FIELD STUDY 1 LEARNING EPISODE

Classroom

FS 1 6
Management and
Classroom Routines

SPARK Your Interest

This Episode focuses on the classroom structure and routines performed by

teachers in class to provide a safe, friendly non-threatening and caring environment.
Effective classroom routines ensure order and discipline to help the students to stay
calm and focused in their daily tasks.

TARGET Your Intended Learning Outcome

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

 identify the classroom routines set by the teacher; and
 observe how the students execute the various classroom routines.

REVISIT the Learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and
learning Routines don't just make the life of the teacher easier. They save valuable
classroom time. Efficient routines make it easier for students to learn and achieve
more.

Establishing routines early in the school year:

 enables you to run your daily activities run smoothly;
 ⚫ ensures you to manage time effectively;
 helps you maintain order in the classroom;
 makes you more focused in teaching because you spend less time in
giving directions/ instructions; and
 enables you to explain to the learners what are expected of them.
 OBSERVE, ANALYZE, REFLECT

Observing Classroom Management and Routines

Resource Teacher: Ms. Loriefinn R. Binabatac Teacher’s Signature:

School: Tagoloan National High School Grade/Year Level: Grade 8
Subject Area: Araling Panlipunan Date:

OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the

given checklist.

Checklist on Classroom Routines

Check Yes (✔) if observed and () if not observed.
Classroom Routines Observed (✔) Not Observed (*)
1. Movement into the classroom 
2. Transition in classroom activities 
3. Movement out of the classroom 
4. Use of lavatories / comfort room / washrooms 
5. Passing of papers 
6. Passing of books 
7. Working with pairs/groups 
8. Tardy students 
9. Absent students 
10. Submission/Collection of materials 
11. Submission of projects 
12. Asking questions during lessons 
13. Asking for assistance 
14. Joining classroom activities 
15. Lining up 
16. Walking in line 
17. Fire drill/emergencies 
18. Movement between activities 
19. Use of classroom supplies 
20. Checking of assignments 
Others, please specify.
21.
22.
23.
24.
25.
 ANALYZE

Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class?
Why? Why not?
Yes, routines can be effective in ensuring discipline and order in the class.By doing
so, students would be reminded of what they should do in everyday class. It also
aids students in being disciplined and orderly in their approach to their study, even if
there are lapses from time to time.

2. Which of those routines were systematic and consistently implemented?

Explain your answer.
The morning prayer, checking attendance, checking assignments, singing the
alphabet song, reading the alphabet, giving a booklet for reading CVC words,
spelling, checking activities, using the comfort room, asking questions during
lessons, participating in classroom activities, submitting/ collecting materials,
lunch/recess, independent work, giving homework and offering praise and rewards
are routines that the resource teacher consistently carries out. As a result, these
routines that were followed consistently and in an organized way helped to maintain
peace in the classroom while teaching. These routines have good impact on learner
by helping them learn and comprehend each subject that is delivered.
Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
 Opening prayer: Prayer is important in a classroom because it allows
students to reflect, appreciate, and express gratitude. Learners can
turn to God through prayer. I believe that it is a significant way to begin
a class.
 Checking attendance: Checking attendance is important in a classroom
to help me keep track of my students' presence and ensures
accountability. It also helps me recall the names of my learners and
their faces.
 Activity 6.2
Listing Down Classroom Rules

Resource Teacher: Ms. Loriefinn R. Binabatac Teacher’s Signature:

School: Tagoloan National High School Grade/Year Level: Grade 8
Subject Area: Araling Panlipunan Date:

OBSERVE

Observe a class and list down the classroom rules formulated by the
Resource Teacher. Cite the importance of these rules.

Classroom rules are imperative and must be reinforced for learners' safety
and security. Rules also teach discipline and self-control. Rules eliminate stress and
will provide a more pleasant, secured and non-threatening environment. Rules
ensure the students' engagement and focus in their classroom activities.

Classroom Rules Importance

1. E.g. Read directions well.
2. Treat others with respect.
3. Ask help when you need it.
4. Listen and follow instruction.
5. Raise your hand before answering
or leaving
6. Respect others property
- Ensures less error in answering the activity.
- Ensures no bullying.
- So will be guided properly.
- So the outcome is correct.
- Ensures them proper manner.
- Ensures them to not do bad things.

ANALYZE
 SHOW Your Learning Artifacts
REFLECT

1. Analyze each given rule. What circumstances led to the formulation of the
rule?
With the rules given students are discipline and properly guided.

2. Are classroom rules really important?

Yes, because without these rules everything is a disaster and will lead to
mistakes or wrongs.

Reflect on the various classroom rules set by the Resource Teacher. Will you have
the same rules? If not, what rules are you going to employ? Explain your answer.
Yes, particularly the rule respect other at all times. With these students have
respect and will be have proper manner at all times.

Take some snapshots of the classroom routines employed by the Resource Teacher
which are worth emulating. Tell something about the pictures.

The teacher gives instruction and the students pays attention and following what
direction is given.
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 6 - Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher, and Observe how the students execute
the
various classroom routines.

Name of FS Student_______________________ Date Submitted:______________

Year & Section:______________Course___________________________________
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/ questions/tasks not observation questions/
completely answered/ tasks not answered / answered / tasks not answered /
accomplished. accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with answers are clearly answers are not not answered; answers not
depth and are connected to theories; clearly connected to connected to theories,
thoroughly grounded grammar and spelling theories; one (1) to more than four (4)
on theories; grammar are free from errors. three (3) grammatical/ spelling
and spelling are free grammatical spelling errors.
from error. errors
Reflection Profound and clear, Clear but lacks depth; Not so clear and Unclear and shallow, rarely
supported by what supported by what were shallow; somewhat supported by what were
were observed and observed and analyzed supported by what observed and analyzed
analyzed were observed and
analyzed
Learning Artifacts Portfolio is reflected Portfolio is reflected on Portfolio is not Portfolio is not reflected on
on in the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes. context of the learning outcomes; not
Complete, well Complete: well learning outcomes. complete; not organized,
organized, highly organized, very relevant Complete; not not relevant
relevant to the to the learning outcome. organized. relevant to
learning outcome the learning outcome

Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline deadline the deadline more after the deadline
COMMENT/S Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORETO 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 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

1. What term applies to the established ways of managing a classroom into a

more organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?
A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of class discussion
3. What is the primary reason for the establishment of classroom routines?
A. To ensure order
B. To eliminate stress
C. To be fair at all times
D. To control the class
4. To ensure order in the transition activities, what must be done?
A. Assign a leader.
 B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.
5. What routine must be set to guarantee the safety of the students?
A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually.
D. Set the do's and dont's in every activity.

FIELD STUDY 1 LEARNING EPISODE

Physical and Personal

7
Aspects of Classroom
Management

SPARK Your Interest

This Episode tackles classroom management and discipline. It focuses on the

personal and physical aspects of classroom management which are central to teaching and
therefore must be consistently implemented.

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:
 identify the two (2) aspects of classroom management; and
 determine the classroom management strategies that the Resource Teacher
employed in his/her class.

REVISIT the Learning Essentials

Classroom management refers to the wide variety of skills and techniques that
teachers use to keep students organized, orderly, focused, attentive on tasks and
academically productive in class.
Ref: edglossary.org

Importance of Effective Classroom Management:

  increases chance of student success
 paves the way for the teacher to engage students in learning
 helps create an organized classroom environment
 increases instructional time
 creates consistency in the employment of rules and regulations
 aligns management strategies with school wide standards
 decreases misbehavior in the classroom ⚫
 gives student boundaries as well as consequences
Ref: http://www.ehow.com
Two aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to ensure order
and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness

Managing yourself as a teacher contributes to the order and well-being of your class.
of your class.

2. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the
safety, security and order in the class. It includes:
3.1. ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure/design of the classroom
3.6 physical space / learning stations

Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
 7. Use non-verbal
OBSERVE, ANALYZE, REFLECT
communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
OBSERVE
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Ref. prodigygame.com

Identifying Personal and Physical Aspects of Classroom

Management

Resource Teacher: Ms. Loriefinn R. Binabatac Teacher’s Signature:

School: Tagoloan National High School Grade/Year Level: Grade 8
Subject Area: Araling Panlipunan Date:

Observe a class and interview the Resource Teacher. Ask how the personal
and physical aspects of classroom management ensure proper classroom
management and discipline.
Check if these aspects were observed in the classroom.

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the 
learners?
1.2 Is the teacher's voice modulated and can be heard by the entire class? 

1.3 Was the teacher present in class? 

1.4 Did the teacher arrive on time in class? 

 1.5 Does the teacher exude a positive attitude towards teaching? 

2. Physical Classroom Management

2.1 Is the classroom well-ventilated? 

2.2 Is the lighting good enough? 

2.3 Is the classroom free from noise? 

2.4 Does the seating arrangement provide better interaction? 

2.5 Is the design/structure of the room inviting to classroom activities? 

2.6 Is the physical space / learning station clear from obstruction? 

REFLECT Analyze the different elements of personal/physical

classroom management and answer the
following questions?
1. How does the voice of the teacher affect classroom instruction?

The teacher's voice plays a crucial role in creating a conducive learning

environment. When students can hear, modulated voice has a good impact on their
learning. All of the discussed subjects are more effective at communicating
information to students. If the teachers’ voice is low students will not pay attention so
it should be louder and I notice teacher use some device to make their voice louder.

2. How does the punctuality of the teacher affect classroom discipline?

The punctuality of a teacher greatly impacts classroom discipline because a
teacher should always be a role model for the students; they are
the ones who are looked up to by the students, and by doing so,
ANALYZE the students may develop the belief that it is not okay to be late
all of the time.

3. Why do we need to check on the physical aspects of classroom management?

In order for both the teacher and the students to have a smooth flow of
discussion and learning activities, we must determine the physical components of
classroom management. Incorporating the best of these physical classroom
elements into the learning environment would ensure that the classroom is safe and
orderly.
Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain. "No
amount of good instruction will come out without effective classroom
management."
It should be sort well or arrange so that everything I will do is according and
not be troubled.

2. What are your plans in ensuring effective classroom management?

By following what I arranged and I can teach well cause everything I do is
accordingly well.

Demonstrating knowledge of positive and non-violent

Activity 7.2
discipline in the management of learner behavior.

Resource Teacher: Ms. Loriefinn R. Binabatac Teacher’s Signature:

School: Tagoloan National High School Grade/Year Level: Grade 8
Subject Area: Araling Panlipunan Date:
OBSERVE
 Observe the classroom management strategies that your Resource Teacher
employs in the classroom. You may also conduct an interview to substantiate your
observation.

Check the management strategies employed by the Resource Teacher. Check (✔)
observed, put an (x*) if not observed and O for no opportunity to observe.

Effective Classroom Management Strategies Observed Not Observed No Opportunity

to Observe

1. Model to the students how to act in different 

situations.
2. Establish classroom guidelines. 
3. Document the rules. 
4. Refrain from punishing the entire class. x
5. Encourage initiative from class. 
6. Offer praise and rewards. 
7. Use non-verbal communication. o
8. Take time to celebrate group effort. 
9. Let students work in groups. 
10. Interview students to assess their needs. 
11. Address bad behavior quickly. 
12. Consider peer teaching. 
13. Continuously engage the students. 
14. Assign open-ended project. o
15. Write group contracts. o
Others (Please specify)
16.
17.
18.
19.
20.

ANALYZE

Analyze the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did these
contribute to -better classroom management? Explain your answer.
A lot and Yes it help to better understanding. Like discussing well and uses some
device in order to students to understand well.
2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.
So far I have not notice the resource teacher use digital equipment. It should be
used in order students to understand well and not be bored in class.

As a future teacher, reflect on the observations then answer the given question.

1. What classroom management strategies do I need to employ to respond to

diverse types of learners?
Understanding my students. With these I can decide what approach I will use in
order them to find my class not be boring.

REFLECT
SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 7- Physical and Personal Aspects of Classroom Management
Leaming Outcome: Identify the two (2) aspects of classroom management and determine the classroom management
strategies that the Resource Teacher employed in his/her class.

Name of FS Student ________________________________Date Submitted:___________

Year & Section:__________________Course:____________________________________
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/ questions/tasks not observation questions/
completely answered/ tasks not answered / answered / tasks not answered /
accomplished. accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with answers are clearly answers are not not answered; answers not
depth and are connected to theories; clearly connected to connected to theories,
thoroughly grounded grammar and spelling theories; one (1) to more than four (4)
on theories; grammar are free from errors. three (3) grammatical/ spelling
and spelling are free grammatical spelling errors.
from error. errors
Reflection Profound and clear, Clear but lacks depth; Not so clear and Unclear and shallow, rarely
supported by what supported by what were shallow; somewhat supported by what were
were observed and observed and analyzed supported by what observed and analyzed
analyzed were observed and
analyzed
Learning Artifacts Portfolio is reflected Portfolio is reflected on Portfolio is not Portfolio is not reflected on
on in the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes. context of the learning outcomes; not
Complete, well Complete: well learning outcomes. complete; not organized,
organized, highly organized, very relevant Complete; not not relevant
relevant to the to the learning outcome. organized. relevant to
learning outcome the learning outcome

Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline deadline the deadline more after the deadline

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORETO 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 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.
2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.

3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.

4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.

5. To discipline unruly students, Teacher Helen always tells her students "Remember
I am the person in authority here. I have the power to pass or fail you." Do you agree
with Teacher Helen's reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.

FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum

8
Close Encounter with

FS 1 the School Curriculum

SPARK Your Interest

 REVISIT the Learning Essentials Formal education
begins in school. 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 curriculum) 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 then 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 or elements such as (a) Learning 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,

TARGET Your Intended Learning Outcome

implementing lessons through different strategies and assessment of
learning outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to
teaching strategies and assessment.
School Curriculum: What is this about?
From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total 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 7-10, Junior High School and Grades 11 to 12, Senior High School)
adhere to this national curriculum as a guide in the implementation of the formal education
for K to 12.
What are the salient features of the K to12 Curriculum? Here are the 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 disaster 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 and subject.
3. builds skills in literacy. With the use of Mother Tongue as the main
language in studying and learning tools from K to Grade 3, learners will
become ready for higher level skills.
4. ensures unified and seamless' learning. The curriculum is designed in a
spiral progression where the students learn first the basic concepts, while
they study the complex ones in the next 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 of
careers will be defined when they go to Grade 11 and 12..
6. nurtures a fully developed youth. Beyond the K to 12 graduate the learner
will be ready to embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten
to Grade 12 in the country.
  The enhanced curriculum K
OBSERVE, ANALYZE, REFLECT to 12 curriculum is the
Recommended Curriculum.
It is to be used nationwide as mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency standards of
the K to 12 Curriculum it became a Written Curriculum. It reflects the substance of
RA 10533 or the Enhanced Basic Education Act of 2013. In the teacher's class it is
the lesson plan. A lesson plan is a written curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of
the teacher is very crucial.
 A curriculum that has been planned, and taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher 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 end of the lesson. The
curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned Curriculum.
Learned curriculum whether small or big indicates accomplishment of learning
outcomes.
 However, there are unplanned curriculum 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 to 12 or the enhanced curriculum for basic education?
Teachers then should be multi talented professionals who:
 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 the written, planned and learned curriculum.
 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? Lets
do a hunting game!

OBSERVE

Resource Teacher: Ms. Loriefinn R. Binabatac Teacher’s Signature:

School: Tagoloan National High School Grade/Year Level: Grade 8
Subject Area: Araling Panlipunan Date:

1. Locate where you can find 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

1. Recommended Curriculum (K to 12 The Ministry of It identifies the skills, concepts, and
Guidelines) Education, content that will be emphasized
the Commission on throughout the learning process.
Higher
Education, or any
professional organization
can recommend and
implement a curriculum
The Ministry of
Education, the
Commission on Higher
Education, or any
professional organization
can recommend and
implement a curriculum
2. Written Curriculum (Teacher's Lesson plan or syllabus The one written by curriculum
Lesson Plan) written by teachers experts with the help of subject
teachers.

3. Taught Curriculum (Teaching Implementation of the A taught curriculum is anything that

Learning Process) written curriculum is being taught or done in the
classroom.
4. Supported Curriculum (Subject Materials which support Should enable each learner to
textbook) or help in the achieve real and lifelong learning
implementation of the
written curriculum
5. Assessed Curriculum (Assessment To determine the extent Series of evaluation are being done
Process) of teaching or tell if the by extent of teaching or if the student
students are progressing are progressing

6. Learned Curriculum (Achieved What students learned Learning outcomes can be used to
Learning Outcomes) determine how competent students
 should be at the end of a class.

7. Hidden Curriculum (Media) the omissions in Defined as the lessons that are
ANALYZE children's education taught informally, and usually
unintentionally, in a school system.

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

- The K-12 curriculum is the most recent and has been adopted by Dep Ed; it is also the
easiest to locate in a school setting when compared to the other curricula
Which is difficult to observe? Why? - A curriculum that is hidden due to the fact that it is the
most difficult to observe
Are these all found in the school setting? How do curricula relate to one another? - The
curriculum is organized in such a way that the outcomes build on one another. This ensures
that students have the skills they need to succeed in the next unit or class level
Draw a diagram to show the relationship of one curriculum to the other.
 REFLECT

Make a reflection on the diagram that you have drawn.

The assessed curriculum is based on the written and taught curriculum. We

get at the learnt curriculum after examining the written, taught, and assessed
curriculum. The majority of inadvertent or unplanned curriculum is buried. However,
it continues to play an important role in education. Values, standards, and processes
can all be part of it
 Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: Ms. Loriefinn R. Binabatac Teacher’s Signature:

School: Tagoloan National High School Grade/Year Level: Grade 8
Subject Area: Araling Panlipunan Date:
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 Curriculum Key Guide for Observation (Carefully look for the indicators/behavior of the
Components teacher along the key points. Write 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? Use simple present
tense of verbs in a sentences. Appreciate the use of simple present tense
b. What are included in the subject matter? Simple Present Tense of Verbs
c. What procedure or method will the teacher use to
implement the plan? She uses teaching centered approach
d. Will the teacher assess or evaluate the lesson? How will
this be done? By precise execution of the lesson plan, finding truthful
and trustworthy references on the internet, and by her confidence
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? She goes over the daily routines
with the students. The teacher first requested one of the students to lead the
prayer. Then inquired of the monitor about her classmates' attendance. She
then went through the lesson she had covered the day before.
b. What procedure or steps were followed? The Developmental activities
follow the Preliminary activities (daily routines, review, incentive, and
greetings).
c. How did the teacher engage the learners? The teacher started with a

C. Evaluating/Assessing
motivation activity for students as a warm up for their background knowledge.
d. Was the teacher a guide at the side? Yes
e. Were the learners on task?/Or were they participating in
the class activity? They're both focused on their work and participating in
class activities.
f. Was the lesson finished within the class period? The teacher are 5
minutes advance to end the class period.
Did learning occur in the lesson taught? Here you make observations to find
evidence of learning.
a. Were the objectives as learned outcomes achieved? Indeed
b. How did the teacher assess/evaluate it? Short quizzes are used to assess
students.
c. What evidence was shown? Get pieces of evidence. The answer sheet of
the students.

ANALYZE

Write a paragraph based on the data you gathered using these key questions? The
instructor is showing off his ability to "engage students in learning about the world and their
position in it."

1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
Yes, due to the pupils' cooperation and the teacher's trust in her ability to carry out
the plan and it's orderliness of the discussion.
2. Was the lesson implemented as planned? Describe.
Satisfied and contented because the students already cope up
REFLECT the lesson.
3. Can you describe the disposition of the teacher after the
lesson was taught?Happy
and eager? Satisfied and contented? Disappointed and exhausted?
Happy and eager because they already know how to proper used of simple present
tense of verb in a sentence.
4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
They are happy listening about it.

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

It takes time, effort, and knowledge of your students' goals and abilities to create an effective
lesson plan. The goal is to encourage students to absorb and remember as much knowledge
as possible, as is the case with all instruction. First, decide what you want to accomplish. At
the start of each lesson, make a note of your lesson plan aim. It should be quite easy to
understand. It's essentially what your students will be able to do once you've finished
teaching them! Describe how they might go about it if you want to go the additional mile
(through video, games, etc.).

Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Resource Teacher: Ms. Loriefinn R. Binabatac Teacher’s Signature:

School: Tagoloan National High School Grade/Year Level: Grade 8
Subject Area: Araling Panlipunan Date:

OBSERVE

Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: Sibilisasyon at Kabihasnan
II. Subject area: Araling Panlipunan
III. Grade Level: 8
Outcomes Teaching Method Assessment

Fill this up Fill this up Fill this up

- Uses of pictures to - There will be lectures - Group activity like quiz

show different and group activity. bee.
civilization.
 ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

Yes, since the instructor establishes the learning objectives first, then implements them
using a teaching and learning-centered approach. The teacher then conducts an activity bee
for groups of pupils to test their knowledge of the material.
2. Will the outcomes be achieved with the teaching methods used? Why?
REFLECT A teaching method refers to the concepts and procedures that teachers
use to help students learn. The subject matter taught, impact the
students and it can be observed in the students assessment in their
short quiz and group activity.
3. What component would tell if the outcomes have been achieved?
In the assessment, the students' evaluations are used.

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

It usually includes a goal (what students should learn), a method for achieving the goal
(delivery and procedure), and a system for determining if the objective was reached (usually
through homework assignments or testing). Learning outcomes, learning activities, and
assessments are all part of a lesson plan.
What value will it give to the teacher if the three components are aligned?
The alignment of activities and assessments helps students focus on abilities that are
relevant to the learning objectives, reducing wasted time.

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, realia, documents or others.

Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.

Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a
lesson plan.
a. Example:
Lesson Title: Heograpiya ng Daigdig
Subject Area: Araling Panlipunan
Grade Level:8

Lesson Outcomes Teaching Methods Evaluation

- Uses of globe to show - Uses of pictures and digital - Group activity like quiz bee.
students and emphasize. equipments
 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 8- 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 lessons through
différent strategies and assessment of learning outcomes. *Analyze if the teacher aligns
the objectives to subject matter, to teaching strategies and assessment.

Name of FS Student______________________________Date Submitted:_____________

Year & Section:___________Course:___________________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/ questions/tasks not observation questions/
completely answered/ tasks not answered / answered / tasks not answered /
accomplished. accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with answers are clearly answers are not not answered; answers not
depth and are connected to theories; clearly connected to connected to theories,
thoroughly grounded grammar and spelling theories; one (1) to more than four (4)
on theories; grammar are free from errors. three (3) grammatical/ spelling
and spelling are free grammatical spelling errors.
from error. errors
Reflection Profound and clear, Clear but lacks depth; Not so clear and Unclear and shallow, rarely
supported by what supported by what were shallow; somewhat supported by what were
were observed and observed and analyzed supported by what observed and analyzed
analyzed were observed and
analyzed
Learning Artifacts Portfolio is reflected Portfolio is reflected on Portfolio is not Portfolio is not reflected on
on in the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes. context of the learning outcomes; not
Complete, well Complete: well learning outcomes. complete; not organized,
organized, highly organized, very relevant Complete; not not relevant
relevant to the to the learning outcome. organized. relevant to
learning outcome the learning outcome

Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline deadline the deadline more after the deadline

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORETO 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 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

Choose the correct answer from the options given.

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

A. This statement is true.
B. 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 EXCEPT one. Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of the curriculum
D. 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
D. 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 Methods
III. Outcomes and Teaching Methods
A. I only
B. II only
C. III only
D. 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 school principal.
B. To assure that each 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.