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FS4 Exploring the curriculum
 

FS4 Exploring the curriculum

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    FS4 Exploring the curriculum FS4 Exploring the curriculum Document Transcript

    • FS4 Exploring the CurriculumFIELD STUDYEPISODE 2“TELL ME”Name of FS Student: Mr. Ronnie Z. Valenciano Jr,Course: BSE Major in Biological Science Year & Section: 3BResource Teacher: Ms. Nathalie A. Emila Signature:School: Central Bicol State University of Agriculture (Lab. High School) Your Target At the end of this episode, you should be able to deliberate on the principles involvedin designing the curriculum and the learning activities provided. Your Map In your observation please do the following steps: 1. Critique the information from the curriculum theory and practice through the 2. Write your observation of the : observations including a. Learning the information you environment gather. b. Subject matter c. Books and Internet Resources used 3. Reflect on your experiences.
    • Your Tools For this episode, please use the Activity Form provided for you below. MY OBSERVATION REPORTName: Mr. Ronnie Z. Valenciano Jr. Date of Observation: March 15, 2012School: Central Bicol State University of Agriculture (Lab. High School)Subject Observed: FILIPINO 1 The Learning Environment Subject Matter/s Covered Library and/ or Internet Resources * Teacher sometimes ill To grasp the structure of The use of computers inprepared to adapt to the subject, one must education is base on thechanging concepts of child continue or understood two fully assumption:development, frequently created the relationship between that is teaching is mostlya school environment which the facts and ideas if not solely presentingfostered license rather than which constitute the the materials to studentsfreedom. subject (Bruner, Jerome, and that teaching is ”The Process of primarily technical An important principle Education”) activity, whereas in for the teacher to keep The teacher should fact,it is a in mind is that of making make sure that minimum humanservice…the key the learning standard or level of to computer use is still environment as proficiency is attained by human factor. (Ornstein, “stimulating” as the class before moving 1990) possible. on to the next lesson or The instruction must be The learning topic. This is the reason assisted by technology. environment of the why curriculum makers The technologies school includes the are advsed to be upgrade the quality of interaction of the realistic in projecting the teaching and learning in students inside the subject matter and avoid schools. classroom. The giving the students “too The use of library boost interaction that occur much, too soon” and to educational paradigm indicates that the teach only “little matter, shifts that gives curriculum is interesting but well mastered”. importance to holistic and effective hence the The content of he learning. The students teacher , as the curriculum is always have the confidence to implementer of the based on the learner’s their learning because curriculum has the background and the they have the responsibility to the expectation of the responsibility on “what effectiveness of it. society to the learners. to learn and how to learn.” My Understanding and Insights on Curriculum Principles and Theories The design or curriculum organization is determined largely by the increased inknowledge of how learning takes place, the characteristics and needs of the learners as they growand develop information about the ideals of culture, social needs and problems and statement ofobjective education.
    • MY INSIGHTS AND REFLECTIONS: The Learning Environment Subject Matter/s Covered Library and/ or Internet Resources Imagine a learning As a future implementer The physical object as theenvironment which s full of of curriculum, I will assure the instructional material would helpannoyances and disturbances reliability and validity of my the teacher in facilitatingdo you think you can study on lesson. Of course there are learning. Teachers were busythat environment? Of course no, considerations to include and it persons, therefore, they needthat kind of environment is not must be stated on the an assistant and that would beconducive to learning. observable behaviors. the computers. A computer is In relation to the There is a need to have helpful in assisting instructioncurriculum, the learning different methods or approaches and in managing the instruction.environment (society) will be the in delivering the subject matter If I would practice mybasis to do some changes on for me to ensure the interest profession, I will not limit mythe curriculum. The ever – and learning of my students. students in using library andchanging needs of society and The sequence of my internet resources. On this way,the learners would tell if the teaching process should be the learners will learn on how topresent curriculum is still vertically organized for my discover different ideas,effective. students relate the previous principles and concepts that Say for instance the topic to the next topic. It is also cannot be found inside theemergence of K to 12 my responsibility to determine classroom. But still my guidancecurriculums. This new the learning experiences related will always there because therecurriculum is the responses of to subject matter and enhance are some unreliable sources inadministration for the Filipino the reflective learning to my the internet which may disturbWorkers compete to the global students. the focus of students.working community. As the maxim had stated, “Two heads are better than one.” This would results to the acquisition of more knowledge and mastery of lessons and at the same time would produce an independent learners. My Understanding and Insights on Curriculum Principles and Theories To understand the essence of curriculum, an individual should experiencefirst all of the phases of the curriculum in order to address the possible problems that mayencounter in the utilization of this. The different phases are interrelated to each other. Thefeedback on every phase will be also the feedback to the other phases of curriculum. Every design of curriculum has specified learning activities which mayfocus to the subjects, problems and learners. The organization of curriculum contributes tothe effective implementation of activities and experiences needed to serve the objectives ofthe school.
    • REFERENCES: Banzon, Priscillano T. Foundations of Curriculum Development and Management. National Book Store: Philippines, 2001. Ornstein, Allan C. Strategies for Effective Teaching, Harper Collins Publisher: New York, 1990. Palma, Jesus C. Curricullum Development System, National Book Store: Philippines, 1992.DOCUMENTATION:The following photos were taken as part of the validity of this document is concerned. Rectangle arrangement of chairs provides a good game strategy for Ms. Emila
    • FS4 Exploring the Curriculum FIELD STUDY EPISODE 3 “COLLECT AND CRITIQUE” Name of FS Student: Mr. Ronnie Z. Valenciano Jr, Course: BSE Major in Biological Science Year & Section: 3B Resource Teacher: Ms. Nathalie A. Emila Signature: School: Central Bicol State University of Agriculture (Lab. High School)Your Target At the end of this episode, you should be able to explain the importance of curriculum through reflections from the observations made about it as used by the teacher.Your Map In your observation please do the following steps: 2. Analyze the syllabus in terms 1. Revisit the school and of the following: request the teacher to show to you a syllabus of a A. Topic particular subject. B. Learning Activities C. Assessment of Learning 3. Interview a teacher on the 4. Examine the assessment tools process of preparing the used by critiquing whether or not syllabus, giving attention to the it is product – based or following: performance – based. a. Challenges b. Resources needed c. Planning Strategies
    • Your Tools For this episode, please use the Activity Form provided for you below. MY ANALYSIS REPORTName: Mr. Ronnie Z. Valenciano Jr. Date of Observation: March 15, 2012School: Central Bicol State University of Agriculture (Lab. High School)Subject Observed: FILIPINO 1 The Topic Learning Activities Assessment of Learning The topics were Includes the description Includes personal vertically arranged. of the things need to be communication Includes the PVMGO as learned. strategies specifically the first topic. Includes reflective interviews. Introducing the grading activities which enhance Includes performance – system to the students the interest of students based strategy. is included. on the subject matter. Includes pencil and Topics were divided in Includes different paper test such as every grading period. strategies such as the essay, exams and select There is a match didactic approach. response. between the topics and Includes the moral Includes oral the stated objectives. lesson that maintains presentation. In relation to the the values of students. Includes anecdotal curriculum, the topics in (values integration) record. the subject matter were The learning activities of Includes rubrics based on the needs of the teacher possessed a Includes discussion the learners and on the “real – life situation” Use projects and expectation established activities that enhances cartooning. by the society to the their creativity in solving The assessment tools students. life problems. used were both performance – based and traditional or conventional method. In relation to the curriculum, the assessments were aligned to the learning activities and objectives of the topic.
    • MY INTERVIEW REPORTName: Mr. Ronnie Z. Valenciano Jr. Date of Interview: March 15, 2012School: Central Bicol State University of Agriculture (Lab. High School)Subject Observed: FILIPINO 1 CHALLENGES RESOURCES NEEDED PLANNING STRATEGIES The challenges in Resources were Strategies were establishing syllabus are procured by the school planned according to the the following: such as the internet educational psychology a. It is hard to decide resources. of students. on what will be the It is prepared prior to the first topic to discuss discussion. List all the strategies in the subject matter. In some cases students and distribute it to b. Some of the topics provide their own appropriate topics. were not discussed materials or resources due to unexpected suchas the book of Determine the learning activities of the Ibong adarna. styles of students then school. Resources were school select the appropriate c. Time allotment does based or internet based. strategy. not suffice the Ensures the alignment teaching and of resources to the Set the learning learning process. learning activities. environment according d. Not all the If available, guidelines of to the needs of students. assessment tools resources were were not carry out introduced. Identify what is effectively. Communicate with the important, difficult and e. It is hard to other stakeholders unfamiliar studying anticipate the regarding the other material. learning styles of resources. students due to their differences. Ms. Emila during the interview. Relax Ma’am, inhale, exhale, inhale , exhale. Oh see! You are starting to smile!
    • FS4 Exploring the Curriculum FIELD STUDY EPISODE 4 “CHECK POINTS” Name of FS Students: Group 2 Course: BSE Major in Biological Science Year & Section: 3B Resource Teacher: Ms. Nathalie A. Emila Signature: School: Central Bicol State University of Agriculture (Lab. High School)Your Target At the end of this episode, you should be able to give some principles involved in designing the curriculum.Your Map In your observation please do the following steps: 2. Take note of the different 1.Visit a school and choose a class learning environment provided in to be observed. Then arranged with the lesson plan for specific subject the teacher that you are going to area. Generate information on the conduct a class observation. following: objectives , strategies and assessment of tools used. 3. Find out whether or not the 4. Reflect on your FS strategies are aligned with experience and share the objectives and thoughts, insights, and assessment of learning. feelings in class Make a matrix of information from the observations made.
    • Your Tools For this episode, please use the Activity Form provided for you below. MY OBSERVATION REPORTName: Group 2 Year & Section: 3BSchool: Central Bicol State University of Agriculture (Lab. High School)Level: First year High School Section: I – ASubject Observed: FILIPINO 1Teacher’s Objectives: (Note: The main pupose of the class is to review the concepts of Ibong Adarna in preparation to the examination. Therefore there is no formal teaching process occur.. Wejust assume the objectives.) After one hour review the students should be able to: a. Internalize the concepts of Ibong Adarna. b. Acquire correct response on the questions. c. Apply the learning during the examination. (Source: Valenciano, Ronnie Jr. Z.) a. To review/ recall the students knowledge about Ibong Adarna. b. To determine the stdent’s learnings. c. To prepare the stdents for their final exam. (Source: Luz, Charmaine Cheska H.) a. To recall and review the lessons. b. To prepare the mind of students for the incoming exam. (Reyes, Cherrie Rose J.) a. To develop the familiarization of the logical sequence of the myth. b. To uphold those characters and events in the relationship of Ibong Adarna. c. To provide additional points on the incoming exam. (Source: Sabularse, Cyril B.)Describe the Strategies *The strategies that the teacher used were by making rectangle and the students willparticipate through the questions in the box and will answer by another student. This strategies iscalled recalling method which enhances the mind of students towards the topic (Reyes, Cherrie Rose,2012). *Each student form a rectangle and allowing each other to recall the events on the story.The teacher provides several questions like “pick – up” strategy and tried to answer the by thestudent being pick by the representative and follows. It is very applicable especially in recalling thelogical sequence of the story (Sabularse, Cyril, 2012). * From the classroom management, the teacher has a good strategy until it reaches theclassroom activity. There is a drill in the process, wherein the characters and events in the topic needto be memorized then repetition of same material occur for the automatic response of the students.After the activity, a didactic approach was utilized, the students search for the moral lesson that theliterary piece wants to convey through essay test give by the teacher, The strategies are aligned tothe objectives of the teacher.(Valenciano, 2012) The strategies are the following: Collaborative learning, humor in the class, team based
    • learning and games.(Luz, 2012)Describe the Assessment Tools Used: During the lesson proper, oral questioning was utilized wherein all students were standing andwhoever answered correctly on the question, she has the right to sit down. The questions were raffledand the person who will answer the questions are picked up in a lottery way. After the activity, all thestudents sat down. For the last activity, the teacher conducted the essay test which is all about thelearning for the whole year on the myth and whether the teacher provides effective learning to them.During the lesson proper, a performance based assessment was used.(Valenciano,2012). Peer review, students assess themselves and each other. The teacher’s assessment jibe to herobjectives because her major objective is to review.(Luz,2012) The assessment tool uses a box which consists of questions and the student will answer it bycalling their names. (Reyes,2012) Actually Ms. Emila really doen’t provide formal classroom discussion, what she did ia all aboutrecitation method through performance based assessment. But still it is actually perfect because all ofthe students are able to answer it correctly. (Sabularse,2012) The group two students include the following: Avila, Ernie C. Llunar, Symonette Luz, Cheska. Miña, Ma. Cresilda Olleres, Karen Rabeje, Elizabeth Reyes, Cherrie Rose J Sabularse, Cyril Senir, Bhea Sinahonon, Jennifer Valera, Jonnebell L. Valiente, Maica Valenciano, Ronnie Jr. Z.
    • REMARKS (on the STRATEGIES ASSESSMENT alignment of the OBJECTIVES objectives, strategies and assessment)After one hour review A didactic approach An essay exam was There is an alignmentthe students should be was utilized, students used, wherein students of objectives andable to: search for the moral were asked on thei strategies and lesson that literary learnings. assessment. The levela.Internalize the piece wants to convey. of objectives is more onconcepts of Ibong analysis.Adarna. There is a drill process Oral questioning was The obj. is more on in the lesson proper, used and all students knowledge level andb.Acquire correct wherein memorization were required to assessment isresponse on the is emphasized. answer the questions. appropriate.questions.c.Apply the learning This is the combination The assessment made The application levelduring the examination. of the two approaches. on this objective is was emphasized by the(Source: Valenciano, observable during the 3rd obj.Ronnie Jr. Z.) final examination.d.To review/ recall the Cooperative learning in The teacher used a The objectivesstudents knowledge which students work holistic assessment expressed the concernabout Ibong Adarna. together in small specifically peer review, of the teacher to the groups. They need to to assess the students students.e.To determine the be careful but they if there is improvementstdent’s learnings. don’t require of learnings, The teacher uses permanently formed various types off.To prepare the groups. strategies to improvestdents for their final Games enable the student learning andexam. students to solve real oral participation for the(Source: Luz, problems in safe students.Charmaine Cheska H.) environment.g.To recall and review Strategies used are Recalling method was She used good strategythe lessons. good for the students used in which students and her voice was to that have different need to memorize the low and she speaks inh.To prepare the mind behavior and enable basic concept. fluent Filipino. She isof students for the them to participate in Seating arrangement approachable to all theincoming exam. the class. was also used. students.(Reyes, Cherrie RoseJ.)i.To develop the She used good The assessment tools The alignment offamiliarization of the strategies for the are mostly in the written objectives, strategieslogical sequence of the students to learn and form. and assessment ismyth. motivate ad enjoy the quite good. Because lesson. She ask the students to her strategies usedj.To uphold those write the reactions aims to achieve thecharacters and events Sheconducted games, about the stories read objectives and thein the relationship of play..etc. and wrote an essay. assessment is very well
    • Ibong Adarna. connected to the topick.To provide additional and to the objectivepoints on the incoming which is the goal of theexam. teaching and klearning(Source: Sabularse, process. (Llunar,Cyril B.) Symonette, 2012)REFERENCECalderon, Jose F. Ed.d.Principles and Practices of Teaching, Great books Trading: Quezon City, 1998.DOCUMENTATIONMs. Emila: We will have a review this afternoon but before that I just don’t want to hear any noise.Now that you are ready, arranged your chairs with no noise.Students: Psst…refrain doing some noise…Ms. Emila: We will have a game this afternoon. (Students were very eager about the announcement of Ms. Emila)During the game session. My groupmates were very eager in observing the class.Student: Ma’am here, I know the answer.Student:Ma’am I need to sit down I’m starting to get tired standing.Student: Okay I’ll write what Ms. Emila had deserved.