CHAPTER 5

CURRICULUM DEVELOPMENT REFORMS AND ENHANCEMENT

Module 6: Gearing Up for the Future: Curriculum Reforms

Module Overview:

This module brings you to some curricular development reforms and enhancements. As Philippine
education braces itself with the ASEAN and the rest of the world, there is a need to enhance and reform the
curriculum. As a curriculum knower, designer, implementer, and evaluator, substantial knowledge of some
of these reforms are necessary.

Lesson 1: The enhanced Basic Education Act of 2013 (K to 12)

Curriculum designers need to enhance the curriculum and propose curricular innovations to
respond to the changing educational landscape in the country and other parts of the globe. As a future
curricularist and a teacher, it is most necessary that you be familiar with what is happening and will happen
in our curriculum. There is no substitute for being READY and INFORMED.

(Research on the Full details of K-12 Curriculum)

Module 7: Outcomes-Based-Education: Basis for Enhanced Teacher Education Curriculum

Module Overview:

Outcome-based education (0BE) has recently become the fundamental philosophy of higher
education in the Philippines. All curricula, including teacher education, will be anchored on the concept of
OBE in terms of course designing, instructional planning, teaching, and assessing student learning. This
module will allow you to understand what OBE is all about and relate the same to teacher education
curriculum as future teachers.

Lesson 1: Outcomes-Based Education for Teacher Preparation Curriculum

There has been increasing attention on outcomes-based education for several reasons in recent
years. These include the return of investments and accountability, driven by political, economic, and
educational reasons.

Definition of Outcomes-Based Education (OBE)

Among the many advocates of OBE in the early years was W.Spady (1994). He defined OBE as
clearly focusing and organizing everything in the educational system around the essentials for all the
students to do successfully at the end of their learning experiences. It starts with a clear picture of what is
important for students to do, then organizes the curriculum, instruction, and assessment to ensure that
learning happens. This definition points to the desired results of education, which are the learning
outcomes. It is made up of knowledge, understanding, skills, and attitudes that students should acquire to
reach their full potential and lead fulfilling lives as individuals in the community and at work.

The teachers should address the following questions to define and clarify further.

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 1. What do we want these students to learn?
2. Why do we want students to learn 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;

 All students can learn and succeed, but not simultaneously or in the same way.
 Successful learning promotes even more successful learning.
 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 the
planning, instruction, teaching, and assessing learning.

Principle 1: Clarify of Focus

A clear focus on what teachers want students to learn is the primary principle in OBE.
Teachers should bear in mind that the outcome of teaching is learning. To achieve this, teachers
and students should have a clear picture of what knowledge, skills, values must be achieved at the
end of the teaching-learning process. It is like looking straight ahead so that the target will be
reached.

Principle 2: Designing Backwards

This principle is related to the first. The learning outcome has to be clearly defined at the
beginning of a curriculum design. What to achieve at the end of formal schooling is determined as
the beginning. Decisions are always traced back to desired results. It means that planning,
implementing (teaching), and assessing should be connected to the outcomes.

Principle 3: High Expectations

Establishing high expectations challenging standards of performance will encourage

students to learn better. It is linked to the premise that successful learning promotes more
successful learning, as mentioned by Spady in 1994. It parallels Thorndike's law of effect, which
says that success reinforces learning, motivates, builds confidence, and encourages learners to do
better.

Principle 4: Expanded Opportunities

In OBE, all students are expected to excel; hence equal expanded opportunities should be
provided. As advocates of multiple intelligences say, "every child has a genius in him/herself, hence
is capable of doing the best.” Learners develop inborn potentials if corresponding opportunities and
support are given to nurture.

Teaching- Learning 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. Students must learn how to learn; hence a teacher
should be innovative. How then should teaching-learning be done in OBE? Here are some tips:
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  Teachers must prepare students adequately. It 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 environment. Students should feel that the teacher
is always there to help regardless of individual uniqueness. Teacher and student relationship
is very important. The classroom atmosphere should provide respect for diverse kinds of
learners.

 Teachers must help their students understand what they have to learn, why they should
learn it (what use it will be now and in the future), and how they will know that they have
learned.

 Teachers must use a variety of teaching methods. The most appropriate strategy should be
used, considering the learning outcome teachers want the students to achieve. Also to
consider are the contents, the characteristics of the students, the resources available, and
the teacher's teaching skills. Even if OBE is learning-centered, sometimes more direct, time-
tested teaching methods will be appropriate.

 Teachers must provide students with enough opportunities to use the new knowledge and
skills. When students do this, they can explore the new learning, correct errors, and adjust
their thinking. Application of learning is encouraged rather than the mere accumulation of
these.

 The teacher must help students bring each learning to a personal closure that will make
them aware of what they learned.

Here are additional key points in teaching-learning in OBE which show the shifts from a
traditional to an OBE view.

From Traditional View To OBE View

Instruction Learning

Inputs and Resources Learning Outcomes

Knowledge is transferred by the Knowledge already exists in the minds of the

teacher. learners
The teacher is dispensing knowledge Teachers are designers of methods

Teachers and students are Teachers and students work in teams

independent and in isolation

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 backward, high expectations, and expanded opportunity. It should contribute to the objective of
improving students' learning. Since in OBE, there is a need to establish a clear vision of what the students
are expected to learn (desired learning outcome), assessment becomes an embedded part of the system.

An assessment should be guided by the following principles to be useful in the OBE system:

1. The assessment procedure should be valid. Procedure and tools should assess what one
intends to test.
2. The assessment procedure should be reliable. The results should be consistent.
3. The assessment procedure should be fair. Cultural background and other factors should not
influence assessment procedure.
4. Assessment should reflect the knowledge and skills that are important to the students.
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 5. Assessment should tell both the teachers and students how students are progressing.
6. Assessment should support every student's opportunity to learn important things
7. Assessment should allow individual or uniqueness to be demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning outcomes.

Learner’s Responsibility for Learning

In OBE, students are responsible for their learning and progress. Nobody can learn for the learner.
Only the learner, himself/herself, can drive himself to learn; thus, learning is a personal matter. Teachers
can only facilitate that learning, define the learning outcomes to be achieved, and assist the students to
achieve those outcomes. Students have a bigger responsibility to achieve those outcomes. In this way,
they will know whether they are learning or not.

In terms of students' perspectives, common questions 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?

2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning what I should be learning?
5. Will I have any say in what I learn?
6. How will I be assessed?

Lesson 2: Enhanced Teacher Education Curriculum Anchored on OBE

As a teacher education curriculum initiatives gear towards globalization, contextualization,

indigenization, and other reforms or enhancements, much harmonization is being done by educators,
curriculum specialists, faculty, teachers, students, and all stakeholders. Outcomes-Based Education as
philosophy, system, and classroom practice gives a very strong signal in the reconceptualization of the
teacher education curriculum.

Let us learn how a teacher education curriculum embraces the philosophy, system, and classroom
practice of OBE.

Teacher Education Curriculum Anchored on OBE

What could be a teacher education curriculum that anchors itself on outcomes-based education?
What would be the features of this curriculum that could address future concerns of basic education? What
competencies must one acquire to be able to address these concerns? How will these competencies
enhance the attributes of a teacher education graduate? These questions and many more shall be
addressed in the content of this lesson.

1. Desired Outcomes of the Teacher Education Program (Ideal Graduate of Teacher Education
Program Competencies)

Questions like: What kind of teacher do we desire to graduate in the future? What kind of
teacher will you be? What qualities will you possess?

To address these questions, the desired competencies and outcomes of the teacher
education curriculum must be clearly stated. These competencies will guide teacher education

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 programs on what product they desire at the end of the college education. What are the attributes of
the Ideal Graduate?

Recognizing the demand of K to 12, the framework of the National Competency-Based

Teacher Standards (NCBTS), and global requirements of ASEAN 2015, a need to harmonize the
teacher competencies is very critical. With OBE, these competencies will form the desired outcomes
of the teacher education program.

With the current imperatives of the 21 st Century, the teacher education curriculum must
emphasize teachers' values, skills, and knowledge that are fundamental to good teaching. The roles
and responsibilities of teachers should be viewed collaboratively with other professionals because
of new job opportunities. Teachers may not remain in the classrooms but may take on tasks as
course designers, program evaluators, training specialists, and others related to teaching.

Competencies for all Future Teachers in the Teacher Education Curriculum

It is desired that all graduates of any teacher education program have the following competencies to
be ready to teach in the classroom. Here is the suggestion based on CMO 30. S. 2004 and the NCBTS.

1. Demonstrate basic and higher levels of literacy for teaching and learning
2. Demonstrate deep and principled understanding of the teaching and learning process
3. Master and apply subject matter content and pedagogical principles appropriate for teaching
and learning
4. Apply a wide range of teaching-related skills in curriculum development, instructional material
problem, learning assessment, and teaching delivery
5. Articulate and apply a clear understanding of how educational processes related to the political,
historical, social, and cultural context
6. Facilitate learning in a various classroom setting diverse learners coming from different cultural
backgrounds
7. Experience direct field and clinical activities in the teaching milieu as an observer, teaching
assistant, or practice teacher.
8. Create an innovative alternative teaching approach to improve student learning
9. Practice professional and ethical standards for teachers anchored for both local and global
perspectives
10. Pursue continuously lifelong learning for personal and professional growth as teachers

With the enumerated intended outcomes, future teachers should be aware of the outcomes they
should become.

Using the National Competency-Based Standards as a frame, as a global Filipino teacher, let us
analyze the intended competencies/outcomes addressed by the different NCBTS domains. (TCSE
Progress Report, 2013)

Teacher Standards Outcomes Domains Addressed in NCBTS

 Uses specialized knowledge and skill in a  Diversity of learners

variety of school contexts and diverse  Learning Environment
students background  Curriculum

 Applies inquiry with the use of  Diversity of Learners

research approaches and utilize  Planning, Assessing, and Reporting
evidence-based knowledge to improve  Personal Growth and Professional
teaching. Development
 Social Regard for Learning

 Self-directs continuous learning related to  Personal Growth and Professional

own expertise to enhance student Development
outcomes and strengthen professional  Social Regard for learning
identity.

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  Maximize the involvement of education
stakeholders and non-education  Community Linkages
communities to work in collaboration for
relevant educational reforms

From the identified competencies, standards, and outcomes, the IDEAL GRADUATE of the teacher
education program as a new breed of TEACHER are:

 Multiliterate
 Reflective
 Master subject content
 Highly Skilled
 Sensitive to issue
 Multicultural
 Innovative
 Highly professional
 Lifelong learner

2. Teacher Education Curriculum: An Example

What kind of teacher education curriculum can develop such competencies in colleges of
education or teacher education departments?

The competencies previously stated are now translated into outcomes using the OBE
framework. These are the outcomes we need to see in every graduate.

Teacher Education Program Outcomes

At the end of the degree plan for elementary or secondary teaching, the future teacher must have:

 Demonstrated basic and higher levels of literacy for teaching and learning.
 Demonstrated deep and principled understanding of the teaching and learning process.
 Mastered and applied the subject matter content and pedagogical principles appropriate for
teaching and learning.
 Applied a wide range of teaching-related skills in curriculum development, instructional material
production, learning assessment, and teaching delivery.
 Articulated and applied a clear understanding of educational processes related to political, historical,
social, and cultural contexts.
 Facilitated learning in various classroom settings with diverse learners from different cultural
backgrounds.
 Experienced direct field and clinical activities in the teaching milieu as an observer, teaching
assistant, or practice teacher.
 Created and innovated alternative teaching approaches to improve student learning.
 Practiced professional and ethical standards for teachers anchored for both local and global
perspectives.
 Pursued continuously lifelong learning for personal and professional growth as teachers.

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Content and Pedagogy to Achieve the Outcomes

Having identified the program's outcomes, how will universities, schools, and departments form the
future teachers?

1. Course or Degree Contents- A college degree is required to become a teacher. A degree

comprises courses or subjects clustered as general education courses, professional
education courses, and major or specialized subject courses.

There are similarities and differences in the required number of subjects and courses
recommended for elementary and secondary level teachers.

Let us look at the examples:

Elementary Level Teaching for K to Grade 6- General Education Courses,

Professional Teacher Education Courses, Areas of Specialization or Additional Subjects in a
Specialized Field.

Secondary Level Teaching for Grade 7-10 (Junior High)- General Education
Courses, Professional Teacher Education Courses, Major Discipline (English, Maths,
Science, others)

Secondary Level Teaching for Grade 11-12 (Senior High School)- General Education
Course, Professional Teacher Education Courses, Major Discipline (higher level of contents)
There are common courses for both levels of teaching. In the professional teacher
education courses, both will have almost the same with one or two different courses to
address the context of the grade level they will teach.

Illustrative Example of Probable Subjects in the Professional Teacher Education

For all future teachers in K to 12 (elementary and secondary levels)

A. Foundation Courses

 Child and Adolescent Learners and Learning Principles

 The Teacher and Society
 The Teaching Profession
 School Culture and Organizational Leadership
 School-Community Linkages
 Foundations of Special and Inclusive Education

B. Pedagogical Content Knowledge Courses

 Facilitating Learner-Centered Teaching and Learning

 Assessment of Learning
 Technology for Teaching and Learning
 The teacher and the School Curriculum
 Building and Enhancing Literacy Skill Across the Curriculum
 Content and Pedagogy of the Mother Tongue (Elementary level only)
 Teaching the Major Field Subjects (Secondary level only)

C. Major Courses for the Secondary and Selected Subject Area Content for the Elementary

D. Experiential Learning Courses

 Field Study Courses (Field Observations)

 Practice Teaching (Classroom Observation, Teaching Assistants, Full immersion)

These subjects are coherent and integrated to create and achieve an almost seamless
experience of learning to teach. Bringing theory into practice, faculty teach the content and

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supervise student teachers in the field. Pedagogical Content Courses (PCK) bring together courses
that treat them holistically.

There will also be an integration with the academic courses and the practicum courses to
allow students to learn from the experts in the field. It will enhance collaborative relationships with
the academe and the schools.

2. Methods of Teaching and Teaching Delivery Modes

The teaching methods should be varied to address different kinds of learners. Time-
tested methods, as well as current and emerging strategies, shall be utilized. These should
be student-centered, interactive, integrative, and transformative. Courses should enhance
the concept of "learning how to learn" for future teachers. The teaching methods should be
replicated what should be used in the workplace or schools.

The delivery modes may vary from the traditional face-to-face, online, and
experiential learning approaches. When these modalities are combined in one course, it is
called the blended approach.

The use of technology for teaching and learning in all subject areas is encouraged so
that every future teacher will develop skills to guide future learners, most of whom are
digitally skilled.

A very strong field-based experience in teacher education where pre-service teacher

students are immersed in the actual classrooms. It will enable the students to gain
experiential learning through observation, teaching assistantship, and practice teaching.

Whatever methods of teaching or delivery modes to be used by the teachers are

written in a course design or syllabus prepared by the faculty and shared with the students.

3. Assessment of Learning

College learning shall be assessed similarly to all other means of assessment. It has
to be remembered that in the Philippine Qualifications Framework (PQF), there are three
levels of competencies that all undergraduate students should possess as evidence of their
learning outcomes. It refers to Level 6 of the PQF, which is described as Level 1 –
Knowledge, Skills, and Values Level 2 – Application of KSV and Level 3 – Degree of
Independence.

Every subject has established a set of desired learning outcomes to be achieved at

the end of the course. These learning outcomes should be evaluated to confirm if they have
been achieved.

For example, in a subject Curriculum Development, the desired course outcomes are:

At the end of the semester, the students must have :

1. Identified curriculum concepts that include the nature and purposes of curriculum.
2. Discussed the different models of curriculum and approaches to curriculum design.
3. Explained curriculum development in terms of planning, implementing, and evaluating.
4. Describe the different involvement of stakeholders in curriculum implementation.
5. Utilized different evaluation procedures and tools in the assessment of learning
outcomes.
6. Explained examples of curricular reforms such as K to 12 and OBE.
7. Reflected on the value of understanding curriculum development as a teacher.

How will we know that students have arrived or achieved the learning outcomes enumerated
above? We need to assess these using varied assessment tools and procedures as mentioned in
previous modules. The key verbs shall be used as an assessment check to determine the success
of the course.

The assessment procedure and tools should be appropriate for the learning outcomes to be
measured to be valid and reliable.

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 In summary, the teacher education curriculum that approaches the OBE model for
classroom practice begins with the end in view by establishing the program outcomes at the start. It
is followed by the Course Content, Pedagogy, and Assessment. However, the three components
are linked to each other.

Planning

(Degree Outcomes and Attributes of

an Ideal Graduate)

Evaluating Implementing
(Assessment of Learning to indicate if(Contents, Methods of Delivery)
degree outcomes have been
achieved)

Module 8: Curricular Landscape in the 21st Century Classrooms

Module Overview:

A dramatic technological revolution ushered the 21st Century. We live in a society that has become
diverse, globalized, complex, and media-saturated. Current education breaks the mold that we know of in
the past. It has to be flexible, creative, challenging, and complex. This module makes students aware of the
current landscape in the curriculum and the skills that the curriculum has to develop.

Lesson 1: The 21st Century Curricular Landscape in the Classrooms

The world has shrunk because of technology. Classrooms have become virtual and global. Current
students face emerging issues like global warming, poverty, health issues, war, population growth, and
many more. What would all of these requirements be?

Emerging Curricula of the 21st Century Learners

What does the curriculum for the 21st Century look like? What are the emerging factors and
conditions that will shape the curriculum of the Century?

Discussion in various for here and abroad revolve along with the different issues.

 Globalization of economies and independence on international markets

 Increased concerns and actions about environmental degradation, water and energy
shortages, global warming, pandemic (HIV, Ebola)
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  Nations competing for power block thus generating conflict but gives opportunities to build
alliances and cooperation
 Increased global migration and opportunities for working overseas
 Science and technological revolution
 Knowledge economy as a generator of wealth and jobs

These issues need a curriculum that will address global solutions to environmental problems,
environmental sustainability, cultural diversity, global conflicts, technology revolution, and scientific
breakthroughs.

Thus, an integrative approach to curriculum to curriculum is necessary. There should be unity in

core academic subjects where life and career skills are included. The curriculum includes interdisciplinary
themes development of essential skills for modern pedagogies and technologies.

The curriculum incorporates higher-order thinking skills, multiple intelligences, technology and multi-
media, and multiple literacies of 21st-century skills. The 21st-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.

 Is based on knowledge drawn from research.
 Is a product of a consultative, collaborative development process.
 Supports excellence and equity for all learners.

Need to Develop 21st Century Skills of Learners in the Curriculum

What are the skills needed by 21 st-century learners in order to cope with the curriculum? Will the
curriculum likewise develop these skills, too? According to the Singapore Ministry of Education, such
clusters of the competencies are seen in the matrix below:

The cluster of Skills for the 21st Century Specific Descriptors

Learning and Innovation Skills Critical Thinking and Problem Solving

Creativity and Innovation
Oral and Written Communication

Knowledge, Information, Media and Content Mastery

Technology Literacy Skills Information Literacy
Media Literacy
ICT Literacy

Life Skills Flexibility and Adaptability

Initiative and Self Direction
Teamwork and Collaboration
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility

Citizenship Skills Valuing of Diversity

Global Awareness
Environmental Awareness
Values, Ethics and Professionalism

On the other hand, Howard Gardner (2006), from his book Five Minds of the Future, sees that the
five frames of thinking would help develop thinking skills. Each frame of thinking is attributed to the type of
mind the learner has to use to survive the future.
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 The Five Frames of Thinking

Five Frames of Thinking Descriptions

The Disciplined Mind Makes use of the ways of thinking necessary

for major scholarly work and profession.

The Synthesizing Mind Selects crucial information from the

voluminous amounts available, processing
such information in ways that make sense to
self and others.

The Creating Mind Goes beyond existing knowledge. Posse new

questions offer new solutions.

The Respectful Mind Sympathetically and constructively adjusts to

individual differences.

The Ethical Mind Considers one's role as a citizen consistently

and strives toward good work and good
citizenship.

Lastly, Tony Wagner, in his book The Global Achievement Gap, mentioned the seven survival skills
for the 21st-century curriculum.

1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading by Influence
3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effectiveness Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination

Lesson 2: The Final Action for a Curriculum Material: A Celebration!

The 7 Rs of QUALITY CURRICULUM MATERIAL

(Modified from Ron Ritchart, Culture of Thinking Project, Bialik College, Melbourne)

The Rs of Quality Curriculum Description of the R

Seven Material
(7)
1 Rigorous Requires students to demonstrate a high level of understanding
and thinking
2 Real Authentic quality that mirrors what the students will do as
teachers

3 Requires independence Students are self-directed in doing their tasks

4 Rich in Thinking Requires students more than memorization

5 Revealing Uncovers students level of understanding and misconceptions

6 Rewarding Intrinsically motivating the students to do the task.

7 Reflective Makes students more reflective in the learning process that

contributes to better performance

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 Here is the more detailed explanation of the R. Study to evaluate and give feedback on the
curriculum material (Module) that you have used. Curriculum material refers to the Curriculum Development
for Teachers.

Rigorous- A curriculum material is rigorous if it provides students opportunities to develop higher-

order thinking skills, decision-making, and deep understanding. It also points the direction for
learning but opens for students understanding beyond a minimal outcome. Do the activities in the
lessons allow students to develop higher-order thinking? How do the activities launch learning?

Real- A curriculum material is real if it builds understanding to engage in real-life activities related to
becoming teachers. Are the topics significant to the life of the students? How do the topics intersect
their lives as students and as future teachers?

Requires independence- A curriculum material requires independence if students are given

opportunities to make appropriate choices, like whom to interview or what class to observe, and
when to do it. It will make students engage in deep learning and allow them to learn from their
mistakes.

Rich in thinking- A curriculum material is rich if it asks students more than just memorization or
repetition. The curriculum materials make students do observations, ask questions, consider
alternatives, evaluate outcomes, reflect, and judge based on evidence.

Revealing- A quality curriculum material reveals if it seeks to show what the students do and do not
understand, but how they understand it. Does the curriculum material reveal what they understand
from their answers in the activities, self-check, and self-reflection?

Rewarding- A quality curriculum material is rewarding if students can articulate what they are
learning and share the results of their individual and group tasks. It is indicative of the students'
effort, which is directed toward a well-defined learning goal. The sense of purpose is shown in their
work as the intrinsic rewards they gain. In short, they are happy with what they are doing.

Reflective- A quality curriculum material is reflective if it allows students to think about one's
learning, not only about feelings. For example, the statement . . . "I used to think . . . but now I
think . . . "

These are the seven Rs of the quality curriculum material. Collectively focused on the topics to be
covered, skills to be mastered, facts to be learned, and outcomes to be achieved. These are the aspects of
the curriculum material that is of quality.

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