FIELD STUDY 1 | EPISODE 8

Close Encounter with the School Curriculum

(Fabrero, Jayrel R.)

1. Secure permit to observe one complete lesson. You may observe a class from
undergraduate level, secondary level or elementary level. If not possible, you may also
use facts/information from your past observation classes. However, please note that
this activity requires whole class observation.
2. Accomplish Activity 8.2. Material is attached for download or viewing.

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 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 Key Guide for Observation (Carefully look for the

Curriculum indicators/behavior of the teacher along the key points. Write
Components your observation and description in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What major parts
do you see? Request a copy for your use.

Answer the following questions:

a. What are the lesson objectives/learning outcomes?

At the end of the lesson, students will be able to:

1. Describe the characteristics of stars based on the

characteristics of Sun.
2. Appreciate the use and importance of HR Diagram to
classify the characteristics of stars.
 3. Create their own star circle, draw Hertzsprung Diagram
(HR-diagram) and plot their own stars on it.

b. What are included in the subject matter?

a. Topic: Characteristics of Stars

b. Reference: Mixploring Science 9 pp. 173-177

https://www.slideshare.net/leabburbos/characteristics-of-
stars-34418617
https://www.youtube.com/watch?v=EFO_bsels98 star-
registration.com/what-is-a-star

c. Materials:
• Printed Visual Aids
• TV and laptop
d. Interdisciplinary Focus
• Art: Drawing
• English: Riddles
e. Value Focus:
• Appreciate the importance of stars in our life
explained by studying the star cycle

c. What procedure or method will the teacher use to

implement the plan?
a) Introduction
• Prayer
• Greetings
• Checking of Attendance
b.) Interaction
• Motivation to Lesson Proper

d. Will the teacher assess or evaluate the lesson? How will

this be done?

For me the teacher will assess or evaluate the lesson because the
major chunk of a lesson plan has content-specific instructional
strategies or learning activities that is used to present and impart
content in a way that students can comprehend. A one-size-fits-all
teaching approach is a disservice to all students. Effective teachers
incorporate differentiation into their instructional design and use a
blend of whole-group, small-group, and individualized instruction.
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 processes used by the teacher to focus the students' attention on

the lesson's learning goal make up the opening. The sequencing
refers to the order in which activities are completed in order to
achieve a lesson's objectives. The pace of a lesson refers to how well
it keeps its momentum and conveys a sense of progression. The
service begins with a prayer, greetings, and an attendance check.

b. What procedure or steps were followed?

Detailed Lesson Plan (DLP) is a teacher's “roadmap” for a lesson. It

contains a detailed description of the steps a teacher will take to teach
a particular topic. A typical DLP contains the following
parts: Objectives, Content, Learning Resources, Procedures, Remarks
and Reflection.

c. How did the teacher engage the learners?

Instead than sitting and listening silently, active learning pushes

students to interact in class. Brief question-and-answer sessions,
discussion interwoven into the lecture, spontaneous writing
assignments, hands-on activities, and experiential learning events are
just a few examples of strategies.

d. Was the teacher a guide at the side?

Broadly speaking, the function of teachers is to help students learn by

imparting knowledge to them and by setting up a situation in which
students can and will learn effectively. In the act of teaching there are
two parties the teacher and the taught who work together. Based on
my observation the teacher serves as the facilitator during the class.

e. Were the learners on task? / Or were they

participating in the class activity?
The students are participating in class. The traditional model may
have been for the teacher to lead the lesson. In the contemporary
classroom, students are often busier than the teacher. Give our
students worksheets, activities and projects so they’re fully active and
involved. None of these mean you’ll be redundant – far from it. Our
 role now is to engage with students, moving from one individual or
group to another, contributing, evaluating, encouraging.

f. Was the lesson finished within the class period?

The lesson finished within the class period because the discussion
was quite good that’s why it is finish on time.

C. Did learning occur in the lesson taught? Here you make

Evaluating/Assessing observations to find evidence of learning.

a. Were the objectives as learned outcomes achieved?

The learning objectives was achieved after the lesson.

b. How did the teacher assess/evaluate it?

Information about student learning can be assessed through both

direct and indirect measures. Direct measures may include
homework, quizzes, exams, reports, essays, research projects, case
study analysis, and rubrics for oral and other performances. After the
discussion the teacher give a quiz to the students.

c. What evidence was shown? Get pieces of evidence.

The results of the quiz are quite good. Students has a high score and
for me that’s the evidence that the teacher delivered the listen well.

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 teachers?

Ma’am Lacay has a quality of a global competitive teacher like; Understanding one’s own
cultural identity and its influence on personal dispositions and classroom practice.
Knowing and integrating global dimensions within the disciplines one teaches.
Engaging students in learning about the world and in exploring their place in it. Using real-
life global examples, materials, and resources when considering local, national, and human
issues. Valuing the input of culturally and linguistically diverse learners, families, and
colleagues, and modeling cultural sensitivity.
2. Was the lesson implemented as planned? Describe.

Yes, because the teacher gain attention we all know that obtaining students’ attention to
watch and listen while the instructor presents the learning content. Which starts with
Presenting a story or a problem to be solved. Utilize ice breaker activities, current news
and events, case studies, YouTube videos, and so on. The objective is to quickly grab
student attention and interest in the topic. Utilize technologies such as clickers, and surveys
to ask leading questions prior to lecture, survey opinion, or gain a response to a
controversial question was implemented. An activity checklist (or lesson outline) is
utilized in addition to the lesson plans. She has made a list of the things she will do
throughout the class.

3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?

It demonstrates that the teacher is satisfied and happy. Because she knew she delivered
the lesson on time and with the children actively engaged in the class, she trusted her. She
exemplified the professional attitudes and behaviors that help students learn and project a
positive image of the teaching profession.

4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.

I can see that the students are happy after the class. It demonstrates that they are gaining
new knowledge, as evidenced by the evaluation. I believe the instructor did a good job
delivering the material, which is why the kids are enlightened and satisfied.
REFLECT

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

A lesson plan prepares you for class by offering a clear overview for the day, regardless of the

material or subject you're teaching. Your lesson plans don't have to be complicated or long;

they just need to include information on what you're teaching, how you'll teach it, and what

goals and objectives you want your students to achieve as part of the curriculum. First, identify

the objectives, to build a lesson, you first need to identify the objectives of each class. What

do you hope to accomplish by the end of the period? Are there specific things that your students

should know or be able to do? Determine our pupils' needs. Are you teaching new content or

revisiting what you've already taught in a previous session with this lesson? Make sure students

know what to expect at the outset of class so they can stay focused on reaching your goals.

Make a list of resources and materials. Make a list of the items and resources you'll need to

teach this lesson, including paper, pencils, and rulers. When applicable, add technological

resources such as laptops and gamified learning tools such as applications or instructional

websites in your strategy. Then, more casually present the matter. If you're teaching pupils a

formula, for example, consider deriving it from scratch to help them understand where it comes

from. Alternatively, if you're talking about historical events, attempt to make connections

between them and contemporary events so that students can relate to the subject.