Curriculum and Instruction

The Teacher and The School Curriculum

Curriculum

• Refers to the planned and structured educational experiences and learning objectives designed to facilitate student development and knowledge acquisition.

• Includes courses, content, instructional methods, and assessments.

Concepts of Curriculum

1. A curriculum is dynamic and continuously evolving.

2. It serves as a blueprint for teaching and learning.

3. It aligns with national education goals and standards.

Principles of Curriculum Development

1. RELEVANCE - the curriculum must address learners’ needs and societal demands.

2. CONTINUITY - learning experiences must build upon prior knowledge.

3. INTEGRATION - subjects should interconnect for holistic learning.

4. FLEXIBILITY - the curriculum should adapt to changes in society and technology.

5. ACCESSIBILITY - education must be inclusive for all learners.

Importance of Curriculum in the Philippines

1. Ensures alignment with the K-12 educational framework.

2. Promotes national development by fostering critical thinking and competencies.

3. Upholds cultural heritage while integrating global educational standards.

4. Guides teachers in lesson planning and instructions.

Curriculum Timeline

8 Programs for Students Retention and Prevent Dropout Rates on Basic Education

1. Pantawid Pamilyang Pilipino Program (4Ps)

• Definition: A government program providing conditional cash grants to the poorest of the poor Filipino households to improve their health, nutrition, and education.

• Classroom Scenario: Teachers may notice an increase in attendance as students who are beneficiaries of this program are required to maintain a certain level of school attendance.

2. Education Service Contracting (ESC)

• Definition: A program under the Government Assistance to Students and Teachers in Private Education (GASTPE), providing subsidies for students in private high schools to help decongest public schools.

• Classroom Scenario: Private schools might have more diverse socio-economic backgrounds, with ESC students attending alongside full-fee-paying students.

3. Alternative Learning System (ALS)

• Definition: A parallel learning system that provides a practical option to the existing formal instruction. It encompasses both the non-formal and informal sources of knowledge and skills.

• Classroom Scenario: Non-traditional settings, such as community centers or even outdoor settings, where students of various ages engage in learning modules tailored to their educational needs.

4. Open High School Program (OHSP)

• Definition: A distance learning program for high school students who are unable to attend regular classes due to physical impairment, work, or family responsibilities.

• Classroom Scenario: Students may interact with teachers through correspondence, online platforms, or occasional face-to-face sessions, focusing on self-paced learning.

5. Tulong Dunong Program

• Definition: A program providing financial assistance to qualified high school graduates, college undergraduates, and students who have stopped studying and desire to pursue college education.

• Classroom Scenario: In a college setting, beneficiaries of this program may actively participate in classes and extracurricular activities, having secured financial aid to continue their education.

6. School-Based Feeding Program

• Definition: A program initiated by the Department of Education to address undernutrition and short-term hunger among students, thus improving classroom attendance and performance.

• Classroom Scenario: Schools may have a feeding area or a scheduled time for the feeding program, where students receive nutritious meals.

7. Special Education (SPED) Program

• Definition: A program catering to the needs of learners with exceptionalities, such as those who are intellectually gifted, with learning disabilities, or with physical impairments.

• Classroom Scenario: Customized learning setups, often with specialized equipment and materials, to cater to the varied learning needs of SPED students.

8. Senior High School Voucher Program

• Definition: A voucher system that provides financial assistance to senior high school students to help them afford tuition in private schools, state universities and colleges, or local universities and colleges offering the K to 12 program.

• Classroom Scenario: Classrooms in participating schools may have students who are voucher recipients, contributing to a mix of students from different economic backgrounds.

Local and National Curricular Innovations

1. 2002 Basic Education Curriculum (BEC)

2. Third Elementary Education Program (TEEP)

3. Secondary Education Improvement and Development Program (SEDIP)

4. K-12 Basic Education Curriculum

Curriculum Timeline

1. Pre-20th Century: Traditional Education

• Curriculum: Basic literacy, numeracy, religious instruction.

• Classroom Scenario: Teacher-centered approach; students learning through memorization and recitation in basic, often one-room schoolhouses.

2. Early 20th Century: American Influence

• Curriculum: Introduction of American-style public schooling, secular and standardized curriculum.

• Classroom Scenario: More structured classrooms, introduction of different subjects, and a broader curriculum. Emphasis on English language learning.

3. Post-World War II Era: Rehabilitation And Expansion

• Curriculum: Reconstruction of the educational system with a focus on science and technology.

• Classroom Scenario: Rebuilding of schools and introduction of more practical subjects like science and mathematics. Teachers encouraged interactive learning to rebuild a war-torn nation.

4. Late 20th Century: Bilingual Education Policy (1974)

• Curriculum: Teaching in both English and Filipino languages.

• Classroom Scenario: Teachers alternating between English and Filipino, depending on the subject. Increased focus on language proficiency.

5. 1980s-1990s: New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC)

• Curriculum: Emphasis on critical thinking, problem-solving, and values education.

• Classroom Scenario: Teachers facilitating group activities, discussions, and projects to develop critical thinking and values among students.

6. Early 21st Century: 2002 Basic Education Curriculum (BEC)

• Curriculum: Focus on five key learning areas with interactive and integrative teaching methods.

• Classroom Scenario: More collaborative and student-centered learning approaches, with teachers using various methods like role-playing and technology integration.

7. 2013: K to 12 Basic Education Program

• Curriculum: Addition of two years to high school, introduction of different tracks.

• Classroom Scenario: Senior high schools with specialized tracks, allowing students to choose areas like academics, tech-voc, sports, or arts. Teachers guide students in more specialized subjects.

8. Recent Years: 21st Century Skills and Digital Literacy

• Curriculum: Emphasis on skills like critical thinking, creativity, and digital literacy.

• Classroom Scenario: Increased use of technology in classrooms, online learning platforms, and a focus on developing digital skills. Teachers adapting to blended learning models and facilitating online interactions.

Instructional Leadership

1.) Curriculum Development and Implementation

• Definition: This type of instructional leadership focuses on designing, implementing, and assessing curriculum to ensure alignment with educational standards and student needs.

• Scenario Example: An administrator works closely with teachers to develop a new science curriculum that integrates hands-on experiments and real-world applications. They provide resources, professional development, and ongoing support to ensure teachers effectively implement the curriculum in their classrooms.

2.) Teacher Professional Development

• Definition: This type of instructional leadership involves providing opportunities for teachers to enhance their knowledge, skills, and instructional strategies.

• Scenario Example: An administrator organizes regular professional development workshops focused on incorporating technology into instruction. They also encourage teachers to attend conferences and seminars to learn about the latest research-based teaching methods. Additionally, they facilitate peer observation and feedback sessions to promote collaboration and continuous improvement among teachers.

3.) Data-Driven Instruction

• Definition: This type of instructional leadership emphasizes the use of student data to inform instructional decisions and improve student outcomes.

• Scenario Example: An administrator leads regular data analysis meetings where teachers examine assessment results and identify areas for improvement. They support teachers in using data to differentiate instruction, set learning goals, and track student progress. Additionally, they encourage teachers to use formative assessments to monitor student understanding and adjust their teaching accordingly.

SCHOOL-BASED MANAGEMENT (SBM)

• Department of Education (DepEd) Philippines decentralized approach to educational governance that aims to empower schools and communities in decision-making process.

• SBM entrusts schools with greater autonomy and responsibility in managing their own affairs, including budgeting, curriculum development, and personnel matters.

Overview of SBM in DepEd Philippines

1.) Empowerment of School Heads and Stakeholders

• SBM in DepEd Philippines emphasizes the role of school heads (principals) as instructional leaders and managers. They are given more authority to make decisions related to resource allocation, curriculum adaptation, and school improvement initiatives.

• School Governing Councils (SGCs) are established in each school to facilitate collaboration between school administrators, teachers, parents, and community members. SGCs play a key role in participatory decision-making and ensuring accountability.

2.) Devolution of Administrative and Financial Authority

• Under SBM, schools are granted greater flexibility in managing their finances and resources. They have the autonomy to allocate funds based on their priorities and needs, which allows for more targeted and responsive resource utilization.

• School Improvement Plans (SIPs) are developed by schools in consultation with stakeholders to identify goals, strategies, and activities for enhancing school performance. SIPs guide the allocation of resources and serve as a roadmap for continuous improvement.

3.) Enhancement of Accountability and Transparency

• SBM promotes transparency and accountability in school management by requiring schools to regularly report on their financial expenditures, academic performance, and progress toward achieving targets outlined in their SIPs.

• Monitoring and evaluation mechanisms are established to assess the effectiveness of SBM implementation and identify areas for improvement. DepEd provides support and guidance to schools through monitoring visits, capacity-building initiatives, and knowledge-sharing platforms.

4.) Promotion of Local Context and Diversity

• SBM recognizes the diverse needs and contexts of schools across the Philippines. It encourages schools to adapt curriculum, pedagogy, and policies to suit the local context and cater to the specific needs of students and communities.

• Flexibility in decision-making allows schools to innovate and implement initiatives that are responsive to their unique challenges and opportunities.

THE SCHOOL IMPROVEMENT PLAN (SIP)

• Department of Education (DepEd) Philippines; a strategic document that outlines a school's goals, objectives, strategies, and action plans for improving its overall performance and addressing specific challenges.

• The SIP is developed collaboratively by school administrators, teachers, parents, students, and other stakeholders, and it serves as a roadmap for guiding the school's development and growth.

BRIGADA ESKWELA

• A program of the Department of Education (DepEd) in the Philippines aimed at mobilizing communities, parents, teachers, and other stakeholders to prepare public schools for the opening of classes.

• The program encourages voluntary participation in the cleaning, repair, and maintenance of school facilities to ensure that they are safe and conducive to learning when students return for the new academic year.

Curriculum Models

SUBJECT-CENTERED MODELS

• Definition: Subject-centered models organize the curriculum around specific subjects or disciplines with a focus on subject-content.

• Scenario: In a high school, the curriculum is structured into separate courses for Mathematics, Science, English, and History. Each course follows a predefined set of standards and content.

STUDENT-CENTERED MODELS

• Definition: Student-centered models prioritize the individual needs, interests, learning styles of students. These models emphasize active participation and self-directed learning.

• Scenario: In an elementary school, teachers implement project-based learning (PBL), allowing students to choose topics of interest and work collaboratively on projects. Students take ownership of their learning by selecting research topics and presenting their findings.

SPIRAL CURRICULUM MODELS

• Definition: Spiral curriculum models revisit and build upon key concepts and skills over time. Content introduced at a basic level and then revisited at increasing levels of complexity.

• Scenario: In a Science curriculum, students first learn about the solar system in elementary school. They revisit the topic in middle school with a deeper understanding of planetary orbits and gravity. In high school, they explore advanced concepts related to astronomy and astrophysics.

CORE CURRICULUM MODELS

• Definition: Core curriculum models specify a set of essential knowledge and skills that all students should acquire. These models provide a common framework for instruction.

• Scenario: A state education department adopted Common Core State Standards (CCSS) for English language arts. Teachers across the state align their English curriculum to these standards to ensure uniform expectations for students.

INTEGRATED CURRICULUM MODELS

• Definition: Integrated curriculum models combine multiple subjects of disciplines to explore connections and provide a holistic understanding of complex topics or themes.

• Scenario: In middle school, a unit on “Sustainability” integrates Science, Mathematics, Social Studies, and Language Arts. Students study environmental issues, calculate ecological footprints, research policy decisions, and write persuasive essays.

PROCESS-ORIENTED MODELS

• Definition: Process-oriented models focus on the development of skills, critical thinking, and problem-solving abilities. They prioritize how students learn rather than what they learn.

• Scenario: In Science class, students engage in inquiry-based learning. They pose research questions, design experiments, collect data, and analyze results, emphasizing the scientific process.

OUTCOME-BASED MODELS

• Definition: Outcome-based models specify the learning outcomes or competencies that students are expected to achieve. Assessment is aligned with these predetermined outcomes.

• Scenario: A vocational training program for electricians outlines specific competencies, such as writing circuits, diagnosing faults, and adhering to safety regulations. Students must demonstrate these competencies to earn certification.

HUMANISTIC MODELS

• Definition: Humanistic models emphasize personalized learning, autonomy, and the development of the whole individual. They prioritize students’ interests and self-discovery.

• Scenario: In a Montessori preschool, children choose activities from a prepared environment that align with their interests and developmental levels. They learn at their own pace, fostering independence and a love of learning.

Differentiated Instruction Strategies to Meet Diverse Learning Needs

DIFFERENTIATED INSTRUCTION (DI)

• A teaching approach that tailors instruction to meet the individual needs of students. Teachers differentiate content, process, product, and learning environment based on students' readiness, interests, and learning profiles.

Key Principles of Differentiated Instruction

1. READINESS - a student's current level of knowledge and skill.

2. INTERESTS - topics or activities that engage students.

3. LEARNING PROFILE - the way a student learns best (visual, auditory, kinesthetic, etc.).

Types of Differentiation

1. CONTENT - what the student learns (e.g., varied texts or resources).

2. PROCESS - how the student learns (e.g., group work, graphic organizers).

3. PRODUCT - how the student shows what they learned (e.g., poster, essay, presentation).

4. LEARNING ENVIRONMENT - the physical or emotional atmosphere of the class.