generic development competencies to

cope more effectively with their continuing development as students workers and citizens.B. Promoting the Access of Girls and Women to Technical and Vocational Education.

Almost all Member States have legal provisions for the equal

participation of women and girls into education and in employment.

However, many countries need special promotional measures to ensure

the genuine equality of sexes.

C. Measures to promote technical and vocational education for enhancing rural development.

to adapt technical and vocational education to the needs of local

and rural development meeting the same standards as that

offered in urban areas.D. Promoting Co-operation between Technical and Vocational Education Institutions and the World of Work.

Most of the countries’ Technical and Vocational Education systems have either formed effective links with industry

and commerce, or are moving in this direction. Nevertheless. It is obvious that in many countries significant gaps between TVE and industry still exist.

E. Professional Preparation of Teachers for Technical and

Vocational Education.In some more advanced countries the national

policies for professional development of teachers focus on modular and distance/open-learning units of study, accreditation of staff development programmes, computer- based learning, mentorship and integrated learning.

TESDA Major Issues and Trends

(Philippines)

Major IssuesO The population is increasing at a steady rate with almost 1/3 of total

families below poverty threshold.O There is a low cohort survival rate of students which reflects on the

educational qualification of the labor force.O There is a rising displacement of workers due to global and local factors.

The majority of technical-vocational institutions are in the urban areas which limits access of the majority of the clientele who are in the rural areas.

O The problems relating to trainers’ capability, outdated curricula, inadequate budget continue to bear down on the quality of TESD provision.

O Overall, there remains a big gap in terms of TESD effectiveness and efficiency that need to be filled in.

QUALITY ISSUESO Internationalization of skills.O Skills supply dominance retention.O Job and skill mismatch.O PDP “10” mediumterm skill requirementsO Upskilling in the agricultural sectorsO Skills demand overseas vs. local demand.

INNOVATION ISSUESO Greening skills. O Technology-biased skills.O HOT (High Order Thinking) skills

National Competency-

Based Teacher Standards

(NCBTS)

NCBTSO

It defines effective teaching as being able to help all types of students learn the different learning goals in the curriculum.

O It provides a single framework that shall define effective teaching in all aspects of a teacher’s professional life and in all phases of teacher development.

O It is based on the core values of Filipino teachers and on effective teaching and learning with seven (7) domains, 23 strands and 80 performance indicators.

How were NCBTS chosen?O The Department of Education realized hat a Paradigm

shift is needed in order to change the system from the traditional ways into the so called 21st century globally standard teacher.

O As mentioned by Dr. Isagani Cruz in 2001, this is the People Power Model of Curricular Change, this is the result of the Social Change that happened to the country and the need for education to be the Main Effort in bringing Competitiveness and innovativeness among the people in the 21st century.

OThe latest trend is to Empower the teachers, the front-liners in education, the deliverers of knowledge,and facilitators of learning in the process of developing a curriculum, that would reflect the Competencies, teachers and students alike should possess and reflective of the Social Dimension of education.

“This will allow teachers to self-assess their own performance against the Competency Standards in order to identify areas of strength as well as areas that need to be developed further in order for them to function more effectively as facilitators of learning.”