Professional Documents
Culture Documents
STUDY 4
Exploring
The Curriculum
Letter to the
Field Study Student
Our Dear Students,
Welcome to the world of Field Study!
This workbook is your tool. This will be your companion for the Field Study 4 that you
are going have as a pre-service teacher. This field Study 4 has 12 episodes for you to venture on.
Think of it like you are on reality TV show called Teacher Factor ( not Fear Factor), and the
Field Study episodes are your guide on how you get closer to your destination, i.e., becoming an
effective Curriculum designer and evaluator.
An important aim of this Workbook is to link theory with practice. Always remember to
make connections with what was taken up in your theory classes and what you see in actual
settings.
Consider this Workbook as your OAR. (you know… that long wooden thing shaped like
a broad blade at the end, that boatmen use to propel or row the boat). Like an oar, this workbook
will be of help to you only when you exert effort to learn. The oar without the boatman’s effort is
off no use. The boatman without an oar also has a big problem; much like a Field Study student
who goes to the field without any clear guide or purpose.
OAR is also an acronym that represents the general pattern of the tasks you might expect
to do n the different episodes. After the desired learning outcome and the map are given per
episode, you will basically:
Observe in actual setting or orchestrate plan, or organize your output
Analyze the experience, and ten
Reflect on the experience.
Observation makes you more keenly aware of and sensitive to the learner. And the
learning environment. Orchestrating plans that lead you to create outputs uniquely your own,
taps your problem solving skills and creativity.
Analyzing what you observe and do, trains you to become a critical thinker.
Reflecting on your experiences makes you a lifelong learner.
Just imagine your possibilities. You can truly become a teacher who is sensitive to the needs of
the learner, a good problem solver, beaming with creativity, a critical thinker and a lifelong
learner! What more could the future ask for?
You hold such great promise.
We believe in you!
Read the orientation notes on the pages that follow so you’ll have more information and
be more ready to begin.
Make this Field Study course a great journey of discovery and learning! Bon voyage!
-MLB
-HGLB
Letter to the
Field Study Student
Our Dear Students,
Your is the awesome job of facilitating the filed experiences of pre-service teachers. Think
of this Workbook as your partner in guiding them as they go through the Field Study subjects. The
Learning Episodes are meant to develop competencies reflected in the National competency-
Based Teacher Standards (NCBTS) and explicitly stated in CHED Memo No.30.
We are fully aware that different schools/colleges/universities have varying
conditions/scenarios that form a unique backdrops against which the Field Study is implemented.
This is which we designed the Workbook in such a manner, that it offers the greatest flexibility. It
allows wider latitude for the school administrators, Field study teachers, cooperating teachers and
pre-service teachers in which to work. This flexibility is articulated in the following:
Flexibility on the choice of learning episodes. You may or may not do all the
learning episodes included because given your context, they are not doable nor
feasible.
Flexibility in grouping. The learning episodes maybe done by the pre-service
teachers individually or with a learning partner or in groups. To have a learning
partner, however, is strongly encouraged for collaborative learning. The reflections
and the Learning Portfolio are done individually.
Flexibility in time allotment. The FS teacher and the students can agree on the
time allotment for each activity to sufficiently cover the 17-hour requirement of the
course.
As you might have thought and planned already, an orientation is truly necessary to ensure
better success of the Field Study students. We have prepared a brief collection of
orientation notes found on the succeeding pages. We hope this will be helpful to you.
Let’s work together in providing the best training and education to our pre-service teachers.
P.S.
We would love to hear from you. Please e-mail your feedback about the Workbook at
milagros_borabo@yahoo.com,heidigrace()16@yahoo.com cc:
publishedbylorimar@yahoo.com
-MLB
-HGLB
Suggested Guidelines for
Field Study Student
These guidelines are suggested to help pre-service students in the successful conduct of
their Field Study course. Each TEI shall address some institutional peculiarities that are not
covered in this guidelines.
Filed Study activities should be under the supervision of the Field Study Faculty of the
TEI in collaborations with the Field Study Cooperating Schools.
The field study students:
1. Are required to accomplish successfully the activities in at least 18 hours in one
semester to earn a one-unit credit.
2. Secure appropriate Field Study permits and undergo orientation/briefing before
he/she is deployed in cooperating schools.
3. observe classes and preferably work with a partner.
A Field Study partner is one you can discuss and work with after the FS experience.
4. Secure a Field Study Notebook for each course.
5. Wear official school/university uniform during the field study in the cooperating
school.
6. Demonstrate personal qualities that reflect a good image of a teacher. These qualities
include as courtesy, respect, honesty, diligence, open-mindedness, critical thinking,
and others.
7. Demonstrate proper behavior in the presence of the learners, teachers, school
personnel, administration, and parents.
8. Request the signature of the Resource teacher or person of the Field study faculty
immediately after the activity has been done.
9. Are required to prepare a portfolio for every filed study course. The FS teacher is
encouraged to prepare his/her own rubric for authentic assessment of the portfolios.
This rubric can be discussed with the students as part of the orientation, so they would
know what criteria will be used and how the portfolio will be assessed.
Orientation Notes for
Field Study and this Workbook Series
This contains short of important topics related to Field Study.
A longer and more detailed discussion is found in the Appendices.
Table of specifications
Licensure examination for Teachers
The CFSAT 21 Competencies
tells you what Social Regards for
on which you
an ideal Learning
will be tested
ASEAN teacher The Learning
in the LET
should know Environment
the 21st Century ( CFSAT 21)
Experience
-Kolb, 1884
Conceptualize
d
What is the approach of this workbook series?
As you have probably read from our letter to the Field Study Student in the beginning of the
book, our approach is called the OAR Approach. The metaphor of the oar (sagwan in Filipino)
points to the importance of having a tool or a guide for your Field Study journey.
OAR Approach #kailangankoangsagwan
In 2006, an approach used in this Workbook was derived from all the theoretical underpinnings
previously discussed. This is the OAR approach. Living in an archipelago. Filipino would likely
have in our collective unconscious the ancestral memory of the boat and the oar. The oar is a tool
that helps the boat move into its intended direction.
We used the acronym OAR to represent the general cyclical pattern of the task that pre-service
teachers are expected to do in the different learning episodes. After the intended learning outcomes
and the map are given per episode, the pre-service teachers will basically, Observe in actual setting
or Orchestrate a plan, or Organize and output. They will then Analyze/Synthesize the experience
and Reflect on the experience.
Episode 1
My Performance Criteria
I will be rated along the following:
Quality of my observations and documentation,
Completeness and depth of analysis,
Depth and clarity of classroom observation-based reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.
My Learning essentials
The word curriculum may be defined in various ways. The definitions may be
limited or broad in scope.
Limited definitions of the curriculum Broad definitions of the curriculum
A set of course constituting an area of Sum total of all the learning experiences
specialization inside and outside the school
The set of learnings and experiences for
Is an identification of proper goals students/learners planned by the school to
attain the aims of education
Can be considered as a system of dealing Is the entire range of experiences,
with people and the process undirected and directed, concerned with
the unfolding the abilities of the individual
Is a means of attaining the aims or Is a plan of action or written document
philosophy of education which includes strategies for achieving
desired goals or ends.
Planned learning experiences Serves as the operational medium through
which the school displays and coordinates
the patterns of transmission, translation,
and transposition of the educative
experiences for which it assumes
responsibility
My Map
Curriculum
Write your
reflection
On the first
Activity.
Evolve Prepare
your own your
definition portfolio.
based
Visit the on your
school interview.
library or
Surf the
internet.
Upon get (2)
approval, meanings
go to the of the word
designated
curriculum.
Write a person to be
letter of interviewed.
request to Analyze the
visit the results of the
school. interview.
My Learning Activities
2.
3.
Conclusions (After analyzing the result of the interview, what can you conclude?)
Visit the school library/surf the internet or consult the dictionary.
Activity 2 Write two (2) meaning of curriculum taken from authoritative sources.
My Analysis
Evolve your own definition of curriculum. Consider all the meanings you
Activity 3 have taken from the different sources from authoritative sources.
What is
Curriculum?
My Key Learning Points
Directions: Read the items given below and encircle the correct answer.
Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
With theories Vaguely related Unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
clear, but not and shallow; unclear and
are profound and
clearly supported supported by shallow and are
clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; supporting not answered
and all supporting; most supporting documentations
documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)
My Performance Criteria
I will be rated along the following:
Quality of my observations and documentation,
Completeness and depth of analysis
Depth and clarity of classroom observation-based reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio
My Learning Essentials
There are several types of curriculum existing in schools.
Types of Curricula in Schools
1. Recommended Curriculum These are recommendations in form in the
form of memoranda or policy, standards and
guidelines that came from the government
agencies such DepEd, CHED and TESDA and
professional organizations or international
bodies such as UNESCO.
2. Written Curriculum This includes documents based on the
recommended curriculum. They come in the
form of course of study, syllabi, modules,
books, instructional guides among others.
Example of written curriculum is the
teacher’s lesson plan.
3. Taught Curriculum The teacher and the learners will put life to
the written curriculum. The skill of the
teacher to facilities learning based on the
written curriculum with the aid of
instructional materials and facilities is
necessary.
4. Supported Curriculum These are support materials that the teacher
needs. This includes print materials like
books, charts, worksheets and non-print
materials like PowerPoint presentation and
other electronic illustrations. It also includes
facilities like science laboratory and
playground.
5. Assessed Curriculum This is the curriculum that is evaluated after it
has been taught. It can either be assessment
for learning, assessment as learning or
assessment of learning. If the process is to
find the progress of learning, but if it is to
find out how much has been learned or
mastered, then it is assessment of learning.
6. Learned Curriculum These are measured by tools in assessment,
which can indicate the cognitive, affective,
and psychomotor outcomes. Learned
curriculum also demonstrates higher order
and critical thinking and lifelong skills.
7. Hidden/Implicit Curriculum This is the unwritten curriculum – peer
influence, school environment, media,
parental pressures, societal changes, cultural
practices, natural calamities are some factors
that create hidden curriculum.
My Map
To ensure that
1. Interview a teacher based I will be able
on the given question. to do this
activity, I must
follow the
map.
Visit the schools near your place or your Alma Matter. Interview a teacher,
Activity 1 administrator or former teacher in that school. Find out what curriculum
is being used in the schools/colleges/universities in your place. Check the
corresponding column.
d Curriculum
Recommende
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Supported
Assessed
Learned
Written
Hidden
Taught
Name(s) of Schools
/Colleges/Universities
1.
2.
3.
My Reflections/insights
Directions: Read the items given below and encircle the correct answer.
A. Supported Curriculum
B. Hidden Curriculum
C. Assessed Curriculum
D. Recommended Curriculum
A. Assessed Curriculum
B. Hidden Curriculum
C. Recommended Curriculum
D. Supported Curriculum
A. Hidden Curriculum
B. Taught Curriculum
C. Learned Curriculum
D. Assessed Curriculum
Pieces of Evidence Learning Documents
Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
With theories Vaguely related Unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
Clear, but not and Shallow; unclear and
are profound and
Clearly supported supported by shallow and are
Clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; Supporting not answered
and all supporting; most supporting documentations
Documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
Designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)
My Performance Criteria
I will be rated along the following:
quality of my observations and documentation,
completeness and depth of analysis,
depth and clarity of classroom observation-based reflection,
completeness, organization, clarity of portfolio and
time of submission of portfolio
My Learning Essentials
A curricularist is a professional who is a curriculum specialist. A teacher’s role is broader
and inclusive of other functions and so a teacher is a curricularist. What does it take to be a
curricularist?
Initiates the curriculum (Initiators)
Implementation of a new curriculum
Requires the open mindedness of the
Teacher, and the full belief that the
Curriculum will enhance learning.
Plans the curriculum (Planner) Innovates the curriculum(Innovator)
A teacher’s role is to make yearly, A teacher makes innovations in the
monthly, or daily plan of the curriculum. Creativity and
curriculum which serves as a guide in innovation are hallmarks of an
the implementation of the curriculum excellent teacher.
3. Get
samples/pieces
of
evidence to
prove that the
teacher is a
curricularist.
5. Prepare a portfolio
2. Go to the
designated
person for
interview
4. Get research
findings on the roles
of curricularists.
School:
Signature:
Elementary
Name of Teacher:
School:
Signature:
Secondary Level
Name of Teacher:
School:
Signature:
Tertiary Level
Name of Teacher:
School:
Signature:
After the interview, Get samples/pieces of evidence to show that the teacher
Activity 2 is a curricularist. Write/paste or post them here.
Activity 3 Research in the library and look for a topic about the role of a teacher as a
curricularist. Complete the template below:
Research Title:
Research(s):
A. knower
B. innovator
C. writer
D. implement
A. Implement
B. Evaluator
C. Planner
D. writer
A. innovator
B. knower
C. writer
D. evaluator
Pieces of Evidence Learning Documents
Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
with theories Vaguely related unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
clear, but not and shallow; unclear and
are profound and
clearly supported supported by shallow and are
clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; supporting not answered
and all supporting; most supporting documentations
documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
Designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)
My Performance Criteria
I will be rated along the following:
Quality of my observations and documentation,
Completeness and depth of analysis,
Depth and clarity of classroom observation-based reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.
My Learning Essentials
Point of view about the curriculum can either be traditional or progressive according to
their philosophical and psychological orientations. These views can also define what a
curriculum is all about.
TRADITIONAL PROGRESSIVE
● Views curriculum as
”permanent studies” ● Believes that
where rules of grammar. education is
reading. Rhetoric, logic experiencing
and mathematics for
basic education are ● Reflective
emphasized thinking is a means
to unify curricular
● The 3Rs (Reading, elements that are
Writing, ‘rithmetic’) tested by
should be emphasized in John Dewey application.
basic education should
Robert Hutchins be the emphasis in
college.
TRADITIONAL PROGRESSIVE
● It should include
Arthur Bestor Mathematics, Science,
History and Foreign
Language.
Kenn Campbell
● Viewed curriculum
as all the experiences
● Believes that the in the classroom
mission of the school which are planned
should be intellectual and enacted by the
training. Curriculum teacher and also
should focus on the learned by the
fundamental intellectual students.
disciplines of grammar, Colin Marsh
literature and writing
● It should include
Mathematics, Science,
History and Foreign
Philip Phenix Language.
George willis
My MAP
5
Present the differences
1 a letter of a
curriculum.
of traditional
4
and progressive
Interview a curriculum.
request
parent and
6
Accomplish the H
3
ask her / his chart.
view points on
traditional and
Prepare your
progressive
portfolio.
curriculum.
My Learning Activities
Name of students:
School:
Signature:
Roles of Pupils
Modes of Instruction
Instructional Materials
Modes of Assessment
My Learning Activities
Name of students:
School:
Subject Areas Taught / Handled:
Signature:
Roles of Pupils
Modes of Instruction
Instructional Materials
Modes of Assessment
Name of students:
School:
Subject Areas Taught / Handled:
Signature:
Roles of Pupils
Modes of Instruction
Instructional Materials
Modes of Assessment
My Learning Activities
Interview a parent. Find out his / her viewpoints on the traditional and
Activity 1.2 progressive curriculum.
Name of students:
Highest Educational Attainment:
Signature:
Roles of Pupils
Modes of Instruction
Instructional Materials
Modes of Assessment
My Reflection
Interview a parent. Find out his / her viewpoints on the traditional and
Activity 2 progressive curriculum.
Traditional Progressive
Curriculum
Similarities
My Personal Insights
Interview a parent. Find out his / her viewpoints on the traditional and
Activity 3 progressive curriculum.
Names of
Traditional Progressive Both
Students/Schools
1.
2.
3.
4.
5.
My Insights
Certificate of Completion
Is awarded to
Name of FS Student
Region
For having satisfactorily completed
The required number of hours (18 hours) for
Certificate of Completion
on EXPERIENTIAL LEARNING COURSES
(FIELD STUDY AND PRACTICE TEACHING)
is awarded to
Name
1. When a school believes that the curriculum should highly focus on Math,
Science and other fundamental disciplines, this school believes in the curriculum
view of .
A. John Dewey
B. Hollis Caswell
C. Arthur Bestor
D. Philip Phenix
E.
B. takes into account all the curricular elements and tests these elements through real
life application.
C. The classroom is only one place for the students to learn; learning can take place
anywhere.
3. In analyzing the curriculum, the teacher should consider the following except.
C.
Pieces of Evidence Learning Documents
Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
With theories Vaguely related Unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
Clear, but not and Shallow; unclear and
are profound and
Clearly supported supported by shallow and are
Clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; Supporting not answered
and all supporting; most supporting documentations
Documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
Designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)
Three
Approaches
to
Curriculum
Curriculum as a
Curriculum as a Curriculum as a
Content or Body
Process Product
My Map
of Knowledge
3. Ask samples
on how the
principles of
curriculum
content are
applied in their 4. Prepare
your
portfolio.
2. Interview a 1. Complete
teacher and the matrix
My Learning Activities inquire about the using varied
criteria in the sources.
selection of
knowledge/subjec
t matter.
Activity 1 Accomplish the template given below by following the given sample.
1.)
Subjects Content Process Product
3.)
4.) 2.)
My Reflection
There are six (6) criteria in the selection of knowledge/subject matter.
Activity 2 Interview a teacher, the indicators for each of the criteria by answering the
given question.
Articulation
Curriculum is arranged vertically or horizontally
Write a sample content of one (1) topic in a
subject from level to level or grade to grade.
Scope
Content, topics, learning experiences and
organizing the threads of an educational plan.
Integration
Curriculum is integrated and interconnected.
Continuity
Vertical repetition and recurring approaches of
content.
Write sample topics in a subject area where
content is organized in spiral fashion in
breadth and depth.
1. Miss Lim started off her lesson plan with outcomes she expects her
students to achieve at the end of the lesson, this curriculum approach is
.
I. curriculum as body of knowledge
II. Curriculum as a process
III. curriculum as a product
IV. all of the above
C.
Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
With theories Vaguely related Unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
Clear, but not and Shallow; unclear and
are profound and
Clearly supported supported by shallow and are
Clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; Supporting not answered
and all supporting; most supporting documentations
Documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
Designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)
My Performance Criteria
I will be rated along the following:
Quality of my observations and documentation,
Completeness and depth of analysis,
Depth and clarity of classroom observation-based reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.
My Learning Essentials
Stakeholders are individuals or institutions that are interested in the curriculum. They get
involved in many different ways.
1
Interview
different
stakeholders
and inquire
2
Interview
parents on the
extent of their
participation.
about their
5
roles in curriculum.
Prepare your
portfolio.
3 Reflect on the
importance
of stakeholders in 4 Write your
insights.
the curriculum.
My Learning Activities
1. Learners
2. Teachers
3. School Leader/Administrator
4. Parents
5. Community
6. Other Agencies
My Reflections
Interview the parents about the extent of their participation in enriching the
Activity 2 curriculum. Use the scale given below.
4 3 2 1
Very Large Extent Moderate Extent Very Large Extent Little Extent
(VLE) (ME) (VLE) (LE)
Extent of Participation
Activities 4 3 2 1
VLE LE ME LE
1. Resource Speaker
2. Teacher Aide
3. Judge/Coach/Mentor
4. Donor (Instructional
Materials, etc.)
My Personal Insights
Activity 3 Reflect on the importance of stakeholders in curriculum implementation.
My Learning Activities
Directions: Read the items given below and encircle the correct answer.
F.
A. Community
B. School administrators
C. Parents
D. Government officials
3. These stakeholders are at the core of the curriculum. They are the primary
beneficiaries of the curriculum.
A. Teachers
B. Learners
C. Community
D. Parents
Learning
Paste pictures of stakeholders involved in curriculum
Portfolio implementation.
My Learning Rubric
Field Study 4, Episode 1 – The meaning of curriculum
Focused on:
Giving the meaning of curriculum from different points of view
Analyzing the different meanings of curriculum
Preparing/accomplishing matrix on the evolving meaning of
curriculum
Name of FS Student Date Submitted
Year & Section: Course:
Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
With theories Vaguely related Unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
Clear, but not and Shallow; unclear and
are profound and
Clearly supported supported by shallow and are
Clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; Supporting not answered
and all supporting; most supporting documentations
Documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
Designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)