Let 2022

Enhancement
Review

Professional
education

Focus. Determination.
Curriculum
development
I. Concepts, Nature, and Purposes

• …it denotes a specific course.

• …while to others it means the
entire educational environment.
Curriculum
It is a key element in the
educational process ; its scope
is extremely broad, and it
touches virtually everyone
who is involved with teaching
and learning.
Curriculum
In its narrow sense,
curriculum is viewed as a
listing of subjects to be taught
in the school.
Curriculum
It refers to total learning
experience of individuals not
only in school, but in society as
well.
Educational Reforms in the Philippines

• Philippine Commission to survey

Philippine Education (PCSPE)-1969
• Survey of Outcomes of Elementary
Education (SOUTELE)-1976
• Philippine Commission for Educational
Reform (PCER)
Educational Reforms in the Philippines

• National Competency-Based standards

for Teachers (NCBTS)
 What is Curriculum?
• Etymology
–From the Latin word “Curriculum”
(“course”), derived from currere
(“run” or “move quickly”
–“a course for racing”
 What is Curriculum?
• In educational usage, the “course of the
race” means or stands for “course of
study.”
The Traditional
Points of View
Traditional Points of View
In the early years of 20 th

century, “Curriculum was a

“body of subject or subject
matter prepared by the
teacher for the student to
learn.”
Traditional Points of View
Synonymous with:
“course of the study” and
“syllabus”
Robert M. Hutchins
Curriculum for basic
education should emphasize
3Rs, and college education
should be grounded on liberal
education.
Joseph Schwab
“Discipline” is the sole source
of curriculum.
Joseph Schwab
Thus, education system
curriculum is divided into
chunks of knowledge called
subject areas in basic
education, such as math,
science, English, etc.
Joseph Schwab
In college, discipline may
include humanities, sciences,
languages, etc.
Progressive Points of
View of
curriculum
Progressive Points of View
“ a listing of school subjects,
syllabi, course of study, and
list of course or specific
discipline do not make a
curriculum”
Progressive Points of View
This can be only called
curriculum if the written
materials are actualized by the
learner.
John Dewey
Dewey’s definition of
experience and education. He
believes that reflective
thinking is a means that
unifies curricular elements.
Caswell and Campbell
“All experiences children have
under the guidance of
teachers”
Marsh and Wills
“All experiences in the
classroom which are planned
and enacted by the teacher,
and also learned by the
students”
Major Foundations
of Curriculum
The commonly accepted foundations of
curriculum include the following:
1) Philosophical
2) Historical
3) Psychological
4) Social
 Philosophical
Foundations of
Curriculum
Four Educational
Philosophies that Relate to
Curriculum
(Match it to the aim of
education, Role of Education,
Focus in Curriculum and
Related Curricular Trends),
Ornstein, et. al, 2004
1. PERENNIALISM
Aim of Education-to educate the rational person, to
cultivate the intellect.
Role of Education- Teacher help students think with
reason based on the Socratic methods of oral exposition
or recitation and explicit or deliberate teaching of
traditional values.
Focus in the Curriculum-Classical subjects, literary
analysis. Curriculum is Constant.
Curriculum Trends- Use of great books and return to
liberal arts.
2. ESSENTIALISM
Aim of Education-to promote the intellectual growth
of the individual and educate a competent person.
Role of Education- the Teacher is the sole authority
in his/her subject area or field of specialization.
Focus in the Curriculum- Essential skills of the 3Rs
and essential subjects of English, science, history,
math and Foreign Language.
Curriculum Trends- Excellence in Education, back
to basics, and cultural literacy.
3. PROGRESSIVISM
 Aim of Education- To promote Democratic and social
living.
 Role of Education- Knowledge leads to growth and
development of lifelong learners who actively learn by
doing.
 Focus in the Curriculum- Subjects are interdisciplinary,
integrative, and interactive. Curriculum is focused on
students interest, human problems and affairs.
 Curriculum Trends- School reforms, relevant and
contextualized curriculum, and humanistic education.
4. RECONSTRUCTIONISM
 Aim of Education- To improve and reconstruct the
society, since education is for change.
 Role of Education- Teachers act as agents of change and
reform in various educational projects, including
research.
 Focus in the Curriculum- Present and future trends and
issues of national and international interest.
 Curriculum Trends- Equality of educational
opportunities in education, and access to global
education.
 Historical
Foundations of
Curriculum
 Franklin Bobbit (1876-1956)
He started the curriculum development
movement
Curriculum is a science that emphasizes
students needs
Curriculum prepares learners for adult life.
Objectives and activities should group
together when tasks are clarified.
 Werret Charters (1875-
1952)
Like Bobbit, he posited that
curriculum is science and
emphasizes students’ needs.
Objectives and activities should
match. Subject matter or content
relates to objectives.
 William Kilpartick (1875-
1952)
Curricula are purposeful activities which
are child centered.
The purpose of the curriculum is child
development and growth. He introduced this
project method where teacher and student
plan the activities.
Curriculum develops social relationships
and small group instruction.
 Harold Rugg (1886-1960)
Curriculum should develop the whole child.
It is child centered.
With the statement of objectives and related
learning activities, curriculum should
produce outcomes.
Emphasized social studies and suggested
that the teacher plans curriculum in
advance.
 Hollis Caswell (1901-1989)
Curriculum is organized around social
functions of themes, organized knowledge
and learner’s interest.
Curriculum, instruction and learning are
interrelated
Curriculum is a set of experiences. Subject
matter is developed around social functions
and learners’ interests.
 Ralph Tyler (1902-1994)
Curriculum is a science and an extension of
school’s philosophy. It is based on students’
needs and interest.
Curriculum is always related to instruction.
Subject matter is organized in terms of
knowledge, skills and values.
The process emphasizes problem solving.
curriculum aims to educate and not specialist.
 Hilda Taba (1902-1967)
She contributed to the theoretical
and pedagogical foundations of
concepts development and critical
thinking in social studies curriculum.
She helped lay the foundation for
diverse student population.
 Peter Oliva (1992-2012)
He described how curriculum change
is a cooperative endeavor.
Teachers and curriculum specialist
constitute the professional core of
planners.
Significant improvement is achieved
through group activity.
 Psychological
Foundations of
Curriculum
Behaviorist
Psychology
 Behaviorist Psychology
Learning should be organized so students
can experience success in the process of
mastering the subject matter. The method
is introduced in a step-by-step manner
with proper sequencing of tasks, which is
viewed by other educational psychologist
as simplistic and mechanical
 Ivan Pavlov (1849-1936)
He is the father of the classical
conditioning Theory, the S-R Theory
The key to learning is early years of
life is to train them what you want
them to become
S-R theory is a foundation of learning
practice called indoctrination
 Ivan Pavlov (1849-1936)
He is the father of the classical
conditioning Theory, the S-R Theory
The key to learning is early years of
life is to train them what you want
them to become
S-R theory is a foundation of learning
practice called indoctrination
 B.F. Skinner
Operant Conditioning
 Edward Thorndike (1874-
1949)
He championed the Connectionism
theory.
He proposed the three law of learning:
 Law of readiness
 Law of exercise
 Law of effect
Specific Stimulus has specific response
Robert Gagne (1916-2002)
He proposed the Hierarchical Theory.
1. Intellectual skills or “Knowing How”: categorize and
use symbols, forming concepts and problem-solving;
2. Information or “knowing what”” knowledge about
facts dates and names
3. Cognitive strategies or learning skills;
4. Motor skills; and
5. Attitudes, feelings and emotions learned through
experiences
 Robert Gagne (1916-2002)
He proposed the Hierarchical
Theory.
Behavior is based on
prerequisite conditions
He introduced tasking in the
formulation of objectives.
 Cognitive
Psychology
 Cognitive Psychology
Learning constitutes a logical
method for organizing and
interpreting learning.
Learning is rooted in the tradition
of subject matter and similar to
cognitive development theory.
Advocates of Cognitive
Psychology
 Cognitive Development Stages-Jean
Piaget
 Social Constructivism-Lev Vygostky
 Multiple Intelligences-Howard Gardner
 Learning Styles-Felder and Silverman
 Emotional Intelligences-Daniel Goleman
Humanistic
Psychology
 Humanistic Psychology

Concerned with how

learners can develop their
human potentials.
 Gestalt
Gestalt Theory
 Learning is explained in terms
of “wholeness” of the problem.
 Human beings do not respond
to isolated stimuli but to an
organization or pattern stimuli
 Gestalt
Keys to learning
 Learning is complex and abstract
 Learners analyze the problem, discriminate
between essential and nonessential data, and
perceive relationships.
 Learners will perceive something in relation
to the whole. What/how they perceive is
related to their previous experiences.
 Abraham Maslow (1908-
1970)
He advanced the Self-actualization Theory
and classic theory of human needs.
A child whose basic needs are not met will
not be interested in acquiring knowledge
of the world.
 he put importance to human emotions,
and based on love and trust.
 Abraham Maslow (1908-
1970)
Key to learning
Produce a healthy and happy
learner who can accomplish,
grow and actualize his or her
human self
 Carl Rogers (1902-1987)
Nondirective and Therapeutic
Learning
 He established counseling procedures
and methods for facilitating learning
 Children’s perceptions, which are highly
individualistic, influence their learning
and behavior in class.
 Social
Foundations of
Curriculum
 Schools and Society
Society as a source of change
Schools as agents of change
Knowledge as an agent of
change
Characteristics of a
Good Curriculum
Characteristics of a Good Curriculum:
1) The Curriculum is continuously evolving.
2) The Curriculum is based on the needs of the people.
3) The curriculum is democratically conceived.
4) The curriculum is the result of a long-term effort
5) The curriculum is the complex of details.
6) The curriculum provides for the logical sequence of
subject matter.
7) The curriculum complements and cooperates with
other programs of the community.
8) The curriculum has educational quality.
9) The curriculum has effective flexibility.
 Types of
Curricula in schools
Recommended Curriculum
-proposed by scholars and
professional organizations.
These are recommendations in the form
of memorandum or policy, standards
and guidelines that came from
government agencies such as DepEd,
CHED and TESDA and professional
organizations or international bodies
such as UNESCO.
Written Curriculum
-Appear in school, district, division, or country documents.
These includes documents based on
the recommended curriculum. They
come in the form of course study,
syllabi, modules, books or
instructional guides among others. A
packet of this written curriculum is
the Teacher’s Lesson Plan.
Taught Curriculum
-what teachers implement or deliver in the classrooms or
schools

The teacher and the learners will put

life to the written curriculum. The
skill of the teacher to facilitate
learning based on the written
curriculum with the aid of
instructional materials and facilities
is necessary.
Supported Curriculum
-resources like textbooks, computers, audio-visual
materials which support and help in the implementation of
the curriculum
These are the support materials that the
teacher needs. This includes print
materials like books, charts, worksheets,
and non-print materials like PowerPoint
presentation and other electronic
illustrations. It also includes facilities
like science laboratory and playground
Assessed Curriculum
-that which is tested and equivalent

This is the curriculum that is

evaluated after it has been taught.
The process is to find out how much
has been learned or mastered. It can
be in the form of oral, written, and
performance based.
Learned Curriculum
-what students actually learn and what is measured
These are measured by tools in
assessment, which can indicate the
cognitive, affective, and psychomotor
outcomes.
Hidden/Implicit Curriculum
-the unintended curriculum
This is the unwritten curriculum that
has a great impact on the behavior of
the learner-peer influence, school
environment, media, parental pressures,
societal changes, cultural practices,
natural calamities are some factors that
create the hidden curriculum.
Elements/Components of the Curriculum
1) Aims, goals and objectives (What is to be
done?)
2) Subject matter/content (What subject
matter is to be included?)
3) Learning Experiences (What instructional
strategies, resources and activities will be
employed)
4) Evaluation approaches (What methods and
instruments will be used to assess the
results of the curriculum?)
 Component 1-
Curriculum Aims,
Goals and Objectives
Cognitive Domain
(Bloom et.al, 1956)
Domain of
Thought process
Cognitive Domain (Bloom et.al, 1956)
1) Knowledge
2) Comprehension
3) Application
4) Analysis
5) Synthesis
6) evaluation
Affective Domain
(Krathwohl, 1964)
Affective Domain (Krathwohl, 1964)
1) Receiving
2) Responding
3) Valuing
4) Organization
5) Characterization
Psychomotor Domain
(Simpson, 1972)
Psychomotor Domain (Simpson, 1972)
1) Perception
2) Set
3) Guided Response
4) Mechanism
5) Complex overt responses
6) Adaptation
7) Origination
 Component 2-
Curriculum Content o
Subject Matter
Criteria in the Selection of subject matter
content or Knowledge for the Curriculum
(Bilbao, 2009)
1) Self-Sufficiency
2) Significance
3) Validity
4) Interest
5) Utility
6) Learnability
7) Feasibility
 Significance
Content should contribute to ideas,
concepts, principles and generalization
that should attain the overall purpose of
the curriculum.
It is significant if content becomes the
means of developing cognitive, affective,
or psychomotor skills of the learners.
 Significance
As education is a way of preserving
culture, content will be significant
when this will address the cultural
context of the learners.
 VALIDITY
The authenticity of the subject matter
form its validity.
Knowledge becomes obsolete with
the fast changing times.
 UTILITY
Usefulness of the content in the
curriculum is relative to the learners
who are going to use these.
 LEARNABILITY
The complexity of the content should
be written the range of experiences of
the learners.
 FEASIBILITY
Can the subject content be learned
within the time allowed, resources
available, expertise of the teachers
and the nature of the learners?
 INTEREST
Will the learners take interest in the
content? Why? Are the contents
meaningful? What value will the
contents have in the present and
future life of the learners?
Interest is one of the driving forces
for students to learn better.
 II. Crafting/
Developing the
Curriculum
Models of Curriculum
Development
Ralph Tyler Model (also known as
Tyler’s Rationale)
 He posited four fundamental questions or
principles in examining any curriculum:
1. What educational purposes should schools seek to
attain?
2. What educational experiences can be provided that
is likely to attain these purposes?
3. How can these educational experiences be
effectively organized?
4. How can we determine whether these purpose are
being attained or not?
Ralph Tyler Model (also known as
Tyler’s Rationale)
1) Purpose of the School
2) Educational experiences related
to the purpose
3) Organization of the experiences
4) Evaluation of the
experiences/outcomes
Hilda Taba Model (Grassroots
Approach)
1) Diagnosis of learners’ needs and expectations
of the larger society
2) Formulation of learning objectives
3) Selection of learning content
4) Organization of learning content
5) Selection of learning experiences
6) Organization of learning activities
7) Determination of what to evaluate and means of
doing it.
The Francis Hunkin’s Decision-
Making Model
1) Curriculum conceptualization and
legitimization
2) Diagnosis
3) Content selection
4) Experience selection
5) Implementation
6) Evaluation
7) Maintenance
Curriculum Design
Models
1. Subject-Centered Design Model
Focuses on the content of the
curriculum.
Corresponds mostly to the textbook
written for the specific subject.
In this design , schools divide the
school hours across different subject.
a. Discipline Design

Related to the subject design, but

focuses on academic discipline.
It is often used in college.
b. Correlation Design
This comes from a core, correlated
curriculum designs that links
separate subject designs in order to
reduce fragmentation.
Subjects are related to one another,
but each subject maintains its
identity.
c. Broad Field
Design/interdisciplinary
Variation of the subject-centered
design.
2. Learner-Centered Design

The learner is the center of the

educative process.
a. Child-centered Design

The curriculum design is

anchored on the needs and
interest of the child.
b. Experience-centered Design

Believes that the interest and

needs of the learners cannot be
pre-planned. Instead, experiences
of the learners become the
starting point of the curriculum.
c. Humanistic Design (Abraham
Maslow and Carl Rogers)
Development of self is the
ultimate objective of learning.

Maslow’s theory of Self

Actualization
Carl Rogers-Self-directed
3. Problem-Centered Design

This designs draws on social

problems, needs, interests, and
abilities of learners.
 Dimension and Principles of
Curriculum Design
Scope
Balance
Articulation
Sequence
Integration
Continuity
 Scope
All the content,, topics,
learning experiences and
organizing threads
comprising the educational
plan.
 BALANCE
Content should be fairly
distributed in depth and
breath.
 ARTICULATION
This will assure no gaps or
overlaps in the content.
 SEQUENCE
The logical arrangement of
the content.
Easy to complex
General to specific
 INTEGRATION
Content in the curriculum
does not stand alone or in
isolation.
 INTEGRATION
Content when viewed as a
curriculum should
continuously flow as it was
before, to where it is now, and
where it will be in the future.
 CONTINUITY
The constant repetition,
review and reinforcement
of learning is referred to
as continuity.
Curriculum
Approaches
Behavioral Approach
The behavioral approach begins
with educational plans that start
with setting of goals or objectives.
The change of behavior indicates
the measurement of the
accomplishments.
Managerial Approach
The principal is the curriculum leader at
the same time instructional leader, who
is supposed to be the general manager.
Curriculum managers look at the
curriculum changes and innovations as
they administer the resources and
restructure the school.
System Approach
The organizational chart of the
school represents a system
approach. It shows the line-staff
relationship of the personnel and
how decisions are made.
System Approach
The following are of equal importance:
1. Administration
2. Counseling
3. Curriculum
4. Instruction
5. Evaluation
Humanistic Approach
It considers the whole child and
believes that in curriculum, the
total development of the individual
is the prime consideration.
The learner is at the center of the
curriculum.
 Approaches to
Curriculum Design
(Iringan, 2008)
The Six (6) features of the
curriculum:
1. Who teaches-The Teacher
2. Who do the Teachers Teach-The Learners
3. What do the Teachers Teach-Knowledge, skills
and Values
4. How do the Teachers Teach-Strategies and
Methods
5. How much of the Teaching was Learned-
Performance
6. With whom do we Teach-Community Partners
III. Implementing
the Curriculum
The Teaching Process

IMPLE EVALU
PLAN
MENT ATE

Feedback and Reflections

Roles of Stakeholders
in curriculum
Implementation
Stakeholders
are individuals or institutions
that are interested in the school
curriculum.
Learners at the center of the
Curriculum
The learners are the very reason
why a curriculum is developed.
Teachers as Curriculum
Developers and Implementers
Planning and writing the curriculum
are the primary roles of the teacher.

“No Technology can ever replace a

teacher; it will only support the
multifaceted role of the teacher”
Curriculum Managers and
Administration
They are the people who are
responsible in the formulation of
the school’s vision, philosophy,
mission and objectives.
Parents as Supporters to the
Curriculum
… are the best supporters of the
school, especially they are the
ones paying for their child’s
education.
Community members as
Curriculum Resources
Community members and
materials in the existing local
community can be very well
substitute for what are needed to
implement curriculum.
Other Stakeholders in
Curriculum Implementation
Professional organizations:
Teachers, lawyers, medical
doctors, engineers and many
others
The Role of Technology in
Implementing Curriculum
 Upgrading the quality of teaching-and-
learning in schools
 Increasing the capability of the teacher to
effectively inculcate learning, and for students
to gain mastery of lessons and courses
 Broadening the delivery of education
 Revolutionizing the use of technology to boost
educational pradigm
 Pilot Testing,
Monitoring and
Evaluating the
Implementation of the
Curriculum
Pilot Testing
 This is a process where
empirical data are gathered to
support whether the material or
the curriculum is useful,
relevant, reliable and valid.
Monitoring
 Is the periodic assessment and
adjustment during the try out
period.
Curriculum Evaluation
 As part of total educational
evaluation refers to a systematic
process of judging the value,
effectiveness and adequacy of a
curriculum: it is a process,
product and setting which will
lead to informed decisions.
 Two types of
curriculum evaluation
School-Based Evaluation (SBE)

 An approach to curriculum
evaluation which places the
content, design, operation, and
maintenance of evaluation
procedure in the hands of
school personnel.
Accreditation

 This is a voluntary process of

submitting a curricular program
to an external accrediting body for
review in any level of education:
basic, tertiary or graduate school,
to ensure that the standards are
met.
Accreditation

Accreditation studies the

statement of the educational
intentions of the school and
affirms the standard of
excellence.
IV . Assessing the
curriculum
What is Curriculum Evaluation

It is the process of obtaining

information for judging the worth
of an educational program, product,
procedure, educational objectives or
the potential utility of alternative
approaches designed to attain
specified objectives.
V. Curriculum
innovation
Local and National
Curricular
Innovations
1. The 2002 Basic Education
Curriculum (BEC)
Makabayan
Makatao
Makakalikasan
Maka-Diyos
Integrative Teaching as Mode of
Instructional Deliver
oThematic Teaching
oContent-Based Instruction
(CBI)
oFocusing inquiry
oGeneric Competency Model
2. Third Elementary Education
Program (TEEP)
1996-2005
Advocacies:
INSET
School Improvement and Innovation facility (SIIF)
Student Assessment (SA)
Educational Management Information System (E-
MIS)
Procurement and Monitoring Evaluation
Principal Empowerment
3. Secondary Education Development and
Improvement Program
Dovetailed the TEEP
2000-2006
Curriculum reforms revolved around:
a. Improving Teaching and Learning
b. Improving Access to Secondary Education
c. Facilitating Decentralized Secondary
Education Management
4. The New Teacher Education Curriculum
for BEED and BSED

Implemented by CMO 10, s. 2004.

Aligned with NCBTS
It is made up of three components:
General Education
Professional Education
Specialization or Content Courses
5. The Ladderized Curriculum for Bachelor
of Technical Teacher Education
TVET-Technical-vocational education and
training
The course is composed of four components:
1. General Education-consistent with CMO 59
2. Professional Studies Component
3. Specialization component and
4. Instructional Technology component
6. Understanding by Design (UbD)
Curriculum
Grant Wiggins and Jay Mctghe
Emphasis on “Backward Design”
Standard-driven curriculum
Begun as early as 2007 and was
formally implemented in the
Philippines thru the 2010 Secondary
Curriculum
3 stages of the “Backward Design”

• Stage 1-identify Results/Desired

Outcomes (Content/Performance
Standards, Essential
Understanding, objectives-KSA,
Essential Questions)
3 stages of the “Backward Design”

• Stage 2-Defining Acceptable

Evidence/Assessment
Product/Performance, Assessment
Criteria/Tools) Six Facets of
Understanding (Explain, Interpret,
Apply, Perspective, Empathy, Self-
Knowledge.
3 stages of the “Backward Design”

• Stage 3-Learning Plan/Instruction (WHERTO)

• W- Where is the unit going? What is expected? Where are
the students coming from?
• H- hooks all the students and hold their interest
• E- Equip students, help them experience the key idea an
explore the issue.
• R- Rethink
• E- Evaluate
• T- Tailors
• O- Organize
7. k-12 Basic Education Curriculum

• RA 10533 (May 15, 2013

• The enhanced Basic Education Act
of 2013.
7. k-12 Basic Education Curriculum

• The over-all Goal of the K-12

Curriculum:
“The Holistic development of every
Filipino learner, with 21st century skills.
To be adequately prepared for work,
entrepreneurship, middle-level skills
development and higher education.”
Structure of the K-12 Curriculum

• Kindergarten+(6) six years

primary education+(4) four years
of junior high school+(2) two years
senior High School
Salient Features of the K-12
Curriculum
• Strengthening Early Childhood Education (Universal
Kindergarten)
• Making the Curriculum Relevant to the Learners
(Contextualized and Enhancement)
• Ensuring Integrated and Seamless Learning (Spiral Progression)
• Building Proficiency through Language (Mother Tongue-Based
Multilingual Education)
• Gearing Up for the Future (Senior High School)
• Nurturing the Holistically Developed (College and Livelihood
Readiness, 21st Century Skills)
The 21 Century
st

Trend in the
Philippines
Relevance and Responsiveness

• Industry-Academe Linkages
Benefit from Industry-University
Collaboration
• For Students-ensure workplace
orientation and opportunity to
apply their skills, knowledge and
proper work attitudes;
opportunities for enhance
employability.
Benefit from Industry-University
Collaboration
• For Industry-perspective workers
are developed according to the
companies’ specifications.
Benefit from Industry-University
Collaboration
• For the University-reduced need of
sophisticated equipment and
facilities; responsiveness to
industry needs and better
employment for graduates.
Efficiency and
Effectiveness
Pres. Aquino’s 10 ways to Fix
Philippine Education
1. 12-Year Basic Education Cycle
-expand the basic education cycle
from a short of 10-year cycle to a
globally comparable 12 years before
2016.
Pres. Aquino’s 10 ways to Fix
Philippine Education
2. Universal Pre-Schooling for All
-all public school children (and all
public schools) will have pre-
schooling as their introduction to
formal schooling by 2016.
Pres. Aquino’s 10 ways to Fix
Philippine Education
3. Madaris Education as a Sub-system within
the Education System
-Madaris education with subjects in Arabic
Language and Islamic values education will
be integrated in the public school curriculum
as additional subject with the view to keeping
the Muslim-Filipino children in school.
Pres. Aquino’s 10 ways to Fix
Philippine Education
4. Technical Vocational Education as
an Alternative Stream in Senior
High School
5. “Every Child a Grade I
6. Science and Math Profeciency
Pres. Aquino’s 10 ways to Fix
Philippine Education
7. Assistance to private schools as
essential Partners in Basic Education
8. Medium of Instruction Rationalized
9. Quality Textbooks
10. Covenant with Local Government
to build more Schools
Access and Equity in
Education
Legal Bases on the Access and Equity of
Education in the Philippines

1987 Constitution (Sec. 1, Article

IV)-”The State shall protect and
promote the right of all the citizens
to quality education at all levels,
and shall take appropriate steps to
make such action accessible to all.
Legal Bases on the Access and Equity of
Education in the Philippines

RA 9155(Governance of Basic

Education Act of 2001)-Renaming
DECS to DepEd and reiterating the
constitutional mandate. Establish
free a compulsory public education
at the Elementary and high school
level education
Legal Bases on the Access and Equity of
Education in the Philippines

RA 6655 (The Free Secondary

Education Act)-providing free four
years of secondary schooling for
those ages 12 to 15 in the public
schools
Alternative Modes of Learning/Acquiring
Qualification

 Ladderized Education Program (LEP)

 Expanded Tertiary education
Equivalency and Accreditation
Program (ETEEAP)
 Ladderized Model Curricula
 Distance Education Learning
Accreditation: Enhancing the quality of
Education
 Accreditation– is a concept of self-
regulation which focuses on self-study and
evaluation and on the continuing
improvement of educational quality.
 It is both a process (peer review) and a
result (a form of certification granted by
recognize and authorized accrediting
agency).
Accreditation: Enhancing the quality of
Education

• Program accreditation–
accreditation of academic course
• Institutional accreditation—
accreditation of the school, college,
university or institution as a whole.
The 21 Century
st

Teaching Skills
A. Learning and Innovation Skills

• Creativity and Innovation– think creatively,

work creatively with others, implement
innovations.
• Critical Thinking and Problem Solving –
Reasons Effectively, Use systems thinking,
Make Judgments, Solve Problems
• Communication and Collaboration–
Communicate clearly, collaborate with others.
B. Information, Media and Technology

1) Access to an abundance of
information;
2) Rapid changes in technology tools;
3) The ability to collaborate and make
individual contributions on an
unprecedented scale
B. Information, Media and Technology

oInformation Literacy– Access and

Evaluate Information, use and manage
Information
oMedia Literacy– analyze Media,
Create Media Products
oICT Literacy– Apply Technology
Effectively
C. Life and Career Skills

oFlexibility and Adaptability– Adapt to change, Be

Flexible
oInitiative and Self-Direction– Manage goals and Time,
Work independently, be self-directed learners
oSocial and Cross0cultural Skills–Interact effectively with
others, Work effectively in Diverse Teams
oProductivity and Accountability– Manage Projects,
Produce Results
oLeadership and Responsibility– Guide and Lead others,
Be Responsible to Others.
Brain-Based Learning
(BBL)
Brain-Based Learning (BBL)

 It is an approach to teaching based on

research in Neuroscience.
 It suggest that the brain learns
naturally.
 The Technique allows teachers to
connect learning to students real life
experience.
Brain-Based Learning (BBL)
 This kind of learning encompasses education
concept like
 Mastery learning
 Problem-based learning
 Cooperative education
 Multiple intelligences
 Learning styles
 Experiential learning
Emerging Interactive
Teaching Elements
from (BBL)
Orchestrated Immersion

 Learning environments are

created to provide authentic
learning experiences.
Orchestrated Immersion

Example:
In the elementary level, teachers can use
the school’s mini forest to identify trees,
animals, and other plants and find out
how they live together.
Relaxed Alertness

 In BBL, efforts are made to

eliminate fear while maintaining a
highly challenging environment.
Relaxed Alertness
Example:
Teachers may play classical music when appropriate
to set a relaxed tone in the classroom. Bright lights
are dimmed. Scented candles are lit to calm the
senses. All learners are accepted regardless of their
various learning styles, capabilities and liabilities.
This will provide a relaxed and accepting
environment. Children are motivated to bring in the
best of them and bring out their potential.
Outcomes-Based Education (OBE)

 OBE is an approach to education

in which decision about the
curriculum are driven by the exit
learning outcomes that the
students should display at the end
of the course.
Outcomes-Based Education (OBE)
 Product defines Process
 It can be summed up as “Results-Oriented
thinking”
 Learning Outcomes- statement of what a
learner is expected to know, understand and
be able to do a result of learning process
(European Qualifications Framework for
Lifelong Learning-EQF)
 Why Outcome-
Oriented Teaching and
Learning?
The Bologna Process
 Quality Assurance in Higher Education
A unified educational system (mobility,
transparency, and mutual recognition of
Qualifications)
 Revise curricula; integrate students-centeredness
and learning outcomes orientation.
 Pedagogical issue became central, along with the
alignment of teaching and assessment methods in
accordance with learning outcomes
Experiential Learning Courses
(ELC)
 NCBTS (CMO 30, 2004)
 Teacher Education Curriculum
provides students with rich
practical learning experiences
which are drown out from the
actual environment.
Experiential Learning Courses
(ELC)
 Field Study Courses
 FS1-Learner’s Development an Environment
 FS2-Exploring the Teaching-Learning Process
 FS3-Technology in the Learning Environment
 FS4-Understanding Curriculum Development
 FS5-Learning Assessment Strategies
 FS6-on Becoming a Teacher
Practice Teaching (Student Teaching)

 This is the apex of all the ELCs. It is

the total immersion of the prospective
teacher in the real-life of becoming a
teacher.
 It is an integrated theoretical
framework that defines the different
dimensions of effective teaching.
NCBTS define the good teaching
through he following:
 Domains– distinctive spheres of learning process,
and are also a well-defined arena for
demonstrating teacher practices.
 Strands– specific dimensions of positive teacher
practices under the broad conceptual domain.
 Indicators– concrete observable, and measurable
teacher behaviors, actions, habits, routines, and
practices known to create, facilitate and support
enhanced student learning.
The 7 Domains of the NCBTS
Framework
1) Social Regard for Learning
2) The Learning Environment
3) Diversity of Learners
4) Curriculum
5) Planning, Assessing and Reporting
6) Personal Growth & Professional
Development
Domain 1. Social Regard for
Learning (SRFL)
This domain focuses on the ideal
that teacher serves as positive and
powerful role models of the value in
the pursuit of different efforts to learn.
The teacher’s actions, statements, and
different types of social interactions with
students exemplify this ideal.
Domain 2. Learning Environment
(LE)
This domain focuses on importance of
providing a social, psychological and
physical environment within which all
students, regardless of their individual
differences in learning, can engage in the
different learning activities and work
towards attaining high standards of
learning.
Domain 3. Diversity of Learners
(DOL)
The DOL domain emphasizes the ideal that
teachers can facilitate the learning process
even the diverse learners, by recognizing and
respecting individual differences and by
using knowledge about their differences to
design diverse sets of learning activities, to
ensure that all learners can attain the desired
learning goals.
Domain 4. Curriculum (Curr)

The curriculum domain refers to all

elements of the teaching-learning
process that work in convergence to
help students achieve the curricular
goals and objectives, and to attain high
standards of learning defined in the
curriculum.
Domain 5. Planning, Assessing &
Reporting (PAR)
Refers to the alignment of assessment and planning
activities.
1) Use of assessment data to plan and revise
teaching-learning plans;
2) Integration of assessment procedures in the plan
and implementation of teaching-learning
activities;
3) Reporting of the learners’ actual achievement and
behavior
Domain 6. Community Linkages (CL)
Classroom activities are
meaningfully linked to the
experiences and aspirations of the
learners in their homes and
communities.
Domain 7. Personal Growth &
Professional Development (PGPD)
The PGD domain emphasizes the
ideal that teachers value having a
high personal regard for the teaching
profession, concern for professional
development, and continuous
improvement as teachers.
Child Protection Policy (CPP)
 PC Art. XV Sec. 3 (b)
PD No. 63, Art 59 (1974)
RA 7610
Child Protection Policy (CPP)
 PC Art. XV Sec. 3 (b)
“…the state shall defend the right of
children to assistance, including proper
care and nutrition, and special protection
from all forms of neglect, abuse, cruelty,
exploitation and other condition
prejudicial to their development”
Child Protection Policy (CPP)
PD No. 63, Art 59 (1974)
Child and Youth Welfare Code
Prohibiting any mental and physical
violence against children
Child Protection Policy (CPP)
RA 7610
Special Protection Against Abuse,
Exploitation and Discrimination Act