MODULE 7: CURRICULUM INNOVATION

This chapter discusses the concept of curriculum innovation and presents different examples of
curriculum innovations across different levels of education from preschool to tertiary level. In this chapter,
you should be able to:
1. Define curriculum innovation;
2. Analyze the different types of curriculum innovations; and
3. Appreciate the positive contribution of curriculum innovations in the education system.
Curriculum Innovation
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,
2007). It may also mean the planned application of ends or means, new to the adopting educational
system, and intended to improve the effectiveness and efficiency of the system (Henderson, 1985).
Curriculum innovations are new knowledge about curriculum, new curriculum theories, outstanding
curricular practices, new curriculum or new curriculum designs that are sometimes developed out of
research in education or other studies from other disciplines and academic fields.
Oftentimes, curriculum innovation is associated with curriculum change. A term in curriculum
studies which means any changes in the curriculum that is either planned or unplanned. Curriculum
innovations, therefore, are positive changes or improvements that are happening in the education system
particularly in the area of curriculum. Michael Fullan (1989) identified four core changes in educational
context that shape the definition of curriculum innovation. These core 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 understandings vis-à-vis curriculum and learning.
At the heart of any curriculum innovation are educators committed as change agents facilitating a
smooth implementation of any curriculum innovation. They are professionals with expertise in various
disciplines and with extensive knowledge in pedagogy. They understand the school system and other
variables that may influence it. They developed curriculum innovations that are designed to bring about
positive changes and holistic development for the learners. Curriculum innovations may focus on the
classroom or school level, or they could be changes specific to a particular discipline. In this book,
curriculum innovations are clustered into several ideas that continue to shape curriculum and education
systems in general.
A. Standards-based Curriculum
A standards-based curriculum is designed based on content standards as explicated by experts in
the field (Glatthorn et al., 1998). Curriculum standards include general statements of knowledge, skills and
attitudes that students should learn and master as a result of schooling (Marzano, 1996; Glatthorn et al.,
1998). They are statements of what students should know and be able to do. Standards generally include
three different aspects: knowledge, skills and dispositions.
1. Knowledge or Content Standards describe what students should know. These include themes or
conceptual standards 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.
 Curriculum standards are different from competencies. Standards are broader while competencies are
more specific and prescriptive in terms of the scope of knowledge, skills and values that students should
learn. Curriculum standards provide more creativity and freedom for educators to explore various learning
opportunities and better forms of assessing students’ achievement (Morrison, 2006).
Literatures offer many reasons or positive benefits for developing curriculum standards. For instance,
curriculum standards provide a structure that allows students to learn common knowledge, skills and
values. They give direction of framework in designing a course. Vantassel-Baska (2008) identified varieties
of benefits of using curriculum standards to education:
1. Ensure that students learn what they need to know for high-level functioning in the 21 st century.
2. Ensure educational quality across school districts and educational institutions.
3. Provide educators with guideposts to mark the way to providing students with meaningful
outcomes to work on.
4. Provide a curriculum template within which teachers and candidates are able to focus on
instructional delivery techniques that work.
In a standards-based curriculum, these curriculum standards serve as bases for designing the content
of a curriculum. As a curriculum innovation, it gave birth to the development of core curriculum and state
standards. In the Philippines, for example, curriculum standards are useful in developing and organizing the
curriculum for K-12.
A standards-based curriculum involves teachers in the process of curriculum planning and design. A
standards-based curriculum empowers the teachers to take an active role in planning for the
implementation of the curriculum standards prescribed by the government.
B. Multicultural Curriculum
A multicultural curriculum aims to promote cultural literacy and cultural understanding. Schools use
different strategies and approaches to develop cultural understanding. Usually, this is done through cultural
awareness activities by knowing the different costumes, songs, literatures, foods and introducing them to
different historical places of different countries as part of daily lessons. However, cultural awareness alone
is not sufficient to develop cultural understanding. All material culture has a context and a story to share.
Hence, there is a need for a more realistic or concrete program that will enable the learners and teachers to
experience and understand these aspects of culture in the classroom.
Banks (1994) identified five dimensions that schools could adopt when trying to implement
multicultural curriculum. These dimensions are very useful in developing cultural literacy and in promoting
cultural understanding in schools.
1. Content Integration deals with the extent to which teachers use examples and content from a
variety of cultures and groups to illustrate key concepts, principles, generalizations and theories in
their subject area or discipline.
2. The knowledge Construction Process consists of methods, activities and questions teachers use to
help students to understand, investigate and determine how implicit cultural assumptions, frames
of reference, perspectives and biases within a discipline influence the ways in which knowledge is
constructed.
3. Prejudice Reduction describes the characteristics of students’ attitudes and strategies that can be
used to help them develop more democratic attitudes and values.
4. Equity Pedagogy exists when teachers modify their teaching in ways that will facilitate the
academic achievement of students from diverse racial, cultural, ethnic and gender groups.
 5. An Empowering School Culture and Social Culture involves the restructuring of the culture and
organization of the school so the students from diverse racial, ethnic and gender groups will
experience quality.
There are many ways in which a multicultural curriculum can be developed and implemented. Bennet
(1999) proposed a multicultural curriculum focusing on six goals: (1) develop multiple historical
perspectives; (2) strengthen cultural consciousness; (3) strengthen intercultural competence; (4) combat
racism, sexism, and other forms of prejudice and discrimination; (5) increase awareness of the state of the
planet and global dynamics; and (6) build social action skills. Following these ideas, it is important to
develop teaching strategies and instructional materials that promote the development of cultural literacy
and cultural understanding among teachers and learners.
C. Indigenous Curriculum
The idea of an indigenous curriculum was a product of a vision to make curriculum relevant and
responsive to the needs and context of indigenous people. It links the curriculum with the society’s culture
and history. It values the importance of integrating indigenous knowledge systems of the people to the
existing 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:
1. Construct Knowledge so that young children understand how experiences, personal views and
other peoples’ ideas influence the development of scientific concepts and scientific knowledge.
2. Use instructional strategies that promote academic success for children of different cultures.
3. Integrate contents and activities that reflect the learners’ culture, history, traditions and indigenous
knowledge in the curriculum.
4. Utilize community’s’ cultural, material and human resources in the development and
implementation of the curriculum.
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 like Math, Science,
Social Studies, Physical Education, Music, Values Education and Home Economics and Livelihood
Education
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 for conducting observations and investigations
5. Using instructional strategies that are relevant to indigenous learning system
As a form of innovation, an indigenous curriculum is founded on the way of life, traditions, worldwide,
culture and spirituality of the people and it is a pathway of education that recognizes wisdom embedded in
indigenous knowledge. This indigenous knowledge is very influential to the development of young children.
It is embedded in their daily life since the time they were born. They grow up into a social and cultural
setting – family, community, social class, language and religion. An indigenous curriculum, therefore, is a
noble way of responding to the needs of indigenous people. In an indigenous curriculum, the first frame of
reference for developing a curriculum must be the community, its environment, its history and its people
(Pawilen, 2006, 2013).
D. Brain-based Education
Prominent advocates in brain-based education, 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:
1. The brain is whole system and includes physiology, emotions, imagination, and predisposition.
These must all be considered as a whole.
2. The brain develops in relationship to interactions with the environment and with others.
3. A quality of being human is the search for personal perceive.
4. People create meaning through perceiving certain patterns of understanding
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and wholes at the same time.
7. Learning includes both focused attention and peripheral input.
8. Learning is both unconscious and conscious.
9. Information (meaningful and fragmented) is organized differently in memory.
10. Learning is developmental.
11. 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.
12. Every brain is unique in its organization.
Another advocate of brain-based education, Resnick (1987), theorized that learners learn more of they
are given several ways to look at a problem, and if they are asked to give more than one way of solving it.
Caine and Caine (1991) also cited studies showing that the brain learns best when it works to solve
problems or accomplishes specific showing that the brain learns best when it works to solve problems or
accomplishes specific tasks instead of merely absorbing isolated bits of information and that the brain’s
primary function is to seek patterns in new learning. In addition, Sylwester (1995) pointed out that
classrooms in the future may focus more on drawing out existing abilities rather than on precisely
measuring one’s success with imposed skills, encouraging the personal construction of categories rather
than imposed categorical systems and emphasizing the individual, personal solutions of an environmental
challenge over the efficient group manipulation of the symbols that merely represent the solution.
Brain-based education has some direct implications in the development of curriculum. It postulates that
brains do not exist in isolation. The brain exists in bodies which in turn exist in a culture; the culture in which
one happens to live becomes an important determinant of the brain’s structure and organization (Gardner,
2000). This offers an immense possibility for including social concerns and cultural matters in the
curriculum.
E. Gifted Education Curriculum
Gifted Education Curriculum is designed to respond to the needs of a growing number of gifted
learners and to develop gifted curriculum models presented as follows:
1. Schoolwide Enrichment Model
The schoolwide Enrichment Model (SEM) (Renzulli & Reis, 2009, 1997) is widely implemented as
an enrichment program used with academically gifted and talented students and a magnet
theme/enrichment approach for all schools interested in high-end learning and developing the strengths
and talents of all students (Davis, Rimm, and Siegle, 2011). The major goal of the SEM is the
application of gifted education pedagogy to total school improvement.
 The SEM provides enriched learning experiences and higher learning standards for all the children
through three goals: (1) developing talents in all children, (2) providing a broad range of advanced-level
enrichment experiences for all students, and (3) providing advanced follow-up opportunities for young
people based on their strengths and interests. The SEM focuses on enrichment for all students through
high levels of engagement and the use of enjoyable and challenging learning experiences that are
constructed around students’ interests, learning styles and preferred modes of expression.
2. Parallel Curriculum Model
The Parallel Curriculum Model (PCM) evoleved a National Association for Gifted Children
curriculum in 1998. A group of scholars (Tomlinson, Kaplan, Renzulli, Purcell, Leppien & Burns)
collaboratively developed this model. It is based on the premise that every learner is somewhere on a
path toward expertise in a content area. It promotes a curriculum model for developing the ablitites of
all students and extending the abilities of students who perform at advanced levels. The PCM offers
four curriculum parallels that incorporate the lement of ascending intellectual demand to help teachers
determine current student performance levels and develop intellectual challenges to move learners
along a continuum toward expertise (Tomlinson et al., 2002) The four parallels in this model are:
a. Core Curriculum focuses on the nature of knowledge that is embedded in the discipline.
This includes the core concepts, skills and values that are unique for each discipline
b. Curriculum of Connection focuses on the integration or interconnectedness of knowledge
across different disciplines.
c. Curriculum Practice involves the application of knowledge to different real-life situations
and the methodology of a practitioner.
d. Curriculum of Identity fits the learner’s values and goals and those that characterized
practicing professionals.
The beauty of this model lies in its framework of helping the learners to experience the nature of
the disciplines rather than just accumulating information.
It is designed to engage the learners to the core of knowledge development in each discipline.
3. Autonomous Learner Model
Betts (2004) pointed out that curricular offerings typically fall into three levels. Level I is a
prescribed curriculum and instruction that focuses on state standards. Level II involves
differentiation of curriculum based on individual differences. Level III features learner-differentiated
options where students are self-directed and teachers provide opportunities for the learners to be
in charge of their learning. This model focuses on the third level.

The Autonomous Learner Model is divided into five major dimensions:

a. Orientation acquaints students, teachers and administrators with the central concept in
gifted education and the specifics of this model. At this level, gifted students work together
in doing self-understanding exercises that will help them be familiarized with each other.
The students are expected to develop an Advanced Learning Plan as part of their
orientation experience that includes information about their giftedness, various personal
and academic needs, learning experiences they might need and other things that will help
them succeed in school.
b. Individual Development focuses more clearly on developing skills, concepts and attitudes
that promote lifelong learning and self-directed learning.
 c. Enrichment Activities involve two kinds of differentiation of curriculum, namely (1)
differentiation of curriculum by the teacher and (2) differentiation by the student. Students
are exposed to various activities to develop their passion for learning.
d. Seminars are designed to give each person in a small group the opportunity to research a
topic and present it in seminar format to other people or to a group.
e. In-depth Study is one in which students pursue areas of interest in long-term individual or
small group studies. The students will decide what will be learned, the process of doing it,
the product, how content will be presented and how the entire learning process will be
evaluated.
4. Integrated Curriculum Model
This model is a popular way of organizing or designing different kinds of curriculum. The
Center for Gifted Education at the College of William and Mary developed its curriculum based on
this model and has trained many teachers around the world in using their curriculum materials
(Davis et al., 2011). The model presented three dimensions based on the model of Van Tassel-
Baska (1987) that guide the development of the curriculum.
a. Advance Dimension meets the needs of gifted students for acceleration by providing
content earlier and faster than same-age peers would normally receive it. Content area
experts and educators work collaboratively to develop the content and they align key
topics, concepts and habits of mind within a domain to content area standards.
b. Process/Product Dimension incorporates direct instruction and embedded activities that
promote higher-order thinking skills and create opportunities for independent pursuit in
areas of student interest.
c. Issues/Themes Dimension is where learning experiences are organized. In doing so,
students are able to develop deeper ideas and philosophies that ultimately promote
understanding of the structure of knowledge learned.
5. Kids Academia Model
Kids academia is a program for young Japanese children ages 5-8, which was developed by
Dr. Manabu Summida in 2010. The program is designed to provide excellent science experiences for
gifted children in Japan. The kids who participated in the program were rigorously selected using a
checklist adopted from the Gifted Behavior Checklist in Science for Primary Children. Faustino, Hiwatig
and Sumida (2011) identified three major phases that are followed in the development of the
curriculum.
a. Group Meeting and Brainstorming Activities. The teachers and teaching assistants hold
several meetings and brainstorming activities to decide on the themes that will be included
in the program. A general orientation of the program is also done during this phase.
b. Selection of Contents for Each Theme. The teachers and teaching assistants carefully
select the lessons and topics that are included in the theme. A rigorously study of the topic
is done in this phase.
c. Designing Lessons. This phase includes the careful preparation of lesson plans and other
instructional materials needed for implementation each leasson.
The activities for each lesson were selected based on the following guidelines developed by Dr.
Sumida:
a. Stimulates the interest of the children
b. Allows children to express their own ideas and findings
c. Uses cheap and easy-to-find materials
d. Teaches the correct use of scientific terms
 e. Uses simple laboratory equipment
f. Allows individual or group activities
g. Encourage socio-emotional development
h. Connects to other subjects and to everyday life experiences
i. Includes topics related to family and community
j. Uses materials connected to family and community
k. Applies what children learned to their families and society
In addition, the program adapted the Wheel of Scientific Investigation and Reasoning as a guide for
developing skills of gifted children. This model was adopted from the Scientific Wheel Model of the Center
for Gifted Education of the College of William and Mary to develop scientific habits of mind for independent
research investigations.
The kids Academia Model is a form of curriculum innovation that shows how experts in tertiary
education could help strengthen teaching and learning in basic education. It is a form of collaboration
between the university, the home and the local school. It is kind of partnership among professors, parents
and basic education teachers. This model is now reaping various awards in Japan.
F. Differentiated Curriculum
Differentiation is a philosophy that enables teachers to plan strategically in order to reach the
needs of the diverse learners in classrooms today. A differentiated curriculum, therefore, is a curriculum
that considers the unique characteristic, learning styles, thinking preferences, intelligence, need, cultural
backgrounds, interests, gender and other unique characteristics of the learners. It is a curriculum that
enhances learning, making it learner-centered and dynamic. Differentiated curriculum enables teachers to
plan the curriculum based on the nature and needs of learners. It enables fast learners and slow learners to
have equal opportunity to master the lesson and to develop holistically.
As a curriculum innovation, differentiated curriculum is designed to help learners experience
learning and to be engaged in doing several meaningful classroom activities. In differentiated curriculum,
the lessons are carefully selected, learning experiences are carefully designed based on the learning styles
of the learners and the assessment tools are varied. According to Gayle Gregory and Carolyn Chapman
(2002), there are six steps in planning differentiated learning: (1) set standards; (2) define content; (3)
active prior knowledge; (4) acquire new knowledge; (5) apply and adjust the learning; and (6) assess
learning.
These procedures are useful in developing differentiated classrooms that respond to different types
of learners. Gregory and Chapman (2002) also suggested a framework for selecting learning experiences
for differentiated learning. This framework can help teachers select instructional strategies; suggest
strategies for grouping students; and reflect on what type of assessment tools can be used for a particular
lesson.
 The diversity of learners coming to school to learn requires a curriculum and a learning
environment that are more inclusive and learner-centered. Differentiation can also improve the quality of
instructional materials used in schools. Several curriculum issues related to gender sensitivity, cultural
sensitivity and other issues may also be resolved by differentiated curriculum. It is, therefore, important to
provide teacher orientation and training on the use of differentiated learning strategies and approaches.
G. Technology Integration in the Curriculum
Technology offers multiple opportunities to improve teaching and learning and in the total
education system. The internet, for example, provides vast information that people may need to know. The
internet is more than just a collection of knowledge. It also offers different ways and opportunities for
discovering and sharing information. Nowadays, everything is almost possible with a single click of the
computer mouse and by using any search engine.
Technology Integration is breaking the geographical barriers in education. It is creating new space
for meaningful learning. With technology, it is now possible to connect and interact with other schools,
educators and other institutions from different parts of the world. There are several innovations from basic
education to graduate education that are associated or influenced by technology integration. Some ofthese
innovations are:
 Distance education;
 Computer-assisted instruction;
 Online learning;
 Teleconferencing;
 Online libraries;
 Webinars;
 Online journals; and
 E-books.
ICT literacy is now fast-becoming an important form of literacy that is essential for each learner to
learn and master. It also requires all teachers to be ICT literate to be able to utilize technology to
enhance or improve the way they teach. It is also important for teachers to teach students how to use
technology responsibly, especially with the current popularity of social networking and other
technological innovations.
H. Outcomes-based Education
Outcomes-based education (OBE) is one of the dominant curriculum innovations in higher
education today. It came out as a curricular requirement for specific fields of study in engineering, nursing
and tourism education, among others. ASEAN education framework for higher education requires all
colleges, universities and institutes to transform all their educational programs to OBE.
OBE is defined as a curriculum design that ensures coherent, logical and systematic alignment
between among the different levels of outcomes. OBE also ensures connection among the essential
elements of the curriculum: intent, content, learning experiences and evaluation. As a curriculum design, it
seeks to ensure that the necessary instructional support system, learning environment and administrative
support system are in place based on the desired outcomes developed by HEI. It supports the quality
assurance system.
 Basically, an educational outcome is a culminating demonstration of learning (Spady, 1993). It
includes what the student be able to do at the end of a course (Davis, 2003). Outcomes are clear learning
results that we want students to demonstrate at the end of significant learning experiences and are actions
and performances that embody and reflect learner competence in using content, information, ideas and
tools successfully (Spady, 1994).

OBE as a curriculum design enables higher education institutions to develop various curricula
based on the needs of students and the demands of society. It encourages educational institutions to
clearly focus and organize the learning environment that supports the development of students and the
implementation of the curriculum. This means starting with a clear picture of what is important for students
to be able to do, then organizing the curriculum, instruction and assessment to make sure this learning
ultimately happens. OBE is an approach to planning, delivering and evaluating instruction that requires
administrators, teachers and students to focus their attention and efforts on the desired result of education
(Spady, 1994). Hence, it is a process that involves the restructuring of curriculum, assessment and
reporting practices in education to reflect the achievement of high-order learning and mastery rather than
accumulation of course credit. It is important that when designing a curriculum for OBE, the competencies
and standards should be clearly articulated. Writing the learning outcomes in OBE closely resembles
Robert Mager’s guidelines (1984) that include expected performance, the conditions under which it is
attained, and the standards for assessing quality.
According to Spady (1994), there are two common approaches to an OBE curriculum, namely:
1. Traditional/Transitional Approach emphasizes student mastery of traditional subject-related
academic outcomes (usually with a strong focus on subject-specific content) and cross-
discipline outcomes (such as the ability to solve problems or to work cooperatively).
2. Transformational Approach emphasizes long-term cross-curricular outcomes that are related
directly to students’ future life roles (such as being a productive worker or a responsible citizen
or a parent).
Spady (1994) also identified four essential principles of OBE. These are as follows:
1. Clarity of focus means that everything teachers do must be clearly focused on what they want
learners to ultimately be able to do successfully.
2. Designing back means that the starting point for all curriculum design must be a clear definition
of the significant learning that students are to achieve by the end of their formal education.
3. High expectations for all students.
4. Expanded opportunities for all learners.
Designing curriculum based on OBE principles is a noble process of making curriculum relevant
and responsive to the students’ needs and requires a paradigm shift in teaching and learning. Malan (2000)
identified several features of outcomes-based learning.
 It is needs-driven. Curricula are designed in terms of the knowledge, skills and attitudes expected
from graduates and aim to equip students for lifelong learning.
 It is outcomes-driven. The model has a line that runs from taking cognizance of training needs to
setting an aim (purpose) for the program, goals for syllabus themes, learning outcomes and finally
assessing the learning outcomes in terms of the set learning objectives.
 It has a design-down approach. Linked to the needs and the purpose of the program, learning
content is only selected after the desired outcomes have been specified. Content becomes a
vehicle to achieve the desired learning outcomes, which are aimed at inculcating a basis for
lifelong learning.
 The focus shifts from teaching to learning. The model has s student-centered learning approach
where lecturers act as facilitators. Study guides help the learners to organize their learning
activities and group work, continuous assessment and self-assessment are major features.
 The framework is holistic in its outcomes’ focus. Although the learning objectives are aimed at
learning at grassroots level, they are linked to goals and aims at higher levels. Attaining learning
objectives is, therefore, not an end in itself; it provides building blocks for achieving higher-level
outcomes.
As a curriculum innovation, OBE is a complete paradigm shift in higher education. It calls for an
education that is more focused and purposive. An OBE curriculum is mission-driven that requires
all instructions to anchor all their curricular offerings to the curriculum and to the vision, mission
and philosophy of the institution. Outcomes-based Education follows a logical and systematic
process that is linear, starting with the institutional outcomes. The interrelated processes and the
expected outputs are clearly stated.
Figure 19 shows the entire process for designing outcomes-based education for any
college or university. There are three major phases involved in planning for OBE at the program
level.

 Phase 1. Developing Institutional Outcomes – the first phase of OBE is conducting needs
analysis to analyze the vision and mission of the HEI, analyze the charter of the HEI if it is
a state college or university and examine the needs and demands of the society. The
result of the needs analysis will serve as the basis for developing the institutional
outcomes. The institutional outcome clearly defines the ideal type of graduate that the HEI
aims to develop to contribute to the society. The institutional outcome defines the identity
of the HEI, which enables them to design the different academic programs and develop the
institutional culture that includes the core values of the HEI.
  Phase 2. Developing Program Outcomes – the second phase of OBE is to design the
program. At this level, it is important to identify the desired attributes, knowledge, skills and
values that an ideal graduate of the HEI aims to develop. Development of program
outcomes reflect the necessary competencies that an ideal graduate of the academic
program should possess. It is important that the program outcomes directly reflect the
institutional outcome of HEI.
 Phase 3. Developing Course Learning Outcomes – the third phase is to develop the
learning outcomes of different courses. It is important that these learning outcomes reflect
the program outcomes set by the college for a particular degree program from
undergraduate to graduate and postgraduate levels. Examples of these includes BS
Biology, BS Mathematics, BS Nursing, BS HRM, Bachelor in Elementary Education
(BEED), MD, MA, MS, PhD and other academic programs offered in the university or
college. There are three steps that should be followed in developing learning outcomes:

For example, as shown in Figure 20, if the institutional outcome is to develop responsible
leaders, the program outcome is to develop responsible leaders, the program outcome specific for
the College of Science is to develop responsible leaders who are scientific that are critical thinkers,
nationalists, innovators and effective communicators, among others. The next step for developing
program outcomes is for the college involved to develop program outcomes. These program
outcomes are statements of the knowledge, skills, values and professional attitudes that the
college wishes to produce for all its graduates. Harden, Crosby and Davis (1999) also suggested
three categories of outcomes that are essential for OBE: tasks, attitudes and professionalism.

Step 1. Developing Course Competencies. Each set of competencies should reflect the
nature of the courses, embody the course description and focus on the learner and learning. Costa
and Kallick (2009) encouraged educators to include habits of mind in the course outcomes or
competencies. These habits of mind in the course outcomes or competencies. These habits of
mind are essential for students to accomplish the desired learning tasks or outcomes. These are
behaviors such as striving for accuracy, metacognition, persistence, creating, innovating, taking
 responsible risks, remaining open to continuous learning and applying past knowledge to new
situations, among others.
Step 2. Developing a Curriculum Map. In this process, it is important for the college faculty
to develop a curriculum map (see Figure 21) to plot the program outcomes with the specific
courses for a particular degree program. In the curriculum map, the contribution made by each
course to achieve the expected learning outcomes should be clear. It is necessary to see that each
set of course competencies be logically organized in a spiral progression considering two
architectonics of curriculum: the vertical organization (sequence) and horizontal organization
(scope and integration).

Step 3. Developing the Syllabus. In this process, the faculty will develop the syllabus for
each course. This includes identifying course content, learning activities and course requirements
or assessment tools. OBE requires all teachers to focus on the outcomes prescribed for each
course. Contrary to many information and lectures that there is a prescribed syllabus template,
OBE does not prescribe any template of syllabus. It simply directs teachers that the teaching and
learning experiences as reflected in the syllabus should be aligned perfectly with the course
competencies.
Every faculty member in HEIs is required to prepare syllabus for the courses they will teach. Figure
22 shows a sample of a syllabus template that can be used for a class. In OBE, it is important to ensure
perfect alignment between and among the four elements of instruction: objectives, contents, learning
experiences and assessment tools. It is also imperative that all these elements contribute to the realization
of the program outcomes and institutional outcomes.
 In this step, it is imperative that the objectives are in behavioral terms. They should be specific,
measurable, attainable, realistic and time bound. Objectives should contribute to the realization of the
course competencies for a particular course. They should also contribute to the attainment of the program
outcomes.
The content is based on the course competencies. Contents could be concepts, themes, topics,
issues, procedures, processes, project or problems that students will learn in relation to the course. The
learning experiences should be learner-centered and learning focused. The teacher should use
constructivist teaching approaches that will help the students attain the desired course outcomes and
contribute to the development of life-long learning skills. It is also desirable to focus on activities that
develop 21st century skills such as communication skills, collaboration, critical thinking skills and creativity
and innovation skills.
In OBE, it is also highly desirable that the assessment tools are the best tools that will truly
measure students’ performance. It should be constructively aligned to the achievement of the expected
learning outcomes. Criterion-referenced assessment is encouraged in OBE; therefore, a clear description
of the assessment tool, methods of assessment and rubrics are included. The references should be
updated and useful for understanding the course. The class requirements and the evaluation criteria should
be clear and based on the competencies of the course. If a HEI prescribes standard evaluation criteria,
then it should be reflected in the syllabus.
I. Transition Curriculum
Transition program is designed for special learners that are intellectually disabled and those that
are physically handicapped. It is designed to meet their special needs and respond to their specific
interests. It is like a care package that will empower the learners in their transition from home to school, or
from post-elementary or post-secondary to the world of work. In the transition program, the learners will
also enjoy an education that will enable them to become functional in their everyday lives.
In the Philippines, Quijano (2007) presented the Philippine Model of Transition that focuses on
enabling every special learner for community involvement and employment. The model envisions full
participation, empowerment and productivity of those enrolled in the program. The transition program
includes three curriculum domains: (1) daily living skills, (2) personal and social skills, and (3) occupational
guidance and preparation. This model necessitates the need for support from professionals and other key
people in the community in order for the individual with special needs to attain independent living.
According to Gomez (2010), this model of transition program can also be used for children in conflict with
the law (CICL).
The transition Program in the Philippines could be expanded to many different possible points of
entry that will extend the scope of transition program from young children to adults. These may include the
following examples:
1. Transition to school life – may include children and adult special learners who would like to attend
or who have been assessed to be ready for regular school under the inclusion program. This may
also include students who would like to learn basic literacy programs under the Alternative
Learning System.
 2. Transition after post-secondary schooling – includes programs that will prepare special learners for
vocational courses and on-the-job trainings. It my also include programs that will help students
move to higher education if possible.
3. Transition from school to entrepreneurship – includes programs that will allow special learners to
become entrepreneurs in their respective communities.
4. Transition from school to adult life – includes programs that will allow students to adjust and adapt
to adult life.
5. Transition to functional life – includes learning of life skills that will allow the special learners to
learn how to take care of themselves and develop some special skills that they can use every day.
These entry points for students are important for planning an effective and efficient transition program
that is truly relevant and responsive to the needs, interests, abilities and aspirations of special learners.
Transition at any point is an important program to empower special learners to experience normal lives.
The transition program aims to realize the aim of the K to 12 basic education programs of producing
holistically developed and functionally literate Filipino learners in the context of special education. This
qualifies it as an organic part of the K to 12 curriculums by providing both academic and extra-curricular
support systems to all special learners.

MODULE 7 ACTIVITY
1. How can curriculum standards influence assessment of learning?
2. How can teachers develop an ideal curriculum and learning environment that support the principles
of brain-based education?
3. How does differentiated curriculum respond to the needs of special learners in a regular
classroom?
4. What are the possible benefits of implementing an outcomes-based curriculum in higher
education?