Promoting learner-centered instruction and research-informed teaching practices, the College of Teacher Education (CTE) – Master of Arts in Education (MAEd) Program of the University of Northern Philippines convened graduate students and educators for the MAEd Graduate Teaching Innovation Forum on October 17, 2026 at the CTE Academic Building.
Anchored on the theme, “From Curriculum Reform to Innovative Practice: Advancing Learner-Centered and Research-Informed Education,” the forum explored practical ways of translating reforms under the revised K to 10 Curriculum into meaningful classroom experiences that place learners at the center of instruction. It also highlighted the value of research-informed teaching in identifying and addressing emerging instructional challenges, equipping educators with evidence-based strategies to meet the diverse needs of learners and respond to the evolving demands of contemporary education.
Dr. Jenny Lou Taan, Assistant Dean for Graduate Studies, formally opened the forum with her welcome remarks, setting the tone for discussions on curriculum reform and innovative teaching practices.
The morning session centered on the implications of curriculum reforms for classroom instruction and educational research. Mr. Raymond Florendo, School Principal of Ayusan-Paoa Elementary School, presented the revised K to 10 Curriculum, highlighting its instructional implications and the need to translate curricular changes into practical classroom innovations that enhance teaching effectiveness and respond to learners’ needs.
Dr. Peter John Frial, Education Program Supervisor of the Curriculum Implementation Division of the Schools Division of Vigan City, examined emerging challenges in curriculum implementation and emphasized the importance of translating these concerns into researchable problems that can guide evidence-based interventions and improve educational practice.
Meanwhile, Dr. Richmond Queddeng, Master Teacher I of Villamar Elementary School, presented strategies for designing learner-centered and technology-enhanced learning experiences aligned with the revised curriculum. In the afternoon, he facilitated a workshop on innovative pedagogies, exploring active learning, differentiated instruction, contextualization, technology and artificial intelligence (AI) integration, and inclusive and gender-responsive teaching strategies. The sessions provided participants with practical approaches to develope responsive, engaging, and inclusive learning environments that address diverse learner needs and support effective curriculum implementation.
The forum also highlighted the importance of research in strengthening educational practice through a session led by Dr. Joseph Taban, Assistant Director of the University Research and Development Office and MAEd faculty member. His presentation examined research design, data collection, and analysis as essential tools for evaluating teaching strategies, generating evidence-based insights, and guiding informed classroom decisions.
To translate these discussions into actionable research, participants engaged in a research proposal development workshop, where they explored potential studies addressing relevant issues and challenges in education.
The activity concluded with closing remarks from Mr. Ien Rizy Espedido, MAEd Representative, followed by the awarding of certificates to participants in recognition of their involvement.
Through the forum, UNP-CTE reinforced its commitment to advance professional learning, collaboration, and research engagement among graduate students and educators. By connecting curriculum reform with innovative teaching practices and evidence-based inquiry, the initiative highlighted the importance of continuous professional development in equipping educators with the knowledge, skills, and strategies needed to address changing learner needs, improve instructional delivery, and enhance the quality of teaching and learning.
Article by Rainalda Rambuyon
