This is all about the different curriculum designs, innovations in curriculum, and systematic approaches to improving the quality of education.

1. CURRICULUM DEVELOPMENT AND SUPERVISION
ED 713
•Curriculum design
Innovation in education
System approach to education
Presented by: Rosalina L. Guzman
Presented to: Dr. Carlyn Dela Peйa

2. PRAYER
• In the name of the Father … Let us pause for a moment of silence because it is in
the silence that we will be able to recognize and feel that God is in our hearts.
O God, we trust in your power to create, to sustain, to enable. But we couldn’t trust if
we didn’t know that you are always near. Be with us always Lord , especially in our
class today.
Guide us in our discussion, to share ideas and opinions for the good of all and we will
be able to share these in our fields of works .

3. PRAYER
• Protect us always so that we can continue our journey to
educate unique individuals and that we will always have the
strength to work every day . These we ask in the name of Jesus,
your son with the intercession of Mama Mary our blessed
Mother.Amen. In the name of the Father…

4. CURRICULUM DEVELOPMENT AND SUPERVISION
ED 713
•Curriculum design
Innovation in education
System approach to education
Presented by: Rosalina L. Guzman
Presented to: Dr. Carlyn Dela Peйa

5. OBJECTIVES
•Apply the principles learned in
analyzing , developing and redesigning
a curriculum

7. DEFINITION OF CURRICULUM DESIGN
• Curriculum design focuses on the creation of the overall
course blueprint, mapping content to learning objectives,
including how to develop a course outline and build the course.
• Each learning objective is met with assessment strategies,
exercises, content, subject matter analysis, and interactive
activities.

10. • Hidden Curriculum
• Integrated Curriculum
• TYPES OF CURRICULUM DESIGN
1. Subject Centered Curriculum

12. 2. LEARNER CENTERED CURRICULUM

13. 3.TEACHER –CENTERED CURRICULUM

14. ACTIVITY BASED CURRICULUM

15. CORE CURRICULUM
A Core curriculum collectively define district –wide system
that include:

17. THE HIDDEN OR COVERT CURRICULUM

18. THE HIDDEN OR COVERT CURRICULUM
• Cultural Expectations
• CulturalValues
• Cultural Perspectives
• Teaching Strategies
• Institutional Rules
• Religious Perspective

19. INTEGRATED CURRICULUM
 According to Roberts & kellough, (2000).
 “ The term integrated curriculum refers to a way of teaching, planning, &
organizing so the discrete disciplines of subject matter are integrated and match
the developmental needs of the learner, help to meaningfully connect the student’
learning to their current and past experiences”
 What is Integration?
 Problem, concerns real to the student and real in the community.
 Student and teacher work together to select the specific topic of interest to them
and together they plan how, when, where and why they pursue it.
 Develop essential skills intrinsic to their learning.

20. WHY IS CURRICULUM INTEGRATION
IMPORTANT:-
 It is important to see student relationship among ideas and concepts
as they plan and experience.
 Communication process become authentic as student engaged in
thematically based learning activities.
 Students are encourages to share their ideas. As they listen to one
another, their personal bases of ideas are expanded.
 Student become more responsible and engaged in their own learning.
 Teacher assume the role of facilitator rather than information
dispenser.

21. HOW TO DESIGN YOUR CURRICULUM?
SIX STEPS OF CURRICULUM DESIGN
STEP 1: PRINCIPLES AND PURPOSE – SET OUT THE
INTENT OF YOUR CURRICULUM
STEP 2: ENTITLEMENT AND ENRICHMENT – DEVELOP
YOUR PUPIL ENTITLEMENT
STEP 3: BREADTH AND BALANCE – DEVELOP THE
CONTENT OF YOUR CURRICULUM

22. HOW TO DESIGNYOUR CURRICULUM?
SIX STEPS OF CURRICULUM DESIGN
STEP 4:TEACHING NARRATIVE – PLAN THE DELIVERY OF
YOUR CURRICULUM
STEP 5: RESOURCES – SOURCE HIGH QUALITY RESOURCES
TO DELIVERYOUR CURRICULUM
STEP 6: REVIEW AND EVALUATE – DECIDE WHATWORKS
WELL AND WHERE THERE IS ROOM FOR
IMPROVEMENT

23. Innovation in Education

24. INNOVATION ???
INNOVATION IS THE ACT OR PROCESS OF INTRODUCING NEW
IDEAS, DEVICES, OR METHODS.

25. MAJOR
INNOVATIONS
1. DIGITAL TEXTBOOKS
2. SOCIAL MEDIA
3. GAMIFICATION
4. REMOTE LEARNING
5. ARTIFICIAL INTELLIGENCE
6. VIRTUAL REALITY
7. THE (M-LEARNING)
8. LEARNING THROUGH SMART BOARD
9. CLOUD BASED TECHNOLOGY IN EDUCATION
10. MOOCS (MASSIVE OPEN ONLINE COURSE)
11. USE OF VIDEOS IN EDUCATION
12. FOREST KINDERGARTENS

26. DIGITALTEXTBOOKS
➢ ACCESS ANYWHERE
➢ COST EFFICIENT
➢ EASY TO HANDLE
➢ PROVIDE MOST RECENT
INFORMATION

27. SOCIAL MEDIA
ONLINE GROUP- STUDENTS WORK
TOGETHER ON PROJECTS AND
ASSIGNMENTS
HASHTAGS CAN BE USED TO ORGANIZE
INTERACTIVE CONVERSATIONS BASED
ON A SPECIFIC SUBJECT OR PROBLEM.
CONNECTIONS
KNOWLEDGE
SOCIAL MEDIA MARKETING

28. GAMIFICATION
GAMIFICATION IS THE CONCEPT OF APPLYING GAME-DESIGN THINKING
TO DIFFERENT CLASSROOM TASKS TO MAKE THEM MORE FUN AND
ENGAGING.
EXAMPLE : ABACUS

29. REMOTE LEARNING OR DISTANCE
EDUCATION
a) REDUCE COSTS
b) TIME
c) OPEN TO EVERYBODY
d) FREEDOM OF PLACE

30. ARTIFICIAL INTELLIGENCE
SOUTH KOREAN CLASSROOMS - LEARN ENGLISH FROM ENGKEY
EGG-SHAPED ROBOT ENGLISH TEACHER WITH A CUTE
HUMANOID FACE. ENGKEY IS CONTROLLED REMOTELY BY A
NATIVE ENGLISH-SPEAKER (AT HOME IN, SAY, AUSTRALIA OR
THE U.S.).
FACE PROJECTED ON ENGKEY’S SCREEN. KNOWN AS A
“TELEPRESENCE” ROBOT, ENGKEY HELPS ADDRESS SHORTAGES
OF NATIVE ENGLISH TEACHERS IN SOUTH KOREA.
OTHER TYPES OF ROBOTS HELP STUDENTS CHECK IN FOR CLASS,
INQUIRE ABOUT THEIR MOODS OR TEACH THEM TO DANCE.

32. VIRTUAL REALITY
• UNITED ARAB EMIRATES: 3D LEARNING
• INTERACTION WITH REAL OR PHYSICAL WAY BY A PERSON USING
SPECIAL ELECTRONIC EQUIPMENT, SUCH AS A HELMET WITH A SCREEN
INSIDE OR GLOVES FITTED WITH SENSORS.
BENEFITS:- UNDERSTANDING COMPLEX SUBJECTS,
SUITED TO ALL LEARNING STYLES,
IMMEDIATE ENGAGEMENT

33. VIRTUAL REALITY

34. THE (M-LEARNING)
MOBILE LEARNING IS DEFINED AS
"LEARNING ACROSS MULTIPLE
CONTEXTS, THROUGH SOCIAL AND
CONTENT INTERACTIONS, USING
PERSONAL ELECTRONIC DEVICES
SUCH AS MP3 PLAYERS,
NOTEBOOKS, MOBILES, TABLETS
etc.

35. LEARNING THROUGH SMART BOARD:
• THE SMART BOARD PROVIDES THE
FACILITY FOR LEARNERS TO PARTICIPATE
IN THE INSTRUCTIONAL PROCESS.
• IT GIVES THE PLATFORM FOR STUDENTS
TO UNDERSTAND THE SUBJECT THROUGH
WRITING, TEACHING AND DRAWING.
EVERY STUDENT HAS A FACILITY TO
PARTICIPATE IN THE DISCUSSION VIA
TABLETS AND NOTEBOOKS. MAKES IT
EASIER AND FUN TO LEARN MORE STUFF

36. • WHY SMARTBOARD IS ESSENTIAL IN M
OD
ER
N ER
A?
➢ Flexibility
➢ Interact and Share
➢ Low Maintenance
➢ Access to online information & Tools
➢ Eco Friendly
➢ Technology integration

37. CLOUD BASED TECHNOLOGY IN
EDUCATION
• THE PRACTICE OF USING A NETWORK OF REMOTE SERVERS
HOSTED ON THE INTERNET TO STORE, MANAGE, AND PROCESS
DATA, RATHER THAN A LOCAL SERVER OR A PERSONAL
COMPUTER.
• HOW AN INDIVIDUAL USES CLOUD COMPUTING
• USED ONLINE BANKING
• SHOPPED ONLINE
• USED FACEBOOK OR TWITTER
• BACKED-UP DATA ONLINE
• USED WEB-MAIL SUCH AS GOOGLE GMAIL OR YAHOO MAIL

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Common examples of the Saas model
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Teleconferencing
Invoicing Collaboration
tools
Photo sharing
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39. MOOCS (MASSIVE OPEN ONLINE COURSE)
A MOOC IS A MODEL FOR DELIVERING
LEARNING CONTENT ONLINE TO ANY
PERSON WHO WANTS TO TAKE A
COURSE, WITH NO LIMIT ON
ATTENDANCE.
CHANGED THE FACE OF EDUCATION.
EXAMPLES:- Udemy.com
Khanacademy.org
Acamica.com
Edx.org

40. USE OFVIDEOS IN EDUCATION
ONE-THIRD OF PUPILS ARE ACCESSING ONLINE VIDEO THROUGH THEIR
OWN INITIATE TO HELP WITH THEIR HOMEWORK.
ADVANTAGES:- EASY TO DELIVER
ANYTIME ACCESS
MORE EFFECTIVE LEARNING
OPPORTUNITY FOR SELF STUDY

41. FOREST KINDERGARTENS
• FOREST KINDERGARTEN OFFERS YOUNG
CHILDREN FREQUENT, REGULAR PLAY
OPPORTUNITIES OUTDOORS IN A
NATURAL SETTING, OFTEN WOODLAND,
IN ALMOST ALL WEATHERS
THROUGHOUT THE YEAR.
• DENMARK IS THE FIRST COUNTRY
THAT INTRODUCE FOREST
KINDERGARTENS
ACTIVITIES:- ROLE PLAY
DRAWING SCENES
CLIMBING TREES & EXPLORE
FOREST

42. FOREST SCHOOL IN THE PHILIPPINES

43. SYSTEM
APPROACH TO
EDUCATION

44. SYSTEM APPROACH
Neils view: “System approach to
education is defined as a
particularmethod of exploration
to find effective ways of
talking about, designing
and organizing
learning situation in
practice.”

45. SYSTEM APPROACH APPLIED
TO
educational situation implies
Standards of output performance.
Planned input and processes involving
organized learning materials and methods.
Monitored output in which the use is to
revise, improve and evaluate the
instructional system providing feedback to
the learner and teacher.
A degree of inbuilt flexibility to adjust t
o
individual situation.

46. PARAMETERS OF A
SYSTEM
PROCESS
ANALYSIS
AND
FEEDBACK
INPUT
OUTPUT

47. ❑ INPUT
Input refers applied to what is put into a
system
o Student
o Teacher
o Administration
o Curriculum
o Instructional material
o Job opportunity
o Rural and urban local institute
o Hostel facility
To be continue…

48. ❑ PROCESS
• Process refers to what goes on in a system
o Curriculum
o Institute
o Facility
o Teachers

49. OUTPUT
• Output is the product of a system.
Monitored output which is used to revise,
improve and evaluate the instructional
system.

50. ANALYSIS AND FEEDBACK
Monitored environment provides
feedback to the learner and
teacher. A system operatesin a
physical and social
environment. A system cannot
operates beyond the limits and
boundaries of its environment
context and constraints.

51. PURPOSES AND USES OF SYSTEM
APPROACH IN EDUCATION
❖ Improvement in instructional system
System approach can effectively improve the
instructional system. In instructional system, certain
interactive and interrelated elements are operating in a
systematic way to achieve stipulated instructional
objectives.
Inputs: Inputs are teachers, students, curriculum, content,
instructional material.
Process: It includes instructional methods strategies and
approaches.

52. ➢Output: Output are attainment of instructional
objectives.
❖Improvement in co-curriculum activities:
It helps in bringing improvement in the
organization of curriculum activities and other
educational aspects for maximum development
of personality.
❖Improvement in training: It helps in imprT
training and development program .

54. Identify the task or the problem
Analyses the situation
Arrange for good management
Identify the objectives
Specify the material and methods to be used
Construct a prototype or programme design
Test a prototype design
Analyse the results
Implement and recycle

56. MODEL INSTRUCTIONAL AREA
• Step 3:Arrange for good management
• There should be very good co-ordination among the teachers developing Instructional system.
Each one is to be assigned some responsibilities.
• Step 4: Identify the objects
• The terminal objectives may be stated in general terms as well as in specific terms.
• (A)The students, at the end of the instruction, will be able to speak in English with fluency and
good pronunciation.
• They can distinguish between sound pattern.
• Step 5 : Specify the materials and method to be used

57. STEP 5
• Audio tape recorder
• Radio
• Chart of vowels, diphthongs and consonants
• Film stip, slide decks,
• Television

58. STEP 6: CONSTRUCT A PROTOTYPE DESIGNED
• Listening to and producing individual sound.
• Listening to words and sentences and also producing them.
• Listening to dialogues and taking part in dialogues.
• Describing picture orally.
• Step 7:Test the prototype design
• Picture describe test, role-play test, interview etc. can be conducted to measure the
student’s progress in the attainment of speech-skills through the Instructional System.

59. STEP 8: ANALYZE THE RESULT
• The result will indicate what revisions and modifications are
necessary in the materials and methods.
•Step 9: Implement and recycle
• After making necessary revisions and modifications the
Instructional System is used for the whole class

60. ROLE OF THETEACHER IN SYSTEM APPROACH
• Assessment in input
• Data collection
• Alternatives
• Analyzing objectives
• Discussions
• Activations
• Feedback data
• Modification of components and processes
• Assessment
• Modification of system

61. PROBLEMS OR DIFFICULTIES IN IMPLEMENTING SYSTEM
APPROACH IN EDUCATION
• Difficulties in saying ‘good bye’ to old methods
• Time consuming
• Hard work
• Not suitable for all
• problems

62. CONCLUSION
• In spite of certain difficulties and limitations, it provides opportunity
to modify and improve the educational system as best as
possible in the light of the evaluation of the outcomes in relation to
inputs, processes, environment constraints and stipulated
objectives.Thus , system approach has full potentiality to provide
effective control to the
• process and products of education by solving the various
problems related

63. REFERENCES
• https://www.slideshare.net/HennaAnsari/designs-of-curriculum
• https://www.wellesley.edu/careereducation/resources/curriculu
m-design#
• Cornerstoneseducation
• https://www.slideshare.net/leena1506/system-approach-
29922158