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The document describes the organization and curriculum of the Diosdado P. Macapagal Elementary School. It outlines the school's administration structure, including the principal, teachers for different subjects, and other staff. It also discusses the school's curriculum approach, including the written, taught, supported, assessed, and learned curricula. Finally, it examines dimensions of curriculum design like basic concepts, articulation between grades, scope, sequence, integration and continuity.
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Fieldstudy4 150301020105-conversion-gate01
- 1. FIELD STUDY 4 Exploringthe Curriculum
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- 3. The School Planand Organizaton
- 4. School Organzation 1. Principal 2.Head Teacher 3 3. Master Teachers 4. Department Heads a.English b.Science c.Filipino d.EPP e.Makabayan g. School Paper Adviser 1 1 1 1 1 1 1 1 1
- 5. School Organzation h.Arts SchoolCoordinator i.Property Custodian j.Character Education k.Clinic Teacher l.Guidance Teacher m.Canteen Teacher n.District Sports Coordinator o.Music School Coordinator p.DPMESTA President 1 1 1 1 1 1 1 1 1
- 6. School Organzation q.SGC Coordinator r.HE School Coordinator s.GSP School Coordinator t. BSP School Coordinator u.Journalsm Department Head 5. Office Personnel 6. School Utility 7. School Guard/School Utility 1 1 1 1 1 3 3 4
- 7. School Organzation 7. Teachers a.Grade1 b.Grade 2 c.Grade 3 d.Grade 4 e.Grade 5 f.Grade 6 g.Kinder 18 16 17 15 14 14 3
- 8. School Organzation 8. SpecialTeachers a.Grade 3 b.Grade 4 c.Grade 5 d.Grade 6 2 7 6 5
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- 13. Episode 1 LOOK DEEPERINTO THE CONCEPTS, NATURE AND PURPOSES OF THE CURRICULUM
- 14. Traditional and Progressive Curriculum TraditionalCurriculum Progressive Curriculum •Lack of instructional materials •Crowded Classroom •Lack of Chairs, equipments/facilities and books •The techers don’t have enough knowledge on technologies for effective and meaningful teaching •There are some obsolete ideas •They are updated •Gives all the learner’s needs and interest •Introduces new strategies in teaching •They are now globally competetive and has a total learning experiences among the students/learners •Gives opportunities to develop a high order thinking skills •Used of modern instructional materials that are suited to the needs of the learners
- 15. Similarities of Traditionaland Progressive Curriculum • Both of them teach the students with their needs • Wants to accomplish certain goals • Gives the students a good process of learning style
- 16. Types of Curricula Nameof School Recommended Curricula Written Curricula Taught Curricula Supported Curricula Assessed Curricula Learned Curricula Hidden Curricula Diosdado P. Macapagal Elementary School
- 17. Things I Needto Do to Consider in Preparing My School’s Curriculum Strategies/ Methods to be used The support of my personnel, teachers and other staff of my institution The school’s Vision, Mission and Core Values The learner’s needs and interest Best instructional materials for teaching
- 18. Pictures of aTraditional School
- 19. Pictures of aProgressive School
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- 21. Episode 2 WHAT’S THECURRICULUM MADE OF?
- 22. DIOSDADO P. MACAPAGAL ELEMENTARYSCHOOL MISSION AND VISION
- 23. VISION We dream ofFilipinos Who passionately love their country And whose values and competencies Enable them to realize their full potential And contribute meaningfully to building the nation As a learner-centered public institution The Department of Education Continuously improves itself To better serve its stakeholders
- 24. MISSION To protect andpromote the right of every Filipino to quality, equitable, culture-based and complete Basic Education where: Students learn in a child friendly, gender-sensitive, safe and motivating environment Teachers facilitate learning and constantly nurture every learner Administrator and staff, as stewards of the institution, ensure an enability and supportive environment for effective learning to happen Family, community and other stakeholders are actively engaged and share responsibility for developing life- long learning
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- 26. Episode 3 WHAT’S NEWIN TEACHING AND LEARNING
- 27. SERIES OF ACTIONSIN THE TEACHING PROCESS PLAN IMPLEMENT EVALUATE
- 28. PLAN • LESSON PLAN •ACTION PLAN (Activites for the whole year) • PTA MEETING
- 29. IMPLEMENT • TEACHING MATERIALS(not enough) • SUPPORT OF THE PRINCIPAL • DepED MEMOS • USE OF GUIDE • PTA MEETING
- 30. EVALUATE • QUIZZES • PERIODICALEXAMS • BEHAVIORAL OBSERVATIONS • NAT (National Achievement Test) • PHIL-IRI INVENTORY (Reading Capacity)
- 31. LEARNING THEORIES BEHAVIORAL LEARNINGTHEORIES COGNITIVE LEARNING THEORIES DISCOVERY LEARNING RECEPTION LEARNING
- 32. BEHAVIORAL LEARNING THEORIES • Ithappens during group activities and P.E • Art activities
- 33. COGNITIVE LEARNING THEORIES • Activitiesand quizzes in Mathematics and Science
- 34. DISCOVERY LEARNING • EPPactivities also like planting and cooking
- 35. RECEPTION LEARNING • EPPpractical work like cooking, stitching, and cross stitch.
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- 38. Episode 4 LET’S CRAFTTHE CURRICULUM
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- 40. VERTICAL ARTICULATION Visualizes andRepresents numbers from 0-100 Count the number of objects in a given set by ones and tens Identify the number that is one more or one less from a given number Compose and decomposes a given number Regroups sets of ones into sets of tens and sets of tens into hundreds using objects
- 41. Learner- Centered Design Model teaching encourages collaboration encourages students to reflect onwhat they are learning and how they are learning it teaching motivates students by giving them some control over learning processes teaching includes explicit skill instruction. teaching engages students in the hard, messy work of learning
- 42. Episode 5 WHAT’S THEBASIC OF THE CURRICULUM
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- 44. Basic Grade 1 -Math Number and Number sense 1. Visualizing and Representing Number 2. Composing and Decomposing Number 3. Read and Writes numbers in symbols and words 4. Ordering the number sets 5. Problem solving involving Money
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- 46. Vertical Articulation GRADE 1GRADE 2 GRADE 3 1.1 Add and Subtract 2.1 Add and Subtract Decimals 3.1 Apply arithmetic operations to solve problems 1.2 Multiply and Divide 2.2 Multiply and Divide decimals 3.2 Apply Arithmetic operations to Fractions 2.3 Recognize Negative Numbers 3.3 Define Rational and Irrational Numbers 3.4 Understand Basic Rules of Exponents
- 47. Horizontal Articulation Example: English inGrade 1 can be associated with Science. Reading Stories about pollution and plant are some examples
- 48. Scope I. Earth Science:Environment and the Weather A. Lesson 1 – Tell and Describe the different kinds of weather B. Lesson 2 – Observe and Record the weather daily C. Lesson 3 – Identify what we wear and use for each kind of weather D. Lesson 4 – Observe sunrise and sunset to tell the time of the day E. Lesson 5 – Identify the ways of taking care of our environment F. Lesson 6 – Explore first hand the variety of cause and effect relationship
- 49. Sequence Alphabet Knowledge 1. Namethe letters of their own names 2. Notice the be able to name the beginning letters of their friends, family members and common things they use 3. Name the letters of the alphabet 4. Match an upper to its lower case 5. Match a letter sound to its letter form
- 50. Integration • In thebasic Education Curriculum (BEC) a cluster of subjects is assigned under MAKABAYAN. These include among others, Social Studies, Physical Education, Health and HELE. In its implementation, MAKABAYAN subjects may choose to have a common theme.
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- 53. Episode 6 TELL MEYOUR FEATURES
- 54. UTILIZATION OF PARENTS ASTHEIR SCHOOL PARTNER PTA Brigada Eskwela School Competition
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- 57. EPISODE 7 THE Wh-OF THE CURRICULUM
- 58. EFFECTIVE IMPLEMENTATION OFTHE CURRICULUM K-12 CURRICULUM COMPETENCIES AND BUDGET OF WORK LESSON PLAN SPECIFIC ACTIVITIES Strategies and Techniques in teaching LEARNER
- 59. ROLES OF THESTAKEHOLDERS IN CURRICULUM IMPLEMENTATION
- 60. CRITERIA USE BYTHE SCHOOL IN EVALUATING THE CURRICULUM • PERIODICAL TEST • DIAGNOSTIC TEST (MASTERY TEST) • QUIZZES • PHIL-IRI • CIP – CONTINUOUS IMPROVEMENT PROGRAM (Slow and Non Readers)
- 61. • ttainableA • pecificS •tudent-centeredS • nvironmental-concernedE • tandardizedS • yntactic correctnesssS • easurableM • valuativeE • orm-referenceN • ime boundT
- 62. Episode 8 WHAT’S NEWIN THE CURRICULUM
- 63. CURRICULAR INNOVATIONS K-12 CURRICULUM MOTHERTONGUE BASED INSTRUCTION TEAM TEACHING
- 64. K-12 CURRICULUM ADVANTAGES (MERITS) •Immediate work after high school w/out needing an extra TESDA certificate or passing college requirements • Students that would gone K-12 will be more mature when they enter college DISADVANTAGES (DEMERITS) • Extra two years in high school • Lack of classrooms and bloating of the curriculum • No improvement on content • Lack of teachers
- 65. Mother Tongue BasedInstruction ADVANTAGES (MERITS) • Parents will likely participate w/ the learning of the child • Expand the reach of education • Improved learning outcomes during school • Protecting and preserving local languages • Enroll and succeed in schoo; DISADVANTAGES (DEMERITS) • Painful shift in higher education • Connecting or communicating w/ the rest of the world • Getting greater opportunites
- 66. Team Teaching ADVANTAGES (MERITS) •Allow more interaction between teacher and student • Works as a team • Requires planning skilled management • Improves the quality of teaching DISADVANTAGES (DEMERITS) • Makes more demands on the time and energy • Opposition on ideas, conflict on opinions • All must willing to participate
- 67. Do we reallyneed to innovate? YES - Enhancing the basic education is urgent and critical. - International test results consistently show Filipino lagging way behind practically everybody else in the world. NO - DEPeD must first solve the lack of classrooms, furniture and equipment, qualified, teachers and error free text Books. - the drop rates will increase because extra two years.
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