INNOVATING INNOVATION: A TREND IN PHILIPPINE EDUCATION
JEFFREY LOUIE B. MACASPAC
The recently introduced educational reform already set its height on its fifth year of implementation. The government through the Department of Education has been plotting strategies to meet both ends for the success of this K to 12 program. Yearly, teachers are hectic attending trainings and seminars as requisite of this curricular innovation.
The program demanded teachers to follow particular curricular guidelines and take course of action set by the department. In a Grade 7 English class of a public school for instance, the teaching guide and the learning package introduced among language teachers already details the list of objectives, strategies, content and assessment tool to be employed by a teacher. This means that the sole task of the teacher is to facilitate and to deliver the written curriculum.
Seemingly, the scenario depicts ease and convenience on the part of the teacher. But ironically, the tasks become more arduous on the side of the teachers.
In some parts of the learning modules, some objectives are bound to be met in a specific duration of time which is sometimes tough to follow since each language class defines different levels of mastery. As a result, the teacher then modifies the plan indicated in the written curriculum.
Another is the listing of required activities to be taken using the resources stated in the students’learning modules just like the use of library, the internet and other media which are to be prepared by teachers. It is clear fact that not all public schools are enjoying the perks of having their own school library. Therefore, it results to teachers’innovation of the set curriculum as it demands the need to be modified.
Not all schools are also privileged with computer laboratory or even just sets of computer with internet connection. Fortunate are the schools blessed with this media because the teachers may comply and follow the activities. But for schools not opportune with it, the only answer is for teachers to adjust and to innovate in order to conduct their classes without sacrificing the achievement of the curricular objectives.
It is also important to cite that the instructional materials like the listening texts, recorded speeches and video presentations are not readily available for teachers and not even available online. Thus, the teachers’creativity plays significant over and over again.
The role of a facilitator remains to be a significant factor in implementing the curriculum. A curriculum crafted strategically and purposively only fulfils its sense when delivered and when possible, recreated by the teachers’resourceful and creative thinking using the students’needs and cultural background as bases.
— oOo— The author is Teacher III Lubao National High School, Lubao, Pampanga