IN THIS CHAPTER , YOU

SHOULD BE ABLE TO:

1.Define curriculum innovation;

2.Analyze
z
the different types of curriculum
innovation;and

3.Appreciate the positive contribution of

curriculum innovations in the education
system.
CURRICULUM
z

INNOVATION
 WHAT IS CURRICULUM
INNOVATION ?
______________________________________________________________________

Innovation may mean a new

subject, idea, ideal practice or
z

the process by which a new

object, idea or practice comes
to be adopted by an individual
group or organization.
THESE CORE CHANGES IN SCHOOL
INCLUDE.
1. Some forms of regrouping o new
grouping (structure)
2. New curriculum materials
z

3. Changes in some aspects of teaching

practices (new activities,skills, behavior);
and
4. A change in beliefs or understanding
vis-à-vis curriculum and learning.
 TYPES OF CURRICULUM INNOVATION
______________________________________________________________________

A. STANDARD –BASED CURRICULUM

A standard –based curriculum is

z

designed based on content standard as

explicated by experts in the field.
THREE DIFFERENT ASPECTS OF STANDARD-
BASED CURRICULUM

1. Knowledge or Content Standard

2. Skills
z Standard

3. Dispositions
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 21st century
z
2. Ensure educational quality across school
district 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
z
and candidates are able to focus on
instructional delivery techniques that work.
B. MULTICULTURAL CURRICULUM

A multicultural curriculum aims to promote

cultural literacy and cultural understanding.
Schools
z
use different strategies and
approches to develop literacy and promote
cultural understanding
(BANKS 1994) identified five dimensions that school could
adopt when trying to implement multicultural curriculum.

1. Content Integration
2. The Knowledge Construction Process
z
3. Prejudice Reduction
4. Equity Pedagogy
5. An Empowering School Culture and
Social Structure
BENNETT (1999) Proposed a multicultural
curriculum focusing on six goals:

1. Develop multiple historical perspectives

2. Strengthen cultural consciousness
3. Strengthen
z
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.
C. INDIGENOUS CURRICULUM

Indigenous Curriculum was a product of a

vision to make curriculum relevant and
responsive to the needs and context of
z

indigenous people
SEVERAL DIMENSIONS THAT SERVE AS A FRAMEWORK FOR
THE DEVELOPMENT OF AN INDIGENOUS CURRICULUM:

1. Construct knowledge
2. Use instructional strategies
3. Integrate
z
contents and activities

4. Utilize community’s cultural, material, and human

resources
INDIGENOUS CURRICULUM MAY CONSIDER USING AND
IMPLEMENTING THE FOLLOWING STRATEGIES AT THE
SCHOOL LEVEL

1. Integrating contents and activities that reflects the

learners culture, history, traditions and indigenous
knowledge
z 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. Evolving community folks and local teachers un 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 observation and investigations.

5. Using instructional strategies that are relevant to indigenous

learning
z system
D. BRAIN-BASED EDUCATION

Caine and Caine (1997) considered

curriculum and instruction from brain-
based approach. They begin with brain-
z
mind learning principles derived from
brain.
These are the principles in the classroom and in design
curriculum
1. The brain is a whole system and includes physiology emotions,
imagination, and predisposition. These must all be considered as a
whole.
z
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 meaning.

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 (meaning, and fragments) is organized differently in
z
memory.
10. Learning is developmental
11. The brain makes an optional number of connections in a
supportive but challenging environment; however, when there are
perceptions of threat the brain my inhibit learning.
12. Every brain is unique in its organization.
E. GIFTED EDUCATION CURRICULUM

Gifted Education Curriculum is designed

to respond to the needs of growing
number of gifted learners and to develop
z

gifted potentials.
EXAMPLES OF GIFTED CURRICULUM
MODELS
1. School Enrichment Model
- The schoolwide
z
enrichment model (SEM) ( Renzuli
and 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.
 THE 3 GOALS OF SCHOOL ENRICHMENT MODEL FOR
ALL THE CHILDREN

1. Developing talents in all children

2. Providing a broad range of advanced-level enrichment
experience,
z for all students, and
3. Providing advance follow-up opportunities for young
people basedon their strengths and interests.
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,
z
kaplan, Renzulli, Purcell, Leppien
and 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.
THE FOUR CURRICULUM PARALLEL IN THIS MODEL
ARE:

A. CORE CURRICULUM

B. CURRICULUM OF CONNECTION
z

C. CURRICULUM OF PRACTICE

D. CURRICULUM OF IDENTITY
3. Autonomous Learner Model
Betts (2004) pointed out that curriculum offerings typically
fall into levels.

Level I is a prescribed curriculum and instruction that

focuses on state standards.
z
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
learnings.
THE AUTONOMOUS LEARNER MODEL IS DIVIDED
INTO FIVE MAJOR DIMENSIONS;

A. Orientation

B. Individual
z
development

C. Enrichment Activities

D. Seminars

E. In-depth Study
4. INTEGRATED CURRICULUM MODEL
This model is a popular way of organizing or
designing different kinds of curriculum.

This model
z
presented three (3) dimensions based
on the model of VanTassel-Baska (1987).
A. Advanced Content Dimension

B. Process/ Product Dimension

C. Issues/Themes Dimension
 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
z

children in Japan.

Faustino, Hiwatig, and Sumida (2011) identified the

three(3) major phases that followed in the
development of the curriculum.
A. Group Meeting and Brainstorming Activities

B. Selection
z of Contents for Each Theme

C. Designing Lesson
F. DIFFERENTIATED CURRICULUM

Differentiated is a philosophy that enables teacher

to plan strategically in order to reach the needs of
the diverse learners in classrooms todays. A
differentiated
z
curriculum is a curriculum that
consider the unique characteristics, learning styles,
thinking preferences, intelligence, need, cultural
backgrounds , interests, gender, and other unique
characteristics of the learners.
ACCORDING TO GAYLE GREGORY AND CAROLYN
CHAPMAN (2002) there are six (6) steps in planning
differentiated learning;

1. Set Standards
z
2. Define Content
3. Active Prior Knowledge
4. Acquire New Knowledge
5. Apply and Adjust the Learning
6. Assess Learning
 FRAMEWORK FOR SELECTING ACTIVITIES FOR
DIFFERENTIATED INSTRUCTION
CLIMATE KNOWING THE ASSESSMENT LEARNING TASK INSTRUMENTAL
LEARNERS STRATEGIES

• Nurturing • Learning • Traditional • Total Group • Brain-Based

• Inclusive Style Assessment • Alone • Constructivist
• Cooperative
• Multisensory • Thinking • Authentic • Paired Learning
• Stimulating z Style Assessment • Small Group • Responsive to
• Complex (TAPS) the Learning
• Challenging Style of the
• Questioning Learners
• Developmentall
y Appropriate
• Culturally
Relevant and
Responsive
G. TECHNOLOGY INTEGRATION IN THE CURRICULUM

Technology offers multiple opportunities to

improve teaching and learning and in the total
education system.
Technology
z
Integration is breaking the
geographical barriers in education. It is
creating a new space for meaningful learning.
H. OUTCOMES-BASED EDUCATION

Outcomes-based education (OBE( is one of the

dominant curriculum innovations in higher
education today. OBE is defined as a curriculum
design
z that ensures coherent, logical and
systematic alignment between and mong the
different levels of outcomes.
Institutional Program Course
Level Level Level

• Philosophy • Program Goals • Course

• Vission z • Program Objectives
• Mission Competencies • Instructional
• Arms Objectives

DIFFERENT LEVELS AND TYPES OF OUTCOMES

According to Spady (1994), there are two
common approaches to an OBE
curriculum, namely;
1. Traditional/Transitional Approach
z

2. Transportational Approach
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
z
meet their special needs and respond to their
specific interests. It is like a care package that will
empower the learners in their transition form home
to school,or form post-elementary or post-
secondary to the world of work.
In the Philippines, Quijano (2007)
presented the Philippines Model of
Transition that focuses on enabling every
z

learner for community involvement and

employment.
THREE CURRICULUM DOMAINS OF
TRANSITION CURRICULUM

1. Daily Ling Skills

z
2. Personal and Social Skills , and

3. Occupational Guidance and

preparation
z
QUIZ TIME
z
z
z