UNIVERSITY OF MINDANAO

_______________

In Partial Fulfillment
Of the Requirement for the Subject in

CURRICULUM TRENDS AND STRATEGIES IN TEACHING

TECHNOLOGY and LIVELIHOOD EDUCATION (TLE 101)
REFLECTION
Course Professor: LEILANIE L. TINGZON

JEWEY R. QUIMADA
09382005543
 Current Teaching Strategies and Approaches in TLE

Leaning is assessed using a variety of measures. The use of both the traditional and the
authentic assessment is mandated for purposes of gathering information about the
learners in a holistic manner. Authentic assessment when appropriate should be
encouraged in order for the students to apply knowledge and skills learned in the same
way they are used in the real world. Schools are encouraged to conduct their own
evaluation. This will allow schools to take adjustments with regard to objectives,
content, materials, teaching-learning process in order to achieve desired learning
outcomes. The teaching-learning process considers the learners as active partners
rather than objects of teaching. The learners are constructors of meaning, while the
teachers act as facilitators, enablers and managers of learning. Here is a range of
effective teaching strategies you can use to inspire your classroom practice.
1. Visualization
Bring dull academic concepts to life with visual and practical learning experiences,
helping your students to understand how their schooling applies in the real-world.

2. Cooperative learning

Encourage students of mixed abilities to work together by promoting small group or

whole class activities. Through verbally expressing their ideas and responding to others
your students will develop their self-confidence, as well as enhance their communication
and critical thinking skills which are vital throughout life.

3. Inquiry-based instruction

Pose thought-provoking questions which inspire your students to think for themselves
and become more independent learners.
Encouraging students to ask questions and investigate their own ideas helps improve
their problem-solving skills as well as gain a deeper understanding of academic
concepts. Both of which are important life skills.

4. Differentiation

Differentiate your teaching by allocating tasks based on students’ abilities, to ensure no

one gets left behind. Assigning classroom activities according to students’ unique
learning needs means individuals with higher academic capabilities are stretched and
those who are struggling get the appropriate support. This can involve handing
out worksheets that vary in complexity to different groups of students, or setting up
a range of work stations around the classroom which contain an assortment of tasks
for students to choose from.
5. Technology in the classroom
Incorporating technology into your teaching is a great way to actively engage your
students, especially as digital media surrounds young people in the 21st century.
Interactive whiteboards or mobile devices can be used to display images and videos,
which helps students visualize new academic concepts. Learning can become more
interactive when technology is used as students can physically engage during lessons
as well as instantly research their ideas, which develops autonomy
6. Behaviour management
Implementing an effective behaviour management strategy is crucial to gain your
students respect and ensure students have an equal chance of reaching their full
potential.
7. Professional development
Engaging in regular professional development programmes is a great way to enhance
teaching and learning in your classroom.

Current Innovations in Global & Local Trends

Change is inevitable. Yet there are universal constants. Not all change is good. There
are changes that happen beyond our influence or control. And there are changes that
we ourselves bring to realization. When we innovate, we look for improvement. This
type of change for the most part involves a process, but it cannot be divorced from the
outcome. In fact, this type of willful change is only good if it is for the better. In a new
report from the OECD, Measuring Innovation in Education: A New Perspective,
Educational Research and Innovation, countries have been ranked in terms of changes
in schools' practices and policies. Vincent-Lancrin, lead author of the study, has
been quoted as saying, "Innovation is a means to an end, we need to think of it not as
an indicator of performance itself, but something that will translate into better
educational outcomes." Whether an innovation leads to an increase in quality in
education deserves to be asked. Assuming innovation is a good in itself is dangerous.
Such thinking reduces education to something similar to business where innovation is a
must to survive. In education, not all changes are good and not all changes are justified.
Becoming worse is a possible outcome of change. Innovations that lack careful
examination can easily turn out to be a disaster of our own making. One of the key
findings of the study is the following:
The new DepEd K+12 curriculum in the Philippines could easily high scores on
innovation. After all, the changes brought by the new curriculum are certainly dramatic
and numerous. The changes would cost more than a hundred billion pesos. Yet, the
changes are much more likely not to benefit basic education in the Philippines at all.
Simply because reforms or changes are being introduced to a basic education system
does not automatically mean improvement in quality. The world has enough evidence
that this is not the case. Innovation does not necessarily correlate with quality.
 CHED AND TESDA/TECHVOC SCHOOLS Curriculum
CHED is the Philippine government’s agency in charged with promoting relevant and
quality higher education, ensuring access to quality higher education, and guaranteeing
and protecting academic freedom for continuing intellectual growth, advancement of
learning and research, development of responsible and effective leadership, education
of high level professionals, and enrichment of historical and cultural heritages.
TESDA
The Technical Education and Skills Development Authority (TESDA)
(Filipino: Pangasiwaan sa Edukasyong Teknikal at Pagpapaunlad ng Kasanayan)
serves as the Philippines' Technical Vocational Education and Training (TVET)
authority. As a government agency, TESDA is tasked to both manage and supervise the
Philippines' Technical Education and Skills Development (TESD). Its goals are to
develop the Filipino workforce with "world-class competence and positive work values"
and to provide quality technical-educational and skills development through its direction,
policies, and programs.

Historical perspective

Education reform has been in a need in the Philippines for generations. Before K to 12,
the Philippines had been one of only three remaining countries in the world–the other
two being Djibouti and Angola–to have a 10-year basic education cycle. Most countries
across the globe operate on a 12-year basic education cycle.

Before World War II, the Philippines had an 11-year basic education cycle: grades 1 to
7 for elementary, and 4 years of high school.

After the war, the American colonial government recommended a shift to the American
system: six years (instead of seven) for elementary, three years of junior high school,
and three more years of senior high school, for a total of 12 years of basic education.

The transition began with the removal of Grade 6 from elementary, but the addition of
two years in high school was never completed.

Since 1945, we have made the best of ten years of basic education, the result of an
incomplete transition and which was never meant to be a permanent state of affairs.
Until today.

K to 12 is in fact one of the most well-studied reform measures ever to be undertaken.

For decades–dating back to 1925, we’ve tried to answer two questions: (1) What should
we teach in order to equip Filipinos for local needs and global standards?, and (2) How
many years of school does it take to learn all these skills and information?

Historical antecedents show that it was never a question of whether we should adopt
K to 12, but when it should be done.

With the current paradigm shifts in education, and with the establishment of
qualifications reference frameworks regionally and globally, this long-overdue upgrade
has become an imperative.

Finally, in 2010, the new administration identified education reform at the very top of its
priorities, and pushed for this reform through the Enhanced Basic Education Program,
or K to 12. K to 12 isn’t simply a matter of adding two more years of school; it is the
product of decades of study, and a larger process of reforming the education sector as
a whole. The passage of the Enhanced Basic Education Act, or Republic Act 10533
aims to ensure the continuity of the reform beyond this generation, and into the next.

Technical and Vocational Education and Training (TVET) is the postsecondary

education sector, providing noncredit , technical middle-level skills training to produce
skilled workers. The Technical Education and Skills Development Authority (TESDA)
provides national leadership for the TVET system by implementing competency-based
curriculum standards, training regulations, and assessment and certification processes
to ensure a high-quality TVET delivery throughout the country. With the country’s recent
shift to K-12 compulsory education, TVET education is integrated into senior high
school to produce high school graduates with employable skills. Those who do not
choose to enter higher education after high school often choose TVET to earn a
National Certificate (NC) from TESDA.

THE TRANSITION IN HIGHER EDUCATION

The K to 12 system was signed into law with the passage of the Enhanced Basic
Education Act of 2013 (Republic Act 10533). It clearly states that the K to 12 reform is
an effort not exclusive to the Department of Education (DepEd), but cuts across the
whole landscape of Philippine education and labor, making a unique impact on each
sector, while at the same time requiring all these agencies to work together to ensure a
smooth transition into the new system.

RA 10533 outlines the role of CHED in this reform, which is fourfold:

Curriculum consultation (Sections 5 and 6) – CHED has been actively involved as part
of the curriculum consultative committee for K to 12. CHED has tapped experts from
universities to contribute to designing and revising the K to 12 curriculum.
Teacher training and education (Section 7) – CHED is also mandated to partner with
DepEd and other institutions for teacher training and education, including making sure
that the curricula of teacher education institutions meet standards of quality. This
ensures that the teachers of the next generation are equipped to teach young Filipinos
under the new K to 12 system.
Career guidance and counseling (Section 9) – CHED is mandated to partner with
DepEd and DOLE in career guidance and counseling activities for high school students.
Helping students choose what courses to take in college can help them pursue careers
that lead to better jobs.
Strategizing through the transition (Section 12) – Lastly, CHED is mandated to help
formulate and implement strategies to ensure a smooth transition into the new K to 12
system. This includes making sure that the college curriculum is revised to complement
the new K to 12 curriculum. CHED is also mandated to implement strategies to protect
higher education institutions and their employees from severe losses during the
transition.
Its Implementing Rules and Regulations (IRR), promulgated in September 2013, add: