FS 214

EXPLORING
The
CURRICULUM

Submitted By:
JOEDY ANN S. GESULGON
Diploma in Teaching 1-C

1
 Table of Contents

Cover Page-----------------------------------------------------------------------1
Table of Contents--------------------------------------------------------------2
Resume----------------------------------------------------------------------------3
Statement of Purpose---------------------------------------------------------4
Activity 1-------------------------------------------------------------------------5
Reflection-------------------------------------------------------------------------6
Activity 5-------------------------------------------------------------------------7
Activity 6-------------------------------------------------------------------------10
Activity 12-----------------------------------------------------------------------11
Activity 15-----------------------------------------------------------------------12
Activity 16-----------------------------------------------------------------------13
Activity 19-----------------------------------------------------------------------14
Activity 21-----------------------------------------------------------------------15
Activity 23-----------------------------------------------------------------------16
Activity 26-----------------------------------------------------------------------17
Activity 27-----------------------------------------------------------------------21
Activity 29-----------------------------------------------------------------------22
Activity 36-----------------------------------------------------------------------23
Activity 39-----------------------------------------------------------------------24
Activity 40-----------------------------------------------------------------------25
The Reflective Teacher------------------------------------------------------26

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 JOEDY ANN S. GESULGON
Brgy. Sta. Rosa, Guimbal, Iloilo

+639363121372

Objectives Teaching Beliefs

To obtain a teaching position that will allow me to use my strong passion
Teaching profession is
for student development coupled with skills and experience that will enable
me to make a difference in the institution considered to be the most
difficult career or job.
To obtain the position of an English teacher in a high paced academic A teacher remains a teacher
institution and offers exceptional ability to implement oral and written even after the classes he/she
instructions, create effective working relationships with students and had in a day. It is a very
colleagues, and ensure classroom management are maintained serious profession that needs
to be delivered or
demonstrated excellently.
 EDUCATION SKILLS JOB EXPERIENCE

Diploma in Teaching SHS ENGLISH TEACHER

West Visayas State University Strong Rapport with Students Colegio de San Jose
Luna St. La Paz, Iloilo City Lopez St. Jaro, Iloilo City
Modern Classroom Technology
2019-2021 2018-Present
Communication Skills
Has engaging personality and
Bachelor of Arts in English BOOKKEEPER
Teaching Style
College of Arts and Sciences Wheeltek Motorsales
West Visayas State University Interpersonal Skills Corporation
Luna St. La Paz, Iloilo City Brgy. Liberation, Delgado St.
Time Management Skills
2013-2017 Iloilo City
2017-2018

REFERENCES
Dr. ELEONORA B. PADILLA FERNAND D. PERALTA, M.A.
09103555957 09175615975
Faculty, Department of English, Foreign Faculty, Department of English, Foreign Languages
Languages and Literary Studies and Literary Studies
West Visayas State University West Visayas State University
La Paz, Iloilo City La Paz, Iloilo City
NOEME JUTAJERO M.A.
(033)329 1595
IBED Principal
COLEGIO DE SAN JOSE
E. Lopez Street, Brgy. Our Lady of Fatima
3
Jaro, Iloilo City
 Statement of Purpose

Welcome to my portfolio in Field Study 214. This

portfolio was made in the middle of this difficult
times, Covid-19 pandemic and devastating typhoons.
This portfolio is very memorable for me as well
because I have with me my inspiration, my newborn. I
really worked hard to accomplish this despite of
feeling tired all the time and the sleepless nights.
This portfolio contains activities in the course,
“Exploring the Curriculum!”. I’ve been learning a lot
about this subject and I’ve been loving teaching more
while learning more about this course.
Through answering the activities, I realized how
valuable teaching profession is. I felt the excitement of
receiving my license months from now. This subject
became one of my stepping stones to become a
successful educator and be able to produce globally
competitive lifelong learners.

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ACTIVITY 1
Review a textbook or a reference book used in a chosen subject area and do content
analysis. Decide whether the book is up to date and appropriate for the target learners.
Write a narrative reflecting the result of your analysis.

Book Content Recency Appropriateness

Unit 1- Reading and Analyzing
Academic Text
 Developing your
Vocabulary
 Determining the
Author’s Purpose and
Intended Audience
 Identifying the Author’s
Tone and Point of View
 Facts, Opinions, and
Incorrect Information
 Fallacies in Reasoning
 Evaluating the Author’s
Arguments
 Journal Articles
 Applying Critical
Reading Skills in
Academic Disciplines
 Citation of Sources
 Acquainting One’s Self
in the Workplace
Unit 2- Writing Academic
Papers
English for Academic and The textbook entitled English
Professional Purposes: for Academic and Professional
Purposes. I am using this book
- First Edition printed in
to teach Grade 11 students
2017
with the subject English for
- Second Edition
Academic and Professional
printed in 2019
Purposes (EAPP). I feel
comfortable using this textbook
because it was anchored in the
curriculum guide given by the
Department of Education.
Therefore, I conclude that this
textbook is appropriate to the
learners.

 The Writing Process

 Proofreading: Writing
Mechanics
 Avoiding Plagiarism
 Ethics in Writing
 Writing a Concept Paper
 Writing a Position Paper
 Writing Reports

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 Reflection
The textbook, English for Academic and Professional Purposes contains
topics that can greatly help student in their academic areas and most
especially in the workplace. It is very useful for the students because it
gives them ideas on how to excel in school and in their chosen career for
the future. Also, it develops English communications skills in academic and
professional purposes. I have been using this textbook for three years now
and I am impressed with the contents and activities included in this
textbook.

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ACTIVITY 5
Develop a lesson in the target learning area. Select a particular lesson in a subject area
of your choice and make a lesson plan using any of the teaching techniques that you
have learned in class. You can write your lesson plan in bullet form using any strategies
in teaching.

Lesson Plan in English 5

I. Objectives
 Tell what an Adverb is
 Enumerate and identify categories of adverbs and give examples for each
category
 Use Adverbs correctly in sentences
II. Subject Matter
A. Topic: Adverbs
B. References: Advanced Grammar in Use Third Edition pg. 142-157
C. Materials: PowerPoint Presentation
D. Strategy: Integrative Approach
E. Value Focus: Self-Confidence and Cooperation
III. Learning Procedure
A. Preliminary Activities
1. Motivation
Let’s play a game. You will
be grouped into two. I have
here jumbled letters.
The first group to arrange
the jumbled letters into a
correct word win.
You need to post your No, Ma’am.
answer on the board. Do you
have any questions?
Very Good! Now, Let’s
start. I will give you 30
seconds to arrange the (The students will post the word
letters. ADVERB)

B. Lesson Proper
1. Presentation
Do you have any idea what an
Adverb is? (Sharing of Ideas)

Read the paragraph below and be (Reading)

able to answer the questions that
follows.

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 “The man quickly got in the car. He
peacefully drove his car to the old
house. He happily walked up to the
Adverbs are words that modify a
door and swiftly knocked on it.”
verb, adjectives or another
adverb.
2. Discussion
 What is an Adverb?

 Please read the adverbs you (Answers)

can find in every sentence. Early
Fast
o He gets up early. Likely
o He likes to drive fast. Straight
o If I was in your place, I´d very Freely
likely do the same thing.
o The pen is on the desk
An Adverb is a word that
straight in front of you.
modifies a verb, adjective, or
o You can move freely
another adverb.
throughout the whole
building.

 What does this word

describe or modifies? The types of Adverbs Are
Adverb of time, manner,
 Who among you here have frequency, and place.
any idea about the types of
Adverbs? Enumerate.

 Adverb of Manner- answers the

question “HOW”
Ex. The cat crawled slowly.
 Adverb of Place- answers the question
“WHERE”
Ex. The Daisies grow everywhere.
 Adverb of Time- answers the question
“WHEN”
Ex. The guest arrived yesterday.
 Adverb of Frequency- answers the
question “HOW OFTEN”
Ex. My grandmother went to the
market occasionally.
 C. Post Activity
1. Generalization
So now class can you tell me what 8
an Adverb is?

Correct! Again, what are the types

of Adverbs, Class?

VERY GOOD!

2. Application
Now, we will have a group activity. I
will give you list of words and you
will categorize the words into the
types of adverbs. Then, you will
choose a word in each category and
use it in a sentence. Each group will
choose a representative to present
your answer. I will give you 15
minutes to work on you answers.

IV. Evaluation
Use correct adverb in each sentence by forming the word inside the parenthesis.
Underline the word it modifies or describes. Write your answer in a ¼ sheet of paper.
I will give you 10 minutes to do your work.
1. The children run (quick).
2. The kids are singing (beautiful).
3. She loves him (tender).
4. Mother screams (angry).
5. Her husband sleeps (sound).
6. She eats her food (hungry).
7. He exercises (regular).
8. My friends will go to the resort tomorrow.
9. The girls dance (grateful).
10. The child laughs (heavy).

V. Assignment
Write an essay about your first day of school using different types of adverbs in a 1
whole sheet of paper.
 9

ACTIVITY 6
Teach the prepared lesson to a class and evaluate one’s own performance.
Make an arrangement with one class so you can teach the lesson you have prepared.
Write the report detailing the insights you have gained from your experience.

My Insights

I asked permission to one of my co-teachers in the elementary level, teaching

grade 5 pupils because I made a Lesson Plan for the said Grade Level. Teaching
Grade 5 pupils was very difficult since they have short attention span yet the class
was very active. They really show interest as I began my discussion. They were also
very curious with the terms and examples of Adverbs. They got involved in the
discussion and in the activities that I had given them. They also gain cooperation as
soon as I group them for the activity. The overall experience was fun and memorable
because I also love to be with kids. It was fun teaching kids but I also realized that I
love teaching senior high school students because in my 3 years of teaching I have
observed that they are more productive and participative during class discussions. If
given another chance, I am willing to teach elementary pupils because they are very
sweet and thoughtful.
ACTIVITY 12
Find out new approaches of teaching in your observation. What are the details of
procedure of the new approach?
New Approach(es) of Teaching
Problem-Based Learning
Process Oriented Guided Inquiry Lessons are part of a learning strategy that has
(POGIL)
Project-Based Learning
Reality Pedagogy
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The Procedures
-It is a student-centered approach in which
students learn about a subject by working
in groups to solve an open-ended
problem. This problem is what drives the
motivation and the learning.
-Process Oriented Guided Inquiry Lessons
both a constructivist and social
component. In other words, it focuses on
using the real life experiences of the
learner to create knowledge and considers
how students relates to the environment
where they are taught.
When engaging in POGIL’s, the teacher
assigns text to students, and then poses a
set of questions that they can only answer
by exploring the text that was given. In this
process, the teacher has to fight the urge
to give students any answers or facts to
memorize.
-An approach to teaching that focuses
primarily on having students engage in
explorations of real-world problems and
challenges. Through these explorations,
they develop their content knowledge, but
also develop solutions to problems.
-An approach to teaching and learning
that focuses on teachers gaining an
understanding of student realities, and
then using this information as the starting
point for instruction.
Reference:
 https://www.huffpost.com/entry/5-new-
approaches-to-teaching-
strategies_b_4697731
ACTIVITY 15
Select the most appropriate investigative methods for problems-based learning then
identify and investigate the applicability of the method.
Investigative Methods Applicability
1. Laboratory Laboratory method or activity method
leads the students to discover
mathematical facts. It is based on the
principal of learning by doing, learning by
observation and proceeding from
concrete to abstract.

The experimental method involves

2. Experiment
manipulating one variable to determine if
changes in one variable cause changes in
another variable. This method relies on
controlled methods, random assignment
and the manipulation of variables to test a
hypothesis.

3. Simulation Simulation solves real-world problems

safely and efficiently. It provides an
important method of analysis which is
easily verified, communicated, and
understood. Across industries and
disciplines, simulation modeling provides
valuable solutions by giving clear insights
into complex systems.

4. Fieldwork Fieldwork provides opportunities for

students to develop a range of cognitive
and manipulative skills. Be integrated with
the subject matter to ensure that students
take full advantage of enhanced
understanding that is achieved through
direct observation, data
collection/recording and inquiry learning.
ACTIVITY 16
Construct an effective design or search strategy. Describe how the search system
retrieves information. 12
Search System How Information is Retrieved
1. surveys 1. Determine your objectives.
2. Select respondents.
3. Create a data analysis plan.
4. Develop the survey.
5. Pre-test the survey.
6. Distribute and conduct the survey.
7. Analyze the data.
8. Report the results
-www.dataquest.io

2. letters Information is retrieved through the use of

written/oral message that is being
transmitted from one person to another. It
is used to gather information by sending
and receiving conversation, email, etc.

3. interviews Interviews are used to collect data from a

small group of subjects on a broad range
of topics. You can use structured or
unstructured interviews. Structured
interviews are comparable to a
questionnaire, with the same questions in
the same order for each subject and with
multiple choice answers.

4. focus-group discussions Focus group discussions commonly begin

with open-ended “grand tour” questions
that seek to obtain participants' overall
orientation toward a topic. Some "probes"
or follow-ups" designed to get more
information on a given question

Intellectual “hunts” is one of many

5. intellectual “hunts” different types of games which can have
one or more players who try to find hidden
 articles, locations or places by using
series of clues. - www.scribd.com

ACTIVITY 19
In teaching “environmental preservation” in a science class, using your knowledge
obtained from scaffolding about your culture, connect your experiences to the event or
situation observed in your immediate physical environment.

My Culture My Knowledge in School

In our place, we are having a Clean and Environmental preservation is the

Green program and Clean-up Drive as
a way to develop environmental
preservation. In this program, people
in the community are cleaning their
backyard and streets to prevent
illness, increase productivity and
ensure safety of everyone. During
weekends, we also plant trees and
green leafy vegetables to reduce air
pollution and environmental toxins
that could affect our body's immune
system.
practice of protecting the natural
environment by individuals,
organizations and governments. Its
objectives are to conserve natural
resources and the existing natural
environment and, where possible, to
repair damage and reverse trends.
Environmental preservation support
sustainable human and ecological use
and reuse of remediated land,
minimize impacts to water quality and
water resources, reduce air toxics
emissions and greenhouse gas
production, minimize material use and
waste production and conserve natural
resources and energy.
ACTIVITY 21
School subjects involve concepts like numbers, democracy, philosophy, and others. The
common way for teachers to represent these is to illustrate them in everyday events.
How do you describe the following words in your everyday observation or events?
 The mother of democracy
 The curriculum scripted
 The field of learning
 The learning how to learn
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**Freedom**
Everyone has the power to express
their ideas, thoughts and emotions. It
is also related to the late Cory Aquino,
the Mother of Democracy.
**Structured Lesson/Planned
Curriculum**
The structured/scripted curriculum are
designed to direct teachers in the
organization and instruction of the
curriculum. It can help new teachers to
do the tasks assigned to them and
achieve the goals and objectives in
every given topic.
Classroom
Learning takes place in the classroom
with the teacher and his students.
Learning takes place when the
students absorb ideas from the lesson
discussed and activities given by the
teacher.
Learning by doing or Individual
Learning.
Learning by doing refers to a theory of
education expounded by American
philosopher John Dewey. It's a hands-
on approach to learning, meaning
students must interact with their
environment in order to adapt and
learn.
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ACTIVITY 23
Using poems or jingles, or mnemomic devices, write what lessons you remember in
history, science, geography, and others. You can also use memory tricks.

This is the way how to This is the way to

solve complex math count how many days
problems/ equations in a month

This is useful to prevent This is an acronym for the

spelling mistakes or sequence of hues
miscommunication

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ACTIVITY 26
Teaching across the curriculum reflecting on classroom reading.

A. What classroom activities are naturally incorporated in reading?

1. Read Aloud Texts/Questions- Reading text aloud provides a way to help

all students access the material and develops their skills as active listeners.
Listening to proficient readers provides a model for fluent reading and can help
students recognize how to pronounce unfamiliar words.

2. Story Sequencing- refers to the identification of the components of a story

— the beginning, middle, and end — and also to the ability to retell the events
within a given text in the order in which they occurred.

3. Retelling- It is a strategy which readers use to think about what they are
reading. When we retell a story, we tell the important parts, in the right order.
This helps us to understand the story better and remember it longer. Strong
readers stop and retell throughout the text to help them understand the story.

4. Close Reading- It is the careful, sustained interpretation of a brief passage

of a text. A close reading emphasizes the single and the particular over the
general, effected by close attention to individual words, the syntax, the order in
which the sentences unfold ideas, as well as formal structures.

5. Inferencing- Making an inference involves using what you know to make a

guess about what you don't know or reading between the lines. Readers who
make inferences use the clues in the text along with their own experiences to
help them figure out what is not directly said, making the text personal and
memorable.

6. What do I know to enhance learners’ reading?

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1. Annotate and highlight text
Teach your students to highlight and underline valuable information as they read.
Have students write notes on the pages they are reading to help them stay focused
and improve comprehension. Students can also write down questions as they read to
receive more explanation on a new concept or to define a new word.

2. Personalize the content

Students can increase their understanding by seeing how the material connects with
their life. Have your students make personal connections with the text by writing it
down on the page. You can also help students comprehend the text by helping them
see an association with current events.

3. Practice problem solving skills

Blend real-world problem-solving skills into your curriculum. Have your students write
out solutions to the problem and discuss their ideas as a class or in small groups.

4. Incorporate more senses

Add in activities that reinforce learning and comprehension by using more senses as
they read. Remind students to read with a pen or pencil to annotate the text. Have
your students taken turns reading out loud? Use projectors to guide your lesson and
write down questions for those who are visual learners.

5. Understand common themes

Ask your students to look for examples of a certain theme throughout the chapter to
increase engagement. Have students share their findings with the class to help
students learn a specific theme more in-depth.

6. Set reading goals

Have each student set their own reading goals. This can help them take action in
building reading skills and students will be more mindful of how they are improving.

7. Read in portions
Long, complex reading can be more digestible by breaking it up into pieces. Shorter
segments will help students retain the information as the class discusses the
materials. It can also help students build confidence in understanding a complex
subject.
8. Let students guide their reading
Your students process reading material and curriculum in very different ways. As you
implement reading activities to help your class learn complex materials, you will learn
what works best for each student individually.

As teachers implement more reading activities into classroom coursework, students

will find improvement in vocabulary, writing skills, problem solving, concentration, and
cognitive development to help build a solid foundation for future learning.
https://www.waterford.org/resources/tips-to-help-students-build-better-reading-skills/

7. Link classroom experiences with the required reading activities.

Based on my experiences in the classroom, most used reading activity is the

Reading Comprehension. It is the understanding and interpretation of what is read. To
be able to accurately understand written material, children need to be able to (1)
decode what they read; (2) make connections between what they read and what they
already know; and (3) think deeply about what they have read. Through this activity,
the students will be motivated to read the whole paragraph or story to answer the
given questions and they can share it with their classmates with the activity, think-pair-
share.

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 8. Identify problems related to the reading skills of students.

Problems Related
to the Definition
Reading Skills

It can affect learning by lowering reading

Poor Vision comprehension skills. Our eyes must
work together effectively to move across a
page, make sense of letters, and
understand what is written.

It occurs when a child has an issue with

Poor Comprehension Skills following directions, remembering a series
of numbers or words, or not being able to
understand what someone is saying to
them.

Attention Deficit Disorder It is a neurological disorder that causes a

range of behavior problems such as
difficulty attending to instruction, focusing
on schoolwork, keeping up with
assignments, following instructions,
completing tasks and social interaction.

Dyslexia
It is a learning disorder that involves
difficulty reading due to problems
identifying speech sounds and learning
how they relate to letters and words
(decoding). Also called reading
disability, dyslexia affect areas of the
brain that process language.

ACTIVITY 27
Identify reading strategies used by the teachers’ in class. 20
 Reading Strategies Definition

When students preview text, they tap into

what they already know that will help
Using Prior Knowledge/Previewing them to understand the text they are
about to read. This provides a framework
for any new information they read.

When students make predictions about

the text they are about to read, it sets up
Predicting expectations based on their prior
knowledge about similar topics. As they
read, they may mentally revise their
prediction as they gain more information.

Identifying the main idea and

Identifying the Main Idea and
Summarization
summarizing requires that students
determine what is important and then put
it in their own words. Implicit in this
process is trying to understand the
author’s purpose in writing the text.

Asking and answering questions about

text is another strategy that helps
Questioning students focus on the meaning of text.
Teachers can help by modeling both the
process of asking good questions and
strategies for finding the answers in the
text.

In order to make inferences about

something that is not explicitly stated in
Making Inferences the text, students must learn to draw on
prior knowledge and recognize clues in
the text itself.
Studies have shown that students who
visualize while reading have better recall
Visualizing than those who do not (Pressley, 1977).
Readers can take advantage of
illustrations that are embedded in the text
or create their own mental images or
drawings when reading text without
illustrations.

Asking students to retell a story in their

own words forces them to analyze the
Retelling content to determine what is important.
Teachers can encourage students to go
beyond literally recounting the story to
drawing their own conclusions about it.
ACTIVITY 29

Discuss how teachers evaluate the projects done by the students.

Assessment plays a major role in education. Evaluation of students’

projects should be done both by the students and the teachers. As
teachers, we need to include criteria or rubric to assess student’s output.
Rubrics provide students with a tangible framework so they know what is
required and gives the teacher a straightforward method of evaluation.

ACTIVITY 36
Identify indigenous materials used inside the classroom. 22
 23
ACTIVITY 39
How do you view transformative education in comparison with traditional or non-
transformative in the following sets?
 Traditional/Non-
Transformative
View of Learning A traditional classroom
involves a standard
curriculum delivered by a
teacher in-person.
Standardized tests are
administered at regular
intervals to test students’
comprehension. This model is
where students’ time, place
and pace of learning remain
constant.
View of Knowledge Traditional education
emphasizes: Direct
instruction and lectures.
Seatwork. Students learn
through listening and
observation. traditional
techniques used repetition
and memorization of
information to educate
students, it meant that they
were not developing their
strategy for the students to
learn.
View of Teachers Traditional teaching is
concerned with the teacher
being the controller of the
learning environment. Power
and responsibility are held by
the teacher and they play the
role of instructor (in the form
of lectures) and decision
maker (in regards to
curriculum content and
specific outcomes).
View of Learners The traditional students are
taught in a manner that is
conducive to sitting and
listening.
ACTIVITY 40
Transformative
Learning involves
experiencing a deep,
structural shift in the basic
premises of thought, feelings,
and actions.
knowledge includes taking an
integrative approach and
treating systems as a whole,
is supportive of the aim of
grasping the complexity of
current problems and critical
towards the current status
quo.
Teachers try varied strategies
and approach to implement
the curriculum. He/she does
not only focus on the given
task but explores different
things to achieve successful
teaching and learning
Students are more active and
productive. They are given
the chance to explore and
they are also free to look for
ideas that can lead to
meaningful learning.
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In transformative model of learning, teacher education courses need to model and
encourage effective practice in dynamic pedagogical processes. How do you make
activities/situations in the following principles?
Principles Activities
1. Assign students active roles in the  Think-Pair Share
learning situation rather than  Group Presentation
passive roles.  Individual Reporting
 Role Play

2. Engage students with ideas,  Debate about current problems/

applications of intellectual topics
processes, or current problems,  Outreach Programs
either personal or social.

3. Involve learners with reality (real  Visit Historical Places and

objects, artifacts, materials, and Museums
the like).  Explore different tourists’ spots

4. Examine in a new setting an idea,  Research Experiments

an application of an intellectual  Science Experiments
process, or a current problem
which has been previously studied.

5. Examine topics or issues that  Research/Investigation

citizen in our society do not
normally examine and that are
typically ignored by the major
communication media in the
nation.

25