1. The document provides details of an activity for a student named John Rick D. Lucero to observe partnership and dialogue at Juan Amparo Elementary School. It includes instructions to visit the school, observe interactions, write observations, discuss with classmates and teacher, and reflect. 2. John observes student-student, student-teacher, student-staff, and teacher-teacher interactions. He notes both positive and negative interactions, such as some students being talkative while others participate well. Overall, interactions seem respectful. 3. The activity aims to help students understand the importance of partnership and dialogue in curriculum design by observing real examples in a school setting.

1. Episode 1
“THERMOMETER CHECK”
Name of FS Student: JOHN RICK D. LUCERO
Course: BEEd Year & Section: III year
Resource Teacher Signature
School: JUAN AMPARO ELEMENTARY SCHOOL
Your Target
At the end of this activity, you should be able to describe
through your reflection of how the school promotes partnership and
dialogue.
Your Map
For this process, go through following steps:
2. Observe the interaction
between and among students,
teachers, and other school
curriculum.
the school’s
relation to
goals in
mission, and
visions,
study its
school and
1. Visit a
personnel.
3. Write down your
observation and discuss
with your classmates and
FS teacher
4. Generate insights
experien
from your
on your
Reflect
observation and
ces.
discussion
5.

2. Your Tools
For this episode please use the Activity Forms provided for you
below.
My Observation Report on Interaction
(Your) Name JOHN RICK D. LUCERO Year / Course:
BEEd 3RD YEAR
School Observed: JUAN AMPARO ELEMENTARY SCHOOL
Grade Level: GRADE IV Section: A
Subject Observed: ENGLISH
Subject Observed: ENGLISH
Observations:
Student-to-Student Interaction Patterns: Interaction between the students more time
consume than their interaction to their teacher inside the classroom. Those students interact to their
seatmates that are not with the subject. More on boys are so talkative, their interact to their
classmate whether they have the teacher or none. But when the class starting they can participate to
the class. They are aggressive in answering the question of their teacher. Everyone has their own
topics but not related into the lesson.

3. Student-to-Teacher Interaction Patterns: Their interact to their teacher very kind and
obedient. They are all rising their hands, they are all want to answer the question and if the subject is
English they cannot speak any Filipino language. They are good in answering in English language;
all are participating and answering the question of their teachers.
Student-to-Non-Teaching Personal Interaction Patterns: interaction between students
and non teaching personnel good. Because they are obedient in other person inside and outside the
school. They show courteousity by means of interaction. They respect the non teaching personnel as
a teacher, and they it also called sir and ma’am despite that they are only non teaching personnel.
Their janitor also called sir started before, until now. They have an excellent interaction between non
teaching personnel from the student.
Teacher-to-Teacher Interaction Patterns: They are all respectfully by means of
interaction. Their interact tot their other teacher with the respect to each other. They have a good
interaction also inside the classroom. When the teacher has a class their other teacher called him
and talk outside the classroom, they don’t want to disturb the class and follow their ethics. They
don’t want to have some disturbance to their class for being focus.

4. Teacher-to-Student Interaction Patterns: Teacher interacts to their students also in
English language and full of patient. Teacher called all of the students before the class will end.
Teacher called it one by one to answer the question. Teacher motivates his students and easily gets
their interest. She speak respectful to their students and she always smile until she feel angry because
of the talkative students. They have the good interaction between the students and the teachers.
Enriching Activities
Create a scenario where any of the above interactions occur in
the school. Make a script of their dialogue, bearing in mind that this
partnership is built on developing a climate of respect, harmony and
My Script
cooperation. Students Interaction
Teacher to
In a meeting
T: okay let me know first who is not around
S: ma’ am Ms. Azul was absent
T; why?
S; ma’ am because she has as headache
T; okay, who else? Nothing? Only Ms. Azul is absent?
S; yes! Ma’ am
T; let proceed to our meeting. Our agenda is all about the forming
of drum and lyre corp. who can play a drum 1st?
S; ma’ am I’ m slightly know how to play a drum
T; who else?
S; ma’ am me too, I also know how play a drum
T; how about at the back? Who knows how to play a drum?
S; ma’ am I want to play a drum but I can’ t know how to play it
T; we will teach you how to play it. In girls who know how to play a
xylophone?
S; ma’ am I already know it ma’ am.
S” ; ma’ am me too have some song that I’ ve already played in
xylophone.
T; no one else? We have 3 boys and 3 girls that already know how to
play our instruments. But where do we get our instruments?
S; ma’ am I suggest that maybe we need to solicited it by the election
candidates.
T; good idea Mr. right, any other suggestions?
S; I suggest that we buy our own musical instruments.
T; do you agree to that? We must have a voting to what are in the
majority. Any reactions, suggestions? At the back?

5. Your Analysis
Why is a classroom a miniature of a greater society?
The teacher or professor plays the role of the leader/monarch,
while the students are the citizens. The citizens are supposed to
follow the rules and laws of the society (class) that the leaders
(teachers) set.
In every classroom, there are different kinds of people: Those
who work hard, those who play hard, those who do both, those
who do neither. In society, you also get these kinds of people.
There will also probably be little cliques, in this case,
representative of small groups in society.
Then there are the high class, those who fly past everything
without hitches, the middle class who get by, and the lower

6. class who are really struggling to keep up with the coursework.
The teacher may offer remedial sessions, which can be
compared to any welfare packages that the government
decides to hand out.
What are found in the classrooms that are similar to what can be observed in
society?
Almost any human interaction that can be found in society will
be seen, to some extent, in a classroom.
There will almost always be a more assertive student, much like
the bullying boss who we all can't stand.
There will also almost always be those who think that they know
more than anyone else (whether they do or not), much like the
coworkers that you will find in any business.
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

7. Discuss with your FS classmates your through on Cooperation and
Partnership in Curriculum Design. Then write down your thoughts as
well as those of your classmates. Please use the space below.
Episode 2
For this episode, please use the activity form provided for you
below.
My Observation Report

8. Name: JOHN RICK D. LUCERO Year & Course:__Third
Year -BEED
School Observed: Juan A. Amparo Elementary School, Sta. Elena,
Cam. Norte
Grade level: Grade IV Section: A
Subject observed:JUAN A. AMPARO ELEMENTARY SCHOOL
(Described how the teacher communicates the lesson and how
the learners are responding to the teacher. Take note of the
manner the teachers accept or rejects the responses of the
learners. You may presents your observations though directs
quotes from the teachers and learners in dialogue)
Your analysis:

9. How important are dialogue and substantive conversation in the classroom
in terms of students learning?
Theoretically, they're very important because they enable the
teacher to see if the students are capable of analyzing and
synthesizing material. The reality of the situation (that I've
learned over 25 years of secondary classroom experience) is
that it can become a vehicle for students to avoid more class
work. High school students love to discuss. We discuss
literature and museum, but I have to know when it's time to stop
the conversation and move on. Many students just want to be
heard, so kids will start repeating what someone else has said
just so they can get class participation recognition. They realize
that if they don't keep the conversation going, we might actually
(can you imagine this!) get back to doing some work! One of the
downsides is that some kids will use this time to take a mental
vacation. While everyone else is contributing to the dialogue,
someone will shut down. You could try all you want to draw the
student into the conversation, but if he's unwilling it becomes a
distraction and ruins the flow of the dialogue. Yes, dialogue is
important, but the teacher has to control the amount of time
dedicated to it so that it doesn't turn into an escape.
What learning benefits could teachers and students draw from intentional
classroom dialogue?
They can find out how other people live and how education is
handled in that country. They can learn about other cultures and
how the culture itself is related to educational methodologies.
Teachers can learn new techniques and may also benefit by
getting an idea about students in their own classes that come
from that culture.
New ideas always come about through dialogue with other
people, other cultures, and other nations.

10. Discuss with your FS classmates your thoughts on dialogue in curriculum
Design. Then write down your thoughts as well as those of your
classmates.
EPISODE 3
For this episode, please use the activity form provided for you below.
My observation Report
Name: JOHN RICK D. LUCERO Date:________________________
School: JUAN A. AMPARO ELEMENTARY SCHOOL Subject:ENGLISH
Observed:_____________
The Learning School Matter/s Library and/or
Environment Covered Internet Resources

11. Your Analysis:
What should teachers know about curriculum design?
Knowing about curriculum design and different learning styles
empowers you to develop and adapt lessons to meet the needs
of the learners to better serve the community.
In my teaching experience in the US and abroad (mostly in the
Pacific/Asian area), I have encountered many teachers who
follow prepared texts and lesson plans with an almost blind
disregard for the students and the real world needs of the local
community. As a result, many students graduate with high
marks but very low ability to function in society.
Going across cultures, it seems than some countries
"modernize" their education system without regard to the culture
embedded in the educational methods they adopt. This has led
to some notable misfits and disjoints that make things even
more difficult due to the cultural conflicts that result.
Curriculum design, like computer programming, is something
teachers should know about (be aware of) but not everyone
HAS to do it. It should be done by those who are effective at
doing it. But every teacher should know about it so they can

12. recognize problems and be able to converse about curriculum
design. In this way, they can at least convey vital information to
curriculum designers and contribute to improving the system
rather than to be a passive "victim" of an ineffective educational
system.v
What do most principles and theories of curriculum development have in
common? How is this commonality expressed or spelled out in the curriculum
of the class you have observed? Curriculum as process
We have seen that the curriculum as product model is heavily dependent on the setting of
behavioural objectives. The curriculum, essentially, is a set of documents for implementation.
Another way of looking at curriculum theory and practice is via process. In this sense curriculum is
not a physical thing, but rather the interaction of teachers, students and knowledge. In other words,
curriculum is what actually happens in the classroom and what people do to prepare and evaluate.
What we have in this model is a number of elements in constant interaction. It is an active process
and links with the practical form of reasoning set out by Aristotle.
EPISODE 4
My Observation Report
Name: JOHN RCIK D. LUCERO Date of observationFEB.16 2010
School: JUAN A. AMPARO ELEM.SCHL. Subject observed ENGLISH
Calendar of activities:
Activities Date Participants Mechanics

13. Action Race FEB. 16 GRADE IV
Your analysis:
How important is involvement of all stakeholders of the school in
the school program and activities.
I am not sure it is really important to involve ALL stakeholders in
school's program, if you mean school curricula. If they are not
specialized in some areas, they can do many errors.
But it seems to involve stakeholders in school activities is very
important. They are interested in schools life, and to be only
"observers" - does make no since.
What specific principle of curriculum development justifies the
importance of cooperation and collaboration among all stakeholders of the
school?
Episode 5
My analysis report

14. (Analysis of the topic, Learning activities, and assessment used in relation to
curriculum element.)
Name:____________________________ Date Observation:_______________________
School:___________________________ Subject observed:________________________
The topic Learning activities Assessment of learning
My interview Report:
Name on teacher interviewed:_______________________________________________
Grade/level and Section of class handled______________________________________
School:__________________________________________________________________
Date of interviewed _____________________________ Interviewer:_______________

15. challenges Resource Needed Planning strategies
Your analysis:
How important is it for teachers and curriculum planners to anchor their
curricular plans to specific theories and principles of curriculum development?
Aside from the teachers, who else should be involved in the curriculum planning?
Expound your answer.
A curriculum outlines the big ideas, not the methods (that's in
reference to another poster).
The curriculum comes from the state department. It tells the
teachers what is to be taught at any grade level and subject
area. No one else should be involved. Teachers teach what their
responsibility to teach is legally.
Methods, on the other hand . . . how that curriculum is
presented to the students . . . many people need input into that:
district board personnel, principals, teachers, teachers'

16. assistants, parents, students, etc. Whatever is deemed to be
best practice should be practiced for the good of the students.
Episode 6
My observation report
My Observation Report
Name: JOHN RICK D. LUCERO Year & Course:__Third
Year -BEED
School Observed: Juan A. Amparo Elementary School, Sta. Elena,
Cam. Norte
Grade level: Grade IV Section: A
Subject observed: JUAN A AMPARO ELEMENTARY SCHOOL
Observation:_______________________________________________________
Teacher’s objective (write down the teachers learning objectives)
Described the strategies: Described the strategies used by the teachers)
Described the assessment tools used :( described the assessments methods/tools
used)

17. Remarks (write your personal judgment on the alignment of the objectives,
strategies and assessment)
Your analysis:
Why do the teachers need to align the objectives, strategies and
alignment?
How should teachers align their objectives, strategies and alignment?
YOUR REFLECTIONS

18. What has been your most meaningful experiences in this episode? What makes
it meaningful to you? How could such an experience help you become a better
teacher?
I learned to be a good and very patient teacher. I appreciated that noblest is a very
noblest profession