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Curriculum Innovation: Local and Global Trends

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Timothy Bagang

on 1 February 2016

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Transcript of Curriculum Innovation: Local and Global Trends

2. Third Elementary
Educational Project
- The best curricular innovations of the pilot schools would be implemented to other divisions and throughout the country.
- It also advocated the principal empowerment in all educational component
- There was an evaluation which was held to different components.
It is a flagship project of the Department of Education in response to the Social reform Agenda initiatives of the government.
This project was focused only in the elementary level and the goals were improved learning achievement, improve completion rates, access to quality education.
It was funded by the World Bank(WB) and Japan Bank for International Cooperation ( JBIC)
Curriculum Innovation
Graduates of BEED and BSED must:
1. Have the basic and higher level of literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.

There are competency standards to be developed by prospective teachers both elementary and secondary levels. These are also aligned in the National Competency-Based Teachers Standards (NCBTS) formulated for all teachers in the Philippines.
In improving teaching and learning, curriculum innovations centred on :
- Improving the availability of learning materials by providing textbooks, teaching manuals and other instructional materials.
- Improving the learning environment through the construction and or rehabilitation of school facilities and procurement of furniture and equipment for classrooms, laboratories and other school facilities.

Curriculum Innovations:
Local and Global Trends

Curriculum Development
by: Timothy M. Bagang, BEEd - 3B
TEEP began in 1996 and concluded in 2005.
- Advocacy
- In-service training or Teachers (INSET)
- School improvement and Innovation Facility (SIIF)
- Student assessment (SA)
- Educational Management Information System (E-MIS)
- Procurement
- Monitoring and Evaluation

2. Secondary Education Improvement and Development Program (SEDIP)
SEDIP is a curricular innovation which dovetailed the Third Elementary Education Project or TEEP.
Curricular reforms in SEDIP revolved around/ these are also the important components of curriculum development.
a. Improving Teaching and Learning
b. Improving Access to Secondary Education
c. Facilitating decentralized Secondary Education Management.

- Development of skills and competencies of school heads in school planning and management and instructional support for teachers.
- Improving teacher’s subject knowledge and teaching skills

SEDIP started in 2000 and ended up in 2006. In the initial result showed gains and improvement. Then they implemented it to the other division who were not part of this project.
SEDIP Timeline
4. The New Teacher Education Curriculum for BEED and BSED
Major Educational components of TEEP:
There are purpose or objective of SEDIP:
1. To improve the quality and relevance of secondary education in the project provinces;
2. To increase the rates of participation in and completion of secondary education in the underserved area.
3. To support the decentralization process towards the transfer of greater management responsibilities and decision-making authority to the schools and offices at the provincial levels.

This New Teacher Education Curriculum was implemented by CMO 30, 2004.
There are only two teacher education degrees which offered by the Teacher Training Institutions. These are:
*Bachelor of Elementary Education (BEEd)
*Bachelor of Secondary Education (BSEd)
3. Have a deep and principled understanding of how the educational processes relate to the larger historical, social, cultural and political processes.
4. Have a meaningful and comprehensive knowledge of the subject matter they will teach.
5. Apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches.

6. Have a direct experience in the field/classroom (as classroom observations, teaching assistance, and practice teaching)
7. Demonstrate and practice the professional and ethical requirements of the teaching profession.
8. Facilitate the learning of diverse types of learners, in divers types of learning environments using a wide range of teaching knowledge and skills.

9. Reflect on the relationships among the teaching process skills and learning in the students, the nature of the content and the broader social forces encumbering the schools and educational processes in order to improve their teaching knowledge, skills and practices.
10. Be creative and innovative in thinking of alternative teaching approaches and evaluate the effectiveness of such approaches in proving student learning
11. Be willing and capable to continue learning in order to better fulfill their mission as teachers.

Thank you!
God bless! :)
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