| COURSE

FIELD STUDY 1 MODULE

1CLUSTEROBSERVATION
IV OF TEACHING-LEARNING IN
ACTUAL SCHOOL ENVIRONMENT

https://www.pinterest.ph/pin/40180621661692084/

FS 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

FS1: CLOSE ENCOUNTER WITH THE SCHOOL

CURRICULUM

Introduction

Formal education begins in school. A schools are institutions established to design

total learning activities appropriate for each learner in each grade level. Thus schools have
recommended curriculum which is the enhanced K to 12 curriculum. The recommended
curriculum was translated into written curriculum like books, modules, teachers’ guides and
lesson plans which are the basis of the taught curriculum. A teacher who implements the
curricula needs support materials (support curriculum) to enhance teaching and learning so
that the written and the taught curricula can be assessed (assessed curricula) in order to
determine if learning took place (learned curriculum). However, there are so many activities
that happen in schools but are not deliberately planned. This refers to the hidden curriculum.

A classroom teacher plans, implements and evaluates school learning activities by

preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher can
puts life to a lesson plan by using it as a guide in the teaching-learning process where
different strategies can be used to achieve the learning objectives or outcomes. There are
many styles of writing a lesson plan, but the necessary parts of elements as (a) Learning

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

Outcomes (b) Subject matter (c) Teaching Learning Strategies, and (d) Evaluation or
Assessment should always be included.
All of these elements should be aligned so that at the end of the teaching-learning
episode. Learning will be achieved with the classroom teacher as a guide.

At the end of this Episode, I must be able to:

 identify the different curricula that prevail in the school setting;

 describe how the teacher manages the school curriculum by planning,
implementing lessons through different strategies and assessments of
learning outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.

Pre-competency Checklist

Directions : Read and understand carefully the following statements and write on
the blank the word True if the statement is correct and False if it is wrong .

___TRUE___1. The assessment to be given to student should be aligned to the

lesson objectives.

____FALSE__2. School curriculum refers only OBE or Outcomes –Based

curriculum.

___TRUE___3. The curricularist should also be an implementer of the curriculum.

___FALSE___4. Technology in the school could not influence the curriculum

implementation.

___TRUE__5. Outcomes are considered component of a lesson plan.

Learning Resources:
FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

1.Lucas, Maria Rita D.,Ph.D. et al. Field Study 1: Observations of Teaching-Learning

in Actual School Environment OBE- & PPST-Based .Lorimar Publishing Inc. Cubao,
Quezon City.Metro Manila.(2020).

2. https://events.development.asia/learning-events/meeting-challenges-new-normal-
school-education-online-workshop-policymakers-teacher

3. https://www.slideshare.net/Ofstednews/curriculum-workshop-126193516

4. https://www.youtube.com/watch?v=DhCpqGpSkdE

5. https://www.youtube.com/watch?v=d37DV5WIBK8

6. https://www.youtube.com/watch?v=B7_LhJaw4AQ

REVISIT the Learning Essentials

School curriculum: what is this about?

From a broad perspective, curriculum is defined as the total learning

process and outcomes as in lifelong. However, school curriculum in this course limits
such definition of total a learning outcomes to confine to a specific learning space
called school. Schools are formal institutions of learning where the two major
stakeholders are the learners and the teachers.Basic education in the Philippines is
under the Department of Education or DepEd and the recommended curriculum is
the K-12 or Enhanced Basic Education Curricula of 2013. All basic education schools
offering kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-12,
Junior High School and Grades 11-12, Senior High School) adhere to this national
curricula as guide in the implementation of the formal education for K-12 what are
the salient features of the K-12 curriculum? Here are features. It is a curriculum that:

1. Strengthens the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the learners. the use of contextualized
lessons and
Addition of issues like disasters preparedness, climate change and
information and communication technology (ICT) are included in the
curriculum. Thus, in-depth knowledge, skills and values, attitude through
continuity and consistency across every level in subject.
3. Builds skills and literacy with the use of Mother Tongue as the main language
in studying and learning tools from Grade 3, learners will become ready to
higher level skills.

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

4. Ensures unify and seamless learning. The curriculum is design in spiral

progression were the students learn first the basic concepts, while they study
the complex once in a grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and
retention.
5. Gears up for the future. It is expected that those who finish basic education in
grade 12 will be ready for college or tech voc. Careers their choice will be
define when they go to grade 11 and 12.
6. Nurtures a fully develop youth. Beyond the K-12 graduate the learner will be
ready to embark on different career paths on the lifetime.
You will recall that a school curriculum is of many types of kindergarten to
grade 12 in the country
 the enhance curriculum K-12 curriculum is the Recommended Curriculum.
It is to be used nationwide as a mandated by republic act 10533.
 When the curriculum writers began to write the content and competency
standards of the K-12 curriculum it became a written curriculum. It reflects
the substance of RA 10533 or the enhance basic education act of 2013. And
the teacher’s class it is the lesson plan. Is a written curriculum in minuscule.
 What has been written in a lesson plan has to be implemented. It is a putting
life to the written curriculum, which is referred to us the taught curriculum
the guidance of the teachers is very crucial.
 A curriculum that has been planned, and taught needs materials, objects,
gadgets, laboratory and many more that will help the teacher to implement the
curriculum . This is referred to as the supported curriculum .
 In order to find out if the teacher has succeeded in implementing the lesson
plan, an assessment shall be made. It can be done in the middle or in the end
of the lesson the curriculum is now called the assessed curriculum .
 The result of the assessment when successful is termed as learned
curriculum. Whether small or big indicates accomplishment of learning
outcomes.
 However there are unplanned curriculums in schools. These are not written,
nor deliberately taught but they influence learning these include peer
influence, the media, school environment, the culture and tradition, natural
calamities and many more. This curriculum is called hidden curriculum or
implicit curriculum

So what will be the roles and responsibilities of the teacher in the relations with the
school curriculum specifically in the K-12 or the enhance curriculum for basic
education?

Teachers then should be multi-talented professionals who:

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

 Know and understand the curriculum as enumerated above;

 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Initiate the curriculum which is being introduced;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned; and
 Evaluate and written planned and learned curriculum.

Explore:
Activity 1. Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are
found? Let’s do a haunting game!

OBSERVE
Resource Teacher:_________________ Teacher’s Signature:___________ School:_____________
Grade/Year Level:__________________ Subject Area:_________________ Date:______________

1. Locate where you can find the following curriculum in the school setting.
Secure a copy, make observations of the process record your observation in
the matrix below. Describe your observation.

Type of curriculum Where found Description

1. Recommended curriculum
(K-12 guidelines)
2. Written curriculum lesson plan or The one written by
(teachers lesson plan) syllabus written by curriculum experts with
teachers. the help of subject
teachers. This kind of

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

3. Taught curriculum
(Teaching learning
process)
written curriculum
needs to be pilot tested
or tried out in sample
schools to determine
its effectiveness
implementation of the
written curriculum

4. Supportive curriculum
(subject textbook)

5. Assessed curriculum
(assessment process)

6. Learning curriculum
(achieve learning
outcomes)

7. Hidden learning curriculum

(media)

OBSERVE

This activity requires a full lesson observation from Motivation to

Assessment.

Procedure:
1. Secure permit to observe one complete lesson I n a particular subject, in a
particular grade/ year level.
2. Keep a close watch on the different components of the miniscule curriculum:
the lesson
3. Follow the three major components of a curriculum (Planning, Implementing
and Evaluating/ Assessing) Observe and record your observation.

Observe and Record Observation on the Following Aspects.

Major Curriculum Components Key Guide Observation (Carefully look for the

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

indicators/ behavior of the teacher along the

key points. Write your description in your
notebook.)
A. Planning 1. Borrow the teachers’ lesson plan for the day.
What Major parts do you see? Request a
copy for your use.
Answers the following questions:
a. What are the lesson objectives/ learning
outcomes?
b. What are included in the subject matter
c. What procedure or method will the
teachers use to implement the plan?
d. Will the teacher assess or evaluate the
lesson? How will this be done?
B. Implementing Now it’s time to observe how the teacher
implemented the prepared lesson plan. Observe
closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or step followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Where the learners on tasks?/ or were
they participating in the class activity?
f. Was the lesson finished within the class
period?
C. Evaluating/Assessing Did the learning occur in the lesson taught? Here
you make observations to find evidence of
learning
a. Where the objectives as learned
outcomes achieve?
b. How did the teacher assess /evaluate it?
c. What evidence was shown? Get pieces of
evidences.

OBSERVE

Using the diagram below fill-up the component parts of the lesson plan.

I. Title of the lesson:

_________________________________________________________
II. Subject area:
_____________________________________________________________
III. Grade level:
______________________________________________________________

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

Outcomes Teaching Method Assessment

Fill this up Fill this up Fill this up

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

Discussion Board

Answer the following questions.

Which of the seven type’s curriculum in the school setting is easy to find? Why?

Which is difficult to observe? Why?

Are these all found in the school setting? How do curricula relate to one another?

Draw a diagram to show a relationship of one curriculum to the other.

ANALYZE

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

Write a paragraph base on the data you gathered using these key
questions?

1. How does the teacher whom you observe compare to the ideal characteristics
or competencies of global quality teachers?
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________________________

2. Was the lesson implemented as planned? Describe.

______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________________________

3. Can you describe the disposition the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________________________
4. Can you describe of the majority of the students reactions after the lesson
was taught? Confused? Happy and eager? Contented? No reaction at all.
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________________________

Answer the following questions base on the diagram.

1. Are the three components constructively align? Explain.

______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________________________

2. Will the outcomes be achieve with the teaching methods used? Why?

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________________________

3. What component would tell if the outcomes have been achieved?

___________________________________________________________________
___________________________________________________________________
________________

Post-Competency Checklist
EVALUATE Performance Task

The Miniscule School Curriculum: the Lesson, A Closer Look

Resource Teacher:_________________ Teacher’s Signature:___________ School:_____________

Grade/Year Level:__________________ Subject Area:_________________ Date:______________

Based on your observation, how will you prepare your lesson plan? Make a short
paragraph on the topic.

What lesson have you learned in developing or writing a lesson plan?

What value will it give to the teacher if the three components are aligned?

SHOW your Learning artifacts

Learning artifacts for Activity 1-3

1. Present an evidence for each kind of curriculum operating in the school

setting. This can be in pictures, realia, documents or others

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

2. Present a sample curriculum in a form of lesson plan (Detailed).

3. Present a matrix to show the constructive alignment of the three components

of a lesson plan.

a. Example :

Lesson title: ___________________________________________________________

Subject Area:______________________________________________________
Grade level: __________________________________________________________

Lesson outcomes Teaching methods Evaluation

EVALUATE Performance Task

Evaluate Your Work Task on Close Encounter with the School Curriculum

Learning Outcomes: Identify the different curricula that prevail in the school setting •
Describe how the teacher manages the school curriculum by planning, implementing

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

lessons through different strategies and assessments of learning outcomes. Analyse

if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.

RUBRICS:

Name of FS Student: ____________________ Date Submitted: ________________

Year & Section: ________________________ Course: ______________________

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
accomplished accomplished accomplished accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; Questions were
answers are with answers are answers are not not answered;
depth and are clearly clearly answers not
thoroughly connected to connected to connected to
grounded on theories; theories; one (1) theories; more
theories; grammar and to three (3) than four (4)
grammar and spelling are free grammatical/ grammatical/
spelling are free from error. spelling errors. spelling errors
from error.
Reflection Profound and Clear but lack Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed analyzed what were observed and
observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes; outcomes; outcomes; not
complete, well- complete, well- complete, not complete, not
organized, highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant
learning learning learning
outcome outcome outcome
Submission Submitted Submitted on the Submitted a day Submitted two

FIELD STUDY 1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph
ISO 9001-2015
TÜV-R 01 100 1934923

before the deadline after the (2) days or more

deadline deadline after the
deadline
COMMENT/S
Over-all score Rating (based
on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

FIELD STUDY 1