Field study 4


Published on

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Field study 4

  1. 1. Some of the information are not genuineFS 4Episode 1 THERMOMETER CHECKName: Carie Justine P. EstrelladoCourse: BSEdResource teacher: Mrs Estrella RoñoSignature:My targetAt the end of this activity, I should be able to describe through my reflection of how the schoolpromotes partnership and dialogue.My map 1. Visit s school and study its mission, vision, and goals in relation to the school‟s curriculum. 2. Observe the interaction between and among students, teachers, and other school personnel. 3. Write down my observation and discuss with my classmates and FS teacher. 4. Generate insights from my observation and discussion. 5. Reflect on my experiences.Note: The observer is not evidently subdued any proscribed detailed or unacceptable actionsdocumented regarding the school had observed... Strictly for their welfare.
  2. 2. Some of the information are not genuine My observation report on interactionName: ________________________________________ Year/Course: ____________School observed: ________________________________________________________Year level: ____________ Section: ______________ Subject observed: ____________OBSERVATIONS:Student – to – student interaction patterns:  The patterns of interaction between student to student are being usual, having peer relation, based on folkways‟ societal pattern – peculiarity is less observed, since they do what they wanted to do so and it seems they or it clearly show their autonomy on how they behave w/ the same stuffs sometimes its effects of being unconsciousness to the preference or rights of others (maturity are concisely observed).Student – to – teacher interaction patterns:  The student – teacher interaction merely depends on the level of difference because it shows that the lower section or group are ghastly forgetting respect and quite IMPULSIVE, few are stubborn, some students treat their teacher as fellow student and no doubt aftermath a quarrel is expected. Outside the school premises students seems to be polite as if the teacher‟s personality can redeem easily.Teacher – to student interaction patterns:  The sympathy of teacher to his/her students are quite from tolerance, they hard to manage the students, since they are angel – like to respect but they strongly show how to respect and to be respect in return. In class when a teacher calls a student to answer some teacher interacts in depressing the student, still likely at the end the teacher evaluates with students.Student – to non - teaching personnel interaction patterns:  Their interactions are not usually seen but the student creates cooperation and harmony with a good intention working with personnel however some are hard – headed that freaks them out follow.Teacher – to – teacher interaction patterns:  A strong relation is common to teacher to teacher patterns, without the views of supervisors the gossip and communication about unrelated issues even then their interaction w/ each other are sometimes difficult to understand, since not all teachers (accdg. To my observation) want to linger with someone they only stranspire if only there is a common interest had discussed.The insights were drawn on JULY 4 – 7, 2011
  3. 3. Some of the information are not genuineEnriching activities My scriptA scenario where any of the above interactions occur in the school.This is a script of their dialogue, that bears the observer‟s mind partnership is built on developinga climate of respect, harmony and cooperation.Resource teacher: “magandang hapon po”Personnel: “hapon din po ma‟am” (the teacher walks unto the faculty) ( after a joyful greetings and preparation of materials the teachers goes to class)Resource teacher: “magandang hapon!”Students: “ magandang hapon din po”Resource teacher: “class kuhanin ang assignments and exchange papers”(the class follow their teacher and listen carefully until the lecture – and the end of the lesson)Resource teacher: “pakitulungan nga ako kung maari na iihatid ito sa faculty”Students: “sige po ma‟am”Resource teacher: “wag n‟yong kalimutan ang assignments nyo ha?”Students: “ opo, ma‟am” <a simple scenario undergone by 3 – A>Principal: “ma‟am naayos niyo po ba yung letter?”Guidance counsellor: “ay opo sir!”Principal: “ sige ipaalam na natin sa mga supervising teachers „yan”Guidance counsellor: “ipapahatid ko na lang po sa inyo pagkatapos” <a short dialogue between the head and its staffs (June 29, 2011.Wed.)>
  4. 4. Some of the information are not genuine AnalysisWhy is a classroom a miniature of a greater society?  Classroom is the shelter of innocent child, that every individual molds and sculpted by a teacher particularly the institution and a youngster‟s mind develop inside the classroom with different differences he sees. It also the stepping ground of freezing the ideals of being a man of others yet a beginning for someone to know that the world means and that proceeds to the person he will be in a communityWhat are found in the classrooms that are to similar to what can be observed in society?  Sameness of attitudes  Dynamic individual  Partial injustice (as in inequal competency)  Debate  Issues-centrism concerning child  Reasonable rule of action  Lack of availability of resources  Logical disputes (especially parent – teacher interaction) Peace concept on focus: Cooperation You are able to find pleasure in working with another person because you consider this person as partner not a competitor. Through partnership, the task is done cooperatively and more easily. Cooperation needs a wavering stems of a pumpkin to create the minds and faces
  5. 5. Some of the information are not genuineFS 4Episode 2 “Come, Let‟s TALK”Name: Carie Justine P. EstrelladoCourse: BSEdResource teacher: Mrs Estrella RoñoSignature:Your targetAt the end of this activity, the students should be able to describe the interaction pattern thatoccurs between the teachers and learners as provided in the curriculum.Your Map 1. Visit a school and observe how the teacher provides the opportunity to the learners to interact with one another in doing one‟s role. 2. Record how roles are performed by the teacher and the learners. 3. Make your own documentation of the dialogue or conversation based on the observed roles that each one performs which you feel could have been livelier. 4. Highlight the aspect of the dialogue that indicates the teacher as a role model in developing the process of learning.
  6. 6. Some of the information are not genuineYour ToolsFor this episode, please use the Activity Form provided for you below. My Observation ReportName: Carie Justine P. Estrellado Year/course: BSEd, 4TSchool observed: Del Remedio National High SchoolYear level: _________________________________ Section: ____________Observations: <Direct Quotes>Teacher: “magsisimula na ang ating talakayin”Student: “ma‟am anu po an gating subject?”Teacher: “aba‟y History”...(Mrs. Roño is preparing her visual materials on board)Student: “ma‟am alam nap o naming ang topic tungkol po sa sinaunang sibilisasyon”As the teacher preparing her materials some students were impulsive and some are not properlyobserving the ethical standard since we can see in this line the “hidden curricula” – transpire tothe school.Personal Reflections on the dialogueIn a classroom setting teachers I mean some of them are lack of “Discipline Design”, but theusual thing that I observed is the manner of development of self in humanism even though notexperience – centered the communication still has the core design which include the following: Needed information is listed and discussed Information is obtained and analyzed. Tentative conclusions are stated.However, the dialogue is very limited to reflect as such Socratic method was obvious connectingwith the designs and communication patterns.1 Note : supervision was presented in every manuscript to point the corresponding view ofauthority.1 nd Almeda, R. And Bilbao, P. (2003) Curriculum Development: Course Module. 2 . Ed. WVSU Printing Press.
  7. 7. Some of the information are not genuineYOUR ANALYSIS 1. How important are dialogue and substantive conversation in the classroom in terms of students‟ learning? Through dialogue and open conversation there will be a communication and interaction between teachers and students, it is the bridge on how to get through such meanings also conversation there is always be „understanding‟ mostly in the class that will make it to be conducive. And if we think there will be little or no conversation at all, the class in particularly may not cope the problem – deter is possible. 2. What learning benefits could teachers and students draw from intentional classroom dialogue? Freewheeling participative interaction might firmly happen, and like there could be a maturity drawn in an intentional classroom dialogue inasmuch as angle of perpective and operational corrective actions will be talk considerably.REFLECTIONAbout Curriculum Designs...Generally speaking, a curriculum can be organized either horizontal or vertically. Horizontalorganization means, that the direction of the curriculum elements is sideways. And pertaining tothe dimensions of curriculum design scope does not rely refer to the cognitive content, but alsoto the affective and psychomotor content. PEACE CONCEPT ON FOCUS:Curriculum design is not only a matter of brilliant planning. It needs a constant effort to unite aldiverse aspects of learning. This effoert is successful when the people involved believes in the power of dialogue.Glattorn, A (1994) Developing A Quality Curriculum. Alexandria, VA. Association for Supervision and CurriculumDevelopment.
  8. 8. Some of the information are not genuineFS 4 Preparation tips For my task: 1. Prepare worksheets 2. Contact groupEpisode 3 “TELL ME” mates 3. Talk with FSName: Carie Justine P. Estrellado teacher 4. Library work @4Course: BSEd 5. Refresh your understanding of the theories andResource teacher: Mrs Estrella Roño principles ofSignature: curriculum development. ToYour Target do this, look for brief reading from books and orAt the end of this episode, you should be able to deliberate on the principles internet.involved in designing the curriculum and the learning activities provided. 6. Note down your questions andYour Map confusions regarding theIn your observation, please do the following steps: principles and theories of 1. Critique the information from the curriculum theory and practice through curriculum observation of the: development and a. Learning environment find time to discuss them with your b. Subject matter classmates and or c. Books & internet resources used FS teacher. 2. Write your observations including the information you gather. 7. Write in bullets 3. Reflect on your experience. your clear understanding and insights on the right – hand column of the next page.
  9. 9. Some of the information are not genuine Your toolsFor this episode, please use the activity form provided for you below. My observation reportName: _______________________________________ Date of Observation: _______________School: ______________________________________ Subject Observed: _________________ The learning environment Subject matter/s covered Library and/or internet resources The learning Based on the planned It is conducive environment is sanitary curriculum Materials are properly Properly maintaining Has the Articulation, utilized by the students for cleanliness Basis, Continuity, Doesn‟t show much Vividly see the Sequence, Balance. innovation different learned Follows the important Based on practicality curriculum criteria for content Learner – centered Conducive Self – sufficiency The learner but not all In accordance to the Significance can access to the said foundation of Validity facilities humanism Interest Lack of personal Congruence to the Utility maintenance related to capacity of learners Learnability expertise Most of the rooms are Some of the references convertable to different (based on Scheffler, 1970 were obsolete educational room prime guiding principle) activities
  10. 10. Some of the information are not genuineAnalysisWhy should teachers know about curriculum design? Knowledge of curriculum design is important for understanding the arc of the educational year. If teachers have some experience of this they will better understand the importance of each unit they are teaching during the year and how it relates to other units both past and present. It is also good for them to understand the reasons behind the model for the curriculum they are teaching. Most employers will be impressed if a teacher has done some curriculum design in the past as this indicates the teacher has shown initiative and interest in the wider scope of their job. Administration is a large part of teaching and so any experience in this area is usually favourableWhat do most principles and theories of curriculum development have in common? How is thiscommonality expressed or spelled out in the curriculum of the class you have observed? Felt that the curriculum should ultimately produce students who would be able to deal effectively with the modern world. Therefore, curriculum should not be presented as finished abstractions, but should include the child‟s preconceptions and should incorporate how the child views his or her own world. Dewey uses four instincts, or impulses, to describe how to characterize children‟s behaviour any given curriculum in place in a school for a new academic year is highly important. It provides the whole programme for the year for each and every class level and every educational stage. It gives stability to a schools planning for the year and gives teachers a main idea of where they are heading with their students during that year. It provides a overview for the head of the school, and provides an important foundation for yet further planning for both educational supervisors and teachers. In correlation of Social Meliorists theory believe that education is a tool to reform society and create change of the better. This socialization goal was based on the power of the individuals intelligence, and the ability to improve on intelligence through education. An individual‟s future was not predetermined by gender, race, socio-economic status, heredity or any other factors. “The corruption and vice in the cities, the inequalities of race and gender, and the abuse of privilege and power could all be addressed by a curriculum that focused directly on those very issues, thereby raising a new generation equipped to deal effectively with those abuses Once a curriculum is in place, breakdowns can be made of this. These are called syllabuses and gives teachers an idea of what is to be taught in a given month, week etc. And correlated to the theory of meriolists in response to the commonality. Once the teachers receive these, they can then can start to break them down further in the form of lesson plans. This also makes sure all the teachers are keeping on the same educational stages. After having referred to the syllabuses, each week the teachers will follow the lesson plans they have prepared writing down the given objectives, educational methods to be used, time period, list of teaching aids and work sheets to be used or books pages to
  11. 11. Some of the information are not genuine be read along with any other reinforcement activities etc.. They will also write an evaluation at the end of the day. The Lesson Planner keeps them organized, on the same track, and keeps the schools academic year organised, stable and running efficiently.Your ReflectionsFrom your FS experiences, keep in touch with your most meaningful learning and express itthrough abstract visual representation. Please use appropriate colors to represent your feelingsand significant learning.
  12. 12. Some of the information are not genuineFS 4Episode 4 “Bridging Educational Processes”Carie Justine P. EstrelladoBSEdMrs. Estrella RoñoYour TargetAt the end of this activity, you should be able to identify educational programs thatconnect the school with the larger historical, social, cultural, and politicalprocesses.Your MapFor this episode, go through the following ramps:Ramp 1. Visit a school and examine their calendar of activities. See howthe students, community stakeholders are involved.Ramp 2. Identify the programs where the leaders create rewards for certainpractices in delivering services to the stakeholders. Record theobservations on the calendar of activities, programs and awards and theparticipation of the stakeholders. Ramp 3. Reflect on how the stakeholders participate in school activities. Your Tools For this episode, please use the activity form provided for you below.
  13. 13. Some of the information are not genuine My observation reportCarie Justine P. EstrelladoDel Remedio National High SchoolDate of Observation: August 1, 2011(note: the information was obtain on july)Calendar of Activities and stakeholders:Observation: when I observed their activities like a Quiz Bee last week there I clearly see on howevery learners and teachers and any stakeholders participate.Note: the other events that are mentioned below were already done, I only relate these mechanicsto identify the programs hold by different stakeholdersThe draft of upcoming activities are presented next to these. STAKEHOLDERS The Soaring Del Remedians Students on trackDel Remedio National High school recognized where ever it goes. Not only because of itsunique color but also because the quality of education it offers. It was proven by the differentawards of its student took home. Also the Del Remedians serve its community through theClean and Green Program it implements. (note: commonly held on November)C.A.T. on the go!Serving the Community:The Del Remedio National High school C.A.T. leaders and members conduct weeklycommunity service to maintain its cleanliness. Mark Anthony Maghirang the over-all groupleader together with his group leaders and platoon leaders help the school in maintaining thecleanliness not only of the school but also its community. It is with the coordination of theC.A.T. facilitator Mr. Emmanuel Vincent Ilagan.Leaders of all leadersThe Vice-President of the Supreme Student Limarc Intia together with the Over-all GroupLeader Mark Anthony Maghirang and some students joined the Leadership Training togetherwith the adviser of S.S.G. Mrs. Anilene Valencia. It is a two day training aiming to help thestudents to become the leaders of leaders.. (this year 2011 a new officer shall be made)Barangay Fiesta Traditionally they celebrate Fiesta on the 26th Day of November and before the day of Fiestathe different schools in Del Remedio perform every night to show their devotion to theirPatron Nuestra Señora Delos Remedios.All participants give their best shots to show theirhidden talents. It is led by our Brgy.Chairman Napoleon "Nap" Calatraba together with theCouncilors.They are the one who is responsible for maintaining the peace and order during and
  14. 14. Some of the information are not genuineeven after the program. (note: this is always done by the students of Del Remedio National HighSchool)Del Rem Gazzette The English and Filipino news paper of Del Remedio National High School, Del Rem"Gazzette" won 2nd place and 3rd place respectively on the Division School Press Conference.English and Filipino Staffers were now preparing for the Regional School Press Conference.A bigthanks for our city councilor for helping the school in its expenses for publishing the schoolpaper. (note: the EIC and other staffs of school media affairs joined many curricular activitiesand it is still ongoing.)The Bridge for Higher Education Del Remedio National High School is soon to finish its New School Building to give itsstudents a comfortable room for better learning.Mayor Vic Amante and the City Governmentreleased the needed money for the materials of the said building.It is expected to be finish thiscoming December.Here are the draft for the calendar of activitiesDraft: Calendar of ActivitiesAugust – Buwan ng wikaSeptember – STRAAOctober – Acquaintance and extra – curricular activitiesNovember – unfilled (maybe the curricular planners are still working for itmaybe festivities is present)December – December 16 – 18 end of classJanuary – Fiesta GalloreFebruary – Junior and Senior Prom and completing the graduationrequirements.courtesy by:Mr. Roldan C. AcquinPrincipal Your Analysis How important is involvement of all stakeholders of the school in the school‟s programs and activities? without the stakeholders the school programs may not achieved, first the learners as center of the curriculum, teachers as curriculum developers and implementers, principal as manager and the administrators, parents as supporters to the
  15. 15. Some of the information are not genuine curriculum, and the community members as curriculum resources. If we look the angles of a school as a village the stakeholders are considered the pot of curriculum. What specific principle of curriculum development justifies the importance of cooperation and collaboration among all stakeholders of the school? Principle of Mutual aid it describe and justifies the cooperation among members in a school curriculum, cooperation is meant by proper guidance and group interest that binds to achieve their desired goals or aims.The moment of cooperation was clearly describe when we the social science majors hold aseminar regarding family planning I strictly adhere the fun and excitement because we plan andimplement the curriculum and to achieve it with good outcomes despite the enjoyment we,especially I share the burden of handling responsibilities.Thoughts: I now appreciate the role of every stakeholders that compose the schools, andregarding stakeholders they also have proper planning on how to execute such activities, and as alearner I‟m also a stakeholder, I enrolled in this institution and doing my role as a student ofLSPU. Peace Concept on Focus: Interconnectedness All life forms on earth are connected to each other for mutual support. This is recognition that each one of us, being members of the society needs other people for our own needs. No one can claim that he does not need other people to survive as a human person.
  16. 16. Some of the information are not genuineFS 4 Preparation tips For my task: 8. Contact groupmates 9. Talk with FSEpisode 5 “Collect & Critique” teacher Name: Carie Justine P. Estrellado Preparation tips : Course: BSEd 1. Review your understanding Resource teacher: Mr. Eric Valladolid of theYour Target principles and theories ofAt the end of this episode, you should be able to explain the curriculumimportance of the curriculum through reflections from the development by reading yourobservations made about it as used by the teacher. bulleted notesYour Map in episode 3 of this FS.In your observation, please do the following steps: 2. Note down the curriculum 1. Revisit the school and request the teacher to show you a elements you syllabus of a particular subject. wish to give more attention 2. Analyze the syllabus in terms of the following: to when you a. Topic will soon b. Learning activities analyze the c. Assessment of learning syllabus. 3. Interview a teacher on the process of preparing the syllabus, 3. Share your notes with your giving attention to the following: classmates and a. Challenges FS teacher, and b. Resources needed get their c. Planning strategies comments or 4. Examine the assessment tools used by critiquing whether or suggestions. not it is a product – based or performance – based.
  17. 17. Some of the information are not genuine Your ToolsFor this episode, please use the Activity Form provided for you below. My Analysis Report (analysis of the Topic, Learning Activities, and Assessment used in relation to curriculum elements)Date of Observation: August 11 - 12, 2011, Thursday & FridaySubject observed: 2 - A The Topic Learning of activities Assessment of learningASIAN HISTORY Note: this topic is not yet utilized by the ResourceAralin 14 – Israel, teacher because he justLebanon, Jordan, Syria, want us to know and seeAfghanistan, pp. 101 – the content of syllabus Socratic – Method107 or lesson , yet it is a plan and also ready forLayunin revision, because the And 1 – 10 items  Naipapaliwanag lesson was not available objective – type of test ang isang pahayag because they recently tungkol sa passed it to the kapaligiran principal. Ipaliwanag ang pahayag  Nailalarawan ang na... “Ang Israel ay isang kinalaman ng But sir, Valladolid gives Disyerto” nabanggit na us a cues on how he will pahayag sa mga utilized this particular bansang Israel, lesson The method of Lebanon, Jordan, assessing is not Syria, at  Motivation: clearly define Afghanistan students will be maybe because the  Naiibigay ang divided into 5 learning activities kaalaman hinggil groups, is so broad but sa pagkakaiba ng heterogeneous through Israel sa iba pang type of assessment it is to bansang nabanggit collaboration narrowed  Naiibigay ang  And they will opinion hinggil sa present their ideas And as I examine the katayuan ng Israel regarding their whole scenario the topic sa Rehyon. choice and write is performance based. down in the board On my analysis,  Then, he will get the topic is very draw 3 students to
  18. 18. Some of the information are not genuine oriented and it deliver the report does not focus on and likely they one idea, since will explain it cluster is  And the additional sometimes good information of the but it will consume topic will be lay adequate time and down by the broad teacher through discussion.  (e.g. itanong sa mga mag – aaral ang kahulugan ng terorismo, sabay sa pagpapakita ng mga larawang dulot ng terorismo) If we analyze the learning activities, I think it will suit to the interest of the learners since 2 – A are less in spoon – feeding, interactions are necessary to them, so I agree with his plan. My Interview Report (analysis of the Topic, Learning Activities, and Assessment used in relation to curriculum elements)Name of Teacher Interviewed: Mr. ValladolidGrade/Year Level & Section of Class Handled: 4 - CSchool: Del Remedio National High SchoolDate of Interview: August 12, 2011, FridayInterviewer: Carie Justine P. Estrellado(the interview hold on 2:55 p.m.)NOTE: the observer laid on the quoted verbatim of the interviewee toemphasize the thoughts and authenticity of report.
  19. 19. Some of the information are not genuine Challenges Resources Needed Planning Strategies “Para mai – “Sa paggawa “Ito ang pinaka – stablish ang lesson naman ng lesson interest ko dahil kailangan talagang plan, resources sa paggawa ko ng i- monitor yung must also meet lesson plan pati interest at ideology para ma – yung materials na ng mga bata” determine mo gagamitin ay dapat “Kailangan pate yung mga magkakonekta. ora „instructional Kalimitan ng Mismo may ideya materials‟ na nilalagay ko sa ka nang isasalpak gagamitin” plano ay hindi rin bago mo Makita “May values ngang naman na yung particular tinatawag na susunod kaya on – topic, kasi kung „resourcefulness‟ the – spot ako mag aaral ka pa, which yung kung mag – isip well expect that it teacher as a kasi maganda rin will be time guidance ay meron yun para may consuming on din instruments choices ka” your part” na kailangan „Congruency‟ ang hawakan dahil isa iniaa – lot ko para rin yung mabilis yung determinants o paggawa ebidensya ng pagkatuto”Your AnalysisHow important is it for teachers and curriculum planners to anchor theircurricular plans to specific theories and principles of curriculum development? In a straight answer, when the teacher and other curriculum planners made a plan with respect to the connections to the principles and theories then we expect that the outcome will be meet the desirable conditions.Aside from the teachers, who else should be involved in the curriculumplanning? Expound your thoughts. Certainly, the school staffs; the guidance counsellor, librarian the heads, principals, parents, LEARNERS and all members of the faculties and
  20. 20. Some of the information are not genuine through this ever – evolving planning that what makes a school to be. Curriculum is not as simple as it gets as a learner we do not consider the norms as curriculum but curriculum as a norm in an institution, other stakeholders are also involved without noticing like the DENR, LGU, PRC, etc. And some NGOs, the Engineer particularly of designing various buildings, nurses and medical employess, business, because school has many business to do financially even doing the revenues of firm.ReflectionFrom your FS experiences, take a look into your significant learning andpersonal reflection. Express it in a simple poem. Then share it with yourclassmates and your FS teacher. Look and analyze with ease By : Cariedad I From ounce a prosecutor stood He compel to look someone As a dash of pen He write some awkward. II Then again, the prosecutor mentioned A bad to critique He swear to bully With no feeling risk. III He walk, lay his hand straight upward He ask a child
  21. 21. Some of the information are not genuine Why you so behave wayward? I may give you black reward. IV As he made home The prosecutor remember He forgot to mention To ask sober.Explanation: in central concept it is hard to administer a plan withoutclarifying important moral impediments. And it is a great challenge inassessment of learning and some learning activities, the prosecutor was blindin restraining someone‟s competencies and likely he finally realize it when hefelt in comfort – home describe the enjoyment and relaxation.Thoughts: would be this is my one of favourite poem since I made FS 3 lastsemester well I readily mentioned that this episode is my favourite because itretaliates the things I wish to consider like making poem and interview ateacher
  22. 22. Some of the information are not genuineFS 4 EXPLORING THECURRICULUMEPISODE 6 “CHECK POINTS”CARIE JUSTINE P. ESTRELLADOBSED, Social Science majorResource Teacher: Mrs. Estrella RoñoYour TargetAt the end of this activity, you should be able to give some principles involved in designing acurriculum.Your Map 2, take note of the different learning 3. find out whether environment or not strategies are provided in the aligned with the 4. reflect on your FS lesson plan for objectives and experience and share specific subject area. assessment of thoughts, insights, Generate learning. Make a and feelings in class1 visit a school and information on the matrix ofchoose a class to be following: information from theobserved. Then arrange objectives, strategies, observations made.with the teacher that you and assessment toolsare going to conduct a used.class observation.
  23. 23. Some of the information are not genuine For my FS task: 1. Contact groupmatesur 2. Talk with FS teacher Your Tools Preparational tips:For this episode, please use the activity form provided for you below. 1. Review your understanding of theMY OBSERVATION REPORT principles and theories of curriculumCarie Justine P. Estrellado development byDel Remedio National High School reading your bulletedYear level: 2 – A notes in episode 3 ofSubject observed: Araling Panlipunan II this FS. 2. Note down the curriculum elementsTeacher’ Objectives: you wish to give(batayang aklat, pp. 69 – 73, takdang panahon: 2 araw) more attention to when you will soon analyze the syllabus. 1. Nailalarawan ang kalagayan pang – ekolohiya ng asia; 3. Share your notes 2. Nailalahad ang kasalukuyang katayuan ng yamang likas ng asia; with your classmates 3. Naiipaliwang ang kahalagahan ng sustinableng paglilinang ng and FS teacher, and kapaligiran; get their comments 4. Naihahayag ang mga salik na sanhi ng mga suliraning pangkapaligiran. or suggestions.Describe the Strategies:The teacher used discussion and inquiry approach to stabilize students’ interest,however it still made boring to them since the environment is not conduciveenough for learning and the strategies is not directly emphasizing the core topicbecause some students are shifting the topic from non – sense discussion still Mrs.Rono took the discussion simple to complex , and focusing on how students willgeneralize the problem.Describe the assessment tools used:The teacher used paper – pencil test, it is compose of 15 items, moderatelydifficult and teacher made test. She used identification (1 – 5), explanation notmore than 2 sentences (6 – 10), and illustrative test (11 – 15) in where studentswill illustrate a clean environment). Limited time for 15 minutes.
  24. 24. Some of the information are not genuine I just don’t understand why teacher’s need to have objectives, strategies, and assessment tools. Objectives Remarks Strategies Assessment (write down the (write your personal (describe the (describe theteacher’s learning judgment on the strategies used by the assessment method/s objectives) objectives, strategies, teacher) & tool/s used) and assessment On first minute the My cooperating In direct answer teacher used teacher utilized also regarding personal1. Nailalarawan discussion to aware some assessment views on objectives ang kalagayan the students about procedure first she – it was concise and pang – ekolohiya the environment in asks students if they definite and I don’t ng asia; Del Remedio, then really understood the have to question it she took to bridge lesson If I remember since it is articulated the topic in the she asked more than in the subject Philippines that 3 questions then a curriculum.2. Nailalahad ang eventually transfer teacher made test kasalukuyang to inquiry approach was used she said About the strategies, katayuan ng which also the that students should well all I can say she yamang likas ng teacher’s technique get ½ sheet of paper picked the suitable asia; in delivering social and before she strategy but it did science matters, after started she arranged not took effect then, some students the seating sincerely I respect especially in the arrangements my cooperating3. Naiipaliwang front seats because some teacher but in this ang kahalagahan participate since students might condition on how ng sustinableng Mrs. Rono ask many cheat. Then with a she used the strategy paglilinang ng question for the total of 15 items - lack of kapaligiran; students to expound paper – pencil test, coordination and further the problem it is compose of 15 management so I then my cooperating items, moderately rarely she deals with teacher shift to more difficult and teacher it.
  25. 25. Some of the information are not genuine 4. Naihahayag ang complex problem made test. She used mga salik na about ecology on identification (1 – And about the sanhi ng mga asia, also she 5), Explanation not assessment procedure suliraning introduce a little more than 2 my only comment is pangkapaligiran. concept teaching sentences (6 – 10), that ‘checking their even students are not and illustrative test own paper’ is not aware that they are (11 – 15) in where mentioned in the doing conversation students will objectives and it or argumentative illustrate a clean decreases the solving, moreover environment). consistency of scores Mrs. Roño Limited time for 15 and invalid in facilitated the minutes. After then nature. No offense. discussion fairly they check there own without hesitating paper most students the different got the perfect score. opinions of her learners. Inasmuch she never forgets to prepare paraphernalia so for those students who don’t have a book can follow the discussion.Your Analysis Why do teachers need to align the objectives, strategies, and assessment? A teacher needs to have an objective, strategies and assessment to make valid, just and reliable to learning conditions: Objectives is the learning target; Strategies & Techniques is how the subject will be deliver to the learner and; Assessment is a systematic process of getting information about students’ performance. Without it there will be no learning and it will end up in worthless.
  26. 26. Some of the information are not genuine How should teachers align their objectives, strategies, and assessment? Suggest some strategies. It is better to consider some aspects like the environment, level of behaviour, intellectual achievements of learner and the resources’ availability, my style of preparing those systems are simple, we should vision or infer what will be the outcome and brainstorm will be a great help and write down in a neat paper and that’s it ready to rear.REFLCETIONS What has been your most meaningful experience in this episode? What makes it meaningful to you? How could such an experience help you become a better teacher?Well first and foremost I would like to thank the reality the teachers, classmates, and theinstitution that I had hold this observation. This questionmarks the most difficult question I ever answered of all thefield study units so when it comes to the meaningfulexperience being observed also by my cooperating teacher isworth a great wonderful experience since through wanderingthe sacrifices and hindrances in this subject I stood as heldingmyself as a teacher in response to the observation andcomments of the faculty and it helped me a lot ascertaining that this profession that I taken isthe right choice. And as the end of all F.S. and episode as well those experience will reflect intime and there will come that the episodes that I took will reiterate on my in – service time.Thoughts: the final episode is a seed that I sowed in my premier career, so I really expect thatto know, to gain, to train and to understand what ponders most during and after thisprofession. And exploring the curriculum is not new to everyone the case is that not all areaware of it so it is a challenge… to be one of the curriculum planners.