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.

FS4: Exploring the Curriculum Episode 1: LOOK DEEPER INTO THE CONCEPTS, NATURE AND PURPOSES OF THE CURRICULUM Name of FS Student: Course: Resource Teacher: Cooperating School:

Year and Section: Signature:

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 Superior Satisfactory Unsatisfactory 4 3 2 1 Observation / All tasks were All or nearly all Nearly all tasks Fewer than half Documentation done with tasks were done were done with of tasks were outstanding with high quality acceptable done; or most quality, work quality objectives met exceeds but with poor expectations quality 3 4 2 1 My Analysis Analysis Analysis Analysis Analysis questions were questions were questions were questions were answered answered not answered not answered. completely in completely completely. depth answers; thoroughly Clear connection Vaguely related Grammar and grounded on with theories to the theories spelling theories unsatisfactory Grammar and Exemplary Grammar and spelling are grammar and spelling are acceptable spelling superior 4 3 2 1 My Reflections Reflection Reflection Reflection Reflection statements are statements are statements are statements are

My Portfolio

profound and clear, supported by experiences from the episode.

clear, but not clearly supported by experiences from the episode.

shallow, supported by experiences from the episode.

4 Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated

3 Portfolio is complete, clear, well-organized and most supporting documentations are available and/ or in logical and clearly marked locations. 3 On the deadline

2 Portfolio is incomplete, supporting documentation is organized but is lacking.

4 Before deadline

Submission

4

2 A day after the deadline

3

2

unclear and shallow and are not supported by experiences from the episode. 1 Portfolio has many lacking components; is unorganized and incomplete.

1 Two days or more after the deadline 1

Sub Totals Rating Based on Transmutation

Over-all Score

Transmutation of score to grade/rating Score 20 19-18 17 16 15 14

Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and below

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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.

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

My Personal Insights:

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 San Jose Christian Colleges Kita-kita Elementary School

Recommended curricula

Written Curricula

Taught Supported Assessed Learned Hidden Curricula Curricula Curricula Curricula Curricula

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My Personal Insights

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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.

Strategies/Met hods to be used

Best instructional materials for teaching

The learner’s needs and interest

Things I Need to Do to Consider in Preparing My School’s

The support of my personnel, teachers and other staff of my

institution

The school’s Vision, Mission and Core Values

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.

FS4: Exploring the Curriculum Episode 2: WHAT’S THE CURRICULUM MADE OF? Name of FS Student: Course: Resource Teacher: 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 2-What’s the Curriculum Made Of? Focused on: The components of the curriculum and curricular approaches Tasks Observation / Documentation

My Analysis

My Reflections

Exemplary 4 All tasks were done with outstanding quality, work exceeds expectations 4 Analysis questions were answered completely in depth answers; thoroughly grounded on theories Exemplary grammar and spelling 4 Reflection statements are profound and clear, supported by experiences from the episode.

Superior 3 All or nearly all tasks were done with high quality

Satisfactory 2 Nearly all tasks were done with acceptable quality

3 Analysis questions were answered completely

2 Analysis questions were not answered completely.

Clear connection with theories

Vaguely related to the theories

Grammar and spelling are superior 3 Reflection statements are clear, but not clearly supported by experiences from the episode.

Unsatisfactory 1 Fewer than half of tasks were done; or most objectives met but with poor quality 1 Analysis questions were not answered.

Grammar and spelling unsatisfactory

Grammar and spelling are acceptable 2 Reflection statements are shallow, supported by experiences from the episode.

1 Reflection statements are unclear and shallow and are not supported by experiences from


My Portfolio

4 Before deadline

Submission

4




3

2

the episode. 1 Portfolio has many lacking components; is unorganized and incomplete.



Over-all Score


Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and below

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

4. Interview one or two students and ask them their school’s vision/ mission.

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.

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

GOALS CORE VALUES    

Maka-Diyos Maka-tao Makakaliksan Makabansa

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?

FS4: Exploring the Curriculum Episode 3: WHAT’S NEW IN TEACHING AND LEARNING? Name of FS Student: Course: Resource Teacher: 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 3: What’s new in the Teaching and Learning? Focuses on : The teaching and learning process in curriculum Tasks Exemplary Superior Satisfactory 4 3 2 Observation / All tasks were All or nearly all Nearly all tasks Documentation done with tasks were done were done with outstanding with high quality acceptable quality, work quality exceeds expectations 3 4 2 My Analysis Analysis Analysis Analysis questions were questions were questions were answered answered not answered completely in completely completely. depth answers; thoroughly Clear connection Vaguely related grounded on with theories to the theories theories Grammar and Exemplary Grammar and spelling are grammar and spelling are acceptable spelling superior 4 3 2 My Reflections Reflection Reflection Reflection statements are statements are statements are profound and clear, but not shallow, clear, supported clearly supported supported by by experiences by experiences experiences from from the episode. from the episode. the episode.



1 Reflection statements are unclear and shallow and are not supported by experiences from the episode.


My Portfolio

4 Before deadline

Submission

4



1 Portfolio has many lacking components; is unorganized and incomplete.



3

2


Over-all Score


Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and below

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.

Includes decision about:

PLAN

     

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

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.

IMPLEMENT



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.

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.

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.

Cognitive Learning Theories- unobservable mental processes are used to learn and remember new information and acquire skills

This is seen during recitation, quizzes, exams, projects, ect. Wherein, the teacher could be able to measure the learning capacity of an individual.

Discovery Learning – individual learns from his discovery of the environment.

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.

Reception Learning- learners are actively involved

in their own learning.

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…

FS4: Exploring the Curriculum Episode4: LET’S CRAFT THE CURRICULUM Name of FS Student: Course: Resource Teacher: 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 4: Let’s craft the curriculum Focused on: The different curriculum design models. Tasks Exemplary Superior 4 3 Observation / All tasks were All or nearly all Documentation done with tasks were done outstanding with high quality quality, work exceeds expectations 3 4 My Analysis Analysis Analysis questions were questions were answered answered completely in completely depth answers; thoroughly Clear connection grounded on with theories theories

My Reflections

Exemplary grammar and spelling 4 Reflection statements are profound and clear, supported

Grammar and spelling are superior 3 Reflection statements are clear, but not clearly supported


2 Analysis questions were not answered completely. Vaguely related to the theories



Grammar and spelling are acceptable 2 Reflection statements are shallow, supported by

1 Reflection statements are unclear and shallow and are

My Portfolio

by experiences from the episode.

by experiences from the episode.

experiences from the episode.




4 Before deadline

Submission

4


3

2

not supported by experiences from the episode. 1 Portfolio has many lacking components; is unorganized and incomplete.



Over-all Score


Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and below

MY MAP

To reach my target, I should do these steps.

1

Observe a class.

2

Identify the curriculum design used by schools.

3

Reflect and write my insights/ learning Gained from the activities.

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. Taskbased 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 Literary types (Philippines Literature)

2nd year Literary Genre (Afro-Asian Literature)

Understanding Appreciation Express one’s identity and cultural heritage

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

3rd year Literature Genre (British and American Literature) Understanding Appreciation 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.

4th year Literary Techniques and Styles (Word Literature) Understanding Appreciation 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

Problem-centered Design Model

This model focuses on the content of the corriculum.

Draw on social problems, nneds, interests, and abilities of the learners. Various problems are given emphasis.

Correspondents mostly to the textbook, written for the specific subject

What do I like the best in these curriculum designs?

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

FS4: Exploring the Curriculum Episode5: WHAT’S THE BASIC OF THE CURRICULUM? Name of FS Student: Course: Resource Teacher: 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 5: What’s the basic of the curriculum? Focused on: cite the dimensions of curriculum design. Tasks Observation / Documentation

My Analysis

My Reflections

Exemplary 4 All tasks were done with outstanding quality, work exceeds expectations 4 Analysis questions were answered completely in depth answers; thoroughly grounded on theories Exemplary grammar and spelling 4 Reflection statements are profound and clear, supported by experiences from the episode.







Grammar and spelling are superior 3 Reflection statements are clear, but not clearly supported by experiences from the episode.



Grammar and spelling are acceptable 2 Reflection statements are shallow, supported by experiences from the episode.

1 Reflection statements are unclear and shallow and are not supported by experiences from


My Portfolio

4 Before deadline

Submission

4




3

2

the episode. 1 Portfolio has many lacking components; is unorganized and incomplete.



Over-all Score


Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and below

MY MAP

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

Examine a curriculum

Identify the dimensions of the curriculum design

Give some situation samples of each dimension

MY TOOLS Borrow a curriculum of the school near your place. Accomplish the samples to show the dimensions of curriculum design.

Basic Equitable assignment of content, time, experiences and other elements. Write the contents in one (1) subject area for the first grading period.

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

Scope an educational plan.

The contents, topics, learning experience and organizing threads of An educational plan.

Write sample topics in a subject area. Example: Subject Area: English (Language 4) Content: Letter Writing Topics: 1. 2. 3. 4. 5.

Reading a Letter Parts of a Letter Writing a Letter of Invitation Addressing an Envelope Correctly Preparing an Envelope

Sequence

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

Continuity

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…

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…

FS4: Exploring the Curriculum Episode6: TELL ME YOU’RE FEATURES Name of FS Student: Course: Resource Teacher: Cooperating School:



Field Study 4 Episode 6: Tell Me Your Features Focused on: The six (6) features of a curriculum Tasks Exemplary Superior 4 3 Observation / All tasks were All or nearly all Documentation done with tasks were done outstanding with high quality quality, work exceeds expectations 3 4 My Analysis Analysis Analysis questions were questions were answered answered completely in completely depth answers; thoroughly Clear connection grounded on with theories theories

My Reflections

Exemplary grammar and spelling 4 Reflection statements are profound and clear, supported by experiences

Grammar and spelling are superior 3 Reflection statements are clear, but not clearly supported by experiences


2 Analysis questions were not answered completely. Vaguely related to the theories



Grammar and spelling are acceptable 2 Reflection statements are shallow, supported by experiences from

1 Reflection statements are unclear and shallow and are not supported by

My Portfolio

from the episode.

from the episode.

the episode.




4 Before deadline

Submission

4


3

2

experiences from the episode. 1 Portfolio has many lacking components; is unorganized and incomplete.



Over-all Score


Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and below

MY MAP

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

with w

O O at ow ow om

teaches?

do teachers teach?

do teachers teach?

do teachers teach? much of the teachers' lessons were learned?

do we teach?

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

FS4: Exploring the Curriculum Episode7: THE Wh- OF THE CURRICULUM Name of FS Student: Course: Resource Teacher: 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 Observation / Documentation

My Analysis

My Reflections

Exemplary 4 All tasks were done with outstanding quality, work exceeds expectations 4 Analysis questions were answered completely in depth answers; thoroughly grounded on theories







Exemplary grammar and spelling 4 Reflection statements are profound and clear, supported by experiences

Grammar and spelling are superior 3 Reflection statements are clear, but not clearly supported by experiences



Grammar and spelling are acceptable 2 Reflection statements are shallow, supported by experiences from

1 Reflection statements are unclear and shallow and are not supported by

My Portfolio

from the episode.

from the episode.

the episode.




4 Before deadline

Submission

4


3

2

experiences from the episode. 1 Portfolio has many lacking components; is unorganized and incomplete.



Over-all Score


- ------------

Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and below

My Map

To attain my target, I should do the following.

1. Identify the various

implementers of the curriculum.

My Tools

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.

Parents:

Faculty Members:

By supporting their children to engage in whatever activities of curriculum.

By having unity to each other, teach the children the Do’s and Don’ts.

Curriculum Implementation

Administrators:

Community Members:

By making rules and regulations that will help children to be better person

They are partners of the school. They give also support to the school.

Other Stakeholders: Help the curriculum to be more effective for the improvement of it.

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 S S E S S M E N T

 ttainable  pecific  tudent-centered  nvironment-concerned  tandardized  yntactic correctness  easurable  valuative  orm-reference  ime bound

FS4: Exploring the Curriculum Episode8: WHAT’S NEW IN THE CURRICULUM? Name of FS Student: Course: Resource Teacher: Cooperating School:


At the end of this activity, I should be able to discuss different curricular issues and concerns. My Performance (How will I be Rated)

Field Study 4 Episode 8- What’s New in the Curriculum? Focused on: Curricular issues and concerns Tasks Exemplary Superior Satisfactory 4 3 2 Observation / All tasks were All or nearly all Nearly all tasks Documentation done with tasks were done were done with outstanding with high quality acceptable quality, work quality exceeds expectations 3 4 2 My Analysis Analysis Analysis Analysis questions were questions were questions were answered answered not answered completely in completely completely. depth answers; thoroughly Clear connection Vaguely related grounded on with theories to the theories theories Grammar and Exemplary Grammar and spelling are grammar and spelling are acceptable spelling superior 4 3 2 My Reflections Reflection Reflection Reflection statements are statements are statements are profound and clear, but not shallow, clear, supported clearly supported supported by by experiences by experiences experiences from from the episode. from the episode. the episode.

My Portfolio

Submission

4 Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4 Before deadline






1 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 Portfolio has many lacking components; is unorganized and incomplete.

1 Two days or more after the deadline

4

3

2

1


Over-all Score


Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

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

81 78 75 72 and below

My Tools Interview school officials, faculty members or read educational journals and magazines to complete the matrix. Curricular Innovations 1. Revised Basic Education Curriculum RBEC(2002)

2. Secondary Education Curriculum UBD Model 2010

Advantages (Merits) - The advantages of the revised basic education curriculum are that they outline the easiest possible paths for creating a severely undereducated student as to follow the current trend.

UBD emphasis “backward

Disadvantages (Demerits) - 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.

My Insights 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.

Model -other countries view This enhances the on the 10-year education participation of the design”, cycle as sufficient. 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.

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

learning activities.

- 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

NO Do we really need to innovat e?

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 Contents of the portfolio

Objectives of the portfolio

Quality of entries

Presentation of entries

Promptness of submission

Description 5 Has 90-100% of the needed content

4 Has 75-89% of the needed content

3 Has 60-74 % of the needed content

5 Objectives are smart and cover the whole course

4 Objectives are smart but cover only minimum of 75% of the whole course 4 Entries are not better quality, many are well selected and substantial

3 Objectives are smart but cover only less of 75% of the whole course

5 Creative, neat and has very strong impact/appeal 5 Submitted ahead of schedule

4 Creative, neat and has strong impact/appeal

3 Creative, neat and an average impact/appeal

4 Submitted on schedule

5

4

3 Submitted after 10 days after the schedule 3

5 Entries are best quality, well selected and very substantial

3 Entries are of acceptable quality, some are well selected and substantial

2 Has less than 59% of the needed content 2 Some objectives are not smart and do not cover the whole course 2 Some entries are of acceptable quality, limited selection and substantial

2 Minimal creativity, neat with minimal impact/appeal 2 Submitted from 11-30 after schedule 2

1 Has less than 40% of the needed content 1 Most objective are not smart and cover only minimum of the course 1 Few entries are of acceptable quality, not well selected and very minimal substance 1 No creativity in disarray, no impact/appeal 1 Submitted 32 days or more after the schedule 1

MS. LOVE F. ORDONIA

Cooperating Teacher

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 I cannot do I am learning I can do this I can do this this yet how to do this but I need to very well learn more Competency and improve 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: MS. LOVE F. ORDONIA

Cooperating Teacher

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 I cannot do I am learning I can do this I can do this this yet how to do this but I need to very well learn more Competency and improve 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: MS. LOVE F. ORDONIA

Cooperating Teacher

TABLE OF CONTENT

Episode 1

Page

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) .......

1 1 1-2 3 3-4 4-5 5 6

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 significance of goals and objectives) .............................................

7 7 7-8 8-9 9-10 10 11 11

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 ........................................................

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) ...............................................

15-16 16 16 16 16 17 17-18

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 ...........................................................................

19 19 19-20 21 21-22 22 22 22

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

23 23 23-24 25 25-26 26-27 27

Methods) .......................................................................... 28-29 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) ......................................................

30 30 30-31 32 32-33 33 34 34-35

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 ....................................................

36 36 36-37 38 38 39 40 40 41 42 43

FS4: Exploring the Curriculum

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