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Exploring the curriculum

A Portfolio Presented To: Teacher Education Department Northern Negros State College of Science

And Technology Old Sagay, Sagay

City Negros Occidental

In Partial Fulfillment of the Requirements in FS 4

First Semester S.Y 2012-2013

Submitted By: Jasmine Sifel Sanchez & Jay Ar Aspero


Submitted To: Mr. Rudy Alipin

Subject Instructor

We owe a debt of gratitude to those who were so generous with their time and expertise:

To our Almighty God for the knowledge, strength and wisdom. His guidance leads us to select the
most desirable way to success.

To our parents who provided us their financial support, love, moral values and advices.

To Mr. Rudy Alipin as our mentor for our Field Study 4. We really appreciate your utmost effort in
facilitating and checking our errors. Thank you for molding us to be competent and knowledgeable about
Technology in the Learning Environment. We are so grateful to have you as our mentor and we feel so

To Mrs. Marites A. Alvarez for your cooperation and to your students who also gave their
cooperation. We wish we could express our appreciation to them for their warm hospitality.

The expertise in this portfolio belongs to those listed above. Any errors are ours.

Teacher Prayer .1
Students Resume (Jay Ar Aspero) 2

Student Resume (Jasimine Sifel Sanchez) 3

Statement of Purpose 4

Our Teaching Philosophy .5

You Are One (Poem) 6

Organization of Portfolio Entries

1. Thermometer Check (Episode 1) ..7

A. Our Observation Report ..8
B. Enriching Activities 10
C. Our Analysis 12
D. Peace Concept on Focus: COOPERATION 13
Clarity (Poem) 14

1. Come Lets Talk (Episode 2) 15

A. Our Observation Report ..16
B. Our Analysis 17
C. Peace Concept on Focus: DIALOGUE 18
A Teacher Like You (Poem) .19

1. Tell Me (Episode 3) ..20

A. Our Observation Report ..21
B. Insights and Reflection 22
C. Our Analysis 23
D. Our Reflection .24
Dont Want To Say Good Bye (Poem) .25

1. Bridging Educational Processes (Episode 4) 26

A. Our Observation Report ..27
B. Our Analysis 28
C. Peace Concept on Focus: INTERCONNECTEDNESS .29
Not Just a Teacher, But a Friend 30

1. Collect And Critique (Episode 5) .31

A. Our Analysis Report .. 32
B. Our Interview Report . 33
C. Our Analysis .. 35
D. Our Reflection 37
You Told Me (Poem) .. 38
1. Check Points (Episode 6) . 38
A. Our Observation Report . 40
B. Our Analysis .. 42
C. Our Reflection 43
On The Edge (Poem) 44

Additional Entries

1. Entries of Evidences .45

2. Rubric for FS Portfolio .47
3. Comments of the Faculty ..48
By Joanna Fuchs

Dear Lord, bless these teachers mightily

as they seek to teach, enrich and guide
Your precious children.
Grant them abundant resources to do their job,
intelligence, wisdom, sensitivity, kindness,
and the material things that make it possible
to turn some of these tender green plants
into the strong, stable trees that will lead our nation,
to transform some of these buds into brilliant flowers
that will bring light, color and happiness
to all who encounter them,
and to give every one of them the tools
to be creative, and productive and to develop
their own kind of success in the world.
Lord, wrap Your loving arms around these teachers
who give so much of themselves to grow our youth
into creative, responsible adults.
We pray that You will immerse them
in your boundless, transcendent love.
We pray that You will strengthen and soothe them
when they have given so much of themselves
that they need Your extra attention, Your extra care.
We love, respect and admire these teachers, Lord
and we pray that you will watch over them always
these special people who hold our children
and our future in their hands.
The intent of this portfolio is to provide and share experiences and ideas to those who will undergo the
same undertakings. The content of this portfolio will help future mentors design a model of curriculum
demonstrating considerations for basic and higher education, appropriate community linkages and
stakeholders, address the monitoring of curriculum implementation and assessment of curriculum, and
prepare an alignment of developing objectives, pedagogy and assessment. This portfolio is intended to
introduce the education pre-service students to effective curriculum design and assessment.

This portfolio will serve as a tool for information sources.

To educate is to become a better educated. It is circular process that improves with

time; we believe the responsibility of educators is to provide students with the necessary knowledge and
skills to succeed in academic, business and personal arenas. Our teaching philosophy is based on the
belief that education is a solution to many social problems. Education provides the tools to make informed
decisions, synthesize ideas, and critically evaluate relevant issues and to enjoy life. Therefore pursuing
knowledge and working to improve our skills as an educator are among our highest priorities.

As an educator, we will strive to encourage excellence in our students and ourselves.

Course material should be challenging, interactive and relevant to current issues and events. Students
learn and retain more information if the material is presented in an environment that is interesting and
interactive. For this reason, we believe that using a variety of multimedia including video, slides, and the
internet, is an effective way to complement traditional course lectures remains the foundation of the
educational experience. We feel that we can encourage students to seek new knowledge and explore
their own ideas by an enthusiastic presentation of both what is. And what is not known about subjects.
When appropriate, the classroom setting should be expanded to include experience in the field. What
better way to make the necessary connections among biological concepts than by observing how
organisms interact with their environment?

In our interaction with students, we will strive always to be respectful, especially when
dealing with differing opinions that may arise as product of scientific thinking. We want our student to learn
to think critically, not merely to accept our ideas and opinions; our drive to pursue higher education was
due in part to several teachers who inspired catalyst for other people to pursue their dreams.

A teacher is one who,

Can groom every creation,
A teacher is one who,
Can enhance every admiration,
A teacher is one of,
The true inspiration,
A teacher is one who,
Give us our right elevation,
A teacher is one to give,
Us a chance to step in there generation,
With them our life,
is full of celebrations,
They may dare to use quotation;
And these quotation,
Should have fixations,
Every student is unsuccessful,
Without there inspiration,
After all a teacher is more important
Then Alfa, Beta, Gamma and Newton.

Simran Arora

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School

Our Target

At the end of this activity, we should be able to describe through our reflection of how the
school promotes partnership and dialogue.

Name: Sanchez Jasmine H. & Aspero, Jay Ar B.

Year/Course: BSED III-A

School Observed: Sagay National High School Extension

Year level: Third Year Section Kamagong

Subject Observed: English

Student-to-student Interactions Pattern:

The student groups themselves according to their sex, girls and girls and boys and boys. For the girls they
want to play a hand game, while the boys are playing ball games. Student to student interactions are the
simplest interactions, they have their own way of understanding, and students are noisy when they
interact. Sometimes they talk nonsense, boisterous topic to make them laugh, they have many topics
about their love life, likes and dislikes, inspiration, and motivation. Student to student interactions are the
interactions takes long period of time when they see each other.

Student-to-Teacher Interactions Patterns:

Student to teacher interactions can be observed in every classroom during discussions. Teacher is the
facilitator and the students are the learners. Student to teacher interactions are effective because students
give their thought and ideas during lectures. Student must respect the teacher as their mentor in learning.

Teacher-to-Student interactions:

Teacher considered the students as their children; they show care and love to them, teachers are
concerned of the students needs that is why they never stop teaching every day about the things they
want to share about their knowledge to educate each student. Teacher is the most respective person in
the classroom; students should follow the rules and regulations implement by the teacher and student
should perform activities that the teacher assigned to them.

Student-to-non-teaching Interactions:

Student to non teaching interactions are happened to the other person in our learning environment, these
are the janitors, canteen personnel, security guard and vendors found in school. Student interact with
them with little respect, Student considered them as an ordinary people in the learning environment.

Teacher-to-Teacher Interactions:
Teacher to teacher interactions are the professional type of interactions because of their profession.
Teachers interact with teacher during their school meetings, programs and sessions. When they interact, it
is different because they talk quietly not just like student, and teachers dont have long period of
interactions it depends only on their availability of schedule because teachers are so busy with their
commitment to the learners. I can see them only interact during their meal time were they have a formal
conversation just like the other people do.


Dialogue of student-student interaction

(Students talking at the classroom after the flag ceremony)

Linda: Good morning, Jenny. How are you?

Jenny: Im fine, Linda, thank you. How about you?

Linda: Just fine. Anyway, I just wanted to ask you what I will bring as a contribution for our project for
the second grading.

Jenny: Ah since, we will be making a poster depicting the theme for the Buwan ng Wika, I will just let
you bring articles about President Manuel Quezon.

Linda: Sure Jenny. Thank you

Mary: What about me, Jenny? What can I bring?

Jenny: You will be the one to bring cartolina.

Mary: Okay

Jester: I will be bringing art materials Jenny.

Jenny: Okay, thank you. I will just be the one to provide a plastic cover

Glen: So, then all the materials we need are already assigned. How about making the poster? Who will
draw it?
Linda: Do you have ideas who among our group members have a talent in drawing?

Mary: Hey, Victor. Didnt you a contestant of art-making contest in our elementary years?

Victor: Yes, but Im not very good at it.

Mary: No, I think you were great. You just have to believe in yourself.

Glen: Yes, Victor. Mary is right. I know you have the talent because I have seen your sketches in your

Victor: But Im afraid I will just disappoint you all.

Jenny: No, Victor. Dont judge yourself yet. We, your co-members believe in your talent.

Linda: Yes, you can do it, Victor.

Jester: Im sure you can do it, Victor. Good luck.

(CHORUS): We are sure you can, Victor. Good luck!

Victor: Okay guys. I will accept the task. Thank you for encouraging me and believing in me.

(CHORUS): Youre welcome.

Jenny: So, all is settled. Thank you for your cooperation classmates. We should come early tomorrow so
that we can start early.

1. 1. Why is a classroom a miniature of a greater society?

A classroom is a miniature of a greater society because in a classroom like a greater society has various
kinds of individuals with different attitudes and personalities and like a greater society, these individuals
work together for the attainment of a certain goals which are necessary for their living and survival.

Classroom is the miniature of a greater society because in the classroom students have different kinds of
attitude, opinions, interest and dreams. And these students are considered as individuals just like what we
see in the society. In the classroom student shares their own point of view as a part of the community.
Students started to ask questions to other, in classroom students practice good moral and right conduct.
In the classroom, students learned a lot of things from their teacher, classmates and experience. To be
responsible person as they joined in the community to create harmonious living, a good person should
follow laws and limitations as a Filipino citizen in the society.
1. 2. What are found in the classrooms that are similar to what can be
observed in society?
Primarily, we can find different personalities inside the classroom so as in a society. Varied personalities
exist and interact with each other and are helping each other to achieve whatever plans that will be
beneficial to them and their society.

Another thing is the materials in the classroom which are equivalent to all the resources available to the
people in a society. These materials they utilize to produce crops or finished products for their living.

The similarities that are found in the classroom that can be observed are interactions of different kinds of
people, styles and wants. Every individual have the right and freedom of what they are doing with
responsibilities on their actions. In the classroom that has a community just like in the society people
reacts interdependence and independently.

v Cooperation and Partnership in a curriculum design is very important because if there is a partnership,
not only single idea can be presented but several which will contribute to a better concept for curriculum
design and if there is a cooperation, the task involved will be easier since the persons involved can work
hand in hand for the success of their work.

v Partnership and cooperation is very important in Curriculum Design in a way that whatever flaws or
mistakes can be corrected or modified earlier.

v Cooperation and partnership must come together because they are interrelated to each other in
designing, selecting or choosing content and activities and the determination of what to evaluate.

The Clarity you gave to me,

It shone like Angel rays,
Like water rushed on golden sands,
And crashed along the bays.

The questions deep within my heart,

Confused my humble mind,
Yet when you spoke your words aloud
It seemed, no longer I was blind.
The answers all came flooding in,
They touched my inner soul,
The knowledge that you gave to me
Within my heart I hold.

I understood that the events

That troubled me somehow,
Was nothing to be frightened of,
Instead I should be Proud.

I Thank You Sir most graciously,

These words I say aloud,
For the Clarity youve given me,
Has made me feel quite proud.

Dee Mcdonald

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School

Our Target

At the end of the activity, we should be able to describe the interaction pattern that occurs
between the teachers and learners as provided in the curriculum.

School Observed: Sagay National High School

Year level: Third Year Section: Kamagong

Subject Observed: English


The error of the student in answering was properly corrected by the teacher by explaining to the class the
correct answer, thus the student who answered was not ashamed.

Situation The Dialogue


Identify what is
Discussion of the participle in
the Lesson the sentence.
about Noun Ah, huh are
using you sure?
appropriate Student 1: Gathered
participle. his things, maam.
Sentence 1: Okay, correct. Student 2:
Always Disappointed,
remember that a maam.
Disappointed, participle is
the applicant always located
gathered his near the (All Students): Yes,
things and left. subject. maam.

Personal Reflections on the dialogue:

Because of the dialogue of the teacher and the students, things which are
important for the subject- matter being discussed were clarified and the errors of the students were

1. 1. How important are dialogue and substantive conversation in the

classroom in terms of students learning?
Dialogue and substantive conversation in the classroom are very important to students learning in a way
that dialogue and substantive conversation enable the teacher to see if the students are capable of
analyzing and synthesizing material. The reality of the situation is that it can become a reason for
students to avoid more class work. Students love to discuss, but the teacher should know when it is time
to stop the conversation and move on. One of the advantages is that some students will use this time to
take a mental rest while some students are contributing to the dialogue. One of the disadvantages is that
when a student is not willing or not interested to the conversation will become a distraction and ruins the
flow of the dialogue.
Dialogue is important but the teacher should have a control of the time allotted to it. Interactions will be
produced between students and teacher and it gives way to both teacher and students to express their
thoughts, thus there will be a harmonious relationship in the classroom.

1. 2. What learning benefits could teachers and students draw from

intentional classroom dialogue?
The dialogue will greatly assist both students and teachers abilities to speak publicly and privately. It will
develop their thought processes and make for much more engaging and intriguing conversation as well as
improve vocabulary and speaking confidence of both students and the teacher. When the student are
engaged in the dialogue there is a great chance to improve their own listening skills as well as it produces
a much more attentive class and makes the job of the teacher easier.

Classroom dialogue produces interaction in the discussion. It develops self-confidence of students to

freely express their ideas toward others. It also helps students to develop or exercise their comprehension
and critical thinking skills.

v Dialogue is very important in curriculum design because through this, all the persons involved can
express their ideas, opinions and insights which may contribute in designing curriculum and that all the
aspect like the advantages and the disadvantages will be addressed and properly handled or presented.

v Having a dialogue in curriculum design is a good idea to implement. In order for us to design a
curriculum, we need all the ideas we can get and that is by having a dialogue with everyone.
Communication is important when making an important project such as curriculum design because
sometimes we may not see any defect or weakness in the design but if others concerned are around they
may notice it.

I have had nowhere to turn

I had a lot to learn
not just about math science and English
about life

But you listen and never told

I have never known what that felt like before
I remember when I would sit and sob on the floor
Then you came and guided me
To bad this is my last year at this school
Seems just like yesterday I walked into your 7th grade class
Boy that was a blast
To bad walking down the hall will be my last

But now Im going to 9th grade

going to a whole new school
But I will always keep that simple rule
live your life

but when I walk into that brand new place

I always remember your sweet smiling face
the face that gave me strength and courage
to keep going keep moving dont let anything stop me

I hope this doesnt mean that we can never talk

I hope we keep in touch
so I wont end up alone
sitting on the floor again
and all I could do was moan

So thank you for being my friend

I am so sad that our trust may have to end


Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School

Our Target
At the end of this episode, we should be able to deliberate on the principles involved in designing the
curriculum and the learning activities provided.

Library And/
The Learning Subject Matters Or Internet
Environment Covered Resources

Pleasant and free from

noise and the
atmosphere was cool.
The learning
environment is clean Nouns Using
and pleasant. Has Appropriate
different pictures and Participles
posters placed on the Idiomatic
bulletin board. Expressions Using
The classroom is Book, quotes
properly cleaned and Changing Direct from
with proper ventilation Speech To Indirect movies/films
because of the well Speech (present
functioning wall fans tense/ declarative
installed. sentences) Book

The Learning Subject Matters Library And /Or

Environment Covered Internet Resources

If the learning The learner must Instructional

environment is have a prior materials like books
pleasant and knowledge of the help the teacher in
free from subject matter that teaching the lesson
distractions, will be tackled. to the students and
the students They should have the transferring to
can focus their an understanding of them the knowledge
full attention what a noun is, in and the principles
to the order for them to associated in the
discussion of properly associate topic.
the teacher. it with other parts
of the sentence so
that it will be

The learning
environment is
of vital factor
in motivating Using books is
students to Since idiomatic helpful to the
learn, thus it expressions do not teacher in teaching
should be have exact the idiomatic
pleasant and meaning as the expressions because
comfortable words they it gives various
enough to be represent, examples and
stayed in. therefore they situations for the
should be explained students to
carefully to the understand.
students for them Likewise, using
to arrive at the quotes from movies/
accurate meaning films will be easier
and avoid for the teacher in
misconceptions. conveying the
The learning meaning of the
environment is idiomatic
of vital factor expressions because
in motivating students will
students to interpret the
learn, thus it meaning based on
should be the situation in the
pleasant and movie.
enough to be
stayed in.

Books are
In discussing direct materials for the
speech to indirect subject matter
speech subject because it provides
matter, the student explanations and
should first know examples in
what is subject and elaborate manner.
what the predicate
is so that they will
know how to
rearrange the
sentence directly
and indirectly
based on the
subject and the

1. 1. Why should teachers know about curriculum design?

It is the teachers who develop and implement the curriculum. Planning and writing the curriculum are the
primary roles of teachers. He/she writes a curriculum daily through a lesson plan, a unit plan or a yearly
plan. Teachers are the ones who prepare activities for the students to do and the ones who designs,
enrich and modify the curriculum to suit the learners characteristics. Teachers are empowered to develop
their own school curricula taking into consideration their own expertise, the context of the school and the
abilities of the learners.

Teachers should know about curriculum design because through their knowledge on what a curriculum
must contain or must cover, the needs of the learners would be addressed by the time they will undergo
experiences associated in that curriculum and he can provide better learning to every student by using
appropriate techniques which correspond to the needs and inclinations, interest and understanding of the

1. 2. What do most principles and theories of curriculum development have

in common? How this commonality expressed or spelled out in the
curriculum of the class you have observed?
The commonality was also expressed through the learning activities that the teacher provides, through
this, the teacher gives emphasis on the performance of the students. The curriculum is deemed to be
successful if the performance of the learners is higher than the target set. However if the performance of
the students is low then it follows that the curriculum has failed. A good curriculum is one that results in
high or excellent performance of students.

The principles and theories of curriculum development contain common aspects which are the welfare of
the students. This commonality was expressed in the class through the effort of the teacher to teach the
students, to provide them the knowledge of their lesson and making sure that they understand the lesson
well by asking those questions and by giving tests.

From our FS experience, we keep in touch with our most meaningful learning and we express it through
abstract visual representation. We use appropriate colors to represent our feelings and significant
I remember the times when you were there for me
through my many tears you helped me really see
that you always there for me
you stood close to me like a friend, there for me
until the end
I will never forget you, the things
you helped me through, I saw my inspiration
it is you
you were always there when I needed you
I now will always have great memories of you

You would ask me how are you doing?

I would say Im fine
as tears start to form in my eyes
you always knew that I was really not fine

You help me through it all

coming to save me every time I fall
If I could say one word that wouldnt
tell it all

If I say goodbye to you I will just fall apart

because you have always been in my heart
I dont want to lose you
you care about me and I care about you too

I remember the day I first met you and you met me

it was like it was really meant to be
you are someone I hold close to my heart
there I know that we will never be apart

Asha Cook

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School

Our Target

At the end of this activity, we should be able to identify educational programs that connect the school with
the larger historical, social, cultural and political processes.

Date of Observation: August 30, 2012

School: Sagay National High School

Subject Observed: English

Calendar of Activities


National Schools Maintenance

Week (Brigada Eskwela) May 21-26, 2012 All stakeholders

Registration of 5-6 years old

Children for Kindergarten and

Grade 1 at Barangay Centers May 28, 2012 Teachers, Parents & Children

Oplan Balik Eskwela May 28-31, 2012 Teachers, Parents, Students

Oplan Balik Eskwela June 1-8, 2012 Teachers, Parents, Students

Beginning of Classes for School

Year 2012-2013 June 4, 2012 Teachers and Students

Orientation of Students on

The Enhanced Basic Education

K to 12 Program Implementation June 4-8, 2012 Teachers and Students

Distribution of Textbooks and

Other Learning Resources June 4-8, 2012 Teachers and Students

General Assembly

Orientation of Parents

And other Stakeholders

On the K to 12 Program

Enhanced Basic Education

Program (BEP) Implementation

(Saturday) June 9, 2012 Teachers, Parents and other


1. 1. How important is involvement of all stake holders of the school in the

schools programs and activities?
The involvement of teacher, students, parents, curriculum administrators and managers, and community
members has a powerful influence to the success of the schools programs and activities. When parents
are involved in schools programs and activities, they can help in giving brilliant ideas on how the
programs and activities become more intellectual and challenging for the students. They can also help in
covering some of the expenses in the programs and activities.

The involvement of teachers and students is highly needed because teachers could serve as a facilitator
and students are the key participants in schools programs and activities. The choice of the activities, the
methods to be utilized, and the materials to be used is one of the considerations that the teachers should
have in curricular implementation.
The involvement of a curriculum administrators and managers is of great help in approving the schools
programs and activities. They have a great concern about what kind of curriculum their schools offer and
how these are implemented.

1. 2. What specific principle of curriculum development justifies the

importance of cooperation and collaboration among all stakeholders of the
Stakeholders have the power to grant or decline all programs in the school. If they do not get involved in
the activities and programs, there are probably no activities that will be implemented at all. It is important
that they participate in the planning so that they would find out if the activity or program proposed is
necessary or not. Since they hold the highest position, they are the ones who allocate the budget for the
proposals. Stakeholders need to understand perfectly the goals of these proposals because if not, they
could just turn down a very important program because of the high cost or sometimes, it could go the
other way around; they could implement unnecessary programs because of low cost, it does not only
waste effort but time and money as well. Also by being involved in these events, parents see how much
the school is dedicated for their childrens learning. If everyone in the school is involved in the learning of
the students, it reflects a good school.

v Cooperation fosters learning. Two heads are better than one. People enjoy, functioning
interdependently but they also enjoy functioning independently. The interactive process appears to
peoples curiosity, potential and creativity, thus as people invest themselves in collaborative group
approaches they develop a firmer sense of their own identification. They begin to realize that they count,
that they have something to give and to learn.

v The school stakeholders must be able to maintain a good working relationship with each other. That is
why there must be no room for any mistakes in an environment where students learning might be
jeopardized. We are all aware that no one is really perfect, that is why we must join our heads together to
come up with ideas for the betterment of the school.

v The school cannot function solely as a single entity without the help and support of the people around
it. In order to be effective and serve the purpose the school aimed for in the first place, it should consider
the expectations, the needs and aspirations of the society and the learners themselves provide learning
experiences and activities and skills of the student. In the same manner, agencies and other institutions
outside the school should work hand in hand with the school, providing insights and opportunities and
support, updating the school with the current trends in the society.
I had nowhere to turn, had nowhere to go.
this is just something I think you need to know
I dont know what made me trust you
I still remember the day when I told you what Ive been through
I thought I should run away, go hide in a hole
but then you really brought out my true soul

As each day grew longer

our trust became stronger
each time I wanted to cry
you stayed there right by my side

then I moved to the next grade

Boy was I afraid
that our trust would slowly fade
but I was wrong
we are still strong

even though sometimes you dont have time

you at least ask me if I am fine
even though sometimes I am not
I feel like I have just been shot
I smile and say yes Im alright
then I walk away and your out of sight
Ill just have to wait
I still have my fate

I am so glad
that you were there when I was sad
and this is what makes you
Not just my 7th grade teacher, my friend

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School

Our Target

At the end of this episode, we should be able to explain the importance of curriculum through
reflections from the observations made about it as used by the teacher.
Date of Observation: August 28, 2012

School: Sagay National High School Subject Observed: English

Name of Teacher
The Topic Interviewed: Elen
ita B. Englis
Assessment of
Learning Activities Learning
Grade/Year Level &
Section of Class
v Interaction with the Handled: Grade
teacher during class Formative III- 2
discussion. Students type of
were volunteering to assessment
answer by raising their through a School: Bulanon
Nouns hands long before the short quiz.
Elementary School
Using teacher could call Participles
Appropriat certain students to give in an Idiomatic
e Participle the answer. Expressions Date of
Interview: Septe
v Interaction of teacher
mber 09, 2012
and students during
class discussion.
Students were
Interviewer: Aspe
participating by
answering the teachers Question ro, Jay Ar B. &
question and and Answer Sanchez, Jasmin
participating in board Sifel H.
works. discussion and
after the
lesson before
dismissal time.
Challenges Resources Planning
Needed Strategies

Making v Colorful Implementin

the students instructional g these
focus or be materials like materials or
attentive as different shapes utilizing these
the teacher and drawings of materials at the
is still on the objects related to start of the class
motivation the topic. especially in the
interest to
answer teachers
phase. questions.

from the topic
that has been
discussed so
that the
students have
v Proper already an idea.
construction of the
questions on the
visual aid by

Releasing of
v Class record. cards only to the
v Communication parents and not
or correspondence to the students.
to the students The
parents. students getting
high scores on
Coming tests especially
to school during periodical
every day. examination.

Giving short
quiz after the
discussion every
v Results of the several test
test. exercises for the
v Improvement or students to
modification or master the topic
revision of teaching before moving
strategy basing on to the next
upon the test topic.

1. 1. How important is it for teachers and curriculum planners to anchor

their curricular plans to specific theories and principles of curriculum
Theories and principles of curriculum development serve as the basis of learning and how it should be
taught. It gives the teachers the ideas on how to implement their curricular plans in order to achieve their
desired outcomes which is learning. It is not necessary that all the time teachers would always rely on a
specific theories and principles of curriculum development because some theories and principles may not
be applicable for the enhancement of students learning due to the changing needs and interest of the

If teachers and curriculum planners ignore the importance of these theories and principles, they could
make a mistake of missing some important aspects in learning. With this reason, students must be given
the chance to construct their own knowledge or ideas and as much as possible, mistakes must not be an

1. 2. Aside from the teachers, who else should be involved in the

curriculum planning? Expound your thoughts.
Aside from the teachers, there are still many individuals that should be involved in the curriculum planning,
that is, the parents, the people in the community surrounding the school institution, the school
administrators and most of all, the learners. These different stakeholders must be involved in the
curriculum planning in order that the curriculum will be relevant and will be a functioning and useful tool in
attaining the success of the society through educating individual student.

The learners should take part in the planning of the curriculum so that their needs and concerns will be
addressed, and they will be provided the appropriate experiences and activities useful for their subject
areas. In the same manner, the parents should also be involved in curriculum planning so that they would
have the knowledge or ideas on what means they will adopt in supporting their children who will undergo
such curriculum; they will have the knowledge on how to adjust and how to seek means in supporting their
child financially.
Learners, Teachers and Parents

Learners as center of educational process

Are the very reason a curriculum is made

Learners experiences should be given emphasis

And learners needs and interests should be addressed.

In implementation of the curriculum

Teachers are the most crucial persons.

The key to effective curriculum implementation

Is the understanding inside the classroom.

Parents as supporters of the curriculum

Become environment part of learning at home

Parents provide materials that arent in home

And especially the moral values and norms.

Jasmine Sifel H. Sanchez and Jay Ar B. Aspero

You told me to listen to my heart

But it wasnt speaking
You told me to wait
But soon I got impatient

You told me to feel

But I didnt know how to feel beyond my body
You told me to see through it
But it wasnt made of glass
You told me read between the lines
But there was nothing there
You told me to be careful
Does it mean I was too careless?

You told me I was blind

But still I could see
You told me we dont have time to spare
But who were we giving our time to?

You told me stop being so closed

But I wasnt a door
You told me dont cry
Was I suppose to force myself to be happy
You told me to forgive & forget
But its not easy

You told me to l o v e
But what is that ?
You dont know what it is until you find it
Where is it ?
Nobody knows

You told me a lot of things

And I didnt really know what they meant
But Ive grown now
Your gone & I wish you would tell me some more

Imani Miller

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School

Our Target
At the end of this activity, we should be able to give some principles involved in designing
the curriculum.

School observed: Sagay National High School

Year level: Third Year Section: Kamagong

Subject observed: English


The subject matter was about Participles

Teachers objectives:

To define participles

To differentiate present from past participles

To give examples for each type of participles

Describe the strategies:

The teaching strategy used was discovery method and it was accompanied by a data
retrieval chart. It allows students to break down a concept or idea into its components and explain the
concept. It was best suited to the needs and interest of the students, and it was highly effective to achieve
the objectives successfully.

Describe the assessment tools used:

The assessment method used was a formative test, specifically a short quiz and it was
administered after the discussion. The intent was to measure the retention of the students. The other
assessment method used was a seatwork and it was administered before giving a short quiz. The intent
was to give opportunity to the students to practice their skills acquired.

Objectiv Assessmen
es Strategies t Remarks

observable to
the behaviors
of the
students. The
The selected
Discovery assessment teaching
method was method used method was
To define used as a was appropriate
participle teaching seatwork and applicable
s method. It and a short to the
To was best quiz. The objectives.
differenti suited to the intent was to The selected
ate students measure the assessment
present and it was retention of method was
from past highly the students appropriate
participle effective to and to give because it
achieve the opportunity perfectly fit on
objectives to the the objectives,
To give and it students to teaching
examples benefits the practice methods and
for each students their to the needs
type of needs and acquired and interest of
participle interests. skills. students.

To define
participle Inquiry The The
in method was assessment formulated
idiomatic used as a method used objectives
expressio teaching was a were
ns method. It formative measurable
To use was type of and specific
appropria appropriate assessment and
te for the through attainable, the
participle lesson and giving a quiz strategy was
s in was during the appropriate in
idiomatic effective in discussion in teaching the
expressio arousing the order to subject matter
and helped
the students
to think
critically. The
adopted was
since the level
of the
students on
the lessons
determine was
whether the determined
students before the
gained lesson be
understandi ended, the
students ng of the revision of the
mind in lesson teaching
understandi before strategy can
ng the ending the be made of
ns lesson. lesson. necessary.

1. Why do teachers need to align the objectives, strategies, and assessment?

When there is alignment in our objectives, strategies and assessment, we are assured that we are doing
the right thing in educating our students. Sometimes because of external pressures, teachers tend to stray
from their objectives, teachers tend to prepare strategies that will not benefit everyone in the class when
students needs and interests are too diverse from one another, and lastly when doing assessment,
teachers forget that not all assessments can cover all students in demonstrating their achievements. That
statement was according to the idea of FS3 Student BEED3 in San Jose Christian Colleges, but in
contrary with this statement, teachers should strictly observed their objectives, prepare strategies that will
benefit the students needs and interest, and lastly teachers should use an appropriate assessment
method that can help them provide feedback, guidance and mentoring the students so as to help them
make a better plan and execute their educational program. Planning is a crucial part of teaching so before
we go out to teach students, we have to make sure that we have done our best in planning our

1. 2. How should teachers align their objectives, strategies and

assessment? Suggest some strategies.
In aligning objectives with the strategies, they must be planned together. Objectives will be the basis of the
instruction, so prepare an objectives that are observable to the behaviors of the students. Then, select
teaching strategies that can benefit he needs and interests of the students, and that are suited and
effective to accomplish the objectives. Lastly is the assessment, this should not be taken for granted. A
high quality assessment must be clear, appropriate, valid, reliable, fair, practical, efficient and ethical, and
must have positive consequences. If those characteristics are present in the assessment, it will be easy
for the teachers to evaluate if they have accomplished their objectives and if they had used appropriate
teaching strategies. By this, we do not waste time and effort in trying to teach our students, and soon we
can provide a competent, productive and a student that is responsive to the needs of the society.

What was been your most meaningful experience in this episode? What makes it
meaningful to you? How could such an experience help you become a better teacher?

Failures are just learning experiences, the only failure is the one from which you have learned nothing.

Our most meaningful experience in this episode and mostly in this FS4 was when we observe a
class. Its significance helps us to understand the principles and theories of curriculum development that
lead us to become more eager to be in the field.

The experience opened our eyes to the hardships a teacher undergoes just to teach students
effectively. We realized that to be effective teacher, we should have an outstanding personal qualities such
as passion that refers to our dedication and love to our work and to our students, humor in such a way
that has relation to the topic so that none of the students lose interest in listening, values and attitude
that can eliminate discriminations thus we must be unbiased and objective in judging our students work
and performance, sincerity and honesty which is exhibited in words and actions, patience refers to our
self-control and persistence, enthusiasm and full of energy, and lastly flexible with our schedule
whenever the situation demands it so.

I was on the edge

trying to get through life
listened to my friend
and started cutting
over two in a half years of cutting
looking for attention from any one
a teacher was there
willing to help
I was in the dump
and well I got all plumed for
a way to make it through life.
I found a way to make my life sweet,
thanks to a sweet teacher who cared,
and for now on I life my life,
for all the right reasons,
I live my life for the children of the world
who are helpless and sick and want to be loved.

Kristy Vernillion

100% 95% 90% 85% 80%

Has the Has 95%

1. Content 100% of of the Has 90% of Has 85% of Has 80% of
of the the needed needed the needed the needed the needed
portfolio content. content. content. content. content.

es are
but Some Most
cover Objectives Objectives objectives
only a are smart are not are not
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1. Objectiv and cover 80% of than 80% cover the a minimum
es of the the whole the of the whole of the
portfolio course. course. course. course. course.

are Entries are Some Few entries
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of entries substantial. al. substantial. substantial. substantial.

1. Presenta Creative, Creative, Creative, Minimal No

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entries has a very has a average neat with In disarray
strong strong impact/app minimal and no
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Submitter 3
1. Promptn Submitted Submitte Submitted Submitted weeks or
ess in ahead of d on a week 2 weeks more after
submissio the schedule after the after the the
n schedule. . schedule. schedule. schedule.