fs4 Orlando Peralta PDF

FS4: Exploring the Curriculum
Credit: 1 unit
Duration: 17 hours
COURSE DESCRIPTION
This course is intended to introduce the education pre-service students to effective

curriculum design and assessment. The course topics include curriculum models, principles and
approaches in designing, delivering and addressing the curriculum.
It emphasizes familiarity with contemporary curriculum policies and framework and

their relevance or planning, pedagogy and assessment at the classroom level.
The course in the curriculum development shall develop teachers who can adjust and
be flexible in designing and implementing curricula in learning environments for different
students in different context.
It can also apply a wide range of teaching process skills (including curriculum development,
lesson planning, material development, educational assessment and pedagogy).
Field Study 4 is anchored on Curriculum Development and Educational Technology.
GENERAL OBJECTIVES
1. Design a model of curriculum demonstrating considerations for basic and higher

education, appropriate community linkage and stakeholders
2. Addressing and monitoring of curriculum implementation and assessment of curriculum.
3. Prepare an alignment of developing objectives, pedagogy and assessment.
Episode 1:
LOOK DEEPER INTO THE CONCEPTS, NATURE AND PURPOSES OF

THE CURRICULUM
Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature:
Cooperating School:
At the end of this activity, I should be able to explain the concepts, nature and purposes of the
curriculum and how these are translated into the school community.
My Performance (How will I be Rated)
Field Study 4 Episode 1- Look Deeper into the concepts, nature and purposes of the
curriculum
Focused on: The concepts, nature and purposes of the curriculum and how these are
translated into the school community.
Tasks Exemplary 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
4 3 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
profound and clear, but not shallow, unclear and
clear, supported clearly supported supported by shallow and are
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete, many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is incomplete.
documentation documentations lacking.
are located in are available and/
sections clearly or in logical and
designated clearly marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals
Rating
Over-all Score Based on
Transmutation
Transmutation of score to grade/rating
Score Grade Score Grade

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
-------
-------
-------
My Map
--- To reach my target of getting g the different concepts, nature and purposes of the
curriculum, do the following tasks:
4. Request for a
sample of their
3. Inquire on the curriculum:
type of curriculum
2. Interview the used in their school. 4.1. Scope/
school community sequence chart
and ask views about
1. Visit the the traditional/ 4.2 Teaching
school progressive Guide
curriculum
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 Progressive Curriculum

 Lack of instructional  They are updated
Similarities
materials  Gives all the learner’s
 Prepare the learners to
 Parents are outsiders engage in honest and
needs and interest
and uninvolved  Parents are primary
gainful work
 Crowded classroom  Both of them teach
teachers and goal
 Knowledge is students with their
setters
absorbed through  Knowledge is
needs
lectures, worksheets constructed through
 Both uses syllabus or
and text play , direct experience
course of study in
 The teachers do not and social interaction
teaching
have enough  The teachers are
 gives the students a
knowledge on globally competitive
good process of
technologies for and has a total learning
learning style
effective and experiences among the
meaningful teaching students/learners
My Personal Insights:
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 Recommended Written Taught Supported Assessed Learned Hidden

school/ curricula Curricula Curricula Curricula Curricula Curricula Curricula
college/
university
San Jose      
Christian
Colleges
Kita-kita      
Elementary
School
My Personal Insights
-----
My Enriching Activities
-----
----- If you are able to design a curriculum for your own school, what are the things you
need to consider? Accomplish the graphic organizer below.
Strategies/Met
hods to be
used
Best The support of my

instructional personnel,
materials for Things I Need teachers and other
teaching to Do to staff of my
Consider in institution
Preparing My
School’s
The learner’s The school’s

needs and Vision, Mission
interest 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.
Episode 2:
WHAT’S THE CURRICULUM MADE OF?

Name of FS Student:
Cooperating School:
Field Study 4 Episode 2-What’s the Curriculum Made Of?

Focused on: The components of the curriculum and curricular approaches

4 3 2 1
4 3 2 1
depth answers;
Grammar and
spelling superior
4 3 2 1
the episode.
4 3 2 1
locations.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
My Map
For this concept, go through the following steps:
1. Visit a school and find 2. Interview a School

out how they attain the administrator/ faculty
aims of elementary, about how they
secondary and tertiary concentrate their school’s
education vision and goals into the
curriculum.
3. Records the different

4. Interview one or two methods/ strategies that
students and ask them they employed to attain
their school’s vision/ their school’s objectives.
mission.
MY TOOLS
For this episode, visit a school/ university or get a copy of the school brochure. Copy the
school/ university’s vision, mission and goals on this page.
VISION
We dream of Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. As a learner-centered public institution, the
Department of Education continuously improves itself to better serve its stakeholders.
MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:
Students learn in child friendly, gender sensitive, safe, and motivating environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners
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?
Episode 3:
WHAT’S NEW IN TEACHING AND LEARNING?

Name of FS Student:
Cooperating School:
Field Study 4 Episode 3: What’s new in the Teaching and Learning?

Focuses on : The teaching and learning process in curriculum
4 3 2 1
4 3 2 1
depth answers;
Grammar and
spelling superior
4 3 2 1
the episode.
4 3 2 1
locations.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
MY MAP
In order to reach my target I should do the following steps using the given pyramid.
3. Write
your insight
on teaching and
learning
2. Observe a class.
1. Write your ideas on teaching and learning.

MY TOOLS
For this episode, I will use the activity form given below.
Interview a teacher. Ask if they perform these series of actions in the teaching process.
Includes decision about:
 the needs of the learners

 the achievable goals and objectives to meet the needs
PLAN  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
 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.
EVALUATE  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…

Episode4:
LET’S CRAFT THE CURRICULUM

Name of FS Student:
Cooperating School:
Field Study 4 Episode 4: Let’s craft the curriculum

Focused on: The different curriculum design models.
4 3 2 1
4 3 2 1
depth answers;
Grammar and
spelling superior
4 3 2 1
the episode.
4 3 2 1
locations.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
MY MAP
To reach my target, I should do these steps.
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
HISTORY
Grammar
Lesson
LITERATURE
Example:
past Tense/
Vocabulary/ SCENCE
or Sentence
Structure ARTS OR MUSIC
APPRECIATION
In the horizontal articulation, as shown in the illustration at the page previous page, grammar lessons
can be taught using other subjects as content like History, Literature, Science, and Music or Art
Appreciation.
Example in History: The teacher can use a part of the Philippine history to be used as apart of the
grammar lesson.
 In 1321, Ferdinand Magellan arrived in the Philippines.

 He claimed the islands for Spain.
 Colonization begun when a Spanish explorer arrived from Mexico.
 Miguel Lopez de Legaspi arrived from Mixeco in 1565.
 He formed the European settlements in Cebu.
 In 1571, the Spanish established Manila as the capital of the Spanish East Indies.
The student can now try to identify which is the subject and predicate. Get examples of past tense
usage and even unlock vocabulary words such as.
 colonization
 explorer
 settlements
 capital
 established
Example in Science:
 Condensation is the change of the physical state of matter from gaseous phase.
 Condensation is the reverse of evaporation.
 Deposition is when the transition happens from the gaseous phase into solid phase directly.
Words such as of, on, from and into are good examples of prepositions.
Example in Art Appreciation:
Select some pictures to show the class and place them around the room, like gallery. Using a worksheet
or letting students works freely. Ask them to:
 describe the picture orally

 speculate what the painter was thinking or feeling or doing when she/he painted it
 how does the painting make them feel
Let the student write a few sentences on their feelings about the paintings. 3-5 sentences will do. Task-
based learning of the language is being done here.
Example in Literature: Let the students read a short story and let them retell the story in their own
words using questions as guide for their grammar lesson. If it’s for the past tense then make sure the
questions given to the students will lead them to producing the output wanted which is the past tense.
Vertical Articulation
1st year 2nd year 3rd year 4th year

Literary types Literary Genre Literature Genre Literary Techniques and
(Philippines Literature) (Afro-Asian Literature) (British and American Styles (Word Literature)
Literature)
Understanding Understanding Understanding Understanding
Appreciation Appreciation Appreciation Appreciation
Express one’s identity Relationship between React to the Expresss the belief that
and cultural heritage man and his experiences of other people can make a
environment and the cultures or actions of difference as
need to protect the characters in relation to highlighted in literature
latter. real life situations. and show a keener
State the effect of a sense of value for what
literary piece in one’s is worthwhile trough
value system. 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 Problem-centered
Design Model Design Model
This model focuses on the content of the Draw on social problems, nneds, interests,
corriculum. and abilities of the learners. Various problems
are given emphasis.
Correspondents mostly to the textbook,
written for the specific subject Content cuts across subject
Boundaries and must be based
What do I like On the needs, concerns and
the best in these Abilities of the students.
curriculum
designs?
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

Episode5:
WHAT’S THE BASIC OF THE CURRICULUM?

Name of FS Student:
Cooperating School:
Field Study 4 Episode 5: What’s the basic of the curriculum?

Focused on: cite the dimensions of curriculum design.

4 3 2 1
4 3 2 1
depth answers;
Grammar and
spelling superior
4 3 2 1
the episode.
4 3 2 1
locations.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
MY MAP
To hit my map, I must do the following task.
Examine a Identify the Give some

curriculum dimensions of the situation samples
curriculum of each dimension
design
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 The contents, topics, learning experience and organizing threads of

an educational plan. An educational plan.
Write sample topics in a subject area.
Example:
Subject Area: English (Language 4)

Content: Letter Writing
Topics:
1. Reading a Letter
2. Parts of a Letter
3. Writing a Letter of Invitation
4. Addressing an Envelope Correctly
5. Preparing an Envelope
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…
Episode6:
TELL ME YOU’RE FEATURES

Name of FS Student:
Cooperating School:
Field Study 4 Episode 6: Tell Me Your Features

Focused on: The six (6) features of a curriculum
4 3 2 1
4 3 2 1
depth answers;
Grammar and
spelling superior
4 3 2 1
the episode.
4 3 2 1
locations.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
MY MAP
To get on the task, I should know the answers to the questions.
O teaches?
O do teachers teach?
at do teachers teach?
ow do teachers teach?
ow much of the teachers'

lessons were learned?
with w om 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
Episode7:
THE Wh- OF THE CURRICULUM

Name of FS Student:
Cooperating School:
Field Study 4 Episode 7- The Wh- of the curriculum

Focused on: The concepts, nature and purposes of the curriculum and how these are
translated into the school community.

4 3 2 1
4 3 2 1
depth answers;
Grammar and
spelling superior
4 3 2 1
the episode.
4 3 2 1
locations.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
- ----
------
----
My Map
To attain my target, I should do the following.
1. Identify the various

implementers of the
2. State the role of
curriculum.
technology in delivering 3. Explain the different
the curriculum. ways of assessing the
curriculum.
My Tools
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 By having unity to each other, teach

engage in whatever activities of the children the Do’s and Don’ts.
curriculum.
Curriculum Implementation
Administrators: Community Members:
By making rules and regulations that They are partners of the school.
will help children to be better They give also support to the
person 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  ttainable
S  pecific
S  tudent-centered
E  nvironment-concerned
S  tandardized
S  yntactic correctness
M  easurable
E  valuative
N  orm-reference
T  ime bound

Episode8:
WHAT’S NEW IN THE CURRICULUM?

Name of FS Student:
Cooperating School:
At the end of this activity, I should be able to discuss different curricular issues and concerns.
Field Study 4 Episode 8- What’s New in the Curriculum?
Focused on: Curricular issues and concerns
4 3 2 1
4 3 2 1
depth answers;
Grammar and
spelling superior
4 3 2 1
the episode.
4 3 2 1
locations.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
My Map
To attain my target, I should do the following.
3. Write insights/ reflections

on these innovations.
2. Interview faculty members on the

merits and demerits of these
innovations.
1. Visit DepEd or interview school

administrators on various curricular
issues and concerns
My Tools
Interview school officials, faculty members or read educational journals and magazines
to complete the matrix.
Curricular Advantages (Merits) Disadvantages My Insights

Innovations (Demerits)
1. Revised Basic - The advantages of - The disadvantage is We cannot facilitate
Education Curriculum the revised basic that we have allowed learning well in a fast
RBEC(2002) education curriculum the teachers union to way, learning is an
are that they outline have control over this evolution. As a
the easiest possible and education in teacher we want our
paths for creating a general for 40 years; students to be the
severely under- producing the result brightest kid ever not
educated student as to of virtually illiterate an illiterate one.
follow the current children after
trend. graduation.
2. Secondary - UBD Model -other countries view This enhances the

Education Curriculum emphasis on the 10-year education participation of the
UBD Model 2010 “backward design”, cycle as sufficient. students in the
(UBD) the practice of looking learning activities.
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 - longer years in At this moment we

uplift the quality of school cannot see the
education in the - unprepared school advantages and
Philippines in order for and faculty. disadvantages of this
graduates to be easily innovation at hand,
employed. for how it will really
- The program also aims go through. Although
to meet the standards the DepEd are
required for professionals experiencing some
who would want to work difficulties on what
abroad. will be the best they
- Most importantly, the can do for the teachers
system aims to fully to be fully equip
enhance and develop the especially for the
students in order for them preparation of Grade
to be well-prepared 11 and Grade 12.
especially in emotional
and cognitive aspects
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
Description
Criteria 5 4 3 2 1
Contents of the Has 90-100% Has 75-89% of Has 60-74 % of Has less than Has less than
portfolio of the needed the needed the needed 59% of the 40% of the
content content content needed needed
content content
5 4 3 2 1
Objectives of Objectives are Objectives are Objectives are Some Most
the portfolio smart and smart but smart but objectives are objective are
cover the cover only cover only less not smart and not smart and
whole course minimum of of 75% of the do not cover cover only
75% of the whole course the whole minimum of
whole course course the course
5 4 3 2 1
Quality of Entries are Entries are not Entries are of Some entries Few entries
entries best quality, better quality, acceptable are of are of
well selected many are well quality, some acceptable acceptable
and very selected and are well quality, limited quality, not
substantial substantial selected and selection and well selected
substantial substantial and very
minimal
substance
5 4 3 2 1
Presentation of Creative, neat Creative, neat Creative, neat Minimal No creativity in
entries and has very and has strong and an average creativity, neat disarray, no
strong impact/appeal impact/appeal with minimal impact/appeal
impact/appeal impact/appeal
5 4 3 2 1
Promptness of Submitted Submitted on Submitted Submitted Submitted 32
submission ahead of schedule after 10 days from 11-30 days or more
schedule after the after schedule after the
schedule schedule
5 4 3 2 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
Competency learn more
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
Competency learn more
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 ............................................................... 1

My Target .............................................................................. 1
My Performance (How I Will Be Rated) .................................. 1-2
My Map .................................................................................. 3
My Tool (My Observation Sheet) ............................................ 3-4
My Analysis ............................................................................. 4-5
My Reflections ....................................................................... 5
My Portfolio (Principles of Learning on My Own Words) ....... 6
Episode 2
LESSON OBJECTIVES AS MY GUIDING STAR ...................................... 7

My Target ............................................................................... 7
My Performance (How I Will Be Rated) ................................. 7-8
My Map ................................................................................. 8-9
My Analysis ............................................................................ 10
My Reflections ........................................................................ 11
My Portfolio (My research quotation that state the signifi-
cance of goals and objectives) ............................................. 11
Episode 3
ORGANIZING CONTENT FOR MEANINGFUL LEARNING .................... 12

My Target .............................................................................. 12
My Map ................................................................................. 14
My Tool (My Observation Sheet) ........................................... 14
A. For the Cognitive Lesson ............................................... 14-15
B. For the Skill Lesson ........................................................ 15
C. Value/Affective Lesson .................................................. 15-16
My Analysis ............................................................................ 16
A. For the Cognitive Lesson ............................................... 16
B. For the Skill Lesson ........................................................ 16
C. For the Affective Lesson ................................................ 16
My Reflections ....................................................................... 17
My Portfolio (My Lesson Plan) ............................................... 17-18
Episode 4
GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING

STRATEGIES .................................................................................................... 19
My Target ............................................................................... 19
My Map .................................................................................. 21
My Analysis ............................................................................. 22
My Reflections ........................................................................ 22
My Portfolio ........................................................................... 22
Episode 5
ON TEACHING APPROACHES AND METHODS ................................... 23

My Target ............................................................................... 23
My Map ................................................................................. 25
My Analysis ............................................................................. 26-27
My Reflections ........................................................................ 27
My Portfolio (Characteristics of Constructivist approach and
Metacognitive Approach; My research on Teaching of
Methods) .......................................................................... 28-29
Episode 6
GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING

STRATEGIES ................................................................... 30
My Target ............................................................................... 30
My Map .................................................................................. 32
My Analysis ............................................................................. 33
My Reflections ........................................................................ 34
My Portfolio (Lesson Plan) ...................................................... 34-35
Episode 7
EFFECTIVE QUESTIONING AND REACTING TECHNIQUES ................... 36

My Target ............................................................................... 36
My Map .................................................................................. 38
My Tools ( My Score’s to My Resource Teacher Questioning
Behavior ) ......................................................................... 38
My Tools (My Observation Sheet) .......................................... 39
My Analysis ............................................................................. 40
My Reflections ....................................................................... 40
My Portfolio .......................................................................... 41
PICTORIAL ........................................................................ 42
COMMENT OF THE CRITIC .................................................... 43

fs4 Orlando Peralta PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

fs4 Orlando Peralta PDF

Uploaded by

Copyright:

Available Formats

FS4: Exploring the Curriculum

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

It emphasizes familiarity with contemporary curriculum policies and framework and

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

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

LOOK DEEPER INTO THE CONCEPTS, NATURE AND PURPOSES OF

Transmutation of score to grade/rating

Score Grade Score Grade

Traditional Curriculum Progressive Curriculum

Name of Recommended Written Taught Supported Assessed Learned Hidden

Best The support of my

The learner’s The school’s

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

Pictures of a Traditional School

WHAT’S THE CURRICULUM MADE OF?

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

Tasks Exemplary Superior Satisfactory Unsatisfactory

Transmutation of score to grade/rating

Score Grade Score Grade

For this concept, go through the following steps:

1. Visit a school and find 2. Interview a School

3. Records the different

Teachers facilitate learning and constantly nurture every learner

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

WHAT’S NEW IN TEACHING AND LEARNING?

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

Transmutation of score to grade/rating

Score Grade Score Grade

1. Write your ideas on teaching and learning.

Includes decision about:

 the needs of the learners

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

Behavioral Learning Theories- emphasize

Cognitive Learning Theories- unobservable

Discovery Learning – individual learns from his

I LIKE TEACHING BECAUSE…

LET’S CRAFT THE CURRICULUM

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

Transmutation of score to grade/rating

Score Grade Score Grade

To reach my target, I should do these steps.

2 Identify the curriculum design used by schools.

3 Reflect and write my insights/ learning

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

 In 1321, Ferdinand Magellan arrived in the Philippines.

Example in Art Appreciation:

 describe the picture orally

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

2. What curriculum models do you prefer? Why?

and the learnings

WHAT’S THE BASIC OF THE CURRICULUM?

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

Tasks Exemplary Superior Satisfactory Unsatisfactory

Transmutation of score to grade/rating

Score Grade Score Grade

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

Examine a Identify the Give some

1. Our Body System

Scope The contents, topics, learning experience and organizing threads of

Write sample topics in a subject area.

Subject Area: English (Language 4)

Grade I - The Philippines

Continuity Vertical repetition and recurring approaches of the content provide