Student-Centered Learning: Examining the New MATATAG Curriculum
Keywords:
New MATATAG Curriculum, learner-centered approach, flexibility, instructional designAbstract
This research paper explores the New MATATAG Curriculum, a learner-centered instructional framework for Kindergarten to Grade 10 education in the Philippines. Drawing upon literature and research findings, the study examines key aspects of the curriculum, including its emphasis on learner-centeredness, flexibility, effective instructional principles, instructional design, and assessment practices. The New MATATAG Curriculum prioritizes learner engagement, critical thinking, and personalized learning experiences tailored to diverse student needs. It incorporates instructional principles such as inclusivity, ideation, integration, and innovation to foster holistic development and prepare students for the challenges of the future. Key aspects of instructional design, including context, connection, collaboration, and creativity, are central to the curriculum, aiming to enhance student motivation, understanding, and collaboration skills. Assessment practices aligned with the curriculum focus on formative assessment, feedback, and reflection, supporting student learning and growth effectively. This paper concludes that the New MATATAG Curriculum represents a significant shift towards student-centered, holistic education, emphasizing the importance of continuous improvement and adaptation to meet the needs of 21st-century learners. Effective implementation of the curriculum requires ongoing support and collaboration among stakeholders to ensure its successful integration into classrooms nationwide.
References
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Granada Learning.
Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning. Routledge.
Craft, A. (2010). Creativity and education futures: Learning in a digital age. Trentham Books Ltd. Westview House 734 London Road, Oakhill, Stoke-on-Trent, Staffordshire, ST4 5NP, UK.
Department of Education (2013). Implementing Rules and Regulations (IRR) of Republic Act No. 10533. Enhanced Basic Education Act of 2013. https://www.deped.gov.ph/wp-content/uploads/2013/09/DO_s2013_43.pdf
Department of Education (2019). Policy Guidelines on the K to 12 Basic Education Program https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
Department of Education (2015). DepEd Order No. 8, s. 2015. Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-education-program/
Duchesne, S., & McMaugh, A. (2018). Educational psychology for learning and teaching. Cengage AU.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning.
Gueldner, B. A., Feuerborn, L. L., & Merrell, K. W. (2020). Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Publications.
Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals' digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge?. Computers in human behavior, 117, 106672.
Hargreaves, A., & O'Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin Press.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.
Kilag, O. K., Andrin, G., Abellanosa, C., Villaver Jr, M., Uy, F., & Sasan, J. M. (2024). MATATAG Curriculum Rollout: Understanding Challenges for Effective Implementation. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 172-177.
Kilag, O. K., Galve, G., Uy, F., & Sasan, J. M. (2024). The New MATATAG Curriculum in the Lens of the 21st-Century 7Cs. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 418-424.
Kilag, O. K., Jesus, J., Uy, F., Sasan, J. M., Seblos, K., & Gier, R. A. (2024). Educational Transformation: Perspectives on the Implementation of the Matatag Curriculum in the Philippines. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 306-311.
Kilag, O. K., Hubahib Jr, S., & Sasan, J. M. (2024). Educational Transformation: The MATATAG Curriculum and Philippine Education Reform. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 448-455.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
Sawyer, R. K. (2006). The new science of learning. The Cambridge handbook of the learning sciences, 1, 18.
Sharma, U., Forlin, C., Deppeler, J., & Yang, G. X. (2013). Reforming teacher education for inclusion in developing countries in the Asia Pacific region. Asian Journal of Inclusive Education, 1(1), 3-16.
Slee, R. (2018). Defining the scope of inclusive education.
So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & education, 51(1), 318-336.
Tan, M. L. (2018). Supporting adjunct faculty in student-centered instruction: A comparison of two mobile learning professional development approaches (Doctoral dissertation, Johns Hopkins University).
Topping, K., Buchs, C., Duran, D., & Van Keer, H. (2017). Effective peer learning: From principles to practical implementation. Routledge.
Zhao, Y. (2017). What works may hurt: Side effects in education. Journal of Educational Change, 18(1), 1-19.
