INNOVATING INNOVATION: A TREND IN PHILIP­PINE ED­U­CA­TION

Sun.Star Pampanga - - PERSPECTIVE! -

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

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