Field Study 4 Episode 3

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Field Study 4:
Exploring the Curriculum

Episode 3: Let’s Craft the Curriculum

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Field Study 4 Episode 3

  1. 1. Field Study 4:Exploring the CurriculumEpisode 3: Let’s Craft the CurriculumName of FS Student: Ma. Cristina D. PanganoranCourse & Year: BSE-3 EnglishResource Teacher: Mrs. Irenea P. Dizon Signature: ________________ Date Signed: ______________Cooperating School: Holy Cross College (High School Department)Instructor: Mrs. Gloria A. SilvaDate of Submission: August 09, 2011Date Submitted: August 08, 2011
  2. 2. Resource Teacher: Mrs. Irenea P. DizonCooperating School: Holy Cross College High School DepartmentClass Observed: 3-2Date Observed: August 02, 2011 Observation Report After observing the class of Mrs. Dizon, I was able to pinpoint that that the curriculum used was inthe vertical design because the broad topic literature being learned by the students is also taught in allthe other year level but in a deeper sense as the level goes higher. From the main subject literature, thelesson on what is the difference between prose and poetry comes before the lesson about fictionalstories such as epics, myths, legends, short stories and novels. The curriculum is also learner-centered because the focus of all activities in the class revolvesaround the students. The students during the lesson are very active and it is notable that reporters areknowledgeable about their reports and are able to interact with their classmates during the reportingactivity. The teacher acts as the facilitator and gives additional information after each report. Theteacher emphasizes the importance of reporting in class and at the same time gives tips on how toimprove their performance. The lesson also has a bit of affective factors because reporting helps the students buildconfidence as early as possible to prepare them for college life. The teacher made it clear to the studentsthat her subject is at their service to be used as a training ground for the future. The teacher alsopraises her students’ efforts to be able to deliver a report that they researched themselves.----------------------------------------------------------------------------------------------------------------- Horizontal Articulation History Grammar Lesson Literature Example: Past Tense/ Vocabulary/ Science or Sentence Structure Arts or Music Appreciation
  3. 3. In the horizontal articulation, as shown in the illustration at the page previous page, grammarlessons can be taught using other subjects as content like History, Literature, Science and Music or ArtAppreciation.Example in History: The teacher can use a part of the Philippine history to be used as a part of thegrammar lesson. In 1521, Ferdinand Magellan arrived in the Philippines. He claimed the islands for Spain. Colonization began when a Spanish explorer arrived from Mexico. Miguel López de Legazpi arrived from Mexico in 1565. He formed the first European settlements in Cebu. In 1571, the Spanish established Manila as the capital of the Spanish East Indies.The students can now try to identify which is the subject and predicate. Get examples of past tense usageand even unlock vocabulary words such as colonization explorer settlements capital establishedExample in Science: Condensation is the change of the physical state of matter from gaseous phase into liquid phase. Condensation is the reverse of evaporation. Deposition is when the transition happens from the gaseous phase into the solid phase directly.Words such as of, on, from and into are good examples of prepositions.Example in Art Appreciation:Select some pictures to show the class and place them around the room, like a gallery. Using a worksheetor letting students work freely, ask them to describe the picture orally speculate what the painter was thinking or feeling or doing when s/he painted it how does the painting make them feelLet the students write a few sentences on their feelings about the paintings. 3-5 sentences will do. Task-based learning of the language is being done here.Example in Literature: Let the students read a short story and then let them retell the story in their ownwords using questions as guide for their grammar lesson. If it’s for the past tense then make sure thequestions given to the students will lead them to producing the output wanted which is the past tenseusage.
  4. 4. Vertical Articulation 1st year 2nd year 3rd year 4th year Literary types Literary genre Literary Genre Literary techniques(Philippine Literature) (Afro-Asian (British and American and Styles Literature) Literature) (World Literature) Understanding Understanding Understanding Understanding Appreciation Appreciation Appreciation AppreciationExpress one’s identity Relationship between React to the Express the belief thatand cultural heritage. man and his experiences of other people can make a environment and the cultures or actions of difference as need to protect the characters in relation highlighted in latter. to real life situations. literature and show a State the effect of a keener sense of value literary piece in one’s for what is worthwhile value system. trough exposure to literature. Indicate commitment to values and humanity. I got this chart from the PSSLC copy I obtained from one of my professors in HCC. I believe thischart is correct because as the year gets higher the understanding and appreciation becomes deeperand more meaningful rather than just memorizing the characteristics of the short story from a novel, itgives more emphasis on the environment one lives in and the other people around or the society. Itbecomes broader in a sense where students will want to try and understand the actions of other peopleby being exposed to literature. After understanding other cultures one will try to do something to makethings improve or change for the better by being committed to the values he/she learned during theencounters of the lessons in literature. It’s really heavy if you weigh in everything but this is part of the Philippine Secondary SchoolsLearning Competencies (PSSLC). This is required of the students after they graduate from 4th year highschool. They may think it’s redundant but these things need to be carved really deep in their minds andhearts for this is part of fulfilling the vision of the school of molding our students into model citizens ofour land.-----------------------------------------------------------------------------------------------------------------Analysis:1. Examine the BEC. What aspects do you want to modify? Why? I still lack experience to give any input to a curriculum made by experts, but I will try my best toconvey my ideas. Since there are still non-readers when students reach high school, then part of it mustbe because of the curriculum. If I were the one to modify, I would suggest the allotted time for thesubjects be changed and the number of topics should be lessen for the lower grades and give more focus
  5. 5. on the major subjects such as Language, Science and Mathematics. If this is done, I believe more time willbe spent on learning the 4 language arts namely, Speaking, Reading, Listening and Writing. It is also vitalto give more emphasis on basic Mathematics for mastery development to avoid wasting time withremedial classes in high school. This is really a great demand to all teachers because we can only comply with what thecurriculum requires. Producing non-readers is not acceptable and is considered a failure on the part ofthe teacher. The distribution of time for each learning area should be reconsidered because this is whatour learners need at the moment. When it comes to each subject the topics should be lessen because according to my research, theevaluation showed that An overcrowded curriculum results in students’ poor performance in Grades I-III. Students need more time in Science and Mathematics. Our students are deficient in reading ability and have not yet developed higher order thinking skills at Grade V. There is a danger of reverting back to illiteracy if the student drops out even before completingGrade VI. Teachers should all be aware of this and try to act now before it is too late. Our country ranked 39th among 58 countries in the 2010 World Competitive Yearbook (WCY), butremained the least competitive of the 13 economies in the Asia-Pacific region that were included in thestudy. This is the second time that the Philippines ended up at the bottom of the list of competitivecountries in the Asia-Pacific region. According to Edilberto de Jesus, president of the Asian Institute ofManagement (AIM), the results showed that the Philippines has improved but is still at the bottom of Asiancountries. We were once at the same level with Thailand. Now Thailand is ranked 26th or 13 places aheadof us which is really showing that we really have problems in our educational system.2. What curriculum models do you prefer? Why? I personally prefer the learner-centered design model, particularly the experience-centeredbecause I want to give activities to my students which they are comfortable with and when they areproficient with their strengths, the next step is to take them out of their comfort zone to test theirweaknesses and provide experiences for them to overcome these things. I want to give my experience as an example with F.S. 4. I was comfortable with having to do tasksin this subject with a lot of time in my hands, but suddenly I only have half of the days than what myclassmates have to finish this episode. It was August 2 when the episode was given and August 3-5 will bemy seminar in Assumption. I was nervous and sweaty hoping on that same day, August 2, I will find aresource teacher who will be willing to let me observe without prior notice. If this fails, then I can onlyobserve on Monday, the day before submission and that would be really hard. Luck was on my side and Iwas able to see a teacher who was just starting their opening prayer, I was relieved that she was evenglad that I came to observe her class. I’m thankful that I was able to get out of my comfort zone and I was
  6. 6. able to come out alive and hopefully victorious. This was really a working under pressure scenario and Ireally had to pull out all my resources including human resources such as teachers to provide my copy ofBEC, and PSSLC in English so I can better understand the Horizontal and Vertical articulation. It wasseminar by day and typing by night. Research here and there and ofcourse putting together myobservation report from Mrs. Dizon’s class activities. My point is, if I never had this experience, I wouldn’t know that I can pass this hurdle and evenpass my report ahead of schedule. I discovered something about myself that I never expected. I just wantto share this feeling with my future students. The feeling of accomplishing something and gainingexperiences for personal growth and finding out that I can do things that I never knew I could.-----------------------------------------------------------------------------------------------------------------Reflections: What do I like best in these curriculum designs? Subject-Centered Design • Easy access to resource materials • It is the most familiar design • Easy to deliver • Aims for mastery in every subject • Provides a solid foundation for the next level Learner-Centered Design • Recognizes the importance of the learner in the curriculum • Cognitive, affective and psychomotor development is emphasized • Develops interpersonal skills • Stresses the development of positive self-concept
  7. 7. Problem-Centered Design • It is a unique design • Various problems are given emphasis • Focuses on real life experiences of the learner • Aims for social betterment • Includes the common needs and concerns of the learner on a deeper level or beyond the subject------------------------------------------------------------------------------------------------------------ Why I Like All 3 Designs Just like with the methods and strategies, there is also no single best Curriculum Design becausethe designs are all needed for each characteristic of a learner to be improved. The development of a childcannot rely on only one of the designs. They all work well in combination to serve the needs of thestudents better. First, I want to state why I like the subject-centered design. This design is easy to deliver becausethe materials or the textbooks will be the guide of the teacher. This design is the most familiar toeveryone. This is also a strong foundation for the implementation of the other designs in class. It servesas the students’ background knowledge of a subject. So when other designs such as problem-centeredand learner-centered are implemented the student will easily adapt to them. Second is the problem-centered design. This is suitable for the higher level students since this isthe time when they need to start being mature people, stop daydreaming and face reality. The issues theywill be facing when they graduate and become workers will be much bigger so it’s a good time to practicein school by starting to face the problems they encounter in their life and how to solve or overcome them. Though I said in the title that I like them all, the learner-centered design is what I like the best.Teachers have it hard because they are supposed to correct mistakes but we have to be ready of theconsequences as students may take it the wrong way and stop participating. We must find ways of dealingwith errors because the path to fluency must include a lot of mistakes. The only way to make no mistakesis to say nothing and one will never learn anything that way. As much as possible I want my future students to be active. Rather than showing them that I’mthe one in the room with wisdom, I would like them to feel that they are welcome to speak their mind in myclass without the fear of embarrassment. I want my students to be confident while reciting or reporting.In any activity, my dream is for everyone to participate and learn by doing things they haven’t done beforeas a result, making them grow not by size but by heart and mind.

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