MODULE 4

BY :
ANNE CLAIRE GABOTERO
BSED MATH
Module 4: The Teacher and the Curriculum

What Will You Learn from This Module?

The teacher is responsible in implementing the curriculum. She makes her plans and
choose the method that will best suit the needs and interest of her students. She also
chooses the textbooks, handouts and other support materials appropriate to his lesson and
students. In so doing, she always considers the learning capacities of the grade/year level.

This module is composed of seven activities:

Activity 1: Curriculum Approach and
Strategies Activity 2: Interactive Learning
Approaches Activity 3: Teacher Factor
Activity 4: The Textbooks
Activity 5: Sourcing Other Materials of Instruction
Activity 6: Learning Competencies
Activity 7: What You Should Know!

At the end of this module, you should able to:

1. Demonstrate values in learning.
2. Select teaching methods and approaches appropriate to the learners and
aligned to objectives of the lesson.
3. Develop and utilize creative and appropriate instructional planning.
4. Select instructional materials and resources appropriate to the learners.
ACTIVITY 1: Curriculum Approach and Strategies
Observe your critic teacher while teaching online. While observing, answer the following
questions.
MY COLLABORATION
School: University of Cebu- Banilad Junior High School
Teacher: Ms. Joan Smith
Date of Observation: October 4, 2021
Subject: Mathematics
Grade/Year Level: Grade 9

1. How did the teacher respond in class?

Responses can provide feedback and direction to student contributors in real time,
shape the content and flow of the discussion, and influence the energy level of the class. The
teacher acknowledge each contribution in some way, whether through a simple nod or verbal
affirmation, a restating ("echoing") of the essence of the contribution, and/or the reading of
the messages of the student on a certain social media flat form. During the discussion, she first
demonstrate to the class how to solve the problem, and then let the students do it after a few
examples. When a concern arises, the teacher automatically pauses the session and responds
to the inquiries.

2. Was the approach/strategy effective? Why? Why not?

Demonstrating and providing feedback was a very effective strategy to impart
knowledge to our students. With these, learners can really understand the lesson, and you will
be able to achieve the desired learning outcomes.

3. What suggestions can you give to improve the strategy?

For me her strategies are effective but I still suggest to let the students and teacher
engage in stress free environment in which the students aren’t just studying but also can
enjoy and allow them to be their selves to have enough time to analyze lessons. I would
suggest slowing down the pace at which she discusses in class because there are still students
who are not as fast learners as she imagined them to be.

4. What are the skills developed among the students?

They developed active learning in which they let their teacher explain everything and
afterwards they are allowed to express what they have understand in which they can have the
moment to solve problems and equations by their own. Learners were able to use
mathematics and communicate their views in real-time circumstances thanks to the teachers'
approach.
ACTIVITY 2: Interactive Learning Approaches
Observe in an online class. As you observing, answer these questions:
1. What interactive activities were done in the class?
Before the discussion, the teacher will give 10 minutes to let the students enter the
class. After that she will start the discussion and pauses every time to ask students if they
have anything to clarify. Afterwards if all the questions are entertained she will let the
students answer some problems with their solutions using the Jamboard where in they
can illustrate and show their solutions. After the student wrote the solution she will let
the student explain her answer.

2. If you are the teacher, how will you make your lesson more learner-centered
instead
of teacher-dominated?
As previously stated, learning is triggered by the learner, and as a teacher, I want my
students to be at the center of my lesson objectives in order for learning to be learner-
centered. They will be in charge of their own education, and I will only serve as a
facilitator because the greatest way to learn is through experience. Instead of being
spoonfed, they must feel them. Allow for student choice and autonomy also, I will use
open-ended questioning techniques. By making in explicit instruction and encourage
student collaboration and group projects. Encourage student reflection. To know their
side.

3. What approaches will you use to make the student engage in collaborative
learning?
How will you use them?
A collaborative learning environment consists of individuals in one group. As a
teacher, in order to achieve learning, you must allow students to give their points of view
or ideas and must put them in one frame. Considers what a student can do if aided by
peers and classmates. By considering this model for learning, collaboration increase
students’ awareness of other concepts. I will let the students communicate and reach out
for their other classmates in with they can share thoughts and help each other in
understanding a topic wherein they can gain points by group and individually.

4. What techniques will you employ to get them involved in every activity of the
class?
How are these techniques employed?
Many teachers employ a reward system to encourage pupils to participate in the
learning process. Yes, I believe it is effective, but I am aware that it also has drawbacks.
If there is no reward associated to it, students will not participate if you utilize it all the
time. What matters is how you teach them about the points they'll receive and how they'll
be affected by their grades. It's excellent to have a reward system in place, but it's not a
good idea to encourage people to utilize it all of the time.
ACTIVITY 3: Teacher Factor
Interview your critic teacher. Ask her: How does (Factor) affect the skill of the teacher
in implementing the curriculum? Consider the following factors:

a. Length of service in the teaching profession

10 years
Graduating with a degree in education is not as difficult as gaining experience in
mastery. When it comes to instructing students, experience is crucial. Some aspirants
obtain high qualifications that qualify them to teach, but a lack of experience devalues
their progress.

b. Eligibility

You'll be able to tell the difference between their different ways of thinking and
transferring information to students. The knowledge of a teacher is determined by their
educational background. Students will benefit from a teacher who has a master's degree in
education who is able to deliver in-depth and high-quality information.

c. In-service training/seminar attended

It is critical for teachers to attend seminars or training in order to improve their abilities.
To master the field of teaching, you must first go through it.n

d. Gender

Female.
Ability to understand students' mental and emotional needs make women a better choice
for teachers. Teachers can become more aware of and take action on their own by
supporting them to engage in reflective practice, such as gender-sensitization seminars.
ACTIVITY 4: The Textbooks
Ask your critic teacher if the students are using textbooks. If yes, list down the textbooks
they are using and the ratio of book to the number of student. If not, list the title of the
module they are using and its ratio to the number of students.
List of Textbook/Workbooks/Module Ratio of books to the number of student
 Solving Quadratic Equation By Factoring 1:1
 Solving Quadratic Equation By 1:1
Completing the Square

Answer the following:

1. What other instructional materials/references are used if the textbooks/modules are
not sufficient?
Audiovisual instructional materials just like the website Youtube is used if the textbooks
and modules are not sufficient. In which Youtube that is an educational site. Other
reference may be some slide presentations.

2. What scheme does the teacher employ to remedy the lack of textbooks/modules in her
class?

When there are no textbooks or modules in class, the teacher provides relevant topics
that can be seen on trusted sites. With this, it aids the lack of textbooks and the students
can learn without worrying about the lessons. The teacher must make use of technology
to access the information easily. 

3. What are the instructional materials/references used for the implementation of K-12
curriculum and blended learning?
 Print Materials: Readings, Syllabus, Lesson/Assignment Files, Rubrics, Handouts
 Digital Media/Recorded Lectures (Audio or Video): Movies/TV Clips/
YouTube, Podcasts, Screencasts, TEDx Talks, etc.
 Presentation Materials: Lecture Notes, PowerPoint, Prezi, Adobe Captivate)
 Expert Interviews, Guest Speaker Recordings
 Simulations
 Visualizations: Illustrative Pictures, Graphics, Interactive Data
 Student-Created Content
 Role Playing
 Open Educational Resources (OER): Textbooks, Online Articles, Audio or Video
Clips, Links to Online Resources, Databases, Examples; Simulations

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ACTIVITY 5: Sourcing Other Material of Instruction
Ask your critic teacher to lend you a copy of PELC. Select some objectives/competencies
in a specific learning area. Examine the textbook/module. Source your material of
instruction form the textbooks.
Subject: Mathematics
OBJECTIVES/COMPETENCIES
(taken from PELC)
1. illustrates quadratic equations.
2. solves quadratic equations by: (a)
extracting square roots; (b) factoring;
(c) completing the square; and (d)
using the quadratic formula.
TITLE OF THE BOOK
(Indicate the page number)
1. BEAM Second Year
Module 4 (TG)
2. EASE Module Second
Year Quadratic
Equations Module 3
Chapter 2 Quadratic
Equations pp.44-46
(LM)
3. NFE Accreditation and
Equivalency Learning
Material. Equation (Part
2). 2001. pp. 38-41
1. BEAM Second Year Module 4 (TG) 2.
EASE Module Second Year Quadratic
Equations, Module 3 Chapter 2 Quadratic
Equations pp.47-53(LM) 3. DLM 2 – Unit
2 Lesson 2.2: Special Factoring
Techniques 4. DLM 2 – Unit 2 Lesson
2.3: Solving Quadratic Equations by
Extracting Square Roots 5. DLM 2 – Unit
2 Lesson 2.4: Solving Quadratic
Equations by Factoring 6. DLM 2 – Unit 2
Lesson 2.5: Solving Quadratic Equations
by Completing the Squares 7. DLM 2 –
Unit 2 Lesson 2.6: Solving Quadratic
Functions by the Quadratic Formula 8.
DLM 4 – Module 3: Quadratic Functions
9. Advanced Algebra, Trigonometry, and
Statistics IV. 2003. pp. 88-90* 10.
Integrated Mathematics III. 2001. pp. 100-
108* 11. NFE Accreditation and
Equivalency Learning Material. Equation
(Part 2). 2001. p. 38-42
3. characterizes the roots of a quadratic
equation using the discriminant.
1. BEAM Second Year, Module 4 (TG) 2.
EASE Module Second Year Quadratic
Equations, Module 3 Chapter 2 Quadratic
Equations pp.53-59 (LM) 3. Advanced
Algebra, Trigonometry, and Statistics IV.
2003. pp. 103-104* 4. Integrated
Mathematics III. 2001. pp. 116-119*

Based on the data above, what factors should be considered in choosing textbooks?
 Context
 Accessibility
 Relevant case studies and practical examples
 Learning outcomes
 Additional resources
When it comes to textbooks, I've seen that they should be relevant to the PELC's
objectives. The textbook's content must be in line with the skills. I may remark that the
content of the textbooks is jumbled and not placed into order while sourcing the
instructional materials. Learning competence number one, for example, should be on the
first page of the lesson, but it isn't. When it comes to textbooks, I've seen that they
should be relevant to the PELC's objectives. The textbook's content must be in line with
the skills.I may remark that the content of the textbooks is jumbled and not placed into
order while sourcing the instructional materials. Learning competence number one, for
example, should be on the first page of the lesson, but it isn't.
ACTIVITY 6: Learning Competencies
Read the copy of PELC that your critic teacher gave you. Answer the following
questions.
1. Why is it important to familiarize yourself with the PELC handbook?
It's a good idea to get to know the PELC guidebook as an aspiring instructor. This guide
will assist you in establishing lesson goals that your students must meet. It walks you
through the correct order of the topics for a certain grade level. During a given week,
you will be able to determine which points need to be discussed.

2. Read the competencies for the Grade Level. Go down the page vertically from top to
bottom. What have you noticed about the scope of the learning unit?
What I've noticed is that the PELC was created with a set of skills that the students must
master. It describes the learning objectives that must be met within a certain time range.
It tells the teacher how to present the following topic and when to do so.

3. What is usually done when the objective is broad?

Students and teachers will be confused if the objectives are too broad, because they will
not know what learning outcomes should be reached at the end of the lesson. The goals
must be explicit or SMART in nature. To avoid any misconception if this happens, make
sure to evaluate it.

4. Why should lessons/topics be properly sequenced?

The PELC was built with competencies on which the students must focus, according to
what I've noticed. It establishes a time schedule for achieving certain learning objectives.
It tells the teacher when and how to introduce the next subject.

5. What should be done by the teacher to maximize the student’s learning?

To enhance student learning, a teacher must make the most of the given area. Academic
success is achieved by developing and implementing classroom management approaches
that encourage students to participate. I want to be a teacher who encourages kids to
interact with one another in order to mold their behavior and, as a result, improve their
social, mental, physical, and emotional well-being. I'm going to turn it into a classroom
where kids can have a good time while learning. The rules are set by the pupils, not the
teacher. In order to have a fluid learning flow, it is also essential for me to be a teacher
who understands and encourages them when they make mistakes. Accepting that making
mistakes is a regular part of learning and that it is a good way for students to learn.

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 ACTIVITY 7: What You Should Know!
Read the copy of PELC that your critic teacher gave you. Look for the horizontal
sequence from grade level to another.

1. What have you noticed?

When I observed the PELC horizontally, the domain was presented with the corresponding learning
competencies. It also shows the content and performance standards that need to be achieved.

2. Was there a sequence from one grade level to another?

I can say that there is a sequence from one grade level to another. All of us, I guess, must take
one step at a time, starting from the very basics. I believe that sequences will lead to better
learning when students must have prior knowledge before the learning occurs.

3. Is it important to know what your students have learned from the previous year?
Why? Why not?
The most important component influencing student achievement and learning has long been thought
to be prior knowledge. The more we understand about how students think and how we can help them
apply what they've learned in previous classes, the more likely they are to succeed in learning – and
the less likely they are to misinterpret what we're teaching them.

4. Do you think knowledge will help you in planning your lesson? Explain your answer.
It's crucial to have knowledge. How can you effectively produce a decent lesson if you don't know
what you're doing? It is solely for this reason why we are required to study anything in order to
acquire knowledge. We must be knowledgeable in order to prevent making mistakes as future
educators, and we must also be knowledgeable in order to create a positive learning
environment for children.
REFERENCES

 https://files.eric.ed.gov/fulltext/ED494356.pdf
 L.D. Conception, Z. Merida & D. Rigor. Field Study: Exploring the
Curriculum. 316 Culianin, Plaridel, Bulacan, St. Andrew Publishing House.
2013
 L.D. Conception, J. Lagasca & D. Rigor. Field Study: Experiencing the Teaching-
Learning Process. 316 Culianin, Plaridel, Bulacan, St. Andrew Publishing House.
2013
 L.D. Conception, J. Lagasca, D. Rigor & L. Tagama. Field Study: The Learner’s
Developmant and Environment. 316, Culianin, Plaridel, Bulacan, St. Andrew
Publishing House. 2013
 L.D. Conception, Z. Merida & D. Rigor. Field Study: Technology in the
Learning Environment. 316, Culianin, Plaridel, Bulacan, St. Andrew
Publishing House. 2013