fs4: exploring the curriculum -...

FS4: Exploring the Curriculum

Credit: 1 unit

Duration: 17 hours

COURSE DESCRIPTION

This course is intended to introduce the education pre-service students to effective

curriculum design and assessment. The course topics include curriculum models, principles and

approaches in designing, delivering and addressing the curriculum.

It emphasizes familiarity with contemporary curriculum policies and framework and

their relevance or planning, pedagogy and assessment at the classroom level.

The course in the curriculum development shall develop teachers who can adjust and

be flexible in designing and implementing curricula in learning environments for different

students in different context.

It can also apply a wide range of teaching process skills (including curriculum development,

lesson planning, material development, educational assessment and pedagogy).

Field Study 4 is anchored on Curriculum Development and Educational Technology.

GENERAL OBJECTIVES

1. Design a model of curriculum demonstrating considerations for basic and higher

education, appropriate community linkage and stakeholders

2. Addressing and monitoring of curriculum implementation and assessment of curriculum.

3. Prepare an alignment of developing objectives, pedagogy and assessment.


Episode 1:

LOOK DEEPER INTO THE CONCEPTS, NATURE AND PURPOSES OF

THE CURRICULUM Name of FS Student:

Course: Year and Section:

Resource Teacher: Signature:

Cooperating School:

At the end of this activity, I should be able to explain the concepts, nature and purposes of the

curriculum and how these are translated into the school community.

My Performance (How will I be Rated)

Field Study 4 Episode 1- Look Deeper into the concepts, nature and purposes of the

curriculum

Focused on: The concepts, nature and purposes of the curriculum and how these are

translated into the school community.

Tasks Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1

Observation /

Documentation

All tasks were

done with

outstanding

quality, work

exceeds

expectations

4

All or nearly all

tasks were done

with high quality

3

Nearly all tasks

were done with

acceptable

quality

2

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality

1

My Analysis Analysis

questions were

answered

completely in

depth answers;

thoroughly

grounded on

theories

Exemplary

grammar and

spelling

4

Analysis

questions were

answered

completely

Clear connection

with theories

Grammar and

spelling are

superior

3

Analysis

questions were

not answered

completely.

Vaguely related

to the theories

Grammar and

spelling are

acceptable

2

Analysis

questions were

not answered.

Grammar and

spelling

unsatisfactory

1

My Reflections Reflection

statements are

Reflection

statements are

Reflection

statements are

Reflection

statements are

profound and

clear, supported

by experiences

from the episode.

4

clear, but not

clearly supported

by experiences

from the episode.

3

shallow,

supported by

experiences from

the episode.

2

unclear and

shallow and are

not supported by

experiences from

the episode.

1

My Portfolio Portfolio is

complete, clear,

well-organized

and all

supporting

documentation

are located in

sections clearly

designated

4

Portfolio is

complete, clear,

well-organized

and most

supporting

documentations

are available and/

or in logical and

clearly marked

locations.

3

Portfolio is

incomplete,

supporting

documentation is

organized but is

lacking.

2

Portfolio has

many lacking

components; is

unorganized and

incomplete.

1

Submission Before deadline

4

On the deadline

3

A day after the

deadline

2

Two days or

more after the

deadline

1

Sub Totals

Over-all Score

Rating

Based on

Transmutation

Transmutation of score to grade/rating

Score Grade Score Grade

20 1.0 99 12-13 2.50 81

19-18 1.25 96 11 2.75 78

17 1.5 93 10 3.00 75

16 1.75 90 8-9 3.5 72 and

15 2.00 87 7-below 5.00 below

14 2.25 84

My Map

To reach my target of getting g the different concepts, nature and purposes of the

curriculum, do the following tasks:

-------

-------

-------

---

1. Visit the

school

2. Interview the

school community

and ask views about

the traditional/

progressive

curriculum

3. Inquire on the

type of curriculum

used in their school.

4. Request for a

sample of their

curriculum:

4.1. Scope/

sequence chart

4.2 Teaching

Guide

4.3 Sample lesson

plan

My Tools

1. Accomplish the H-chart. Interview an administrator or a faculty member. Get their ideas/views

of the curriculum. Write the differences on both sides and the similarities at the center and then

write your personal insights.

My Personal Insights:

Traditional Curriculum

Lack of instructional

materials

Parents are outsiders

and uninvolved

Crowded classroom

Knowledge is

absorbed through

lectures, worksheets

and text

The teachers do not

have enough

knowledge on

technologies for

effective and

meaningful teaching

Similarities

Prepare the learners to

engage in honest and

gainful work

Both of them teach

students with their

needs

Both uses syllabus or

course of study in

teaching

gives the students a

good process of

learning style

Progressive Curriculum

They are updated

Gives all the learner’s

needs and interest

Parents are primary

teachers and goal

setters

Knowledge is

constructed through

play , direct experience

and social interaction

The teachers are

globally competitive

and has a total learning

experiences among the

students/learners

2. Find out what curriculum is being used in the schools/colleges/universities near your place.

Check the corresponding column.

Types of Curricula

Name of

school/

college/

university

Recommended

curricula

Written

Curricula

Taught

Curricula

Supported

Curricula

Assessed

Curricula

Learned

Curricula

Hidden

Curricula

San Jose

Christian

Colleges

Kita-kita

Elementary

School

My Personal Insights

My Enriching Activities

If you are able to design a curriculum for your own school, what are the things you

need to consider? Accomplish the graphic organizer below.

-----

-----

-----

Things I Need

to Do to

Consider in

Preparing My

School’s

Strategies/Met

hods to be

used

Best

instructional

materials for

teaching

The support of my

personnel,

teachers and other

staff of my

institution

The school’s

Vision, Mission

and Core Values

The learner’s

needs and

interest

My Analysis

1. Why do we need to consider the traditional and progressive points of view of the

curriculum?

2. How do the different educational philosophies relate to the curriculum in the schools you

visited?

3. Why is there a need to revise the curriculum from time to time?

My Reflections/ My Insight

My Portfolio

Pictures of a Traditional School

The room has no sign of new technologies used for teaching and lack of visual aids, academic

pictures, posters, school rules and regulations posted in the walls.

Pictures of a Progressive School

The room is supported with instructional devices like new technologies, visual aids, academic

pictures, posters, rules and regulations that are displays and posted to the walls.


Episode 2:

WHAT’S THE CURRICULUM MADE OF? Name of FS Student:



Cooperating School:




Field Study 4 Episode 2-What’s the Curriculum Made Of?

Focused on: The components of the curriculum and curricular approaches

Tasks Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1

Observation /

Documentation

All tasks were

done with

outstanding

quality, work

exceeds

expectations

4

All or nearly all

tasks were done

with high quality

3

Nearly all tasks

were done with

acceptable

quality

2

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality

1


questions were

answered

completely in

depth answers;

thoroughly

grounded on

theories

Exemplary

grammar and

spelling

4

Analysis

questions were

answered

completely

Clear connection

with theories

Grammar and

spelling are

superior

3

Analysis

questions were

not answered

completely.

Vaguely related

to the theories

Grammar and

spelling are

acceptable

2

Analysis

questions were

not answered.

Grammar and

spelling

unsatisfactory

1


statements are

profound and

clear, supported

by experiences

from the episode.

Reflection

statements are

clear, but not

clearly supported

by experiences

from the episode.

Reflection

statements are

shallow,

supported by

experiences from

the episode.

Reflection

statements are

unclear and

shallow and are

not supported by

experiences from

4

3

2

the episode.

1


complete, clear,

well-organized

and all

supporting

documentation

are located in

sections clearly

designated

4

Portfolio is

complete, clear,

well-organized

and most

supporting

documentations

are available and/

or in logical and

clearly marked

locations.

3

Portfolio is

incomplete,

supporting

documentation is

organized but is

lacking.

2

Portfolio has

many lacking

components; is

unorganized and

incomplete.

1


4

On the deadline

3

A day after the

deadline

2

Two days or

more after the

deadline

1

Sub Totals

Over-all Score

Rating

Based on

Transmutation



20 1.0 99 12-13 2.50 81

19-18 1.25 96 11 2.75 78

17 1.5 93 10 3.00 75

16 1.75 90 8-9 3.5 72 and

15 2.00 87 7-below 5.00 below

14 2.25 84

My Map

For this concept, go through the following steps:

1. Visit a school and find

out how they attain the

aims of elementary,

secondary and tertiary

education

2. Interview a School

administrator/ faculty

about how they

concentrate their school’s

vision and goals into the

curriculum.

3. Records the different

methods/ strategies that

they employed to attain

their school’s objectives.

4. Interview one or two

students and ask them

their school’s vision/

mission.

MY TOOLS

For this episode, visit a school/ university or get a copy of the school brochure. Copy the

school/ university’s vision, mission and goals on this page.

VISION

We dream of Filipinos who passionately love their country and whose values

and competencies enable them to realize their full potential and contribute

meaningfully to building the nation. As a learner-centered public institution, the

Department of Education continuously improves itself to better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based,

and complete basic education where:

Students learn in child friendly, gender sensitive, safe, and motivating environment

Teachers facilitate learning and constantly nurture every learner

Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen

Family, community, and other stakeholders are actively engaged and share

responsibility for developing life-long learners

MY ANALYSIS

1. How important is the school’s vision, mission and goals in designing the curriculum?

2. What methods and strategies were employed by the school’s community to realize these

goals?

3. How did the students manifest that they have internalized their vision, mission and goals?

GOALS

CORE VALUES

Maka-Diyos

Maka-tao

Makakaliksan

Makabansa


Episode 3:

WHAT’S NEW IN TEACHING AND LEARNING? Name of FS Student:



Cooperating School:




Field Study 4 Episode 3: What’s new in the Teaching and Learning?

Focuses on : The teaching and learning process in curriculum

Tasks Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1

Observation /

Documentation

All tasks were

done with

outstanding

quality, work

exceeds

expectations

4

All or nearly all

tasks were done

with high quality

3

Nearly all tasks

were done with

acceptable

quality

2

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality

1


questions were

answered

completely in

depth answers;

thoroughly

grounded on

theories

Exemplary

grammar and

spelling

4

Analysis

questions were

answered

completely

Clear connection

with theories

Grammar and

spelling are

superior

3

Analysis

questions were

not answered

completely.

Vaguely related

to the theories

Grammar and

spelling are

acceptable

2

Analysis

questions were

not answered.

Grammar and

spelling

unsatisfactory

1


statements are

profound and

clear, supported

by experiences

from the episode.

Reflection

statements are

clear, but not

clearly supported

by experiences

from the episode.

Reflection

statements are

shallow,

supported by

experiences from

the episode.

Reflection

statements are

unclear and

shallow and are

not supported by

experiences from

the episode.

4 3 2 1


complete, clear,

well-organized

and all

supporting

documentation

are located in

sections clearly

designated

4

Portfolio is

complete, clear,

well-organized

and most

supporting

documentations

are available and/

or in logical and

clearly marked

locations.

3

Portfolio is

incomplete,

supporting

documentation is

organized but is

lacking.

2

Portfolio has

many lacking

components; is

unorganized and

incomplete.

1


4

On the deadline

3

A day after the

deadline

2

Two days or

more after the

deadline

1

Sub Totals

Over-all Score

Rating

Based on

Transmutation



20 1.0 99 12-13 2.50 81

19-18 1.25 96 11 2.75 78

17 1.5 93 10 3.00 75

16 1.75 90 8-9 3.5 72 and

15 2.00 87 7-below 5.00 below

14 2.25 84

MY MAP

In order to reach my target I should do the following steps using the given pyramid.

3. Write

your insight

on teaching and

learning

2. Observe a class.

1. Write your ideas on teaching and learning.

MY TOOLS

For this episode, I will use the activity form given below.

Interview a teacher. Ask if they perform these series of actions in the teaching process.

PLAN

Includes decision about:

the needs of the learners

the achievable goals and objectives to meet the needs

the selection of the content to be taught

the motivation to carry out the goals

the strategies that are suited to carry out the goals /objectives

the evaluation process to measure learning outcomes

IMPLEMENT

Requires the teacher to implement what has been planned. Based on the

objectives, implementation means to put into action the different

activities in order to achieve the goals through the subject matter.

EVALUATE

A match of the objectives with the learning outcomes will be made.

The kind of information should be determined so that the type of

evaluation should be chosen to fit the purpose.

It will answer the question if the plans and implementation has

been successfully achieved.

When the teacher gives activity such as research work, experimentations, demonstration of a

certain thing and the like. This will help the teacher to examine the learner’s behavior for the certain

activity.

This is seen during recitation, quizzes, exams, projects, ect. Wherein, the teacher could be able

to measure the learning capacity of an individual.

Learning by doing. This is seen during the experimentation, thesis, and research and like.

Wherein the students are students are able to explore and could get ideas out of what they saw in

their surroundings/environment.

Observe a class, record the situations where these behavioral learning theories are

applied in real classroom work.

Behavioral Learning Theories- emphasize

observable behavior such as new skills,

knowledge or attitudes which can be

demonstrated.

Cognitive Learning Theories- unobservable

mental processes are used to learn and remember

new information and acquire skills

Discovery Learning – individual learns from his

discovery of the environment.

We could say that it will be seen during performances like drama, role plays, poem, reciting,

ect. The learners are actively participating and learn a lot through mingling with others.

If the activities are on their needs or their capacity to do such thing. And if it is based on their

skills and abilities

MY ANALYSIS

1. Explain why teaching and learning give life and meaning to the curriculum.

2. Discuss why the deluge of information poses a great challenge to both teaching and

learning.

MY REFLECTIONS/ MY INSIGHTS

I LIKE TEACHING BECAUSE…

Reception Learning- learners are actively involved

in their own learning.


Episode4:

LET’S CRAFT THE CURRICULUM Name of FS Student:



Cooperating School:




Field Study 4 Episode 4: Let’s craft the curriculum

Focused on: The different curriculum design models.

Tasks Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1

Observation /

Documentation

All tasks were

done with

outstanding

quality, work

exceeds

expectations

4

All or nearly all

tasks were done

with high quality

3

Nearly all tasks

were done with

acceptable

quality

2

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality

1


questions were

answered

completely in

depth answers;

thoroughly

grounded on

theories

Exemplary

grammar and

spelling

4

Analysis

questions were

answered

completely

Clear connection

with theories

Grammar and

spelling are

superior

3

Analysis

questions were

not answered

completely.

Vaguely related

to the theories

Grammar and

spelling are

acceptable

2

Analysis

questions were

not answered.

Grammar and

spelling

unsatisfactory

1


statements are

profound and

clear, supported

Reflection

statements are

clear, but not

clearly supported

Reflection

statements are

shallow,

supported by

Reflection

statements are

unclear and

shallow and are

by experiences

from the episode.

4

by experiences

from the episode.

3

experiences from

the episode.

2

not supported by

experiences from

the episode.

1


complete, clear,

well-organized

and all

supporting

documentation

are located in

sections clearly

designated

4

Portfolio is

complete, clear,

well-organized

and most

supporting

documentations

are available and/

or in logical and

clearly marked

locations.

3

Portfolio is

incomplete,

supporting

documentation is

organized but is

lacking.

2

Portfolio has

many lacking

components; is

unorganized and

incomplete.

1


4

On the deadline

3

A day after the

deadline

2

Two days or

more after the

deadline

1

Sub Totals

Over-all Score

Rating

Based on

Transmutation



20 1.0 99 12-13 2.50 81

19-18 1.25 96 11 2.75 78

17 1.5 93 10 3.00 75

16 1.75 90 8-9 3.5 72 and

15 2.00 87 7-below 5.00 below

14 2.25 84

MY MAP

To reach my target, I should do these steps.

Observe a class.

Identify the curriculum design used by schools.

Reflect and write my insights/ learning

Gained from the activities.

1

2

3

MY TOOLS

A curriculum can be organized either horizontally or vertically. Write samples of

them on the illustrations.

Horizontal Articulation

Grammar

Lesson

Example:

past Tense/

Vocabulary/

or Sentence

Structure

HISTORY

LITERATURE

SCENCE

ARTS OR MUSIC APPRECIATION

In the horizontal articulation, as shown in the illustration at the page previous page, grammar lessons

can be taught using other subjects as content like History, Literature, Science, and Music or Art

Appreciation.

Example in History: The teacher can use a part of the Philippine history to be used as apart of the

grammar lesson.

In 1321, Ferdinand Magellan arrived in the Philippines.

He claimed the islands for Spain.

Colonization begun when a Spanish explorer arrived from Mexico.

Miguel Lopez de Legaspi arrived from Mixeco in 1565.

He formed the European settlements in Cebu.

In 1571, the Spanish established Manila as the capital of the Spanish East Indies.

The student can now try to identify which is the subject and predicate. Get examples of past tense

usage and even unlock vocabulary words such as.

colonization

explorer

settlements

capital

established

Example in Science:

Condensation is the change of the physical state of matter from gaseous phase.

Condensation is the reverse of evaporation.

Deposition is when the transition happens from the gaseous phase into solid phase directly.

Words such as of, on, from and into are good examples of prepositions.

Example in Art Appreciation:

Select some pictures to show the class and place them around the room, like gallery. Using a worksheet

or letting students works freely. Ask them to:

describe the picture orally

speculate what the painter was thinking or feeling or doing when she/he painted it

how does the painting make them feel

Let the student write a few sentences on their feelings about the paintings. 3-5 sentences will do. Task-

based learning of the language is being done here.

Example in Literature: Let the students read a short story and let them retell the story in their own

words using questions as guide for their grammar lesson. If it’s for the past tense then make sure the

questions given to the students will lead them to producing the output wanted which is the past tense.

Vertical Articulation

1st year 2nd year 3rd year 4th year

Literary types (Philippines Literature)

Literary Genre (Afro-Asian Literature)

Literature Genre (British and American Literature)

Literary Techniques and Styles (Word Literature)

Understanding Understanding Understanding Understanding

Appreciation Appreciation Appreciation Appreciation

Express one’s identity and cultural heritage

Relationship between man and his environment and the need to protect the latter.

React to the experiences of other cultures or actions of characters in relation to real life situations. State the effect of a literary piece in one’s value system.

Expresss the belief that people can make a difference as highlighted in literature and show a keener sense of value for what is worthwhile trough exposure to literature. Indicate commitment to values and humanity.

MY ANALYSIS

1. Examine the Basic Education Curriculum. What aspects do you want to modify?

2. What curriculum models do you prefer? Why?

MY REFLECTIONS

I

Subject-Centered Design Model

This model focuses on the content of the corriculum. Correspondents mostly to the textbook, written for the specific subject

Problem-centered Design Model

Draw on social problems, nneds, interests, and abilities of the learners. Various problems are given emphasis. Content cuts across subject Boundaries and must be based On the needs, concerns and Abilities of the students.

Learner-Centered Design Model

The learner is the center of the educative process. It focuses on the learners, their needs and the learnings that they should acquire from the teachers and from their activities and experiences as well. and the learnings

What do I like

the best in these

curriculum

designs?


Episode5:

WHAT’S THE BASIC OF THE CURRICULUM? Name of FS Student:



Cooperating School:




Field Study 4 Episode 5: What’s the basic of the curriculum?

Focused on: cite the dimensions of curriculum design.

Tasks Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1

Observation /

Documentation

All tasks were

done with

outstanding

quality, work

exceeds

expectations

4

All or nearly all

tasks were done

with high quality

3

Nearly all tasks

were done with

acceptable

quality

2

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality

1


questions were

answered

completely in

depth answers;

thoroughly

grounded on

theories

Exemplary

grammar and

spelling

4

Analysis

questions were

answered

completely

Clear connection

with theories

Grammar and

spelling are

superior

3

Analysis

questions were

not answered

completely.

Vaguely related

to the theories

Grammar and

spelling are

acceptable

2

Analysis

questions were

not answered.

Grammar and

spelling

unsatisfactory

1


statements are

profound and

clear, supported

by experiences

from the episode.

Reflection

statements are

clear, but not

clearly supported

by experiences

from the episode.

Reflection

statements are

shallow,

supported by

experiences from

the episode.

Reflection

statements are

unclear and

shallow and are

not supported by

experiences from

4

3

2

the episode.

1


complete, clear,

well-organized

and all

supporting

documentation

are located in

sections clearly

designated

4

Portfolio is

complete, clear,

well-organized

and most

supporting

documentations

are available and/

or in logical and

clearly marked

locations.

3

Portfolio is

incomplete,

supporting

documentation is

organized but is

lacking.

2

Portfolio has

many lacking

components; is

unorganized and

incomplete.

1


4

On the deadline

3

A day after the

deadline

2

Two days or

more after the

deadline

1

Sub Totals

Over-all Score

Rating

Based on

Transmutation



20 1.0 99 12-13 2.50 81

19-18 1.25 96 11 2.75 78

17 1.5 93 10 3.00 75

16 1.75 90 8-9 3.5 72 and

15 2.00 87 7-below 5.00 below

14 2.25 84

MY MAP

To hit my map, I must do the following task.

MY TOOLS

Borrow a curriculum of the school near your place. Accomplish the samples to show the

dimensions of curriculum design.

Equitable assignment of content, time, experiences and other elements.

Write the contents in one (1) subject area for the first grading period.

Examine a

curriculum

Identify the

dimensions of the

curriculum

design

Give some

situation samples

of each dimension

Basic

Example:

Subject Area: Science 4 (Science for Daily Use)

1. Our Body System

2. The Skeletal System

3. Parts and Function

4. The joints

5. The Muscular System

6. Parts and Function

7. Proper Care of Bones and Muscles

8. Bone and Muscle Injuries

9. Caring for the Persons with Disabilities

10. The Digestive System

11. Parts and Functions

12. Keeping the Digestive System Healthy

13. Eating Habits

14. Common Ailments of the Digestive System

The contents, topics, learning experience and organizing threads of

an educational plan. An educational plan.

Write sample topics in a subject area.

Example:

Subject Area: English (Language 4)

Content: Letter Writing

Topics:

1. Reading a Letter

2. Parts of a Letter

3. Writing a Letter of Invitation

4. Addressing an Envelope Correctly

5. Preparing an Envelope

Scope

Content and experiences are arranged in a hierarchical order.

Example:

Grade I - The Philippines

Grade II - The Philippines and Its Cultures

Grade III- The Filipino Community

Grade IV- Regions in the Philippines

Grade V - Philippines as Part of the World

Vertical repetition and recurring approaches of the content provide

continuity

Examples of topics in a subject area where content are organized in a spiral fashion increasing in

breadth and depth.

Example:

Subject: English

Topics: Parts of Speech

Noun

Pronoun

Verb

Adverb

Adjective

Preposition and so on…

Sequence

Continuity

MY ANALYSIS

1. Why is there a need to articulate the lessons from grade school to high school?

MY REFLECTIONS/ MY INSIGHTS

As a teacher, I need to understand fully well the dimensions of curriculum design

because…


Episode6:

TELL ME YOU’RE FEATURES Name of FS Student:



Cooperating School:




Field Study 4 Episode 6: Tell Me Your Features

Focused on: The six (6) features of a curriculum

Tasks Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1

Observation /

Documentation

All tasks were

done with

outstanding

quality, work

exceeds

expectations

4

All or nearly all

tasks were done

with high quality

3

Nearly all tasks

were done with

acceptable

quality

2

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality

1


questions were

answered

completely in

depth answers;

thoroughly

grounded on

theories

Exemplary

grammar and

spelling

4

Analysis

questions were

answered

completely

Clear connection

with theories

Grammar and

spelling are

superior

3

Analysis

questions were

not answered

completely.

Vaguely related

to the theories

Grammar and

spelling are

acceptable

2

Analysis

questions were

not answered.

Grammar and

spelling

unsatisfactory

1


statements are

profound and

clear, supported

by experiences

Reflection

statements are

clear, but not

clearly supported

by experiences

Reflection

statements are

shallow,

supported by

experiences from

Reflection

statements are

unclear and

shallow and are

not supported by

from the episode.

4

from the episode.

3

the episode.

2

experiences from

the episode.

1


complete, clear,

well-organized

and all

supporting

documentation

are located in

sections clearly

designated

4

Portfolio is

complete, clear,

well-organized

and most

supporting

documentations

are available and/

or in logical and

clearly marked

locations.

3

Portfolio is

incomplete,

supporting

documentation is

organized but is

lacking.

2

Portfolio has

many lacking

components; is

unorganized and

incomplete.

1


4

On the deadline

3

A day after the

deadline

2

Two days or

more after the

deadline

1

Sub Totals

Over-all Score

Rating

Based on

Transmutation



20 1.0 99 12-13 2.50 81

19-18 1.25 96 11 2.75 78

17 1.5 93 10 3.00 75

16 1.75 90 8-9 3.5 72 and

15 2.00 87 7-below 5.00 below

14 2.25 84

MY MAP

To get on the task, I should know the answers to the questions.

O

teaches?

O

do teachers teach?

at

do teachers teach?

ow

do teachers teach?

ow

much of the teachers'

lessons were learned?

om

do we teach?

with w

My Tools

Interview a teacher in the school you visited and inquire how they have utilized their

parents as school partners in education.

My Analysis

As a future teacher, I need to know and understand the six (6) features of the curriculum

because…

My Reflections


Episode7:

THE Wh- OF THE CURRICULUM Name of FS Student:



Cooperating School:




Field Study 4 Episode 7- The Wh- of the curriculum

Focused on: The concepts, nature and purposes of the curriculum and how these are

translated into the school community.

Tasks Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1

Observation /

Documentation

All tasks were

done with

outstanding

quality, work

exceeds

expectations

4

All or nearly all

tasks were done

with high quality

3

Nearly all tasks

were done with

acceptable

quality

2

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality

1


questions were

answered

completely in

depth answers;

thoroughly

grounded on

theories

Exemplary

grammar and

spelling

4

Analysis

questions were

answered

completely

Clear connection

with theories

Grammar and

spelling are

superior

3

Analysis

questions were

not answered

completely.

Vaguely related

to the theories

Grammar and

spelling are

acceptable

2

Analysis

questions were

not answered.

Grammar and

spelling

unsatisfactory

1


statements are

profound and

clear, supported

by experiences

Reflection

statements are

clear, but not

clearly supported

by experiences

Reflection

statements are

shallow,

supported by

experiences from

Reflection

statements are

unclear and

shallow and are

not supported by

from the episode.

4

from the episode.

3

the episode.

2

experiences from

the episode.

1


complete, clear,

well-organized

and all

supporting

documentation

are located in

sections clearly

designated

4

Portfolio is

complete, clear,

well-organized

and most

supporting

documentations

are available and/

or in logical and

clearly marked

locations.

3

Portfolio is

incomplete,

supporting

documentation is

organized but is

lacking.

2

Portfolio has

many lacking

components; is

unorganized and

incomplete.

1


4

On the deadline

3

A day after the

deadline

2

Two days or

more after the

deadline

1

Sub Totals

Over-all Score

Rating

Based on

Transmutation



20 1.0 99 12-13 2.50 81

19-18 1.25 96 11 2.75 78

17 1.5 93 10 3.00 75

16 1.75 90 8-9 3.5 72 and

15 2.00 87 7-below 5.00 below

14 2.25 84

- ----

------

----

My Map

To attain my target, I should do the following.

My Tools

1. Identify the various

implementers of the

curriculum. 2. State the role of

technology in delivering

the curriculum.

3. Explain the different

ways of assessing the

curriculum.

1. Explain ways how to effectively implement the curriculum. Interview the school

administration/principal.

Learner:

By being good follower of the rules

of a curriculum.

Administrators:

By making rules and regulations that

will help children to be better

person

Faculty Members:

By having unity to each other, teach

the children the Do’s and Don’ts.

Parents:

By supporting their children to

engage in whatever activities of

curriculum.

Curriculum Implementation

Other Stakeholders:

Help the curriculum to be more

effective for the improvement of it.

Community Members:

They are partners of the school.

They give also support to the

school.

2. Visit the Learning Resource Center of the school. Interview the media/ learning resource

staff. How does technology help in delivering the curriculum?

3. Interview a faculty member or an administrator. Ask what criteria they use in evaluating

their school curriculum.

MY PORTFOLIO

Write an acronym for curriculum assessment.

A ttainable

S pecific

S tudent-centered

E nvironment-concerned

S tandardized

S yntactic correctness

M easurable

E valuative

N orm-reference

T ime bound


Episode8:

WHAT’S NEW IN THE CURRICULUM? Name of FS Student:



Cooperating School:

At the end of this activity, I should be able to discuss different curricular issues and concerns.


Field Study 4 Episode 8- What’s New in the Curriculum?

Focused on: Curricular issues and concerns

Tasks Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactory

1

Observation /

Documentation

All tasks were

done with

outstanding

quality, work

exceeds

expectations

4

All or nearly all

tasks were done

with high quality

3

Nearly all tasks

were done with

acceptable

quality

2

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality

1


questions were

answered

completely in

depth answers;

thoroughly

grounded on

theories

Exemplary

grammar and

spelling

4

Analysis

questions were

answered

completely

Clear connection

with theories

Grammar and

spelling are

superior

3

Analysis

questions were

not answered

completely.

Vaguely related

to the theories

Grammar and

spelling are

acceptable

2

Analysis

questions were

not answered.

Grammar and

spelling

unsatisfactory

1


statements are

profound and

clear, supported

by experiences

from the episode.

4

Reflection

statements are

clear, but not

clearly supported

by experiences

from the episode.

3

Reflection

statements are

shallow,

supported by

experiences from

the episode.

2

Reflection

statements are

unclear and

shallow and are

not supported by

experiences from

the episode.

1


complete, clear,

well-organized

and all

supporting

documentation

are located in

sections clearly

designated

4

Portfolio is

complete, clear,

well-organized

and most

supporting

documentations

are available and/

or in logical and

clearly marked

locations.

3

Portfolio is

incomplete,

supporting

documentation is

organized but is

lacking.

2

Portfolio has

many lacking

components; is

unorganized and

incomplete.

1


On the deadline

A day after the

deadline

Two days or

more after the

deadline

4 3 2 1

Sub Totals

Over-all Score

Rating

Based on

Transmutation



20 1.0 99 12-13 2.50 81

19-18 1.25 96 11 2.75 78

17 1.5 93 10 3.00 75

16 1.75 90 8-9 3.5 72 and

15 2.00 87 7-below 5.00 below

14 2.25 84

My Map

To attain my target, I should do the following.

3. Write insights/ reflections

on these innovations.

2. Interview faculty members on the

merits and demerits of these

innovations.

1. Visit DepEd or interview school

administrators on various curricular

issues and concerns

My Tools

Interview school officials, faculty members or read educational journals and magazines

to complete the matrix.

Curricular

Innovations

Advantages (Merits) Disadvantages

(Demerits)

My Insights

1. Revised Basic

Education Curriculum

RBEC(2002)

- The advantages of

the revised basic

education curriculum

are that they outline

the easiest possible

paths for creating a

severely under-

educated student as to

follow the current

trend.

- The disadvantage is

that we have allowed

the teachers union to

have control over this

and education in

general for 40 years;

producing the result

of virtually illiterate

children after

graduation.

We cannot facilitate

learning well in a fast

way, learning is an

evolution. As a

teacher we want our

students to be the

brightest kid ever not

an illiterate one.

2. Secondary

Education Curriculum

UBD Model 2010

- UBD Model

emphasis on

“backward design”,

-other countries view

the 10-year education

cycle as sufficient.

This enhances the

participation of the

students in the

(UBD) the practice of looking

at the outcomes in

order to design

curriculum units,

performance

assessments, and

classroom instruction.

- Students being able

to explain, interpret,

apply, have

perspective,

empathize and have

self-knowledge.

learning activities.

3. K-12 - The program aims to

uplift the quality of

education in the

Philippines in order for

graduates to be easily

employed.

- The program also aims

to meet the standards

required for professionals

who would want to work

abroad.

- Most importantly, the

system aims to fully

enhance and develop the

students in order for them

to be well-prepared

especially in emotional

and cognitive aspects

- longer years in

school

- unprepared school

and faculty.

At this moment we

cannot see the

advantages and

disadvantages of this

innovation at hand,

for how it will really

go through. Although

the DepEd are

experiencing some

difficulties on what

will be the best they

can do for the teachers

to be fully equip

especially for the

preparation of Grade

11 and Grade 12.

My Enriching Activities

i

Select one innovation and complete the discussion below. Interview Education students

to get their ideas on curricular innovations.

K-12 Program

YES

Do we

really

need to

innovat

e?

NO

Pictorial

The School’s Mission and Vision

The School’s Gym

Comments from the Critic

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

MS. LOVE F. ORDONIA Cooperating Teacher

Rubric for Field Study Portfolio

Name: Orlando L. Peralta BSED – 3rd

Year

Direction: Check ( ) the appropriate column that best describe the FS Student’s work

Criteria Description 5 4 3 2 1

Contents of the portfolio

Has 90-100% of the needed

content

5

Has 75-89% of the needed

content

4

Has 60-74 % of the needed

content

3

Has less than 59% of the

needed content

2

Has less than 40% of the

needed content

1

Objectives of the portfolio

Objectives are smart and cover the

whole course

5

Objectives are smart but cover only

minimum of 75% of the

whole course 4

Objectives are smart but

cover only less of 75% of the whole course

3

Some objectives are not smart and do not cover

the whole course

2

Most objective are not smart and

cover only minimum of the course

1

Quality of

entries

Entries are best quality, well selected

and very substantial

5

Entries are not better quality, many are well selected and substantial

4

Entries are of acceptable

quality, some are well

selected and substantial

3

Some entries are of

acceptable quality, limited selection and

substantial

2

Few entries are of

acceptable quality, not

well selected and very minimal

substance 1

Presentation of entries

Creative, neat and has very

strong impact/appeal

5

Creative, neat and has strong impact/appeal

4

Creative, neat and an average impact/appeal

3

Minimal creativity, neat with minimal

impact/appeal 2

No creativity in disarray, no

impact/appeal

1

Promptness of submission

Submitted ahead of schedule

5

Submitted on schedule

4

Submitted after 10 days

after the schedule

3

Submitted from 11-30

after schedule

2

Submitted 32 days or more

after the schedule

1


SELF- COMPETENCY RATING CHECKLIST FOR FS 4

Name: Orlando L. Peralta BSED – 3rd

Year

Direction: Check ( ) the appropriate column that best describe your current level of mastery of

each listed competency

Competency

I cannot do

this yet

I am learning

how to do this

I can do this

but I need to

learn more

and improve

I can do this

very well

1. Determines teaching

approaches and techniques

appropriate to the learners.

2. Uses variety of teaching

approach and techniques

appropriate to the subject

matter and to the learner.

3. Identifies and classifies

resources and facilitate teaching

and learning process.

4. Appraises the effectiveness of

displays as learning resources.

5. Designs a bulletin board

display.

6. Determines the appropriateness

of teaching aids to learning

tasks.

7. Prepares instructional materials

that are appropriate to the

learning content.

8. Develops and utilizes materials

which involve students in a

meaningful learning.

9. Recognizes strengths and

weakness of slide presentations

in facilitating teaching-learning

process.

10. Determine the appropriateness

of the internet resources to the

learning tasks.

Date Accomplished: Rater’s Signature:


SELF- COMPETENCY RATING CHECKLIST FOR FS4

Name: Orlando L. Peralta Course: BSED – 3rd

Year

Direction: Check ( ) the appropriate column that best describe your current level of mastery of

each listed competency

Competency

I cannot do

this yet

I am learning

how to do this

I can do this

but I need to

learn more

and improve

I can do this

very well

1. Determines teaching

approaches and techniques

appropriate to the learners.

2. Uses variety of teaching

approach and techniques

appropriate to the subject

matter and to the learner.

3. Identifies and classifies

resources and facilitate teaching

and learning process.

4. Appraises the effectiveness of

displays as learning resources.

5. Designs a bulletin board

display.

6. Determines the appropriateness

of teaching aids to learning

tasks.

7. Prepares instructional materials

that are appropriate to the

learning content.

8. Develops and utilizes materials

which involve students in a

meaningful learning.

9. Recognizes strengths and

weakness of slide presentations

in facilitating teaching-learning

process.

10. Determine the appropriateness

of the internet resources to the

learning tasks.

Date Accomplished: Rater’s Signature:


TABLE OF CONTENT

Episode 1 PRINCIPLES OF LEARNING ............................................................... My Target .............................................................................. My Performance (How I Will Be Rated) .................................. My Map .................................................................................. My Tool (My Observation Sheet) ............................................ My Analysis ............................................................................. My Reflections ....................................................................... My Portfolio (Principles of Learning on My Own Words) ....... Episode 2 LESSON OBJECTIVES AS MY GUIDING STAR ...................................... My Target ............................................................................... My Performance (How I Will Be Rated) ................................. My Map ................................................................................. My Tool (My Observation Sheet) ............................................ My Analysis ............................................................................ My Reflections ........................................................................

My Portfolio (My research quotation that state the signifi- cance of goals and objectives) .............................................

Episode 3 ORGANIZING CONTENT FOR MEANINGFUL LEARNING .................... My Target .............................................................................. My Performance (How I Will Be Rated) ................................. My Map ................................................................................. My Tool (My Observation Sheet) ...........................................

A. For the Cognitive Lesson ............................................... B. For the Skill Lesson ........................................................

Page 1 1 1-2 3 3-4 4-5 5 6 7 7 7-8 8-9 9-10 10 11 11 12 12 12-13 14 14

14-15 15

C. Value/Affective Lesson .................................................. My Analysis ............................................................................

A. For the Cognitive Lesson ............................................... B. For the Skill Lesson ........................................................ C. For the Affective Lesson ................................................

My Reflections ....................................................................... My Portfolio (My Lesson Plan) ............................................... Episode 4 GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES .................................................................................................... My Target ............................................................................... My Performance (How I Will Be Rated) ................................. My Map .................................................................................. My Tool (My Observation Sheet) ............................................ My Analysis ............................................................................. My Reflections ........................................................................ My Portfolio ........................................................................... Episode 5 ON TEACHING APPROACHES AND METHODS ................................... My Target ............................................................................... My Performance (How I Will Be Rated) .................................. My Map ................................................................................. My Tool (My Observation Sheet) ............................................ My Analysis ............................................................................. My Reflections ........................................................................ My Portfolio (Characteristics of Constructivist approach and Metacognitive Approach; My research on Teaching of

15-16 16 16 16 16 17 17-18 19 19 19-20 21 21-22 22 22 22 23 23 23-24 25 25-26 26-27 27

Methods) .......................................................................... Episode 6 GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING

STRATEGIES ................................................................... My Target ............................................................................... My Performance (How I Will Be Rated) .................................. My Map .................................................................................. My Tool (My Observation Sheet) ............................................ My Analysis ............................................................................. My Reflections ........................................................................ My Portfolio (Lesson Plan) ...................................................... Episode 7 EFFECTIVE QUESTIONING AND REACTING TECHNIQUES ................... My Target ............................................................................... My Performance (How I Will Be Rated) .................................. My Map .................................................................................. My Tools ( My Score’s to My Resource Teacher Questioning Behavior ) ......................................................................... My Tools (My Observation Sheet) .......................................... My Analysis ............................................................................. My Reflections ....................................................................... My Portfolio .......................................................................... PICTORIAL ........................................................................ COMMENT OF THE CRITIC ....................................................

28-29 30 30 30-31 32 32-33 33 34 34-35 36 36 36-37 38 38 39 40 40 41 42 43

fs4: exploring the curriculum -...

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