Instructional Design Framework of MATATAG Curriculum
The instructional design framework of the MATATAG curriculum is a guide that helps instructors provide students with a learning experience that ensures the unpacking of learning competencies in the MATATAG curriculum.
The framework is a step taken by DepEd to allow teachers across the board to provide an optimal learning experience to prepare the students to achieve academic rigour. Moreover, it aims at training them to become active and lifelong learners.
The framework mentions the critical components that make up the perfect teacher-learner experience, which helps DepEd achieve the curriculum competencies it is striving to achieve.
It is a guide for teachers that helps them develop engaging, impactful and resourceful lesson plan that help the learner reach their full potential.
DepEd has kept it simple – the learner is at the center of the framework. Everything revolves around the learner. The learning components align with the teaching standards that encourage flexibility and foster collaboration and creativity among the participants; teachers and learners.
Breakdown of the Instructional Design Framework
As can be seen from the picture above, the instructional design framework is centred around the learner. All the other things are revolving around him. Following is an analysis of the Instructional Design Framework of the MATATAG curriculum.
1. The Learner
The curriculum is designed keeping in mind the learner. DepEd has taken its time and made the curriculum in a way that aligns with its commitment to give learner-based education.
This was outlined in Republic Act No. 10533. Under this legislation, it is up to the educational institutions to tailor all teaching practices in a way that suits the cognitive abilities, circumstances, needs and cultural background of the students.
The role of teachers is not limited to coming to class, delivering lectures and taking assessments. The teacher’s role is highly dynamic – they are instructors, facilitators, role models, storytellers and academic helpers. In a nutshell, they are responsible for facilitating active learning for the students.
On the other hand, the students need to be proactive. They are the ones that influence learning content by co-creating teaching strategies.
The class should be designed around the learner’s cognitive abilities rather than the other way around. A teacher is a learning facilitator who works towards making an active learner.
2. Curriculum
The MATATAG curriculum is the blueprint on which educators will build their lessons. It is a structured, systematic plan that defines why, how and what learners need to learn.
However, it is not necessary to consider it as an endpoint or stick to it strictly. It needs to be used as a guide with the help of which quality learning experiences are built.
It is a strategic change that is rooted in a better learning experience for the students.
3. Teaching
The 2nd pillar of the framework is teaching. The curriculum encourages teachers to create better learning opportunities. The strategic sequencing of learning competencies within this framework supports systematic student mastery of concepts and skills by allowing teachers to scaffold instruction effectively.
The foundation of the curriculum is on developing balanced cognitive demand, inculcating the 21st century.
The following table gives an overview of some pedagogical methods and strategies that span across key stages. Remember, this is not a fixed roadmap but a blueprint on which to build the lessons.
Table 1: Suggested Pedagogical Approaches, Methods, and Strategies
| LEARNING AREA | PEDAGOGICAL APPROACHES, METHODS, AND STRATEGIES |
| Filipino | Suggestopedia, Systematic Phonics Instruction, Audiolingual Instruction, Explicit Teaching, Literacy, Task-Based Instruction, Interactive Learning, Community-Language Learning, Communicative Language Teaching, Text-Based Instruction, Genre Based Approach, and Whole Language Approach, Differentiated Instruction, Situational Language Learning, Cooperative Learning, Transmedia Learning. |
| English | Suggestopedia, Systematic Phonics Instruction, Audiolingual Instruction, Explicit Teaching, Literacy, Differentiated Instruction, Task-Based Instruction, Interactive Learning, Cooperative Learning, Community- Language Learning, Communicative Language Teaching, Text-Based Instruction, Genre Based Approach and Whole Language Approach. |
| Good Manners and Right Conduct (GMRC) and Values Education | Inculcation Approach, Clarification Approach, Analysis Approach, Moral Development Approach, Community of Inquiry, Social and Emotional Learning, Action Learning, Experiential Learning. |
| Mathematics | Discovery Learning, Experiential and Situated Learning, Cooperative Learning, Problem-based learning, Differentiated Instruction, Inquiry-based approach, Transdisciplinary Approach, Science-Technology-Society Approach, Problem-Based/Design-Based Learning Approach, Application-led Approach |
| Science | Inquiry-based Approach, Transdisciplinary Approach, Science-Techn010w-Society Approach, Problem-based Design-based Learning, Approach, Application-led Approach. |
| Araling Panlipunan | Experiential Learning, Collaborative Learning, Social Constructivism, Inquiry-based Approach, Thematic-Chronological Approach, Conceptual Learning, Research-based Approach, and Interdisciplinary Approach. |
| Edukasyong Pantahanan at Pangkabuhayan (EPP) / Technology and Livelihood Education (TIE) | Authentic Learning, Experiential Learning, Problem-based Learning, Project-based Learning, Contextual Learning, Differentiated Instruction, Explicit Teaching. |
| Music and Arts, Physical Education and Health (MAPEH) | Music and Arts Education: Culture-based approach, Project-based, Visual Culture, Integrative Arts Approach, Technology-enhanced instruction, Holistic learning, Relevant and Inclusive Learning, Contextualized Learning, and Differentiated Instruction Physical Education and Health: Culture-responsive, Epidemiological Learning, Health and Life-skills-based, Holistic Learning, Preventive, Rights-based, Standard-based and Outcomes-based, Values-based Approaches. |
| Makabansa | Transdisciplinary approach, Culture-based approach, Project-based Learning, Problem-based Learning |
Teachers need to consider multiple factors when designing the lectures. These include individual learning, complexity of subject materials, resources available, classroom dynamics, contextual factors and student diversity.
What is important to understand is that all these methods don’t apply to the traditional classroom setting.
These must be adaptable to accommodate blending learning, in-person learning and remote learning.
4. Assessment
Assessment is another important part of the framework. Traditionally, written assessments were used to check the academic mastery of learners. DepEd has revolutionized the assessment method also.
The Policy Guidelines on Classroom Assessment for K12 Basic Education Program is a 35-page document that states that assessment should be an ongoing process rather than a yearly process.
Teachers should assess the learner’s potential by conducting formal and non-formal assessments all year round.
4 C’s of the Instructional Design Framework of the MATATAG Curriculum
The 4 C’s of the Instructional design framework of the MATATAG curriculum is to create an engaging and dynamic learning environment which prepares students for the challenges of the 21st century.
1. Connection
Learning should not be in isolation. New concepts should be linked to old ones and real-life knowledge to help the learners understand the relevance of the lecture. Connection means to help bridge the gap between existing ideas and new ideas – building on new concepts.
2. Creativity
The lessons should be creative to help the students think imaginatively. This allows them to find ways of approaching challenges. This will also allow them to see how a single problem can have many solutions. The teacher can ask the students to come up with projects and models explaining the water cycle.
3. Collaboration
Teachers should promote group tasks and teamwork. This encourages cooperative learning that allows students to work together for a common goal. Teachers can ask the students to host a debate on whether social media should be allowed for students under 10 or not.
4. Context
Learning should be rooted in the cultural and local contexts. It will help students relate lessons through personal experiences. For instance, teachers can teach cultural dances in the physical education class.
4 I’s of the Instructional Design Framework of the MATATAG Curriculum
The 4 I’s make up the key principles for instruction.
1. Innovative
The curriculum promotes the use of new and creative teaching strategies that make learning modern-day relevant and engaging. Moreover, it encourages students to bring creative solutions to the table. For instance, they can incorporate virtual reality (VR) to explore historical landmarks during history class.
2. Inclusive
It ensures that quality education is provided to all learners regardless of their background, cultural differences, ability etc. For example, learning material can be provided in braille for visually impaired students.
3. Ideational
The focus should be on trying to generate creative ideas to solve problems. Help students think out of the box. An example could be to push students to design a cool prototype for renewable energy for a physics project.
4. Integrative
Subjects should be in integration with each other not in isolation. A holistic learning experience should be provided to students. For instance, art and science students can come together to form a team to create a model of the solar system.
4 E’s of the Instructional Design Framework of the MATATAG Curriculum
The 4 E’s of the framework serve as a guide that emphasizes hands-on experience, development of empathy and inquiry-based learning.
1. Empathize
Along with 21st-century skills and academic excellence, the curriculum focuses on socially developing the learners to become good people. The teachers work towards developing the student’s ability to become empathetic. They should be respectful, compassionate and kind towards others.
2. Experience
the best way of retaining knowledge is to have hands-on experience with it. With experiential learning activities, the students understand how to apply their knowledge. Also, when something happens to you and you experience it, it enhances retention.
3. Explore
Students should be encouraged to investigate and experiment to discover new ways in which to learn or apply knowledge. This sparks engagement and curiosity and encourages students to learn.
4. Express
The curriculum allows students to express themselves in different ways. They can articulate their knowledge through presentations, projects and seminars.
Key Components of the MATATAG Curriculum Instructional Design Framework
The Instructional Design Framework is not in isolation. There are key components that come together to form the system. Following is a detailed breakdown.
1. Learner-Centered Approach
As can be seen, by the picture above, the learner is at the centre of the teaching-learning process. The instructions are tailor-made keeping in mind the unique abilities, interests and abilities. Instructors aim to create an interactive and engaging learning environment that stimulates problem-solving and critical thinking.
Focusing on the learner allows the instructor to teach important life skills to the students as well as academic knowledge.
2. Competency Development
The MATATAG curriculum is based largely on developing foundational skills. The aim was to bring about a system that stresses developing age-appropriate competencies and skills in the students. An example is including subjects like good manners and right conduct, makabansa and much more.
In the early years, stress is on achieving a mastery in numeracy and literacy. Once these foundational skills are developed, subjects are added.
3. Holistic Learning
The curriculum revision process is designed to promote holistic growth rather than focus only on achieving academic excellence. The student’s social, emotional, cognitive, cultural, patriotic and physical growth are focused upon.
All the lessons and activities are planned in a way that all the above-mentioned boxes are checked.
4. Flexible Teaching Practices
The major difference between the MATATAG curriculum and the K-12 curriculum is that the latter encourages the use of pedagogical methods to meet the students needs.
Instructors/teachers are not required to come to the class and deliver the lecture only. The focus is on incorporating case studies, brainstorming sessions, inquiry-based classes and collaborative learning.
The aim is to allow the students to think critically. For that, classes should be designed in a way that brings out these qualities in students.
5. Inclusive Education
Every student has the right to the same kind of education – period. This is a major foundational stone of the MATATAG curriculum.
The framework accepts and respects that all learners are different – they come from different backgrounds, circumstances, and abilities and have different IQs. Regardless of this, each student should have equal access to high-quality education.
Diverse teaching methods need to be employed to meet the needs of individual students. A supportive environment should be provided in which each learner feels comfortable and can excel.
6. Value Formation
The Filipino student should be proud of who they are. The Curriculum focuses on academic education as well as character formation. Some core Filipino values are integrated into the MATATAG curriculum at every level. These are:
- Makabansa (patriotism)
- Makatao (humanity)
- Makalikasan (environment-conscious)
- Makadiyos (God fearing)
Subjects like GMRC (Good Manners and Right Conduct) allow these values to the strengthened.
7. Localization of Curriculum
Lessons are not just taught but are designed to integrate local Filipino history and culture. Real-life experiences of the Filipinos are shared helping make the lesson relevant to all the students.
By doing this, the students appreciate, understand and learn so much about their heritage. It also helps them understand the role that they have in the community, resulting in patriotism.
Conclusion
The instructional design framework of the MATATAG Curriculum is more of a strategic change to the education sector of the Philippines. The framework is centred around principles of inclusivity, learner-centred and holistic education. It is a dynamic guide to help instructors develop meaningful and engaging experiences with the students and help them develop modern-world skills to thrive in the future.
The curriculum fosters developing 21st-century skills in the Filipino student to help them survive in the dynamic international environment. The MATATAG Curriculum represents a bold and forward-thinking step toward creating a brighter future for every Filipino learner.
