FS 1 EPISODE 8

Close Encounter with the School Curriculum

OBSERVE, ANALYZE, REFLECT

Activity 8.1

Curricula in the School Setting

OBSERVE

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

Type of Curriculum Where Found Description

These are recommendations
in the form of memoranda or
policy, standards and
It is located at the
1. Recommended guidelines that came from
bulletin board such
Curriculum (k to 12 government agencies such
as k to 12
Guidelines) as DepEd, CHED and
guidance
TESDA and professional
organizations or international
bodies such as UNESCO
This includes documents
based on the recommended
It is located at the curriculum. They come in the
2. Written Curriculum teacher’s lesson form of course of study,
(Teacher’s Lesson plan that is also syllabi, modules, books,
Plan) located under the instructional guides among
teacher’s table. others. Example of written
curriculum is the teacher’s
lesson plan.
The teacher and the learners
will put life to the written
It is located at the curriculum. The skill of the
3. Taught Curriculum
bulletin board and teacher to facilitate learning
(Teaching Learning
in the top of the based on the written
Process)
chalk board. curriculum with the aid of
instructional materials and
facilities is necessary.
These are support materials
that the teacher needs. This
includes print materials like
books, charts, worksheets
4. Supported It is located at the
and non-print materials like
Curriculum (Subject library at the back
PowerPoint presentation and
Textbook) of the classroom.
other electronic illustrations.
It also includes facilities like
science laboratory and
playground.
5. Assessed It is located at the This is the curriculum that is
Curriculum teacher’s drawer. evaluated after it has been
(Assessment Process) taught. It can either be
assessment for learning,
 assessment as learning or
assessment of learning. If
the process it to find the
progress of learning, then
assessed curriculum is for
learning, but if it is to find out
how much has been learned
or mastered, then, then it is
assessment of learning.
These are measured by tools
in assessment, which can
indicate the cognitive,
6. Learning Curriculum It is located at the affective and psychomotor
(Achieved Learning bulletin board of outcomes. Learned
Outcomes) the classroom. curriculum also
demonstrates higher order
and critical thinking and
lifelong skills.
peer influence, This is the unwritten
school curriculum – peer influence,
environment, school environment, media,
7. Hidden Curriculum media, parental parental pressures, societal
(Media) pressures, societal changes, cultural practices,
changes, cultural natural calamities are some
practices, natural factors that create hidden
calamities. curriculum.

ANALYZE

 Which of the seven types of curriculum in the school setting is easy to

find?
 Among the seven types of curriculum, Written Curriculum is the
easy to find curriculum in the school setting because it is common
for the teachers to have a lesson plan every day that is common
and one of the requirements for the teacher to be submitted and
checked by their principal.

 Which is difficult to observe? Why?

 Among the seven types of curriculum, Hidden Curriculum for me is
difficult to observe because not all has an access in media not all
can take Hidden Curriculum.

 Are these all find in the school setting? How do curricula relate to one
another?
 Yes it can be all find in the school setting. Curricula relate to one
another by, it supports each of one of them for example; Taught
Curriculum is supported by the Supported Curriculum. We all know
that Taught Curriculum is about the teacher and the learners will
put life to the written curriculum. The skill of the teacher to facilitate
learning based on the written curriculum with the aid of instructional
materials and facilities is necessary and it is supported by
 Supported Curriculum by some instructional materials such as
textbooks.

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

Recommended
Curriculum (k to 12
Guidelines)

Written Curriculum
Hidden Curriculum (Teacher’s Lesson
(Media) Plan)

Learning Curriculum
Taught Curriculum
(Achieved Learning
(Teaching Learning
Outcomes)
Process)

Assessed Supported
Curriculum Curriculum (Subject
(Assessment Textbook)
Process)

REFLECT

Make a reflection on the diagram that you draw.

 Curriculums relate to one another by, it supports each of one of

them for example; Taught Curriculum is supported by the
Supported Curriculum. We all know that Taught Curriculum putting
life to the written curriculum with the aid and supported by
Supported Curriculum by some instructional materials such as
textbooks.

Activity 8.2:

The Miniscule School Curriculum: The Lesson, a Closer Look

OBSERVE
 This activity requires a full lesson observation from Motivation to
Assessment.

Procedure:

1. Secure permit to observe one complete lesson in 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 3 major components of a curriculum (Planning,
implementing, and Evaluating/Assessing). Observe and record your
evaluation.

Observe and Record Observation on the Following Aspects

Major Curriculum
Key Guide for Observation
Components
A. Planning Borrow the teacher’s lesson plan for the day. What
major parts do you see? Request a copy for your use.
a. What are the lesson objectives/learning
outcomes?
At the end of the lesson, the students must be able
to:
 Define the six trigonometric ratios;
 Illustrate/evaluate the six trigonometric ratios for
a right triangle;
 Use trigonometric ratios to find the
measurement of an acute angle or the length of
a side of a right triangle and;
 Solve problems involving trigonometric ratios.

b. What are included in the subject matter?

 Teacher’s Guide pages
 Learner’s Materials pages
 Textbook pages
 Additional Materials from Learning
Resource portal

c. What procedure or method will the teacher use

to implement the plan?
 Reviewing previous lesson or presenting
the new lesson
 Establishing a purpose for the lesson
 Presenting examples/instances of the
new lesson
 Discussing new concepts and practicing
new skills #1
 Discussing new concepts and practicing
skills #2

d. Will the teacher assessor evaluate the lesson?

How will this be done?
 Yes and it is being done by viewing the
scores of the students if they understand
the lesson or not.
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?
 The teacher begins the lesson with a
prayer and an inspirational message.

b. What procedures or steps were followed?

 The steps and procedures that being
followed are;
 Reviewing previous lesson or presenting
the new lesson
 Establishing a purpose for the lesson
 Presenting examples/instances of the
new lesson
 Discussing new concepts and practicing
new skills #1
 Discussing new concepts and practicing
skills #2

c. How did the teacher engage the learners?

 The teacher engage the learners by
asking some questions related to the
lesson and giving board work on each of
one of them.

d. Was the teacher guide at the side?

 Yes, the teacher is observing the learner
while doing the activity and assisting
them by their clarifications and
difficulties.

e. Were the learners on task? Or were they

participating in the class activity?
 Yes the learners are participating in the
class activity.

f. Was the lesson finished within the class period?

 Yes, the lesson was being finished within
the class period.
C. Did learning occur in the lesson taught? Here you
Evaluating/Assessing make observations to find evidence of learning.
a. Were the objectives as learned outcomes
achieved?
 Yes, the objectives as learned outcomes
were achieved.

b. How did the teacher assess or evaluate it?

 The teacher assesses or evaluates it by
viewing their scores if they understand
the lesson or not.

c. What evidence was shown? Get pieces of

evidences.
 The evidences cannot be shown
because of the complicated situation.
ANALYZE
 Write a paragraph based on the data you gathered using these key
questions.

1. How does the teacher whom you observed compare to the ideal
characteristics or competencies of global quality teacher.
2. Was the lesson implemented as planned? Describe.
3. Can you describe the disposition of the teacher after the lesson was
taught? Happy and eager? Satisfied and contented? Disappointed and
exhausted?
4. Can you describe the majority of the students’ reaction after the lesson
was taught? Confused? Happy and eager? Contented? No reactions at
all?

The teacher who I have observed is partially compared to the ideal

characteristics or competencies of global quality teacher because He has some
characteristics of a global quality teacher such as; Understanding one’s own
cultural identity and its influence on personal dispositions and classroom
practice, Engaging students in learning about the world and in exploring their
place in it. sing real-life global examples, materials, and resources when
considering local, national, and human issues, and Helping learners find
appropriate actions to improve local and global conditions. After the teacher
delivered his lesson he was very happy that the students listen carefully and
actively participate in the class. The students are also happy, eager and
contender for what their teacher discussed.

REFLECT

Based on your observations and tasks in Activity 2 how will you prepare
your lesson plan? Make a short paragraph on the topic.

No matter what content or subject you’re teaching, having a lesson plan

prepares you for class by providing a clear outline for the day. Your lesson plans
don’t need to be complex or lengthy, they just need to contain elements about
what you’re teaching, how you’re going to be teaching this material, and what
goals and objectives you want your students to meet as part of the curriculum.
Regardless of the sections within a lesson plan, each class you teach should
build on the previous lesson and move seamlessly into the next. Of course, it’s
easier to build lesson plans that flow from class to class when you know what
goes into creating one

Activity 8.3:

Constructive Alignment of the components of a Lesson Plan

OBSERVE

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

I. Title of the lesson: DLP in Trigonometry

II. Subject area: Trigonometry
III. Grade level: Grade 9

OUTCOMES

The students will be able to;

 Define the six trigonometric ratios;
 TEACHING METHOD

 Reviewing previous lesson or presenting the new lesson

 Establishing a purpose for the lesson
 Presenting examples/instances of the new lesson
 Discussing new concepts and practicing new skills #1
 Discussing new concepts and practicing skills #2

ASSESSMENT

 Developing mastery
 Making generalizations and abstractions about the lesson
 Finding practical applications of concepts and skills in daily living
 Evaluating learning
 Additional activities for application or remediation

ANALYZE

Answer the following questions based from the diagram.

1. Are the 3 components constructively aligned? Why?

 The three components are constructively aligned because the
assessment is aligned to the intended learning outcomes and
students construct knowledge through the teaching method and
learning experiences. Students show evidence of how they meet
the outcomes through assessment where they show construction of
knowledge and skills.
 2. Will the outcomes be achieved with the teaching methods used? Why?
 Yes, the outcomes can be achieved with the teaching method used
because the teaching method used fits the outcomes to be
achieved.

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

 Assessment is the component that can tell if the outcomes are
being achieved.

REFLECT

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

 I have learned that lesson planning helps you differentiate and plan

for the many different ability levels and needs of students in your
classrooms. Lesson plans also help serve as documentation that
we're doing the best things with our young children.

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

 If the three components are aligned it mean that the teacher’s

course goals and learning objectives match with the activities and
assessments so their students learned what the teacher intend and
that they accurately assess what their students are learning.

SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an Artifact for Activity 1, 2, and 3.

Activity 1 Artifact

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

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

 Recommended Curriculum

 Written Curriculum
 Taught Curriculum

 Supported Curriculum

 Assessed Curriculum

 Learning Curriculum
  Hidden Curriculum

Activity 2 Artifact

2. Present a sample curriculum in a form of a Lesson Plan.

Fractions of a Whole

Subject: MATH

Grade: Grade 7

Ready, set, fractions! In this hands-on lesson, your students will

familiarize themselves with common fractions using concrete materials to
practice splitting items into halves, thirds, and quarters.

Learning Objectives

Students will be able to identify fractions and divide items into halves,
thirds, and quarters.

Materials and Preparation

 Whiteboard Orange or lemon Cupcake

 2 chocolate bars
 Knife (for dividing items) Fraction Quiz worksheet Fraction Coloring
worksheet Crayons
  White paper (one per student) Scissors

Key terms

 fraction
 denominator
 numerator

Attachments

 Fraction Coloring
 (PDF) Fraction
 Quiz (PDF)

Introduction (2 minutes)

 Explain to your class that today, they will be learning about fractions.
Define a fraction as a part of a whole.
 Draw a picture of a common fraction on the board, to better illustrate the
concept to your students.

Explicit Instruction/Teacher modeling (15 minutes)

 Display the orange or lemon to your class, and tell them that you want to
give half of the fruit to a person in the class.
 Use your knife to cut the citrus in half. Give one of the halves to a student
volunteer. Write the fraction 1/2 on the whiteboard.
 Explain to students that the denominator, or number on the bottom, tells
how many equal parts the item is divided into. Tell your class that the
numerator, or number on the top, tells how many of those parts are being
referred to.
 Show the students your chocolate bar, and tell them that you're going to
divide that chocolate bar into three equal pieces.
 Divide your chocolate bar into thirds. Give one third to a student volunteer.
 Tell your class that you just gave away one third of your chocolate bar.
 Write 1/3 on the chalkboard.
 Explain once more to students that the denominator tells how many equal
parts the item is divided into, and the numerator tells how many parts are
being referred to.

Independent working time (15 minutes)

 Pass out a copy of the Fraction Coloring worksheet to each student, along
with crayons.
 Instruct students to read the instructions for each question on the
worksheet, and to complete the worksheet independently.

Related books and/or media

 Find interactive books for each child’s level.

Differentiation
  Enrichment: Encourage advanced students to tackle more complicated
fractions, such as 2/5 and 5/6. Students can draw examples of more
complex fractions in their notebooks or on white paper.
 Alternatively, you could give students a few fractions that can be simplified
(such as 2/4 and 2/6) and ask them to tell you why 2/4 is the same as 1/2,
for example.
 Support: Avoid the words "denominator" and "numerator" with students
who are struggling; these terms may make fractions more confusing.
Instead, work with these students in a small group, emphasizing that the
top number refers to the number of parts being taken or given, and the
bottom number refers to the number of parts of the whole.

Assessment (5 minutes)

 Assess your students' understanding of basic fractions by having them

complete the Fractions Quiz before leaving the classroom.

Review and closing (8 minutes)

 To close the lesson, review the definitions of fraction, numerator, and

denominator.

Activity 3 Artifact

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

components of a lesson plan.

I. Title of the lesson: DLP in Trigonometry

II. Subject area: Trigonometry
III. Grade level: Grade 9

OUTCOMES

The students will be able to;

 Define the six trigonometric ratios;
 Illustrate/evaluate the six trigonometric ratios for a right triangle;
 Use trigonometric ratios to find the measurement of an acute angle or the
length of a side of a right triangle and;
 Solve problems involving trigonometric ratios.

TEACHING METHOD

 Reviewing previous lesson or presenting the new lesson

 Establishing a purpose for the lesson
 Presenting examples/instances of the new lesson
LINK Theory to Practice

Choose the correct Answer from the options given.

1. When we say school curriculum it refers only to the K 12 Curriculum.

A. This statement is true.
BB. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address
the need for a curricularist EXEPT one. Which one is NOT?
A. Knower of the curriculum.
B. Believer of the curriculum.
C. Implementer of the curriculum
DD. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement
in technology, though not deliberately taught in the lesson, will
influence the curriculum. This is referred to as ___.
A. Written curriculum.
 B. Recommended curriculum.
C. Implemented curriculum.
DD. Hidden Curriculum.
4. Which two components of the lesson plan (as a miniscule curriculum)
should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Method
III. Outcomes and Teaching Methods
A. I only
B. II only
C. III only
DD. I, II, and III
5. What is the most important reason why there should be constructive
alignment of the components of the curriculum?
A. For ease of correcting by the principal.
BB. To assure that component contributes to the attainment of the
learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.