144 Chapter Curricul um Development. nd Enhancement The Teacher and The School Curriculum Reforms 2! eet Gearing Up for the Future: Curriculum Reforms WENN TNS This module brings you to some curricular developments refoms and enhancement. As the Philippine education braces 1iselt with the ASEAN and the rest of the world, there is a need to embark op enhancement and reforms in the curriculum. As a curriculum knower, designer, implementer, and evaluator, substantial knowledge of some of these reforms is necessary. CEIRESIRED Reforms for Basic Education Curriculum See ROM > Gain comprehensive understanding of the K to 12 Basic Education Curriculum reform COD Curriculum designers need to enhance the curriculum and propost curricular innovations to respond to the changing educational landscape in the country as well as in other parts of the globe. It is most necessary that as a future curricularist and a teacher, you’ should be familiar with what is happening and will happen in our curri i tite fe being READY and RIPGR Raye eTieutum. There is n° Scanned with CamScannerModule 6 — Lessor In this module, you wi N 6.1 ~ Reforms for Basic Education Curriculum cular reforms initisteq + have a eo A 2 in =. Comprehi al of teaching and lear, a Philip ensive knowledge on ining. LeviPPines and abroad to improve the . “Sts study them one by one: Curriculum designers 5 need nd propose curricular innovations a . i hance the recommended curriculum jn education regionally ang i Tespond to the changing landscape reforms ithe Philippines and he ee You aware of some curricular Republic Act 105 untries? gawation Act of 20 oe otherwise known as the Enhanced Basic Faucation signed into law by latest educational reform in Philippine js, 2013. It is an act eae President Benigno Aquino III last May fy strengthening its curricuhe, the Philippine Basic Education system Ye edweation’e riculum and increasing the number of years for bes anged Bene briating funds therefore and for other purposes. ‘The Enl nae ‘asic Education Act of 2013 popularly known as K to 12 includes one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education. This six-year secondary education includes four (4) years of junior high school and. two'(2) years of senior high school. With K to 12, the existing 10: years of basic education is increased to 12 years with Kindergarten education as a prerequisite to entry in Grade 1. Why K to 12? K to 12 makes the Philippine education system at par with the international standard of 12-year basic education thereby contributing to a better educated society capable of pursuing productive employment, entrepreneurship, ‘or higher education studies. After going through kindergarten, elementary, junior high,and a specialized senior high school program, every K to 12 graduate is ready to go into different paths — higher education, middle level skills development, employment, or entrepreneurship. The K to 12 graduates are also expected to be equipped with 21* century skills like information, media and technology Akills- learning and innovation skills, effective communication skills, and life and career skills. ‘ in 2012, many Filipinos were 12 was launched in 2012, many Filipi pene n ecaine Of the addition of two (2) more years in secondary Schooling, Sorae said, the additional two years ae added burden for the ea at ino family. Others said, the K to 12 program is doomed to fail spice i “ ’; not address the basic problems in education like lack Ofcinsno it doe’ dirs, books, teachers, quality teaching and many more. A asso oD a x the Department of Sooper pushed for the K to 12 st . implesncatation, What could be the reasons! ‘ oe these existing realities in Philippine education that eases consider these, P17 plementation: ‘ rama thei bast £ basic competencies is insufficient due to congested 1. Mastery 0! curriculum , Scanned with CamScanner Gearing Up for the Future: Curriculum Reforms 145v: \ 146 THE TEACHER AND THE SCHOOL CURRICULUM 7 t test onal achievement test 1c na Science. In 2005;2998 cs Students acquired maste of ity (59.09%) of the hi jevel. The achiever, The table below presents the 1 of 4" year students in Mathematics *,., Mathematics results, only 15% - ile majorit the Mathematies competencies while MINT oy school students belonged to the 10 8, ing since only sg results in Science were even more discoymme res NY the 4 year high school students in 2005-2000 MAT cage it the processes and skills. Majority belonged t© : el. i and a few were in the near mastery le Comparative Achievement Leh a Compra heen Le ng, Mathemats 4 Achievement Aesveeat | — ra let | s¥ w Lave * i ‘ 2005-206 2004-2005 = 2005-2006, eens Mastery 2», 168, 371 16.41% | 149,922 | 15.21% ‘Mastery 11,921 aoe 479° | 29% New Masry | 321,305°] sisi | 253,396 | 25.71% | nearmasery | 246,207 | 2399% | 196,938] tony, Lewmatey | 536.49 | 20% | ss2036| soon | Low masey | ro1967 |. r420% | 755,207 | may TOES | 000% | 948,754 )-10001% | tora. | raneuns.| 00% | 985,754 |: amie National Achievement Test - Fourth Year (SY 2004-2006) Source: www.deped.gov.ph i F ting in the Advan tics fceo7y in 2008 TIMMS, te county's rnking id sense a it ranked the lowest (10) among ten Patticipating cour prove, One of the factors that contibute to we Go pean achievement tests is the Congested basi : : : ic ; W other countries teach in twelve (12) yeary i 2 Pine, cuiculum. What ten (10) years. The ten (10) years wreag Be pbbines teach only 8 competencies. Adding two years would make possib| ie to masta of the curriculum for comprehensive acquisition ee, the decongestic and the 21* century skills, n of basic competencies 2. The Philippines isthe only remain ~ year basic education program, "8 COUntry in Asia with a 10 Scanned with CamScannerMod 1 ‘ 8~ Gearing Up for the Future: Curriculum Reforms 147 The Philippines is 86on 6.1 ~ Reforms for Base Education Curculum basic education propean -oUY Country in Asi m. in Asia that has a ten-year program also puts milling 0 Short duration of the basic education the professionals, ang tho Overseas Filipino workers, especially With K to ilipi competitive ¢ ee wa ae professionals would have the same / te i pave through 12 years of bavic « ane other countries having gone A Pane es, the Tecommendation to improve and to lengthen pst ana lucation in the Philippines has been given since |" ’ a sane of the Most well studied reforms, recommendations of either adding or restoring 7" grade or adding an extra year to basic education have been put forward, (See Table 5). Table 5 - Researches on Philippine Basic Education Curriculum and their Recommendations Year ‘Source Recommendation Ting of gras den aio, cone, ard Way 125, | Moriroe, Survey because secondary education did not prepare students for life to0 | ENESCO SON esraten of Gein nay ean 1950 | Swanson Survey 41953 | Education Act Revising the Primary school system by adding one year (Grade Vil). 1960 | Swanson Survey Restoring grade 7 in Primary education Extending secondary education by bne year to better prepare students 1970 | posPE’ who have no plans to take up university education Retaining the 10-year basic education phase while insttullonalizing 1991 | EDCOM Report career counseling in primary and secondary schools in preparation for higher education vt rit ‘student leaming through curricular reforms, the provision of vos | Ramee | ct a Sean ne Puy ant v 2000 | PCER degree programs ring he edcavinal oe by edi wo yours I forma sie i 18 | Lengthening th aang | Pitsine SFAZ0TS | Lorton (oe eat ray nd high sce | ecucaton one eseh or Primary and igh sebee | [Nato cn wana perversity edicaton 0 a tal of 12 years, benching 2008 | Presidential Task fre content ofthe eleventh and twelh years with international Force on Education programs Scanned with CamScanneryLuM ing the adVOCACY Dey ised dU can do jin, | 4 question ese 00 studenls (12) ye M te One frequently rae was this gies, 40 iP a n years oth, syrricul on COU! er i for the K to 12 Currie! in forcign Or ent throug Sig (s ork abi nec a ee number of our 4 1 studies as We ' education excel ie cee aa ae international stander why al to JE a tong ain to be the standard rie asi education tl art geeptional Filipino students ng wl ny to all including briliant a P eran “cag scholars With Mastepy | graduates. Filipino a ts In fact, there are cases where ow 1 Master's subjects before degress wo have fo el in tional Me Wy the addon allowed to pursue their doctorate degrees ‘hort, ten-Year basic education Master’s subjects? The reason given iS M6 °° 45 no choice but tp inthe Philippines. in ober words the PTOF ist place, tisha ly with the twelve-year basic eR oi been a consistent recommendation of past surveys done ippine, educational system. cuRRIC! 4148 THE TEACHER AND THE SCHOOL Sho wert si as in their Place ability of Filipino high school graduates ore K He iy Caen prepares the students for the world of work, middle level skills development, entrepreneurship and college education. As early as Grade 7 and Grade 8, the student is made to explore at least 8 subjects in the four. (4) areas of Technology and Livelihood Education (TLE) namely: Home Economics, ICT, Industrial Arts and Agriculture and Fishery Arts, In Grade 10 and Grade 12, the student is supposed to have obtained a National Certificate (NC) Level 1 and NC Level I from TESDA. NCI and NC II’ make a Grade 12 graduate employable. The short duration of basic education in th Philippi: ; to 15 year old graduates who are n ee : ot legally employable. With the implementation of the K to 12, the ey ole. Wit old who is legally employable” **“U8tS Of Senior high is 18 years Let’s pause and answer Some questions, Let’s try these: Activity 1 Ae the existing realities enough jusig of K to 12? Why and why “ya cation for the ‘impl tion. Your thoughts with yoursno, Write plementy ‘assmates, Wers below and share Scanned with CamScannerModule 6 ~ Gearing Up for the Future: Curiculum Reforms 149 Now th: Lesson 6.1 - Reforms for Basic Education Curriculum: . fat you hay, 4 e : let us continue studying Shared your thoughts with your classmates, the K to 12 Program. the K to 12 Curriculum Section 5 of th . ihe following cores, Basic Education Act of 2013, stipulates . andar a adbered to in crafting the K to 1 ene curriculum developers (a) The curriculum shall b, inclusi e learner developmentally appropriates nr emer elusive ane (b) The curriculum shall be re ; ‘ baked: evant, responsive and research (©) The curriculum shall be culture-sensitive; (@)_ The curriculum shall be contextualized and global; (c) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; (Q), The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from. where the leamers are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available; The curriculum shall use the spiral’ progression approach to ensure mastery of knowledge and skills after each level; and (g) ‘The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production “and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units. @) Core Curriculum are the Teaming areas comprising the core curriculum. The Bel aad epEd Memo 13 s 2013, description is based on De The Senior High School Curriculum cks in Senior High School. These are Academic .d Design Track. The academic ick, Sports and Arts an ae Trehne wath ds namely 1) Science, Technology, Engineering a ‘iad (STEM) 9) Humanities and Social Sciences’ (HUMSS), 3) There are four. tra‘ Scanned with CamScannerLUM THE TEACHER AND THE SCHOOL CURRICU! ™ (ABM) and 4) General Academie ment ( tudent chooses which tracy he/she must also cho, Accounting, Business and Manage Ga Strand (GAS). This means that at Grade a : to pursue and if he/she chooses the aca to college after Grade 12, they which strand. If a student intends to go lege program which he/she he/she must take the academic track. The col take - STEM, HUMsg 0 wants to enroll in determines which strand a nurse Tech Voc conn ABM. If a Senior High School student wants aca (TESDA), het te in Technical Education Skills Development Autho Arts and Design y. takes the TechVoc track. He/She who is interested in il be for any ¢ Will Pursue the Arts and Design track. The Sports track wil ‘Ports, minded Senior High School student. a . The Senior igh School Curriculum has a we of ae subjects. The thirty-one subjects are grouped into fifteen. -(15) ‘core Subjects, seven (7) contextualized/applied subjects and nine (6) Specialization ‘subjects, Figure 3 - Tracks in Senior High Schoo! Academic Grade 11 pee TechVoe EE as Grade 12 a as Sports Arts and Design Scanned with CamScannerFuture: Curriculum Reforms 151 yr : Module 6 - Gearit ; lule 6 - Gearing Up for the Future cation curicull™ Lesson 6.1 — Reforms for t "Figure 4 - Academic Track - 4 Strands Scanned with CamScanner} 152 THE TEACHER AND THE SCHOOL CURRICULUM ken by all stud, be taker ents The following are the core subjects |! subjects for different tray: Tegardless of track. There are also com track: and the highly specialized courses for Core subjects Oral Communication Reading & Writing Komunikasyon at Pananaliksik sa Wikang Filiping at Kulturang Filipino Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik — 21* Century Literature from the Philippines and the Worlq Language Contemporary Philippine Arts from the Regions | Communica- | Media & Information Literacy : tion : Mathematics | General Mathematics Statistics & Probability Science Earth and Life Sciences Lecture and Laboratory Physical Sciences Lecture and Laboratory Social Science | Personal Development / Pansatiling Kaunlaran Philosophy ro rie of the Human Person / Pambungad sa PE and Health — Scanned with CamScannerrile 8 ~ Gearing Up for ne Future: Curicuum Reorms 153 | Below are the 7 cont -8850n 6.1 — Reforms for Basic Education Curriculum I F extuali gabjeets PPIY to all tracks ang witli2ed subjects. The contextualized Sintext of the track, For ey stands but the subjects are taught in the wrposes for the TechVoo traci 7 erslish for Academic and Professional | and reporting techvoc-relateq Will center on techvoc terms, describing English subject will focus om rocedures while for the Sports track, the f presentation and defense of ihe Janguage for sports. Research may be SISTEM but may be a culsagseaPet in management for ABM track or pesign track and end-of-th inating activity or exhibit for the Arts and - term exhibits for the Arts and Design track. Academic Track Tech-voc, Sports, Arts and Design Tracks English for Academic and professional Purposes English for the Professions Introduction to Research Methods - Quantitative ‘ Research Skills 1 Introduction to Research Methods — Qualitative Research Skills.2 Filipino course Mga Diskurso sa Trabaho ICT for Learners ICT applications Entrepreneurship Entrepreneurship Research Project Research Project / Culminating Activity Other Descriptive Titles for th for All the Tracks ' English for Academi Research in Daily Life i Research in Daily Life Pagsulat sa ee sa Entrepreneurship Empowerment ‘Technolo: ay rene a Project / Culminating A ~ e 7 Contextualized/Applied Subjects j¢ and Professional Purposes Piling Larangan gies (E-Tech): ICT for Professional ctivity Scanned with CamScanne! ir154 mM THE TEACHER AND THE SCHOOL CURRICULU! emic Track, ABM Specialization Subjects, Acad . Applied Economics i ibility a al Responsi . Business Ethics and Soci romps and MODAGeMEn | iness and Management ] . Fundamentals of Accountancy, Business 2 ; . Fundamentals of Accountancy, 2, 3 4 5. Business Math 6. Business Finance 7. Organization and Management 8. Principles of Marketing hk “9. Work litimersion/Research/Career Advocacy/Culminating Specialization, Academic Track, STEM 1. Pre-Calculus 2. Basic Calculus 3. General Biology 1 4. General Biology 2 5. General Physics 1 6. General Physics 2 7. General Chemistry’ 8. General Chemistry 2 9. Work Immersion/Research/Career Advocacy/Culminating Activity Specialization, Academic Track, HUMSS 1. Creative Writing 2. Creative Non-Fiction: The Literacy Essay 3. World Religions and Belief Systems 4. Trends, Networks and Critical thine). < : 5. Philippine Politics and Gnatt fine 21s Ceatiy 6. Community Engagement, Social e Participati ses 2 7. Disciplines and Ideas in the Social Devoe and Citizenship : Scien 8. Disciplines and Ideas in the ‘Applied go; a 9. Work Tinmersion/Reseaich/Careor A oe vocaey/Culminatine ActivitY Scanned with CamScannerModule 6c. 1g Geatng Up forthe Future: Curcuum Reforms 455 cialization, Ac: i i eiint oe asp ws 4 » Academic Track, General Academic |, Humanities 1* ; 2, Humanities 2* 3, Social Science 1** 4, Applied Economics 5, Organization and Management 6, Disaster Readiness and Risk Reduction 7, Elective 1 (from any track/strand) 8. Elective 2 (from any track/strand) : : 9. Work Immersion/Research/Career Advocacy/Culminating Activity Specialization, Sports Safety and First Aid Human Movement Fundamentals of Coaching Sports Officiating and Activity Management Fitness, Sports and Recreation Leadership Psychosocial Aspects of Sports and Exercise Fitness Testing and:Exercise Programming Practicum (in-campus) x Work Immersion/Research/Career Advocacy/Culminating Activity year YEN Specialization, Arts and Design Introduction to Applied Arts and Design Production Introduction to Performing Arts Understanding Elements and Principles of the Different Arts in Various Arts Fields ino Identity in the Arts 1: 2 3. 4... Work Environment i 5. Developing Fili 6 ip and Management in Different Arts Fields, 1 Leadershij ; ale ceship and Exploration of Different Arts Fields 28 apprenicthi rng Mrs Danes Thao) nticeship and Exploration of Different Arts Design 9. Apprentices gia Arts, Visual Arts and Literary Arts) Production Scanned with CamScanner156 ‘THE TEACHER AND THE SCHOOL CU! jaricuLuM iam ivity I: a Surye’ to 12 curriculum fro, se niippines Fac mplemented the mong teachers hiandlin Kindergarten to Grade 12! Conduct a SUE 4 what they do not like those grade levels. Ask them what they 11" s on how to improve the about the curriculum, Ask their suggestion curriculum implementation. Ad Its. Report to the class and submit written resi Activity 2 ‘What do I know? What can I tell? a ae SR If you interviewed te: t achers, pare what ten ideas or concepts ce ea Students about K to 12, Scanned with CamScanner| fern : Reforms. 157 Module 6 ~ Gearing Up for the Future: Curriculum Lesson 6.1 Reforms for Basic Education Curriculum Reflect on the statement below and comment: “The K to 12 is pound to fail because it is implemented hurriedly without thorough planning. VE SW Siete Ag gh Seba ta ee ee ie ey Sees pA Bere nae ON de ee Scanned with CamScanner158 ‘THE TEACHER AND THE ©" - Teacher Educatio, forms I! (EE Curricular FO ¢ the fundamenta, iene (OBE) boca ately. All curricula ‘ E) be! tion ai Outcome-based education ( phitippin hored on the concen, i tion in hilosophy of higher education ID 6 be a a ¢ facluding ‘that of teacher education will as mctional planning, tea chin of OBE in terms of course Je will explain the significant designing, i i is modu! Gnd assessing students learning. This r reform in teacher education jn the Philippines: e tio Ney Outcome-Based Educa QEIEETED Preparation Curriculum Guyane kone > Define what is outcome-based education as this apply to teacher education Analyze the four principles in outcome-based education i for Teacher Describe how teaching and leaming relate to OBE Explain how the achieved learning outcomes will be assessed vvwvv Summarize the prospective teacher’s roles and responsibilities in the implementation of the Outcome-Based Education Why do we hear a lot of educators talki 7 ti Outcomes-Based Education. about? ‘Should about OBE? What preparation be influenced by this? Why? How wit mnicuum for teacher Century teachers? W will OBE address the 21st Qa In recent, years, there has be een 2 based education for several reasong myer ‘asin . SONS, These inne attention on outcomes and accountability which a 4 inclu educational reasons, Fe driven py side Fetum of investments Y Poli Political, economic an Scanned with CamScannerModule 7 - Curricular Reform in Teacher Education 4 59 }a8ed Education for Teacher Preparation Curriculum ion (OBE) OBE in the early years was W. Lesson 7.1 _ 0, pefinition of Outcomes-Baseq Ny Among the many advocates of ol ady (1994). He defined OBE werything in the educational yeu Marly focusing and organizing qudents 10 do successfull: System around the essential for all the siderith 2 cleat picture 2 tle ond of their learning experiences. It san yen organizing the ¢ Of what is important for students to be able to oe that learning happens. thems instruction and assessment to make Se education eae iis definition clearly points to the desired re TelBe, under ae the leaming outcomes. This are made up oie to make them nesants Skills and attitudes that students should ts individuals in the community aul potential and lead fulfilling lives ee a any fits, answers to the following questions 1, What do we want these students to learn? 2. Why do we want students to leam these things? 3. How can we best help students to learn these things? 4, How, will you know when the students have learned? Spady premised that in Outcomes-Based Education; %° alll students can leam and succeed, but not at the same time or in the same way; 4 successful learning promotes even more successful learning and “schools and teachers control the conditions that will determine if the students are successful in school learning. Four Essential Principles in OBE In order to comply with the, three premises, four essential principles should be followed in either planning instruction, teaching and assessing learning. Principle 1: Clarity of Focus : nl what teachers want students to learn is ee cee Jncple in OBE. Teachers should bear in ming, the primary Pee oF teaching i learning. To achieve this, coms should havea clear piture in mind of teachers and Smaeryg, values must be achieved at end of the what knowledge, cose. Tis is like looking straight ahead che ds ing Backwar igning © sje is related 10 the first. At the beginning of he learning outcome has to be clearly at the end of formal schooling is Principle 2: Desi . This principle jculum design ¢ a curr hat to achieve Scanned with CamScannerfm THE TEACHER AND THE SCHOOL CURRICULU! jons are always traced ba, . cisions a Se Senpl . . ning. De inning, implemeng, determin se ans a ihe utc tse et TM Fol teaching) a — Principle 3: High Expectations oo. ‘ing stan blishing high expectation, challenging standarg, ablishing hig! better, Th students to learn . Thig 7 vill encourage SUCE" corning, prom, of performance will encourage Str » Promotes : remise thal SUCCESS HY eatin 19 a Teed orl earning as ment one which says te Ts is parallel to Thomndike's law © uilds confidence success reinforces learning, motivates, : encourages leamers to do better. Principle 4: Expanded Opportunities In OBE all students are expected to oe ses eo expanded opportunites should be provided. AS advocates of multiple intelligences say, “every child has Lichen’ des a herself, hence is capable of doing the bes.” Leamers develoy inborn potentials if corresponding opportunities and support are given to nurture. Teaching-Learning in OBE Teaching is teaching if learners learn. Learning is measured by its outcome. Whatever approach to teaching is used, the intent should focus on learning rather than on teaching. Subjects do not exist in isolation, but links between them should be made. It is important that students leam how to learn, hence a teacher should be innovative. How then should teaching-learning be done in OBE? Here are some tips: * Teachers must prepare students adequately. This can be done if the teachers know what they want the students to learn and what learning outcomes to achieve, Prerequisite knowledge is important, thus a review is necessary at the start of a lesson. Teachers must create a Positive learning envi " d feel, that regardless of # environment. Studen! individual uni is always there to help. Teach el uniqueness, the teacher Teachers must help their students t f 0 a learn, why they should learn it Ghat use a hat oF mui the future) and how will they know they they ha : jeans lave learned. Teachers must use-a varie : f teachi appropriate strategy shoul ‘3 {ching methods, The most leaming outcome teachers wan ents into account th consider are the contents, the chat Udents to achieve. Also ! is rag isti if OBE is lemerceme thing eg Student T-centered, sonmarn Of the teacher. Ev! methods of teaching will be ai More direct, time-test riate, 4 Scanned with CamScannerLesson 7,4_ Teachers must i Provide the new knowledge Ban this, they can explore with nev, their thinking. Application of | mere accumulation of these Teacher must ‘soaire arene Students to bring each learning to a personal make them aware of what they learned. Module 7 — i ion 161 Oui Curricular Reform in Teacher Education 4 ‘Sme-Based Education for Teacher Preparation Curriculum with enough ‘opportunities to use / that they gain. When students do / learning, correct errors and adjust : learning is encouraged rather than Here are additional key show the shifts from a tone in teaching-learning in OBE which ional to an OBE view. From Traditional View To OBE View ed Instruction Leaming Inputs and Resources Learning Outcomes Knowledge is transferred teooher ferred by the | Knowledge already-exists in the minds of the learners Teachers are designers of Teacher dispenses knowledge serene Teachers and students are | Teacher and students work in independent and in isolation teams Assessment of Learning Outcomes in OBE ‘Assessment in OBE should also be guided by the four principles of OBE which are clarity of focus, designing backwards, high expectations and expanded opportunity. It should contribute to the objective of improving students’ learning. Since in OBE, there is a need first to establish a clear vision of what the students are expected to learn (desived learning outcome), then assessment becomes an embedded part of the system. , ‘To be useful in OBE system, dssessment should be guided by the following principles: ‘ jure: should be valid. Procedure and tools 1. Assessment proced! be wal assess what one intends to test. a shonld aetna ere should be reliable. The results should be consistent. ir, Cultural b: re should be fair. Cultural background and 3. Assessment procedure Trace assessment procedure. «ote Ses should feflect the knowledge and skis that are Asses udents. 2 important © the stall both the teachers and students how Assess! students are progressing: Scanned with CamScanner162 M THE TEACHER AND THE SCHOOL CURRICULU! . ’ tunity to | nt’s Oppo! lean 1. Assessment should support every studel things that are impotent : individuality or uniqueness to py 2. Assessment should allov demonstrated. ive 3. Assessment should be comprehens! learning outcomes. 19 cover a wide range of Learner’s Responsibility for Learning _- own learning and progres In OBE, students are responsible for their ia learner himself/hersei¢ Nobody can learn for the learner. It is only the | is a personal matte who can drive himselfhersef to lear, thus leaming © TNT Ter Teachers can only facilitate that learning, define outcomes. Studen be achieved, and assist the students to achieve those ONESIES Ncents have the bigger responsibility to achieve those outcomes. , they will be able to know whether they are learning or not. : ducation is that it One of the great benefits of outcomes-based ed makes students aware of what they should be Teaming, Why ey, are learning it, what they are actually learhing, and what they should do when they are learning. All of these will conclude with the achieved learning outcomes. In terms of students’ perspectives there are common questions that will guide them as they learn under the OBE Curriculum framework, To guide the students in OBE learning, they should ask themselves the following questions. As a student, 1, What do I have to learn? . Why do I have to learn it? - a 3. What will I be doing while I am leaming? 4. How will T know that ram leaming, what I should be leamiag? 5. Will [have any say in what I learn? 6. How will I be assessed? ati 1: Finding OBE inthe Classroom by groups 1. Seek permission from the t ; complete teaching lesson, Tt ' Observe the class for one 2." Borrow the teacher’ ' ’s les ‘ Learning Outcomes (Objeerie a HMentify the Intended Lesson. Record observation, 5) at he beginning of the Scanned with CamScannerLesson 7.4 M ~ Out lodule 7 ~ Curricular Reform in Teacher Education 163 4. Observe if the in, some-Based Education for Teacher Preparation Curriculum : int . was achieved (achinccleaming outcome atthe beginning lesson. Record observations Cutcome) at the lend of the 5. Summari 7 ze all re Use the example ayo observations in the matrix below. in the proper cel] T guide. Write down your own report intended Learning - | Activit Gutcomels of the | gecutiss £0 Achieved Lesson plish the Learning Intended Learning . | Out th Outcom K - fcomes at e es end of the Lesson on i Example: Example: Example: Classifies objects into | Children mess up with | Classified objects solid or liquid objects tine ta woup._| into solids or them into two clusters: | Haus: solids or liquid My report: | My report: My report CREED Based on the Activity 1: Finding OBE in the Classroom, answer the questions below: 1. What did the teacl beginning? her intend to accomplish in the lesson at the 2. Was it accomplished.or achieved #4 the end? Has learning occurred? : 1g outcome was achieved? 3. What learnin} was there an opportunity for all children to 4. During the activi Tearn? Describe. ; ing outcome assessed? Explain ieved learning plain. 5. How was the a¢ Scanned with CamScanner164 -tHe TEACHER AND THE SCHOOL CURRICULUM Self-Reflect d i vations and report + As a future teacher, reflect 01 10 sentences. Choose gi Finding OBE in the Classroom and comp let y one to answer, ._ In the future when I become A 1, Llike OBE because .. «.. teacher, I should ane | POUT ER tet a Pah ah a eee 151 i i : —_t. ———TVoot—! 2. I do not seem to like OBE because . when I become ‘a teacher, I should... Scanned with CamScanner1 Lesson 7.2 Enhan ed Teacher Eccaon le 7 Curr Ror in Teacher Educator 165 urriculum Anchored on Outcome-Based Education Enhanced f esson 7.2 ‘d Teacher Education Curriculum Anchored on Outcome-Based Education Identify i e i is tify the desired outcomes in terms of competencies of new teacher education curricula > Be familiar with the degree programs, the contents, the jelivery modes and the assessments inthe new teacher education program "> Analyze the new teacher education curricula in the context of outcome-based education > Reflect on the pre-seivice teacher’s preparation to become highly qualified global teachers CE As teacher education curriculum initiatives gear towards globalization, contextualization, indigenization and other reforms or enhancements, a lot of harmonization is being done by educators, curriculum specialists, faculty, teachers, students and all stakeholders. Outcomes-Based Education as a philosophy, system and classroom practice, gives a: very. strong signal in the reconceptualization of the teacher education curriculum. Let us learn how 4 teacher education’ curriculum embraces the ‘us philosophy, system and classroom. practice of OBE. ducation curricula anchor on the, teacher © How do the cUrten ‘na are the features and competencies that ouioine: sed a ier? How will these competencies enhance the each future teac! cation graduates? ‘ : teacher educatior : seins oes ‘pill attempt to answer the questions: m is «oe of Quality Teachers a8 Mandated pe the Teacher Competeicies of ay Outcomes (CMO 74-82, s. 2017) ‘ducation Prog! gation degree programs as mandated by the ‘All teacher edu Scanned with CamScanner166 LUM THE TEACHER AND THE SCHOOL CURRICU wil n (CHED) orehieved utc teachers, | produce Wh i ur Commission on Higher Educati mes after four years of show evidence of the following Fil ( schooling and eamed a devree- stor Jevels of literacy Outcome 1; Demonstrated basic an ing s for teaching and Teams ied understanding ; trated deep and Pr ess Outcome 2: oe a hing and learning proc ject matter content ied the subject . uel e Mastered on eT rinciples appropriate for i in} an 7 ene ae ae f teaching related skills in Outcome 4: Applied a wide range instructional material curriculum ‘development, ssment and teaching production, learning asse: "3, delivery I Outcome 5: Articulated and applied clear understandi7g Of how educational processes relate ‘to p , historical, social and cultural contexts. : Outcome 6; Facilitated learning in various classroom setting, diverse learners coming from different cultural backgrounds. Outcome 7: Experienced direct field and clinical activities in the teachirig milieu as an observer, teaching assistant or practice teacher Outcome 8: Created and innovated alternative tea approaches to improve student learning Outcome 9: Practiced professional and ethical standards for teacher anchored for both local and global perspectives Outcome 10: Pursued continuous! personal and professioy ching y lifelong learning for nal growth as teachers are you devel. Which of the outcomes loping ji ing in j re the previous ong in the subjects you a taking or have developed in Subjects that you took? ape culcomes are set atthe begining of your decree or must put these to heart, SO as you go along, you al male plan. You these in four years and will be ready to be e able to master your teachers” license, mployed after you get Following the principles of OBR. yy: of Focus and Principle 2. Designins 308 ¥efers to Principle 1 Clarity . ig a P 7.1, The Four Essential Principles i¢ omenards, Refer to your Module Scanned with CamScannerLesson 9.4 _ 4, Module 8 — cuni inthe 21 Cent . >The ae ‘uricular Landscape in the 21 competencies of Quality Te, Ce i tury Curricular Landscape in the Classro ication Order No, 43 chers as Mand: weeks (pst) |? 2017 Philip Aside from the quality. of Education (DepEg) ee teacher pecessary for teachers wy ‘ndated by the Department of Pines Professional Standards for 1 gautcomes of CHED, the Department set of teacher competencies that are caching in basic education. We shall i : As a beginni hi t ssess competencies that wil e. ginning teacher, you mus‘ These competencies will inane You to be ready to be employed. in your degree course, : PPST Domains with clusters of ¢ ' ompetencies are: Domain 1: Competencies on Content Knowledge and Pedagogy Competencies on the Learning Environment Competencies on Diversity of Learners Competencies on Curriculum and Planning Competencies on Assessment and Reporting Competencies on Community Linkages and Professional Engagement Domain 7: Competencies on Personal Growth and Professional Note: Refer to DO 42, s. 2017 for details Domain 2: Domain 3: Domain’4: Domain 5: Domain 6: Competency Framework for Teachers in SouthEast Asia (CFT-SEA) To be.at par with other teachers in the ASEAN, it would be important that you should also know about the competencies recnited to enable you to teach among ASEAN countries. These competencies are: ’ 1. Knowing and understanding what to teach; 2. Helping students to learn; 3. Engaging the community and ing a better teacher. 4, Becoming three standards competencies, you should take But above all the Or jfications Framework, which was discussed Note of the Philippine js, lets us bring the concept back to this Carlier, But to give emphasis, “ Section, Scanned with CamScanner1 6 for Ba Philippine Qualifications Framework (PQF Lev? jptors of Outcomes PQF 6 Level of Outcomes OF 6 Oe abroad lovel of poe Level of Outcomes | s Knowledge, Skills and Val | Graduates poss THE TEACHER AND THE SCHOOL CURRICULUM chelor’s, Degrsg) jedge and skills in thejp sec ko al wor (leaching) and lifelong learning. = fessional. work Application (of Knowledge, Skills | Application of profe if ing) in a broad range of Cente and/or for further studies, andlor i Degree of Independence (in work | Independent (as a teacher) and/or in teams for related field ‘The New Teacher Education Curricula The New Features of the Teacher Education Curricula al iti Commission After considering local and global conditions, the on Higher Education approved through a Commission Mometandum Order- Program Standards and Guidelines (CMO-PSG) the offering of the new teacher education degrees to prepare teachers in basic education. The degree programs are anchored on the Principles of OBE, the PQF framework, the K to 12 Curricula for Basic Education and the General Education Courses for College Degrees. To address the needed teacher quality for the 21%, the different degree programs will produce future ready. teachers in basic education. New and enhanced courses are included in the curriculum. Here are some new features: * All future teachers will be trained on how to use technologies for teaching and leaning. (Courses: Technology for Teaching and Learning 1 and 2) All future teachers will leaming outcomes, (Cours: 4 lementary level will be prepared to teach all subject areas includ ’ La Conduct and the Mother Tongue” °°d Manners and Right * There are.two degree programs th i it prey to teach both in the elementary an secondary ere nacre , Bachelor of Physical Education BPE), Barney Dees’: Vocational Teacher Education @TVTEg, I Of Technical "Anew degree is offered fo - if ’ (Bachelor of Culture and meee Caching of C s Eecatiog) © Culture and Ar Scanned with CamScanneres ‘Module 8 - Curiular Landscape I n 8.1 ~The 21% Century Curiclar Landscape inthe Classroom Two straight apetialinatens Geatee programs which were formerly the smachers whe wi} BEd before are offered now to prepare (each early childhood education and special education. (Cours. ourse: Bachelor in Ea i aducati and Bachelor in Special dveatioay Childhood Education » All other original courses will be enhanced. inthe 21*Century 169 MO Number s. 2017 CMO_74 8. 2017 Title of Degrees | BEEd- Bachelor of Elementary Education CMO 75 s. 2017 BSEd- Bachelor of Secondary Education with majors in English, Mathematics, Science, Filipino, Social Studies, Values Education CMO 76 s. 2017 BECEd -Bachelor of Early Childhood Education CMO 77 s. 2017 BSNEd- Bachelor of Special Needs Education (MO 78 s. 2017 BTLEd- Bachelor of Technology and Livelihood Education $ CMO 79 s. 2017 BTVTEd-Bachelor of Technical-Vocational Teacher Education CMO 80 s. 2017 BPEd- Bachelor of Physical Education CMO 81 s. 2017 BSESS- Bachelor of Science in Exercise and Sports Sciences* (not for teaching degree) CMO 82 s. 2017 BCAEd- Bachelor of Culture and Arts Education CMO 83 s. 2017 PB-DALS- Post -Baccalaureaté Diploma in Alternative Learning System ‘All of the above degree progta common program college preparation intended program outcom sr Teacher Standards. Teachers and othe! Course Contents to Achie ‘What contents sho’ teachers in their ving tl generalization, There are end of achie ms except BSESS adhere to the ‘outcomes ‘stated earlier to be achieved during the of pre-service teachers. Also embodied in the ‘os are those of the PPST for Beginning ve the Outcomes ‘ uld be taught to prepare prospective future jobs?. Course contents are means to an murputeomes. These are theories, principles, and ideas. ree major clusters of subjects or courses which ents of the degree programs. a provide the cont eter 12 professional Education Courses- These are courses uster 1: Pre non to all degrees which will provide a rock or that are col Scanned with CamScanner170 THE TEACHER AND THE SCHOOL CURRICULUM m T e titles ar found ff becoming-a teacher. The Cours i foundation of be ; follows: cluster proyj, A. Foundation/Theories and Concer ED, Sociology)" “*? foundations (Philosophy, Psychology, ing Principles > The Child and Adolescent Learni > The Teaching Profession it he > The Teacher and the Community, Sek Organizational Leadership > Foundations of Special and Inclusive ool Culture and Education i bjects will provide B. Pedagogical Content Knowledge-The sub, foundation theory and practice in the different aspects of teaching, > Facilitating Leamer-Centered Teaching and Learning Assessment in Learning 1 Assessment in Learning 2 Technology for Teaching and Learning 1 The Teacher and the School Curriculum Building and Enhancing New Literacies Across the Curriculum vVvVVVY together theory and practice. > Field Study 1- Observation: Actual School Environment > Field Study 2- Participation > Teaching Internship C. Experiential Learning Courses- These are subjects that bring s of Teaching and Learning in and Teaching Assistantship Cluster 2: Major Courses Major subjects are listed inthe CMO,” ltd for every degree program as attached Cluster 3: Electives Any additional subjects in other education can be offered as eleeser®® PPOBTEMS for teacher Pedagogical Approaches to Deli Ont PP elver the Content ang Achieve the The uniqueness of teaching futy 7 : of strategy and methods come iy wo ee i that the delivery : * Ae first layer, wil Scanned with CamScannerLesson 21 Tate 8 Cure Landscape arrcentuy 174 2 ge Century Curricular Landscape in the Classroor enable. to. leamer who a; ny Cinder Landerape STS outcome of the lesson Te college students to desired learning that will teach the cy and the second layer is the find a strategy basic education. In te in the future work place which is the teaching how to tench “Td the pedagogy uilized should be The delivery modes ma combination of the three. + Face-to-Face 'y vary from the three modes or @ 2F)- a traditi i teacher 4 ional delivery mode where the teacher and the students ae physically present to hold classes alenall dzouge at One class.can be taken as a whole group tilized Ips at one setting. The different strategies maybe ‘unt appropriate to the students grouping. Distance Learning or Remote Learning- on line or printed module. Distance learning is a delivery mode where the students and: teachers are not physically present in one designated place or classroom. For the on-line the teacher is stationed in a control hhub while the students are connected to the hub. Classes are either synchronous or asynchronous. On the other hand, distance learning using a printed module utilize hard bound materials in printed form, where detailed instructions by the teacher will be followed by the learner, Knowledge and skill of on-technology is required for the first while the second one requires independent learners. = Blended Learning or Flexible Learning- This is a combination ‘of the F2F and the Distance learning. The whole course will be using the two delivery modes and should be reflected in the curriculum syllabi. + Experiential Learning (Lifelong Jearning)- Following the theory of learning by doing, experiential learning approach allows the earners to experience learning first hand. Sometimes it is also called immersion, apprenticeship or practicum. Assessment in Learning to Provide Evidences for the Achieved Learning Outcomes r i ‘cula utilize multiple assessment new teacher education curricu » multiple ass fae new fof learning. Since assessment is used to determine cre neseress of learning (formative) and the mastery of learning (Gummative), multiple Ways of doing it is necessary. Thus two summative) Assessment are included it the new teacher curricula ee degree programs. ‘These are the Assessment in Teaching 1 and Assessment 1D Teaching S none . se , principles and tools are take sessment theories, princi en : Traditional sessing | and Authentic and technology aided in/Assessmen! in the course Assessment in Teaching 2.: ment is taken " rh oe he new eeachet education curricula the Desired Learning in the Scanned with CamScanner{ICULUM ; 172 THE TEACHER AND THE SCHOOL CURR! ing Deliveryrand.t,,. Contents, dd interacting as'j, ne Teach ructively ai ied ant Outcomes, the net ign Assessment should be cons the figure below. *Assessm *Assessmeny asec coeared ‘Content asment ‘Outcomes ‘methods y-/ OF ,, Content and Methods Figure 5 - Constructive Alignment of Desired Outcome, and Assessment : the formulation of the In curriculum, PLANNING inches Me should Besalignes desired outcome for course or lesson, # a with appropriate Content and Methods in the IMPLEMENTATION and finally EVALUATION which will determine whether the Desired Outcomes have been achieved. Gam Activity 1; Am’I Familiar With the Degree I am Pursuing? Instruction: Fill up the information asked of you and answer the questions that follow. E Name: Degree Pursued: : Year Level: Course/Subject : » With the’ degree you are pursuing, preparing to teach when professional teacher? 2.. How many clusters of subjects are check only. One Two. Th Foummetatt what ae in the Professional Education Courses, * lajor Courses and Electiv ; t ait ovine a es have you already taken in your what Grade Level are you you graduate and become licensed there in your degree? Please ree, ite in the space below, 4 In what year level will you do, Teach i ing Intemship? 5. In the courses you have taken, what competency PS a you mastered? Name at most $ Petencies/outcomes have 6. At this point in time, do 5 » €O you think curriculum or de; your t i aaa Bree program, Prepares yo pacher education “pa Please explain,” fr your future job 7. What feature of your degree , outcome-based? ilh ‘strate that the curriculum is Scanned with CamScannerLesson 0:1 - nyt 8 — Curia Landscape 2iecentuy 173 1 — The 21# Century Curricular Landscape in the ‘Classroom The new teacher ee saucation as vide curriculum is based on Outcome-Based elements iol the ‘cosinitinee ¢ constructive alignment of the important As a student of curri e: curriculum and a future teacher, would you be able 1.. know exacth ly what to need to do to achieve the outcome even at the beginning of your degree plan? Yes_ No__ Explain. 2. identify what you wi J j : outcomes? Cee in eee ne achieve the desired 3, measure the desired outcome if it has beer: achieved? Yes _ No, Explain. 4, develop the competencies required for all future teachers? Yes | No___ Explain. 5, tell if you are improving or not in knowledge, skills and values ‘while schooling? Yes, No. Explain. GED Write an essay “The New Teacher Education Curriculum and My Future as-a Teacher” on the topic and submit to your teacher. Scanned with CamScanner474 uM yRRICUL , “THE TEACHER AND THE SCHOO cur 21% Century ee TRTISGS Curricular LandscaP' (nme : red the 21" century. We 7 ‘on ushe! 7 A dramatic technological revolut via obalized, complex ang live in a society that has become vers the mold that we know of media-saturated. Current education ail ning a0 d complex. Module the past. It has to be flexible, creative challeng! in curriculum and the § makes students aware of the current jandscap s skills that the curriculum has to develop. ty Cueto 2 Landscape in the Classrooms > Describe the curricular landscape of the 21" century classrooms i > Identify the 21" century skills to be developed in the curriculum The world has shrunk because of technology. Cl v I ve become virtual and global. Current students are fachig ete a like global warming, poverty, health issues, war, population crow many more, What would all of these require? Gem Emerging Curricula ofthe 21* Century Learners lation growth and, a Eon eee curriculum for the 21s centur te emerging fos and conto ve wi Teepe like? What are ‘ape the curriculum of Scanned with CamScanneros Lesson 8.4 ~The fade 8— Curricular Landscape in the 21* Century 475 piseussion in vatious grouns jy * Century Curricular Landscape inthe Classroom - Ss jgsules: re and abroad revolve along the different + Globalizati on of . markets Sconomies and independence on international Increased co! degradation, aie snd actions about environmental pandemic (Fi Te energy shortages, global warning, Nations competi butiBives oebeting for power block thus generating conflict PPOrtunities to build alliances and cooperation Increased = overseng, 2l0bal migration and opportunities for working Science and technological revolution Knowledge economy as a generator of wealth-and jobs All these issues need a curriculum that will address global solutions to environmental problems, environmental sustainability, cultural diversity, global conflicts, technology revolution and science breakthrough. ‘Thus an integrative approach to curriculum is absolutely necessary. There should be unity in core academic subjects where life and career skills are included. Curriculum includes interdisciplinary themes, development of essential skills for modem pedagogies and technologies. ” The curriculum incorporates higher-order thinking skills, multiple intelligences, technology and multi-media and multiple literacies of the 21* century skills. The 21* century curriculum includes innovation skills, information and media and ICT literacy. ' The curriculum for this century should inspire and challenge both the teacher and the learner. These are some of the characteristics of this curriculum. It is a curriculum that... * provides appropriate knowledge, skills and values to face the future. + js based on knowledge drawn from research, sultative, collaborative development process. = is a product of cons! : * supports excellence and equity for all learners. Need to Develop 21% Century Skills of Learners in the Curriculum needed by 21* century leamers in order to cope What are the si “he ourriculum likewise develop these skills, with the curriculum? ™ we Ministry of Education, such clusters of too? ing to the SingaP? ix below: the eee are seen in the matt! Scanned with CamScanner4760 THE TE/ Cluster of SI Learning and Innov' Knowledge, Information, Technology Literacy Life skills pact it cneR AND THE SCHOO CU pecific pescriptors kills for the 21" Century inking eee Ce critical TH innovation on and’, Communication ation Skills Oval an sels IcT Literacy, ee | sat di Flexibility ane at Pirection nd problem Solving ink Creativ written eaia and | Int erdcy japtability Initiative a" O . Collaboration or : eal and Cross-Cultural Skills oductivi ‘ccountability Productivity an tabi Leadership and Responsibility Citizenship Skills Valuing of Diversity Global Awareness Environmental Awareness | Values, Ethics and Professionalism the future. On the other hand, Howard Gar Minds of the Future, sees that the five frames of th help in the development of attributed to the type of mind the leamer has to use in order to survive dner (2006) from his book Five i inking which would f thinking skills. Each frame of thinking is The Five Frames of Thinking Five Frames of Thinking Descriptions The Disciplined Mind Makes use of the ways of thinki : major scholarly nk tid poe for The Synthesizing Mind Selects ial i i crucial information from the voluminous amounts available, i > process i ion i ays hat make sense sel andere : hers The Creating Mind Goes beyond exi. : existi questions, offers new ig know slition, edge. Pose new The Respectful Mind Sympathetically a; Sympathetically and : individual differences “O'S ¥Ctively adjusts 0 es The Ethical Mind Considers one’ : ne’s ro] strives toward © as citi 800d Work ang Consist id and ently ant 200d citizanchin Scanned with CamScannerLesson 8.4 Tye vole 8 Curricular Landscape inthe 21" Century 477 _ MC c the Classroom Lastly, Tony Wagner inhi “entury Curricular Landscape in the Clas: rpentioned: th is book, The Global Achievement Gap ft for the 21* century curriculum. 1. Critical Thinking and Problem Solving t bi © Seven survival skills Collaborati d 4 oration Actoss Networks and Leading by Influence. . Agility and Adaptability re YN Initiative and Entrepreneurship ! . Effective Oral and Written Communication . Accessing and Analyzing Information 7. Curiosity and Imagination CELI Activity I'- The 21* Century Classroom Amidst the 21* Curriculum Landscape Considering the changes that are occurring or have occurred in the 21st Century, draw in.the box how a classroom would look to respond to the new teacher education curricula of the 21* Century. Scanned with CamScanner= 178 tHe TEACHER AND THE SCHOOL CURRICULUM CAD Check the items that should be add 21" Century. ressed by the curriculiim jp, i * Ie 1. Cultural diversity 2. Multiple: literacies 33 Higher-order thinking skills 4. Life and career skills 5. Environmental sustainability 6. Technology revolution 7. War and conflict 8. Global warming —__9. Science breakthrough : __10. Health issues CEETIED wie eee ‘athe eee of the future? Reflect and Scanned with CamScannerwottne 21 century 179 Module 8 ~ Curricular Landscape School Curriculum Lesson 8,2 ~ Education 4.0 in the Education 4.0 in the School Curriculum ig Outcome: > Explain what Education 4.0 in the school curriculum > Discuss ways of implementing Education 4.0 Coon Watch TED X Talks of Education 4.0 then asa group discuss your answers to the following questions: 1, What is Education 4.0? 2 vis learning outcomes are expected to’ be realized in Education 4.02 3, Which skills must students be taught? 4. Which should be the points of emphasis in the curriculum fo align to Education 4.0? 5. Which current curricular practices, particularly in teaching and assessing methods and techniques, must be modified to respond to the demands of the times? Grama Industrial Revolution 4.0 (IR) and Education 4.0 3 Education 4.0 is a response {0 Industrial Revolution 4.0 or | * tik 0, Wlinl is IR 4,07 This 16 the Fourth Industrial Revolution. i Obviously, the Fourth Industrial Revolution came after a First, Second and Third Industrial Revolution which are referred to as TR 1,0, IR 2.0 and JR 3.0, respectively. : ce, you may ask what Industrial Revolution is all she ie founder and executive chairman of the World Economic Forum, the International Organization for Public-Private Cooperation, describes an industrial revolution as the appearance of Cooperarranotogies and novel Wye of perceiving the world [that] winger ‘a profound change in economic and social structures.” Scanned with CamScanner180 THE TEACHER AND THE SCHOOL CURRICULUM ine. With the ste IR 1.0 was the invention of the ae aching: Many labore engine, human Tabor was replaced bY Ie re more efficient Tost their jobs beeause machines did ther jobs OV" mae IR 2.0 was the age of science and Pereticlly There were Started 10 speed up with the discovery of clectlirht AME Were g number of key inventions - gasoline engines: ®T MTS Mica, fertilizer. Advancements in seience ere he Tactories, tho ti Scientific principles were brought right into i notable of which is the assembly line, which ee eel mass production, Resa here Henry Ford's compan Vo t" Oy the early part of the 20" century mass-produced car’ 8aSoline engine built on an assembly line. pe ‘ IR 3.0 is the digital revolution. We moved. from analog electronic and mechanical devices to digital technology which dramatically disrupted industries, especially global communications, We are now enjoying the blessings of digital revolution- computers, cellphones. We used to tune in our television with an antenna (analog), This is now replaced by an Internet-connected tablet that lets you stream movies (digital). IR 4.0 is computers connected to computers. It is inteconnectivity. It’s the Internet of Things (IoT), Artificial Intelligence. In IR4.0 we have robots, driverless cars, genetic sequencing and editing, miniaturized sensors, and 3D printing, to name some. We get digitally connected to one another. across the globe. We can know anything, anytime, anywhere. Global community connects everything, everywhere always - the INTERNET of Everything. Stem cell curing becomes obsolete. With genetic sequencing and editing, we can now remove the sickness. Education 4.0 With all these profound changes brought about by IR 4.0, how should education be? What and how should schools teach? What should curriculum consist of? What should curriculum focus on? The answer or answers to these questions are actually what Education 4.0 means. In other words, Education 4.0 is the response of the education sector to all the changes brought about by IR 4.0, * Schools have no choice but to responid to the. dramatic changes brought about by IR 4.0, if they have to be relevan Higher education institutions cannot ignore these developments or els become irrelevant. To be relevant, schools should: consider. some statistics: * 80% of the skills trained in th outperformed by machines * 65% of children who entered in 2018 ws rede” have not been invented yet 8 will work in a job that e last 50 years can now: be Scanned with CamScannerModule 8 ~ Curricular Landscape of the 21% Century 181 49% of current job; Lesson 8.2 ~ Education 4.0 in the School Curriculum as sh: (Statistics, Whelsh, 2018) the potential for machine replacement With the effici hie CHiciency of machi ar py machines with great ines, routinized jobs can be done human laborers must be eae ucieney than human laborers. So advantage. But machi at their as creativity, flexibinie lack important human characteristics such then should focus on ' ompassion and empathy. School curricula characteristics of ore the development of these innately human a, reatcieg flexibility, compassion and empathy part of the 10 skills te, compassion and empathy form ; ani id Fronomic Fortin Rept ae folkes i 4,0 enumerated by the Worl * Complex Problem Solving * Critical Thinking * Creativity + People Management ¢ Coordinating with Others + Emotional Intelligence + Judgment and Decision- making « Service Orientation + Negotiation « Cognitive Flexibility (Goirrce: World Economic Forum Report) j intenti formally include program ation 4.0 must intentionally and formally ictus course ‘outcomes and learning outcomes that are focused ames, cogent of the 10 skills for success in 4.0, School on the deed develop 2 new generation thas analytical in their sray of thinking and is continuously ‘adaptable to new skills and new roles. Course content | teaching) include or in! welcome machines an should be taught that 4) ccossarily, purposively. (not incidental these 10 skills. They must be taught to rate tester features brought by IR 4.0. Leamers I can enhance or optimize creativity but js a great creative tool for scientists, artists, cannot create. Al is # Pr or. must therefore be taught how to musicians and writers. [or cedented processing power, storage use machines with their "of" yocess to knowledge. Keamers rivet capacity and t! ir un at Artificial Intelligence (AD) can’t replace be made to understors put can do the routine jobs at the service of fi ative j | must: ne workers in cre humans. Scanned with CamScannerTg me 182 ‘THE TEACHER AND THE SCHOOL Cl help prepare leamers for JR dwn wae 4 the meat of your lecture? Shoe,’ Wil syRRICULUM activities must be such : { be developed. Probie i Teaching method: 4,9 must De | BL. m, these top shilly for success i IR YT earning (PrBL), Servigg ised Iearning (PBL). prciec-P'S hin are expected TegUlay Tanne vnmersion, shadowing, 1 1 methods a features of teaching-learning Me ible. With knowledge any, Moss of teaching sal be Hebe TO cay have mine anytime, lesson delivery CaM 0” | ine problems or questions b classrooms where students are give the answers to the problems class and they go out to search for ir answers. One can combin, question then come back fo aan ‘ fe face-to-face instruction with on- oy era Assessment of learning will nt be Himited © abet Sn penc test. The assessment of knowledge; skills and value ise more authentic modes of assessment. rategics am Qi Activity 1. Research on how schools teach each of the following to prepare leamers for IR 4.0. Share your findings in class. - Complex Problem Solving + Critical Thinking + Creativity : ~ People Management + Coordinating with Others - Emotional Intelligence * Judgment and Decision- making * Service Orientation + Negotiation * Cognitive Flexibility CATED ‘What do I know? What cam 1 te119 If you are asked to lecture 0 0 and a. ia and ‘how schools ¢ 7 dwell on? il be it . n? What wil "iM an outline made of sentences. Scanned with CamScanner‘of the 21% Century 189 Modile 8 ~ Curricular Landscape of he Ct ar Lesson 8.2 — Education 4.0 in the sie Are you ready for IR 4.02 What skills should you develop more in / you develop ode? not to be redundant/ replaced by robots? Scanned with CamScanner. din basic educati 7 eS introduce’ On > Explain orion td problems prought about by th to address lea! demic pandemi modes of > Identify the differ n post Covid 19 pandemic aching delivery during ang them to curriculum-related id relate 5 f learning even as tatements and relate he disruption 0! Read the following st ent tl actions taken by schools to prev’ classrooms are disrupted. “Less is more”. “Avoid inch-deep-and mile-wide teaching.” “J cannot see the trees because of the forest.” 4 GH eae above suggest trimming down curriculum to the most = ntl a ete ee ee curriculum is focused on essentials, -deep-mile-wide teaching approach is avoi : is avi the met essed to a point of mastery. Thus, ieee on se ies 1 tech Brose of he fs on es te testa aa Hf quence, learners master the lesson. gba ease Bn ag os te Ahi pated of COVID 19 crisis, th ip with its Most Essential Learning Co Department Pf ducati? ig Competencies (MELCS)- K to 12 Curriculum Gui f learni Guid arn ide from 14.17) we Competencies found in 12 Curriculum Guid 17 le to 5, 2171 com i 689 Most Beentct rn listed in the earning Competent! Scanned with CamScannerLessa 8.3~ Cricut Moan due 8 = Curticular Landscape ofthe 21% Century 185 ication in Basic Education During and Post-Pandemic (ELCs). One common » Proble curticulum. There ig sy Sere teachers meet is an overcrowded wide-inch deep teaching They to cover that teachers tend to do mile- may lead to more ficused ee puction of the number of competencies ‘aching, Teaching should focus on essentials. « The key to success ig do; Nake-teaching simple, arco 8s” (The Wall Street Journal, 2018). Maeda (2006), says nn executive, designer, technologist John reduction of the learnine St Principle of simplicity is reduce.” The 'g Competencies t i i surely welcomed by both ees ay essential is a thing Various Curriculum Delivery Modes pal abepaad eee threat called COVID 19 virus and for the eee ie of all learners, teachers and personnel, face- mas 4 remote possibility in the immediate future until a vaccine is made available, Meantime, classes have to go on. The show must go on. This time not in the usual brick-and-mortar classrooms, the isin in-classroom set-up, but in the learners’ homes and the virtual classrooms. Delivery mode is contextualized in the DepEd’s Learning Continuity Plan. Since schools and commimities are differently situated, the choice of the learning delivery modality of schools will depend on the local COVID-19 situation as well as access to certain learning platforms. The various curriculum delivery modes include: 1) Online learning, 2) Alternative Delivery Mode, 3) Distance Learning, 4) Homeschooling, and 5) Alternative Learning System. ‘The DepEd explains that online learning is only one of the delivery modes among all others in this new leaming environment. The DepEd directed its field units to determine the most appropriate combinations or strategies of learning delivery for every locality taking equity concerns into consideration. It is wise that schools consider valid concerns related to online learning raised by sakeholde Madlot these sonceti are 4 sibility, lack of or poor internet connection in aa a eachers and students, availability of equipment such as computers ‘smart phones, printers for both teachers and students. rn delivery mode (ADM) refers to the nontraditional Alternative deliv od by the Department of Education (DepEd) education program receet philosophy and a curricular delivery y ; ible | which applic 3 Os < on-formal and informal sources of knowledge Program that i and skills. ified In-S: d sted ADMs are 1) Modified In-School and Off- Three (3) aecrediee | 'p) Enhanced Instructional Management by a Approach ity, and ‘Teachers (¢-IMPACT) for primary education; arents, Community, ’ Scanned with CamScanner186 THE TEACHER AND THE SCHOOL CURRICULUM Joped to address the problems of gis ol roative medal sev classrooms in schools, Seasonal absentee learners and congeste tion include delivery g¢ Distance learning modes of Emo radio and television, educational content online, digitally a this Covid 19 crisis, the There used to be “School-on-the Air”. Sa television and radio Philippine government offered government Stations as platforms for delivering lesson. wis Sion sevoBalbaa Homeschooling is another flexible ee ‘attimes of era 5 DepEd. In fact, this is not only a ate DepEd, homeschooling Based on the policy guidelines release y i ana ~ ducation while staying in an oy. Provides learners with access to formal education whill :? ir j leamers in unique circumstances, of-school environment. It is meant for learn ; : i ial education needs and other Such as illness, frequent travel, special : s take the pla similar contexts, Authorized parents, guardians or ee nd Place of teachers as learning facilitators and are given flexibility in learning delivery, scheduling, assessment and curation of learning resources, To enroll children in a homeschool program, parents or guardians | should do so through a public school, through a private school that ; had been given a permit to offer a homeschool program or through |, homeschool providers, which are learning centers or institutions that provide homeschooling, : Homeschooling is not the same as home-based schooling. It is much more than using the home as a setting for schooling. Alternative Learning System or ALS is a “parallel learning system n.to the existing formal access formal education S includes both the non- and skills,” in schools, ALS is an altemate ot substitute, AI. formal and informal sources of knowledge There are two major programs on ALS that are being i 2 implemented by the Department of Education, through the Bureau a Aeeciieg Learning System (BALS). One is the Basic Literacy Program and the other is the Continuing Educatio, Fam — Acero dice aad Equivalency (A&E). Both Programs are modul: I i that learning can take place anytime and an wnt exible, This means convenience and availability of the leamerg, > P/® “depending on the Scanned with CamScannerLesson 8.3_. Curricular Mone oe 8 ~Curicular Landscape of the 21% Century 187 tion in Basic Education During and Post-Pandemic ._ A responsive curric : community, Hom it 8p itself to the needs of a dynamic low did t respond to the COVID ie Department of Education do this to Interview - 2 a teacher on his/her stand on DepEd’s reduction of the learning competenci think ‘aboutde? les to the most essential. What does he/she 3. Amt toe various curriculum delivery modes, which will be ve in your particular setting in times of crisis? Why? 4. Reseach a the following then share your findings in class: a) pieey ¢ ) accredited Alternative. Delivery Modes done, by b) the difference between home-based schooling and home schooling : c) how formal education differs from ALS 1. What does MELC stand for? Why did DepEd come up with it? 2. What are alternatives to face-to-face curriculum delivery mode? GED Do we need to hav greater focus on the mos crisis like COVID? to think of decongesting curriculum for ea crisis ricul ‘al? Should this happen only in times of st essenti Is there such a thing aS best flexible learning option? Scanned with CamScanner188 THE TEACHER AND THE SCHOOL CURRICULUM Curriculum: pesponse OE udaton Amid EESIEE) Education for Tre eeyond : the Pandemic > Identify the implications of the occurrent pandemic to teacher education curriculum s to the curriculum during @ urriculum vis-a-vis the ce of COVID 19 : andemic 4 © Propose adjustments P > Identify ways and means to address the situation that prevails during the pandemic Canam The post-COVID 19 global health crisis has resulted to unprecedented challenges economically, socially, politically all over the world. More than just a health crisis, it has resulted to an educational crisis. When lockdown and enhanced community quarantines were declared across the world and in the Philippines, educational institutions ; were unprepared on how to establish academic continuity since students cannot anymore report to the university. Continuing the academic engagement has been a challenge for teachers and students. To ensure continuity in learning, higher education institutions resorted to online learning. However, the shift to online mode of delivery has. caused problems in terms. of access and connectivity. Further analysis reveals that the difficulty in shifting to online modality is the un; vaness. | A \preparedness of teachers to shift to flexible modality as the syllabus and learning activities are geared towards traditional face-to-face delivery, Gum Introduction ‘The post COVID scenario will vaccine is not available, Social diganche on ihe sine as long as the even when quarantines are lifted. Gathering of lareo 10, 0° Perv be discouraged. Traditional classroom facesty ee Crowds would stl a risk for contamination, In other words, the 20°, ‘livery will pose pervade in the areas of business, » the new normal will soo® -* comm: Thus, universities and educational institutiges nest and education. ns new normal in teaching delivery a ave to prepare for the ; nd en and beyond the pandemic, se academic continuity ami Scanned with CamScanner