CURRICULUM

INNOVATION
 Lesson Objective
1. Define curriculum innovation

2. Analyze the different types

of curriculum innovation

3. Appreciate the positive contribution

of curriculum innovations in the
education system
 Means a new object,
WHAT IS new idea, ideal practice,
or the process by which
INNOVATI a new object, idea or
ON? practice comes to be
adopted by an individual
group or organization
(Marsh & Willis, 2007)
 Are new knowledge
about curriculum, new
WHAT IS curriculum theories,
CURRICUL outstanding curricular
practices, new
UM curriculum design that
INNOVATI are sometimes
developed out of a
ON? research in education or
other studies from other
discipline and academic
fields.
 Four Core Changes in
Education Content :
Identified by Michael
• SomeFullan (1989) or new
mores of regrouping
grouping (structure)
• New curriculum materials
• Changes in some aspects of
teaching practices (new activities,
skills, behavior); and
• A change in beliefs or
understandings vis-à-vis curriculum
and learning
 A. Standard-based Curriculum
B. Multicultural Curriculum
C. Indigenous Curriculum
TYPES OF D. Brain-based Education

CURRICUL E. Gifted Education

Curriculum
UM F. Differentiated Curriculum

INNOVATIO
G. Technology Integration in
the Curriculum

N H. Outcomes-based Education
I. Transition Curriculum
 A. Standard – based
Designed basedCurriculum
on content standards as explicated by
experts in the field (Glatthorn et al., 1998)

Three Different Aspects of

Standard

1. Knowledge or Content Standard

describe what students should
know.
2. Skills Standard. Includes thinking
and process skills and strategies
that students shouold 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
education to explore various learning
opportunities and better forms of
assessing students achievements
(Morrison, 2006).
 Benefits of Curriculum
Standard to Education
Van Tassel-Baska (2008)
• Ensure that students learn what
they need to know for high level
functioning in the 21st century.
• Ensure educational quality across
school districts and educational
institutions.
 Benefits of Curriculum
Standard to Education
Van Tassel-Baska (2008)
• Provide educators with guideposts
to mark the way to providing
students with meaningful outcomes
to work on.
• Provide a curriculum template
within which teachers and
candidates are able to focus on
instructional delivery teachniques
that work.
 A standard-based curriculum
involves teachers in the process of
curriculum planning and design. A
standard-based curriculum
empowers the teachers to take an
active role in planning for the
implementation of the curriculum
standards prescribed by the
government.
 C. Multicultural
Curriculum
Aims to promote cultural literacy
and cultural understanding.
Banks (1994) identified five dimensions
that schools could adopt when trying to
implement multicultural curriculum:

1. Content Integration
2. The Knowledge Construction
Process
3. Prejudice Reduction
4. Equity Pedagogy
5. An Empowering School Culture and
Social Structure
 C. Multicultural
Curriculum
Bennett (1999) proposed a multicultural
curriculum focusing on six goals:
1. Develop multiple historical
perspective.
2. Strengthen Cultural Consciousness
3. Strengthen Intercultural Competence
4. Combat Racism, Sexism, and Other
Forms of Prejudice and
Descrimination
5. Increase awareness of the state of the
planet and global dynamics
6. Build Social Action Skills.
C. Indigenous Curriculum

The idea of this curriculum was a

product of a vision to make curriculum
relevant and responsive to the needs
and context of indigenous principle.

Four Dimensions that serves as a

framework for the development of an
indigenous curriculum:
1. Construct Knowledge
2. Use Instructional Strategies
3. Integrate Contents
4. Utilize community’s cultural
material and human resources.
Indigenous Curriculum
may consider using and
implementing the
following strategies at
1. Integrating contents
the school level: and activities
that reflect the learner’ 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
Indigenous Curriculum
may consider using and
implementing the
following strategies at
3. Involving community folks and local
the school level:
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.
 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-basedEducation

Caine and Caine (1997) considered

curriculum and instruction from a brain
– based approach. They begin with
brain-based learning principles derived
from brain research findings and apply
these principles in the classroom and in
designing a curriculum
D. Brain-basedEducation

PRINCIPLES:
1. The brain is a 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
research for personal meaning.
4. People create meaning through
perceiving certain patterns of
understanding.
D. Brain-basedEducation

PRINCIPLES:
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
D. Brain-basedEducation

PRINCIPLES:

10. Learning is developmental

11. The brain makes an optimal number
of connections in a supportive but
challenging environment; however,
when there are perceoptions of threat,
the brain may inhibit learning.
12. Every brain is unique in its
organization.
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 the
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).
 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 potentials. There are
several examples of 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.
 1. Schoolwide Enrichment Model

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 ontheir 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 #39; interests, learning styles, and
preferred modes of expression.
 2. Parallel Curriculum Model

- The Parallel Curriculum Model (PCM) evolved

from 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 abilities of all students and
extending the abilities of students who perform at
advanced levels.
 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.
 3. Autonomous Learner Model
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.
B. Individual Development focuses more clearly on
developing skills, concepts, and attitudes that promote
lifelong learning and self-directed learning.
 3. Autonomous Learner Model
The Autonomous Learner Model is divided into five major
dimensions:
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.
 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).
 4. Integrated Curriculum Model
The model presented three dimensions based on the model
of VanTassel-Baska (1987) that guide the development of the
curriculum.
A. Advanced Content Dimension meets the needs of gifted
students for acceleration by providing content
earlier and faster than same-age peers would normally
receive it.
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.
 5. Kids Academia Model
- Kids Academia is a program for young Japanese
children ages 5-8, which was developed by Dr. Manabu
Sumida 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.
 5. Kids Academia Model
Faustino, Hiwatig, and Sumida (2011) identified three
major
phases that are followed in the development of the
curriculum.

A. Group Meeting and Brainstorming Activities.

B. Selection of Contents for Each Theme.
C. Designing Lessons.
 5. Kids Academic Model
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
 5. Kids Academia Model
The activities for each lesson were selected based on the
following guidelines developed by Dr. Sumida:.

F. Allows individual or group activities

G. Encourages 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
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 a 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.
 According to Gayle Gregory and Carolyn
Chapman(2002), there are six steps in planning
differentiated
learning:
(1) set standards
(2) define content
(3) activate prior knowledge
(4) acquire new knowledge
(5) apply and adjust the learning
(6) assess 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.
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.
 There are several innovations from basic
education to graduate education that are
associated or influenced by
technology integration. Some of these innovations
are:
•distance education;
• computer-assisted instruction;
• online learning;
• teleconferencing;
• online libraries;
• webinars;
• online journals; and
• e-books.
 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 OВЕ.
 H. Outcomes-based
Education
OBE is defined as a curriculum design that
ensures coherent, logical, and systematic
alignment between and
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 a HEI. It supports the quality
assurance system.
According to Spady (1994), there are two common
approaches to an OBE curriculum, namely:

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.
According to Spady (1994), there are two common
approaches to an OBE curriculum, namely:
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.
 Malan (2000) identified several
features of outcomes- based learning.
•It is needs-driven.
•It is outcomes-driven.
• It has a design-down approach
•It specifies outcomes and levels of
outcomes.
•The focus shifts from teaching to learning.
•The framework is holistic in its outcomes&
focus.
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.
There are three major phases involved in planning for OBE
at the program level.

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.
There are three major phases involved in planning for OBE
at the program level.
PHASE 3. Developing Course Learning Outcomes
the third phase is to develop the learning outcomes
for
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.
PROCESS OF DEVELOPING PROGRAM OUTCOMES

STEP 1. Developing Course Competencies.

STEP 2. Developing a Curriculum Map.
STEP 3. Developing the Syllabus.
 I. Transition Curriculum
The 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.
 I. Transition Curriculum
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.
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:
2. Transition after post-secondary schooling
includes programs that will prepare special
learners for vocational
courses and on-the-job trainings. It may also
include programs that will help students move to
higher education
if possible.
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:
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.
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:

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.
Resourc set:nAEuifYBr8

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