MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

EPISODE III: CLOSE ENCOUNTER WITH THE K-12 CURRICULUM AND TEACHING
METHODS, AND ASSESSMENT

Below are the topics included in Episode 3:

A. K-12 Considerations in Preparing Daily/Weekly Lessons

1. Recommended Curriculum
2. Written Curriculum
3. Supported Curriculum
4. Assessed Curriculum
5. Learned Curriculum
6. Hidden Curriculum
B. The Miniscule School Curriculum
C. Guiding Principles in the Selection and use of Teaching Methods
1. Teaching Methods
1.1 Deductive
1.2 Inductive
D. Assessment “FOR”, “AS” and “OF” Learning

Be
guided by the task below as you do your online classroom observation. Then accomplish the matrix

Guide Question Classroom Observation Report

1. Discover what curriculum is operating in the
school setting. Recall the types of curriculum
mentioned in the introduction. Can you spot
where these are found?
2. Carefully look for the indicators/behaviour
of the teacher along the major components of
the Written Curriculum or the Miniscule
School Curriculum.
A. Planning
-Borrow your Resource Teacher’s lesson
plan/guide for the day. What major parts do
you see? Answer these questions:

a.1. What are the lesson objectives/learning

outcomes?

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

a.2. What is included in the subject matter?

a.3. What procedure or method will the
teacher use to implement the plan?
a.4. Will the teacher assess or evaluate the
lesson? How will this be done?

B. Implementing
-Now it is time to observe how the Resource
Teacher implemented the prepared plan.
Observe closely the procedure.
b.1. How did the teacher begin the lesson?
b.2. What procedure or steps were followed?
b.3. How did the teacher engage the learners?
b.4. Was a teacher a guide at the side?
b.5. Were the learners on task? Or were they
participating in the class activity?
b.6. Was the lesson finished within the class
period?

C. Evaluating/Assessing
Did learning occur in the lesson taught? Here
you make observations to find evidence of
learning.
c.1. Were the objectives or learning outcomes
achieved?
c.2. How did the teacher assess/evaluate it?
c.3. What evidence can you share that
assessment, is constructively aligned with the
lesson objectives/outcomes and the teaching
method?

3. In the class that you have observed,

determine evidence of applications of the
Principles of Learning. What did the teacher
do to apply these principles?
Principle 1-Effective learning begins with the
setting of clear and high expectations of
learning outcomes.
Principle 2-Learning is an active process.
Principle 3-Learning is the discovery of
personal meaning and relevance of ideas.
Principle 4- Learning is a cooperative and
collaborative process.
4. Describe the methods of teaching employed
by your resource teacher.
A. Teacher-Centered
a.1. Did the teacher lecture all the time?

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

a.2. Was the emphasis on the mastery of the

lesson or on the etst? Prove
a.3. Was the class atmosphere competitive?
Why?
a.4. Did the teacher focus on one
discipline/subject?

B. Student-Centered
b.1. Were learners involved in the teaching-
learning process? How?
b.2. Was the emphasis on the learners’
application of the lesson in the real life? Give
proofs.
b.3. Was the class atmosphere collaborative?
Why?
b.4. Did the teacher connect lesson to other
disciplines/subjects?

What teaching-learning practice shows that

the teaching approach was
1. constructivist
2. inquiry-based
3. developmentally appropriate
4. reflective
5. inclusive
6. collaborative
7. integrative
5. Observing Assessment For, AS, and Of
Learning

A. Formative Assessment
a.1. Observe what your Resource teacher does
or listen to what s/he says to find out if the
learners understood the lesson while
teaching-learning is in progress.
a.2. Did the teacher ask the class “Did you
understand”? If s/he did, what was the class’
response?
a.3. Did the learners make the teacher feel or
sense they did not understand the lesson? If
yes, how did the teacher respond?
a.4. Were the learners allowed to ask
questions for clarification? How was this
done?
a.5. If she found out that his/her lesson was
not clearly understood, what did the teacher
do?

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

a.6. If s/he engaged in reteaching, how did she

do it? Did s/he use the same teaching
strategy? Describe
a.7. Did the teacher check on learners’
progress after re-teaching the lesson? If yes,
how?

B. Self-Assessment
b.1. Did the teacher provide opportunities for
the learners to monitor and reflect on their
own learning?
b.2. What are the proofs that are learners
were engaged in self-reflection, self-
monitoring, and self-adjustment?
b.3. Did the learners record and report their
own learning?
b.4. Did the teacher create criteria with the
learners for tasks to be completed or skills to
be learned?

C. Summative Assessment

c.1. Observe classes with different disciplines

MTB-MLE, Science, Math
c.2. Identify the learning outcomes of the (3)
subjects you have observed.
c.3. How did the teacher assess the learning
outcomes? Specify
c.4. Is the assessment tool/task aligned to the
learning outcomes?
c.5. If not aligned, improved on it

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Based on your observations and interview, answer the given questions clearly and concisely
below.

1. Which of the seven types of curriculum in the school setting is easy to find? Why?

Which is difficult to observe? Why?

How do curricula relate to one another? Draw a diagram to show the relationship of one
curriculum to the other.

2. Was the lesson implemented as planned? Describe.

Are the three (3) components constructively aligned? If yes, accomplish the diagram below to
explain their alignment.

Constructive Alignment of the Components of a Lesson Plan

I. Subject Matter/Topic:_______________________________________

II. Subject Area: _____________________________________________

III. Level: __________________________________________________

Outcomes Teaching Method Assessment

FILL THIS UP FILL THIS UP FILL THIS UP

What component would tell if the outcomes have been met? ___________________

Can you describe the disposition of your Resource Teacher and the majority of his/her learners after
the lesson was taught? Happy and eager? Satisfied and contented? Disappointed and exhausted?

3. What principles of learning were most applied? Least applied?

Most Applied_______________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Least Applied_______________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________.

Give instances where this/these principle/s could have been applied

__________________________________________________________________________________
_______________________________________________________________________________.

4. What are the possible consequences of teaching purely subject matter for mastery and the test?

If you were to reteach the classes you observed, would you be teacher-centered or student-
centered? Why?

5. Analyze the following:

A. Formative Assessment

Why should the teacher find out if learners understand the lesson while teaching is in progress?

Why it is not enough for a teacher to ask “Did you understand class?” when s/he intends to check on
learners’ progress.

Should the formative assessment be recorded for grading purposes? Why or why not?

Based on your observations, what formative practice worked?

Could an unreasonable number of failures at the end of the term/grading period be attributed to the
non-application of formative assessment? What do you think?

B. Self Assessment

If the student is at the heart of all assessments, then all assessments should support student
learning. Do you agree? Why or why not.

Does assessment as learning have the same ultimate purpose as assessment for learning?

C. Summative Assessment

Are the assessment tasks aligned to the learning outcome?

What are the possible consequences if teachers’ assessment tasks are not aligned to learning
outcomes? Does this affect assessment results? How?

Why should assessment tasks be aligned to the learning outcomes?

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

1. T
he primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-
assessment? If yes, what is its impact on your learning?

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

I shall document my online observation and attach the required

evidence such as but not limited to accomplished “My
Observation”, “My Analysis”, “My Reflection”, My Artifacts” which
MY LEARNING include (photographs, illustrations, organizers, songs, rhymes,
ARTIFACTS acronyms and the like) per episode to counter validate my
experiences.

My Artifact: Present evidence for each of the curriculum used in the class that you have observed.
Present a sample of the curriculum in a form of a Lesson Plan to show the learning outcomes and the
method used in class. Samples of formative, self, and summative assessments used by your Resource
Teacher.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

I shall base my submitted e-portfolio in the presented analytic

scoring rubric for self-rating purposes upon completion of this
episode.

RUBRICS

RUBRIC FOR PERFORMANCE TASKS EVALUATION

Work Task Evaluation for FS 1, Episode 3 - Close Encounter with the K-12 Curriculum and Teaching
Approaches, and Methods

Learning Outcomes: At the end of episode I, you would be able to

1. dentify the curricula that prevail in the school setting;
2. describe how teachers manage the school curriculum by planning and implementing
lessons;
3. analyze if the Resource Teacher aligns the objectives to the subject matter, to teaching
strategies and assessment;
4. determine whether the lesson objectives are met or not;
5. determine the guiding principles on lesson objectives/learning outcomes applied in
instruction;
6. observe and differentiated the different methods of teaching employed by the Resource
Teacher.
7. explain the importance of formative, self and summative assessments; and
8. determine the alignment of assessment tools and tasks with ILO

Components Excellent Very Satisfactory Satisfactory Needs Total

(4) (3) (2) Improvement (1)
Three two (2) to
All observation Four (4) or more
One (1) observation three (3)
tasks were observation tasks
My task was not observation tasks 4
completely were not
Observation answered/ were not
answered/ answered/
accomplished answered/
accomplished accomplished
accomplished
Score 4 3 2 1
My All questions were All questions were Questions were Half or more than
Analysis answered answered not answered of the given
completely; completely; answers completely; questions were not
answers are with are connected to answers are not answered; answers
depth and are theories; grammar connected to were not
thoroughly and spelling are free theories; one (1) to connected to
4
grounded on from errors. three (3) grammar theories; most of
theories; grammar and spelling errors the texts were
and spelling are misspelled and

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

grammatically
free from errors.
incorrect.
Score 4 3 2 1
Not so clear and Unclear and
Profound and clear
Clear but lacks shallow; somewhat shallow; rarely
My supported by what
depth; supported by supported by what supported by what
Reflection were observed and
what were observed. were observed and were observed and 4
analyzed.
analyzed. analyzed.
Score 4 3 2 1
The portfolio is The portfolio is The portfolio is not
The portfolio is not
reflected in the reflected in the reflected in the
reflected in the
context of the context of the context of the
My context of the
learning outcomes; learning outcomes; learning outcomes; 4
Learning learning outcomes;
Complete, well- Complete, well- Complete, not
Artifacts not complete, not
organized, highly organized, relevant organized, relevant
organized, not
relevant to the to the learning to the learning
relevant
learning outcome. outcome. outcome.
Score 4 3 2 1
Submitted two (2)
Submitted before Submitted on the Submitted a day
Submission days or more after 4
the deadline. deadline. after the deadline.
the deadline.
Score 4 3 2 1
COMMENT/s Over-all Score Rating:(Based on
the transmutation)

Proposed Transmutation Table

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 2.00 2.25 2.5 2.75 3.00 4 5

REGIE BOY B. FABRO _______________

Signature over printed name of the FS Teacher Date

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph