Field Study ‘exploring thecurriculum’ Episode 4 “Bridging Educational Processes”Guiller Javier Reyes „kay ganda‟Mrs. Gemma BueraYour TargetAt the end of this activity, you should be able to identify educational programs thatconnect the school with the larger historical, social, cultural, and political processes.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 forcertain practices 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 ToolsFor this episode, please use the activity form provided for you below.Observation:When there is an activity all of the students participate to be stakeholder...Note: this information is based on the principal’s office:“When there is an event the stakeholders always participate in any activity”Draft: Calendar of ActivitiesAugust – Buwan ng wikaSeptember – STRAAOctober – Acquaintance and extra – curricular activitiesNovember – unfilled (maybe the curricular planners are stillworking for it maybe festivities is present)December – December 16 – 18 end of classJanuary – Fiesta GalloreFebruary – Junior and Senior Prom and completing the graduationrequirements. Your Analysis How important is involvement of all stakeholders of the school in the school’s programs and activities? They are the main component which a school must have, because if we think that there are no stakeholders, who will build up an institution? Stakeholders are the liquid substance that support and broadening the needs of everyone especially the learners. As we observed in a non – stop curricula. Activities are always planned with the cooperation of stakeholders. What specific principle of curriculum development justifies the importance of cooperation and collaboration among all stakeholders of the school? Theory of mutual relationship, is the nearest principle of stakeholders in collaborating to the school.
Reflection: „this message are for those people that who donot care much for others hindi ko talaga maunawaan yungibang tao dyan crazy sila..... by the way since I‟m astudent from the beginning I can say that my goshstakeholders is very important ingredients to form acommunity. Me as a stakeholder as a center of thecurriculum. Nothing can hinder the learners‟ interestunless contrary to the purpose of moral custom. Seriously„to ang aking reflection, based also in my experience malapit rin kasi kames a school kaya parang 2nddegree of stakeholders kame kaya proud to be there. “For those who can’t read conscience, Are worst than the illiterate people” - Guiller Kobak My thoughts regarding the stakeholders is that without them, there will be no component on how and what to do to achieve a certain goal,.. 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.
FS 4 - Episode 5 Guiller Javier ReyesYour TargetAt the end of this episode, you should be able to explain the importance of the curriculumthrough reflections from the observations made about it as used by the teacher.Your MapIn your observation, please do the following steps: 1. Revisit the school and request the teacher to show you a syllabus of a particular subject. 2. Analyze the syllabus in terms of the following: a. Topic b. Learning activities c. Assessment of learning 3. Interview a teacher on the process of preparing the syllabus, giving attention to the following: a. Challenges b. Resources needed c. Planning strategies 4. Examine the assessment tools used by critiquing whether or not it is a product – based or performance – based.I will find you traitor!... Your Tools
For 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)Subject observed: 2 - A The Topic Learning of activities Assessment of learningThe topic was equipped The teacher utilized My analysis onwith learners’ desire the “first five” those first assessment is that shequadratic equation so, five persons to answer made standardized testthere is no criticism on the problem in the to make sure of thethis part aside from the board was delirious validity and reliability,content related materials and not all can and.... she also usedwritten in the book used acquaint to the split half method toby public condition this only identify the test benefits the higher administration and test group in class. itself .. worth it for learners. My Interview Report (analysis of the Topic, Learning Activities, and Assessment used in relation to curriculum elements)Name of Teacher Interviewed: Mrs. BueraGrade/Year Level & Section of Class Handled: 2 – A, B, CSchool: Del Remedio National High SchoolInterviewer: Guiller Reyes Challenges Resources Needed Planning StrategiesMeeting the demands of So materials can be Always application ifstudents and also youth get if you will manage applicable or try sometoday is kind of a yourself in analyzing fit technique dependsdifficult to control, you the inventory of yours on your choice.join them if may do. so that you can manage timely.Your Analysis
How 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 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.
FS 4 EXPLORING THE CURRICULUM EPISODE 6 “CHECK POINTS” Guiller J.Reyes BSED, Math major Resource Teacher: Mrs.Buera Your Target At the end of this activity, you should be able to give some principlesinvolved in designing a curriculum. Your Map1. visit a school and choose a class to be observed. Then arrange with theteacher that you are going to conduct a class observation 2. take note of the different learning environment provided in the lesson planfor specific subject area. Generate information on the following: objectives,strategies, and assessment tools used.3. find out whether or not strategies are aligned with the objectives andassessment of learning. Make a matrix of information from the observationsmade.reflect on your FS experience and share thoughts, insights, and feelings in class
Your ToolsFor this episode, please use the activity form provided for you below. MY OBSERVATION REPORTDel Remedio National High SchoolYear level: 4 - ASubject observed: Advanced Algebra and TrigonometryTeacher’ Objectives:1Define the quadratic formula;2Compute for different given regarding Quadratic equation; and3Know the importance using quadratic in daily lives.Describe the Strategies: My cooperating teacher, used the creation – reactionary methodBecause she use to compute first then call name of student toresponse in a given problem so that teacher could analyze andfollow the scenario of teaching.Describe the assessment tools used:Teacher made test with 10 items and she made it 2 days before thediscussion.
Remarks Strategies (write your AssessmentObjectives (describe personal (describe (write the judgment the down the strategies on the assessment teacher’s used by objectives, method/s & learning the strategies, tool/s used)objectives) teacher) and assessmentYour Analysis Why do teachers need to align the objectives, strategies, and assessment? How should teachers align their objectives, strategies, and assessment? Suggest some strategies.REFLECTIONSWhat has been your most meaningful experience in this episode? Whatmakes it meaningful to you? How could such an experience help youbecome a better teacher?
Why shouldwe careaboutperformance?Students’learning is FS5 Learning Assessmentincreasedwhen theystruggle Strategieswithmeaningtasks in _________________________________contexts.Studentshow not Episode 4 “WORK ME ON”only whatthey know, Guiller J. Reyesbut alsohow they Del Remedio National High Schooluse andapply Mrs. Gemma Buerainformationand skills. Your TargetItdemonstrate At the end of this activity, you will be skilful in designing process – orientedd what performance assessment.studentsknow in Your Wayways thatencompass Now that you have deeply understood the principles and concepts oftheirpersonal authentic assessment, and learned lessons from teachers’ experiences inlearning using it in the classroom, you can now go through the process of designingstyles and performance assessment by walking through these steps:multipleintelligences.Studentssupport 1. Visit a class and identify performance – based activities.each other 2. Choose one performance – based activity and study itsand the processes.teacher’srole is to 3. Design a performance assessment plan for the activity youprovide have chosen.guidance 4. Develop a portfolio of your assessment plan.and 5. Reflect on your experience.facilitation.
Reminders: Be sure your assessment plan conforms to the guidelines ofYour Tools the assessmentAs you observe a class, note down your significant observation of the method youperformance – based activity in the classroom. Then, make a checklist of the are using.important things you wish to consider in your assessment planning. For your Make yourproposed plan for process – oriented assessment, it is recommended that assessment plan relevant toyou use the format that you agreed in your assessment 2 class. Please the classremember that the rubrics are part and parcel of your assessment plan. where you implement it. Observation Notes Regularly discuss withDel Remedio National High School your FSDate of Visit: August 8, 2011 teacher yourYear level: 2 - C proposedSubject Matter: Mathematics (extracting the square root) assessment. Confer with the Describe in bullets the performance – based activity you observe. classroom teacher about your plan prior Mrs. Buera delivered the lesson from simple to complex by giving to its actual simple examples before proceeding to complicated lesson. conduct. She keeps on praising the students whenever they answer the given Note your equation correctly. observations Well – modulated voice. and The students performed the given operations through analyzing in impressions on their notes. the conduct of Students execute cooperation among classmates. your They also listen attentively to the teacher while discussing and assessment. giving instructions. Confer with Students solve the problem mentally. your FS teacher andBased on your observation, make a checklist of the important things you wish the classroomto consider in your performance – based assessment plan. Please use “My teacher aboutChecklist” for this purpose. the results of your My Checklist assessment.
Observe the different methodologies and strategies used by the teachers in delivering the lesson 2 – C under Mrs. Formento and 3 – A under Mrs. Rea. Determine the disciplinary actions given by the teachers for every offenses of the students in their rules and regulations Find the weakness and strength of learners. Prepare the instructional materials. To know the techniques on how to maintain good atmosphere in the classroom to deliver the lesson more effectively.After making your process – oriented assessment plan on a separate paper using youragreed format, write down a few notes about your plan. Please use the sheet below. NOTES ON MY PROCESS – ORIENTED ASSESSMENT PLANDel Remedio National High SchoolDate of Visit: August 8, 2011Year level: 2 - CMrs. Gemma BueraWhat are the best features of my process – oriented performance assessmentdesign?The best feature of my process-oriented assessment method are breaking the iceand suitable to the interest of the learners. The problems are moderately difficultand it measures more traits integrative assessment.What specific conditions are necessary for a successful use of my process –oriented performance assessment design?They must solve it mentally without any help from existing technologies and theymust cooperate among their classmates not as an individual. They must writetheir solutions on the manila paper as their visuals in presenting their solutions.What basic points should the user of this design consider?The basic points that should be consider in this design are the learners becausethey must be given focus regarding on their abilities and another is the materialsto be used must be well planned for the success of the design.
Organize your process – oriented performance assessment plan in a show portfolio with the following suggested entries: Learning objectives General performance task Learning episodes Assessment tasks Rubrics for assessing learning PROCESS – ORIENTED PERFORMANCE ASSESSMENT PLANLearning Objectives: Determine perfect square numbers; Give examples of perfect square numbers; Give the constant to complete a perfect square trinomial; and Find the roots of the equations.General Performance Task: (the students should give their part in the group. And perform their task given bytheir leader).Learning Episodes (describe in terms of students’ specific learning tasks/activities) o I will show examples that will show them concept about the lesson o Group the class into seven
o Give them respective numbers to solve o Let them talk with their classmates o Ask one of the group to show their solution o Call one member from the group to explain their work. o Give grades corresponding on the answer and their performance. o Reflect the solutions on how they felt it when in front.Rubrics for Assessing Learning:Scoring Rubrics for computing and never rarely sometimes Usually alwayssolving the equationindicators 1. Makes eye contact on explaining the solution. 2. Decide quickly on alternate method and technique. 3. Create conducive ambiance. 4. Suggest appropriate ideas to the group. 5. Cooperate and accept the views of other. TOTALYour Analysis 1. Do you think your originally designed process – oriented performance assessment can appropriately assess the teacher’s learning objective? Why?/Why not? Maybe, and I think since this process is not yet executed, however, it is full of desirable competencies to measure the actual performance of a child. 2. Why do teachers need to give attention to the students’ process – oriented tasks? Why do they need to assess them? Process is more important because it tells us the way students perform well on creating output products. 3. In what conditions can the process – oriented performance assessment be used more appropriately?
It can assess more appropriately if the conditions are settled enough like the environment and mood of teachers. And if the interest of pupils are ready then a teacher can execute the process assessmet.Your ReflectionsWrite your personal reflection of thoughts and feelings about your personalstrategies for making your efforts successful in this part of your FS. Making this process – oriented assessment method is kind of a daring and difficult to plan and as such I did it for the concern of my profession I also reminiscence my sister, Janelle who also taught me to do this with concern as she had experienced it years ago, now I’m fully realize that it is really difficult to assess when it comes to teaching.Thoughts:My thoughts regarding the process – oriented is that isnot ordinary than that of my classmates, becauseplanning is a good step forward to accomplish such goals,objectives, even aims as well.. I already knew that Iwould accomplish this task..
Why should we careabout products? They generally represent deep understanding of FS 5 the concepts, principles, and theories. They provide evidence for the knowledge and skills that are learned in the Learning Assessment Strategies 5 instructional process. They help students account for their academic engagement. They motivate students to sustain in learning process. Episode 5 “BUILD ME UP” Name: Guiller Javier ‘ganda’ Reyes Course: BSEd, Math Major Year/Section: 4 - T Resource teacher: Mrs. Gemma Buera Your Target At the end of this activity, you will be skilful in designing product – oriented performance assessment. Your Way Now that you have developed the skills in designing process – oriented performance assessment, you can now go through the process of designing product – oriented performance assessment by journeying through. 1. Visit a class and identify product – oriented activities. 2. Choose one product – oriented activity and study its processes. 3. Design a performance assessment plan for the product – oriented activity you have chosen. 4. Develop a portfolio of your assessment plan.
Reminders: OBSERVATION NOTESBe sure yourassessment Name of school: Del Remedio National High Schoolplan conformsto the Date of Visit: July 27, 2011guidelines ofthe Grade/year level: Math IIIassessment Mrs. Gemma Bueramethod youare using.Make yourassessment Describe in bullets the product – oriented activity you observe.plan relevant Ma’am gemma announced that the student will make an illustrationto the class of different forms of Parallel shapes.where you Resource teacher made a 2 day allowanceimplement it. Students should do it individually in any medium watercolour,Regularly crayons, or pastels etc.discuss withyour FS To be illustrated in a short bond paperteacher your It was success and some illustration were the same as of othersproposed concepts.assessment. Ma’am gemma strickly assess the product through communicatingConfer with to other math teachers so there will be free – biased.the classroomteacher youplan prior to its Your Planactualconduct. My Plan would be for the students to create their own life – routineNote your chart. Example:observations routinesand 1st Qtrimpressions 2nd Qtron the conductof yourassessment From your procedures you have listed in the preceding activity form, make a final plan of your product – oriented assessment design. Please use ‚my plan‛ for this purpose.
My PlanLearning Objectives: 1. Maibahagi ang kalaman sa paggawa ng tsart; 2. Mailalarawan ang gawaing buhay sa paggamit ng tsart; 3. Mapapalagahan ang gawang pangaraw – arawGeneral Product – oriented performance task:Chart (any forms of chart) that describes their routinary life - stylesTarget skills: Decision making and applicationLearning activities (specific task):- To construct ideas regarding lifestyle check chart- Then they will propose their own ideas on how they will work on it- Allowance for 2 days- Then they will put 3 sentences of captions that explains their workAssessment task:To check by different cooperating teacher so that free from biased.Rubrics: Criteria for judging Needs Excellent good improvement 1. Has direct connection to real life styles. 2. Address to the lesson. 3. Creativity. 4. Breadth. 5. Articulation of content. Notes on my Product – oriented assessment planWhat are the best features of my product – oriented performance assessment design?Making chart that connects real life situation and integrates to mathematical forms.
What specific conditions are necessary for a successful use of my product – orientedperformance assessment design?When conditions are enough like learner’s needs and capacitiesWhat basic points should the user of this design consider?The financial status and personal relations.ANALYSIS 1. Do you think your originally designed product – oriented performance assessment can appropriately assess the teacher’s learning objective? Why?/why not? Yup, my design formulates originality and concise that measure different higher thinkings. 2. Why do teachers need to give attention to the students’ product – oriented tasks? Why do they need to assess them? Product is a very important matter that reflects a learner. 3. In what conditions can the product – oriented performance assessment be used more appropriately? It can always used every time, but only in far time interval because if students are required to pass products of different concepts and subjects then it is not suitable and more on rely on students’ effort (psychomotor) less metacognition.REFLECTIONSWhen My sister told me to do this intently formy requirements then I realize that creating
product is pump – sucking! Like this - F.S. fullof products and requirements that measuresconstructivism procedures who knows ifproducts were made FAKE by others especiallywhen surnames : starting ‘B’.Peace Concept on Focus:Equity For the students, learning becomes more meaningful if there is equity in our assessment practices. Since equity respects individual learning styles and student direction, students’ performance increases.Discuss with your FS classmate your thoughts on equity in assessment.Then write down your thoughts as well as those of your classmates.Please use the space below.‚not all preachers are in mood of helping some are just satisfyingthemselves for their own sake of interests and no sense that a teacherwill equip for the sake of his salary and reputation but he should thinkthat he is a teacher and not just compensated for needs intellectuallyand IF however he will declare himself to cooperate with EQUAL rolein his status definitely he will gain fruit of betterment in respect ofdifferent voices whether facing Pros and Cons. Since it make sense ofLiberalism, so why do?‛