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2 FIELD STUDY 4 
FS 4 
In formal education, 
a curriculum (/kəˈrɪkjʉləm 
/; 
plural: curricula /kəˈrɪkjʉlə 
/ or curriculums) is the 
planned interac tion of pupils 
with ins truc tional content, 
materials , resources , and 
proces ses for evaluating the 
attainment of educational 
objec tives . 
O ther definitions combine 
various elements to 
des c ribe curriculum as 
follows : 
 A ll the learning which 
is planned and guided 
by the s chool, whether 
it is carried on in 
groups or individually, 
ins ide or outs ide the 
s chool. (John Kerr) 
 O utlines the skills , 
performances , 
attitudes , and values 
pupils are expec ted to 
learn from s chooling. 
I t inc ludes s tatements 
of des ired pupil 
outcomes, des criptions 
of materials , and the 
planned sequence that 
will be used to help 
pupils attain the 
outcomes . 
 T he total learning 
experience provided 
by a s chool. I t 
inc ludes the content of 
courses (the syllabus), 
the methods employed 
(s trategies), and other 
aspec ts , like norms 
and values , which 
relate to the way the 
s chool is organized. 
 T he aggregate of 
courses of s tudy given 
in a learning 
environment. T he 
courses are arranged 
in a sequence to make 
learning a subjec t 
eas ier. In s chools , a 
curriculum spans 
several grades . 
 C urriculum can refer 
to the entire program 
provided by a 
c las s room, s chool, 
dis tric t, s tate, or 
country. A c las s room 
is as s igned sections of 
the curriculum as 
defined by the s chool. 
FIELD STUDY 
Exploring the Curriculum 
Episode 1 
LOOK DEEPER INTO THE CONCEPTS, NATURE 
AND PURPOSES OF THE CURRICULUM 
Name of FS Student__James Robert Pebida Villacorteza______________________ 
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ 
Resource Teacher ___________________ Signature ________ Date ____________ 
Cooperating School _______Bayawan City East Central School_________________
FIELD STUDY 4 3
4 FIELD STUDY 4
1. Accomplish the H Chart. Interview an administrator or a faculty member. Get their ideas/views of the 
curriculum. Write the differences on both sides and the similarities at the center and then write your personal 
insights. 
 Teacher Students interaction 
 Both have ways of measuring 
and evaluating learning 
 Both include assignment 
 Both aim for students to learn 
Similarit ies 
FIELD STUDY 4 5 
Tradit ional 
Curriculum 
Teacher Dominant __ 
More on memorization for _ 
mastery__________________ 
Paper and pencil Test _ 
Skilled-focused _ 
Rules are teacher structured _ 
Focused on the learning___ _ 
Outcomes________ _ 
Focused on defining and recall_ 
of information________ _____ 
More on individual work __ 
A lot of effort from teacher _ 
with giving information (spoon 
feeding)__________________ 
Progressive 
Curriculum 
Student Centered __ 
More on reasoning and open- _ 
ended questions_________ ___ 
Performance Test _ 
Rules are both student and _ 
teachers _ 
Rules are teacher structured _ 
Focused on the process of the _ 
learning outcomes___ _ 
Less teacher talking time _ 
Focused on the application of__ 
the acquired information____ _ 
Task focused _ 
Students’ self evaluation _ 
Public criteria (rubrics) _ 
More on group activities _ 
More on reflection _ 
My Personal Insight s: 
There are a lot of differences when it comes to traditional and progressive curriculum. 
Away to distinguish this type of curriculum in the traditional in teaching a particular lesson like in TLE in 
food technology by teaching or giving only and information about that particular lesson, while in 
progressive instead of teacher will do the work for example in preserving salted egg but the teacher will 
allow the students do the practicum in order that the students will learn more because the activity is done 
by them. Traditional curriculum is really far if we compared this to progressive curriculum. In progressive 
curriculum, there is a quality of education – the teachers are competitive and ready to compete to our 
globally competitive world. 
The students in progressive curriculum, and eager to learn unlike in traditional curriculum.
Name of School / 
College / University 
6 FIELD STUDY 4 
Recommended 
Curricula Written Curricula Taught Curricula 
Supported 
Curricula Assessed Curricula Learned Curricula Hidden Curricula 
1. Negros Oriental 
State University 
2. Guisocon 
Elementary School 
3. Nangka Elementary 
School 
4. 
5. 
6. 
7. 
8. 
2. Find on what curriculum is being used in the schools/colleges/universities near your place. Check the 
corresponding column. 
My Personal Insights: 
The different types of curricula for me should that curriculum has its own 
diversity. I find it challenging to exactly know what type of curriculum a certain 
school is using. The hidden curriculum is quite intriguing for me because this type 
of curriculum is not deliberately planned but may modify behavior or influence 
learning outcomes. Honestly, I find it difficult for me to determine whether the 
curriculum operating in schools is either recommended, written, taught, 
supported, assessed, learned and hidden curriculum.
FIELD STUDY 4 7 
If you are to design a curriculum for your own school, what are the things you need 
to consider? Accomplish the graphic organizer below. 
Strategies/ Methods to 
be used 
Things I Need to 
Do to Consider in 
Preparing My 
School’s 
Curriculum 
The learner’s needs 
and interest 
The support of 
teacher, staff and 
other School personas. 
Ideology of Nation 
The School’s Vision, 
Mission, Goals, 
Objective and 
Corporate Values 
1. Why do we need to consider the traditional and progressive of view of curriculum? 
We need to consider the traditional and progressive points of view of curriculum 
because in a classroom, a diverse student could be found. As future teachers, we must see 
to it that whatever we are teaching, is suits the needs and learning capabilities of the 
learners. We need to utilize and organize various teaching methodologies so that our 
learners may learn better. Aside from that a wide understanding on what these two views 
of the curriculum is all about giving information on what view is beneficial.
8 FIELD STUDY 4 
2. How do the different educational philosophies relate to the curriculum in the schools 
you visited? Cite examples / situations. 
The different Educational philosophies relate to the curriculum in the schools 
I’ve visited by providing curriculum creator with framework for planning, 
implementing and evaluating curriculum in schools. Ex. Cooperative learning and 
curriculum that emphases on group activities and learner centered is based on 
progressivism. 
3. Why is there a need to revise the curriculum from time to time? 
I firmly believe that there’s a need to revise the curriculum from time to time in 
order to suit to the demands of the present generation. we have to accept or adapt 
the different changes in our curriculum rather still remain on the same curriculum. 
To make more advantageous curriculum we will take. Upgrading the standard of our 
teaching area might be the past is not so effective compared to the new one. 
The society that we are in can be described as ever dynamic. It is a source of so many drastic 
changes that are very difficult to cope with and to adjust to. In relation to this, school curricula should 
address diversity, explosion of knowledge, school reforms and education for all. 
The relationship of curriculum and society is natural and encompassing. Therefore, the curricula 
should refuel and preserve the culture of society and its aspirations. 
Pictures of a Traditional School
FIELD STUDY 4 9 
Pictures of a Progressive School
10 FIELD STUDY 4 
4 
FS 
Exploring the Curriculum 
FIELD STUDY 
Episode 2 
WHAT’S THE CURRICULUM MADE OF? 
Name of FS Student__James Robert Pebida Villacorteza______________________ 
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ 
Resource Teacher ___________________ Signature ________ Date ____________ 
Cooperating School _______Bayawan City East Central School_________________
FIELD STUDY 4 11 
At the end of this activity, I should be able to identify the components 
of the curriculum and curricular approaches.
12 FIELD STUDY 4
FIELD STUDY 4 13 
For this Episode, visit a school / university or get a copy of the school brochure. Copy the 
school / university’s vision, mission and goals on this page. 
VISION 
We dream of Filipino who passionately love their country and whose 
values and competencies 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 
MISSION 
To protect and promote the right of every Filipino to equality, equi table, culture - 
base complete bas ic education where: 
 Students learn in a child-friendly, gender-sensitive, safe and motivating environment. 
 Teacher s faci li tate learning and cons tan tly nur ture every learner . 
 Administrators and staff, as stewards of the institution, ensure an enabling and 
suppor tive envi ronment learning to happen. 
 Family communi ty and other s takeholder s are relatively engage and share 
respons ibi li ty for developing li fe- long learner s .
FIELD STUDY 4 15 
1. How important is the school’s vision, mission, and goals in designing the curriculum? 
The school’s mission is comparable to constitution which is the way in which someone or 
something is composed and it sets the tone for everything else. It helps in guiding of how the 
school will be run. 
3. What methods and strategies were employed be the school community to realize these goals? 
The methods and strategies employed by the school community to realize these goals were 
they oriented the students to the schools vision, mission, so that students will be guided on the 
aims of the school. Aside from that the school community ads as a role models to the students. 
They must first internalize in the relevance of the schools vision, mission to the curriculum. 
2. How did the students manifest that they have internalized their vision, mssioin and goals? 
The students manifest that they have internalized their vision, mission and goals by being 
able to show in their minds and hears what they have learned. It’s not enough that they were 
bable to memorize their vision and mission but rather it must also be depicted in their actions.
The first component of the curriculum is the learning goals and objectives 
which are based on school’s mission, vision and goals which are based schools 
larger vision and mission but of course this school’s vision and mission is also 
aligned on the goals of education as stated on the Philippine Constitution. 
Just like in our lesson plan our vision and mission serves as our guiding 
stars for it allows us to decide what to be included in our curriculum and what is 
to be omitted, it is also important that students must be aware of the schools 
vision and mission so that they can internalized it and for them to set their 
personal objectives. 
When I was still in High school I wasn’t even of my alma matter vision and 
mission and I didn’t even know the importance of these goals but now that I am 
a future teacher and maybe a future curriculum maker someday I’ve realized the 
importance of the school goals. I’ve also learned that the school objectives 
should also reflect the needs and specialization of the whole educational 
community. At the same time, the school goals should be supported with quality 
educational experiences and learning content. And finally there should be an 
evaluation to know whether our aim which is to develop a well balanced individual 
is attained or not. 
16 FIELD STUDY 4
FIELD STUDY 4 17 
Paste the school’s brochure on this page.
Proof / Activities / Ways to help the students internalize their school’s vision, 
18 FIELD STUDY 4 
mission and goals.
FIELD STUDY 4 19 
Put a sample of any of the following on this page. 
 Academic budget 
 Scope and sequence chart 
 Teaching guide 
 Course guide
F S 4 
Today 's schools f ace 
enormous challenges. In 
response to an increasingly 
complex society and a rapidly 
changing technology -based 
economy , schools are being 
asked to educate the most 
div erse student body in our 
history to higher academic 
standards than ev er bef ore. This 
task is one that cannot be 
"teacher-proof ed" through 
management sy stems, testing 
mandates, or curriculum 
packages. 
Acquiring this 
sophisticated knowledge and 
dev eloping a practice that is 
dif f erent f rom what teachers 
themselv es experienced as 
students requires learning 
opportunities f or teachers that 
are more powerf ul than simply 
reading and talking about new 
pedagogical ideas. (Ball and 
Cohen, in press.) Teachers learn 
best by study ing, doing, and 
ref lecting; by collaborating with 
other teachers; by looking 
closely at students and their 
work; and by sharing what they 
see. This kind of learning cannot 
occur in college classrooms 
div orced f rom practice or in 
school classrooms div orced f rom 
knowledge about how to 
interpret practice. 
Growing ev idence 
suggests that this kind of 
prof essional dev elopment not 
only makes teachers f eel better 
about their practice, but it also 
reaps learning gains f or 
students, especially in the kinds 
of more challenging learning that 
new standards demand. 
(Darling-Hammond, 1997; NFIE, 
1996.) Creating a prof ession of 
teaching in which teachers hav e 
the opportunity f or continual 
learning is the likeliest way to 
inspire greater achievement f or 
children, especially those f or 
whom education is the only 
pathway to surv iv al and success. 
FIELD STUDY 
Exploring the Curriculum 
Episode 3 
WHAT’S NEW IN TEACHING AND LEARNING? 
Name of FS Student__James Robert Pebida Villacorteza______________________ 
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ 
Resource Teacher ___________________ Signature ________ Date ____________ 
Cooperating School _______Bayawan City East Central School_________________ 
At the end of this activity, I should be able to identify the teaching and 
learning process in curriculum. 
20 FIELD STUDY 4
FIELD STUDY 4 21
For this Episode, I will use the activity form given below. 
PLAN 
The needs of the learners. 
The achievable goals and objectives to meet the needs. 
The selectin of the content to be taught. 
The motivation to carry out the gaol. 
The strategies and the evaluation process to meet/measure the learning 
outcome. 
22 FIELD STUDY 4
Requires the teacher to implement what has been planned. The different 
activities should be put into actions in order to achive the objectives 
A match of the o bjective s with th e learn ing outc omes will be mad. This should 
be determined so that the type of evaluation should be choosen to fit the 
pupose. The evaluation and implementation have been successfully 
FIELD STUDY 4 23 
through the subject matter. 
achieved. 
Observe a class, record the situations where these behavioral learning theories 
IMPLEMENT 
EVALUATE 
are applied in real classroom work. 
Behavioral Learning Theories – emphasize 
observable behavior such as new skills, 
knowledge or attitudes which can be 
demonstrated. 
When the teacher gives activity such as research work, experimentations, 
demonstraton of a certain things and the like. This will help the teacher to 
examine the learner’s behavior for the certain activity. 
Cognitive Learning Theories – unobservable 
mental processes are used to learn and 
remember new information or acquire skills. 
Cognitive learning Theory is seen during recitation, quizzes, exams, 
projects, etc. wherein, the teacher could be able to measure the
Behaviorism is an 
approach 
to psychology based on the 
proposition that behavior can 
be researched scientifically 
without recourse to inner 
mental states. It is a form of 
materialism, denying any 
independent significance for 
mind. 
The behaviorist 
school of thought ran 
concurrent with the 
psychoanalysis movement in 
psychology in the 20th 
century. Its main influences 
were Ivan Pavlov, who 
investigated classical 
conditioning, John B. Watson 
(1878-1958) who rejected 
introspective methods and 
sought to restrict psychology 
to experimental laboratory 
methods. B.F. Skinner, 
sought to give ethical 
grounding to behaviorism, 
relating it to pragmatism. 
Discovery 
learning is a technique 
of inquiry-based 
instruction and is considered 
a constructivist based 
approach to education. It is 
supported by the work of 
learning theorists and 
psychologists Jean 
24 FIELD STUDY 4 
Discovery Learning – individual learns from 
his discovery of the environment. 
Discovery learning can be seen during the 
experimentation, thesis, research and the like. Wherein the 
students are able to explore and could get ideas out of what 
they saw in their surroundings or in their environment. 
Reception Learning – learners are actively 
involved in their on learning. 
Learners are actively involved in their learning. We 
should say that it will be seen during performances like drama, 
role plays, poem, reciting, singing, etc. the learners are actively 
participating and learn a lot through socializing with other 
mates. If activities are on their needs or their capacity to do 
such thing and if it is based on their skills and abilities.
FIELD STUDY 4 25 
1. Explain why teaching and learning give life and meaning to the curriculum. 
Well, the curriculum is just a set of broad guidelines, a blueprint of sorts, an Intention, a direction . This has to be 
Implemented, Operationalized, converted into Action, Interpreted, .... It is done by the teacher through her year & lesson pl ans & then 
operationalized 'in the field' with her students. The broad goals are interpreted into Achievable objectives & put into action. Feedback 
from students & the dynamics of & within the classroom, help the teacher to modify/tweak the curriculum or convey suggestions to 
the theoreticians or planners. Thus curriculum building is a continuous, ongoing process.However, a curriculum is a dead plan if it is 
not put into practice. And each teacher, while largely following & working within the parameters set by the cu rriculum, modifies, 
changes, adapts, uses, objectifies the details as per the demands, dynamics, demographics of her class. These little customiz ations are 
what make the curriculum come alive, & help achieve/attain the goals & objectives set therein. Hence, while the broad direction & 
parameters are set by the curriculum, the Individuals [teachers & learners] interpret it in their own way & go about achievin g the 
goals in their own way, factoring in the resources, time, labour involved, etc. ; how to make e ach topic more interesting, interactive, 
relevant, usable, .... 
2. Discuss why the deluge of information poses a great challenge to both 
teaching and learning. 
Because you can't learn everything, yet in order to choose what to learn, much material must be evaluated in a 
fairly shallow manner. Now both teachers and students have to teach and learn already in primary and secondary education how to 
critically evaluate and compare online sources, instead of waiting to teach and learn those skills until after high school. 
I LIKE TE ACHNG B E CAUS E… 
… it is one of the many ways of imparting knowledge of the previous mind of 
individual. It means molding their hearts, minds and hands for them to become a 
good citizen and a good manipulating for in and efficient teacher, you could touch 
your students lives. You will be an inspiration and they will never forget you for the 
rest of their lives.
26 FIELD STUDY 4 
Make a collage of pictures of the teaching process.
FIELD STUDY 4 27 
28 FIELD STUDY 4 
Make a collage of pictures of the learning process.
4 
FIELD STUDY 4 29 
FS 
FIELD STUDY 
Episode 4 
At the end of this activity, I should be able to differentiate the different 
curriculum design models. 
Exploring the Curriculum 
LET’S CRAFT THE CURRICULUM 
Name of FS Student__James Robert Pebida Villacorteza______________________ 
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ 
Resource Teacher ___________________ Signature ________ Date ____________ 
Cooperating School _______Bayawan City East Central School_________________
30 FIELD STUDY 4
FIELD STUDY 4 31 
A curriculum can be either horizontally or vertically. Write samples of 
them on the illustrations. 
After observing 
the class of Mrs. 
Dizon, I was able 
to pinpoint that 
that the 
curriculum used 
was in the 
vertical design 
because the 
broad topic
32 FIELD STUDY 4 
Vertical Articulation 
1st year Grammar: Use indirect discourse to 
report request to commands and advice. 
Activities: 
 Divide the class into small groups and 
have them give the advice, commands 
or requests they would give or make in 
these situation (direct discourse). The 
other groups are to give in reported 
speech what was said. 
 Transformation drill on direct and 
indirect discourse (Imperatives: 
requests, commands, advice) in problem 
situations. 
1. Examine the Basic Education Curriculum. 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 to convey my ideas. Since there are still non-readers 
when students reach high school, then part of it must be because of the curriculum. If I were the one to modify, I would sugg est the allotted time for the 
subjects be changed and the number of topics should be lessen for the lower grades and give more focus on the major subjects such as Language, Science and 
Mathematics. If this is done, I believe more time will be spent on learning the 4 language arts namely, Speaking, Reading, Listening and Writing. It is also vital 
to give more emphasis on basic Mathematics for mastery development to avoid wasting time with remedial classes in high school . 
This is really a great demand to all teachers because we can only comply with what the curriculum requires. Produci ng non-readers is not 
acceptable and is considered a failure on the part of the teacher. The distribution of time for each learning area should be reconsidered because this is what 
our learners need at the moment. 
When it comes to each subject the topics should be lessen because according to my research, the evaluation 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 completing Grade VI. Teachers should a ll 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), but remained the least competitive o f the 13 
economies in the Asia-Pacific region that were included in the study. This is the second time that the Philippines ende d up at the bottom of the list of 
competitive countries in the Asia-Pacific region. According to Edilberto de Jesus, president of the Asian Institute of Management (AIM), the results showed that
I personally prefer the learner-centered design model, particularly the experience-centered because I want to give activities to my students which 
they are comfortable with and when they are proficient with their strengths, the next step is to take th em out of their comfort zone to test their weaknesses 
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 tasks in this subject with a lot of time in my hands, 
but suddenly I only have half of the days than what my classmates have to finish this episode. It was August 2 when the episode was given and August 3-5 
will be my seminar in Assumption. I was nervous and sweaty hoping on that same day, August 2, I will find a resource teacher who will be willing to let me 
observe without prior notice. If this fails, then I can only observe on Monday, the day before submission and that would be r eally hard. Luck was on my side 
and I was able to see a teacher who was j ust starting their opening prayer, I was relieved that she was even glad that I came to observe her class. I’m 
thankful that I was able to get out of my comfort zone and I was able to come out alive and hopefully victorious. This was re ally a working under pressure 
scenario and I really had to pull out all my resources including human resources such as teachers to provide my copy of BEC, and PSSLC in English so I can 
better understand the Horizontal and Vertical articulation. It was seminar by day and typing by night. Research here and there and ofcourse putting together 
my observation 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 even pass my report ahead of sch edule. I discovered 
something about myself that I never expected. I just want to share this feeling with my future students. The feeling of accomplishing something and gaining 
experiences for personal growth and finding out that I can do things that I never knew I could. 
FIELD STUDY 4 33 
2. What curriculum models do you prefer? Why? 
What do I like best in these 
Subject-Centered 
Design Model 
Problem-Centered 
Design Model 
• 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 
• 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
34 FIELD STUDY 4 
Learner-Centered Design Model 
• 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 
Make an illustration of any of the three curriculum design models. Be 
sure to incorporate the salient features of the design. 
Why I Like All 3 Designs 
Just like with the methods and strategies, there is also no single best 
Curriculum Design because the designs are all needed for each characteristic 
of a learner to be improved. The development of a child cannot rely on only 
one of the designs. They all work well in combinat ion to serve the needs of 
the students better. 
First, I want to state why I like the subject -centered design. This 
design is easy to deliver because the materials or the textbooks will be the 
guide of the teacher. This design is the most familiar to everyone. This is also 
a strong foundation for the implementation of the other designs in class. It 
serves as the students’ bac kground knowledge of a subjec t. So when other 
designs such as problem-centered and 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 is the time when they need to start being mature 
people, stop daydreaming and face reality. The issues they will be facing when 
they graduate and bec ome workers will be muc h bigger so it’s a good time to 
practice in 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 the consequences as 
students may take it the wrong way and stop participating. We must find 
ways of dealing with errors because the path to fluency must include a lot 
of mistakes. The only way to make no mistakes is to say nothing and one
4 
FIELD STUDY 4 35 
FS 
FIELD STUDY 
WHAT’S THE BASIC OF THE CURRICULUM? 
Name of FS Student__James Robert Pebida Villacorteza______________________ 
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ 
Resource Teacher ___________________ Signature ________ Date ____________ 
Cooperating School _______Bayawan City East Central School_________________ 
At the end of this episode, I should be able to cite the dimensions of 
curriculum design. 
Exploring the Curriculum 
Episode 5
36 FIELD STUDY 4
FIELD STUDY 4 37 
38 FIELD STUDY 4
FIELD STUDY 4 39 
Borrow a curriculum from the school near your place. Accomplish the 
Equiptable assignment of content, time, experiences and other elements. 
Write the contents in one (1) subject are for the first grading period. 
Earth Science is one year introductory course for basic earth science, offers three times 
a weak to first year high school students science high schools. 
GRADE 1 GRADE 2 GRADE 3 
1.1 Add and Subtract 
integers 
2.1 Add and Subtract 
Decimals 
3.1 Apply arithmetic 
operations to solve 
problems 
1.2 Multiply and Divide 
Integers 
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 
samples to show the dimensions of curriculum design. 
BASIC 
ARTICULATION 
VERTICAL ARTICULATION 
Write a sample of content of one (1) topic in a subject are from level to 
level or grade to grade. 
First Grading Period 
INTRODUCTION 
A. Branches of Earth Science 
B. Realms of the Earth. 
I. Meteorology 
1. Elements of Weaher 
2. Earth’s Atmosphere 
3. Biogeochemical Cycle 
4. Weather conditions in the Philippines
40 FIELD STUDY 4 
HORIZONTAL ARTICULATION 
Association happens among or between elements that happens at the 
same time. 
Example: 
Social Studies in grade six is related to science in grade six 
SCOPE 
The contents, topics, learning experience and 
organizing threads of an educational plan. 
Write sample topics in a subject area. 
1. General Subject: History of Western Music 
2. Module 1 Curriculum : Concepts, nature and purposes 
SEQUENCE 
Specific Topic: Renaissance musical instruments 
Lesson 1. Concepts, Nature and purposes of curriculum 
Lesson 2. Elements/Components of Curriculum 
Lesson3. Teaching learning process and curriculum development 
Content and experiences are arranged in a 
hierarchical order. 
Write a topic arranged from simple to complex.
FIELD STUDY 4 41 
I. Knowledge 
Main Lesson: Bloom’s Taxonomy 
a. definition 
b. sample verds 
c. sample behaviors 
II. Comprehension 
a. definition 
b. sample verds 
c. sample behaviors 
III. Application 
a. definition 
b. sample verds 
c. sample behaviors 
I NTEGRATION 
IV. Analysis 
a. definition 
b. sample verds 
c. sample behaviors 
V. Synthesis 
a. definition 
b. sample verds 
c. sample behaviors 
VI. Evalaution 
a. definition 
b. sample verds 
c. sample behaviors 
Everything is integrated and interconnected. 
In the basic 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. 
CONTINUITY 
Vertical repetition and recurring approaches of 
the content provide continuity. 
Examples of topics in a subject area where content is organized in a spiral 
fashion increasing in a breath and depth. 
When grade I lesson in living things is repeated in the next grade 
level with higher complexity, a construction should be made. In high school, 
the same content heading as living things is included but linked to the 
content taken in the elementary level.
42 FIELD STUDY 4 
1. Why is there a need to articulate the lessons from grade school to high school? 
There is a need to articulate the lessons from grade school to high school because 
this can provide for a continuous flow of knowledge. There must be consistency and fluency 
during this period of transition.____________________________________________________________ 
In addition to that, educators must be sure to provde the conceptual base and 
experiences needed so that students will be able to understand new and more difficult 
concepts. Research also has verified the importance of building on students prior knowledge 
when helping them learn new concepts. _______ 
____ 
As a teacher, I need to understand fully the dimensions of curriculum 
design because … 
I believe that no individual including teachers can predict the future with 
any certainty. Teachers therefore need to plan their curriculum according to the more 
likely future their students face while at the same time acknowledging that the 
students have a future. 
It will also be beneficial for teachers to understand fully the dimensions of 
curriculum design in order for her to internalize the curriculum that her school is 
using. 
___________________________________________________________________________________________________ 
______________________________________________________________________________________________________________ 
________________________________________
FIELD STUDY 4 43
4 
44 FIELD STUDY 4 
FS 
Exploring the Curriculum 
FIELD STUDY 
Episode 6 
TELL ME YOUR FEATURES 
Name of FS Student__James Robert Pebida Villacorteza______________________ 
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ 
Resource Teacher ___________________ Signature ________ Date ____________ 
Cooperating School _______Bayawan City East Central School_________________ 
Terms I Need to 
Unlock
FIELD STUDY 4 45 
At the end of this episode, I should be able to enumerate the six (6) 
features of a curriculum.
46 FIELD STUDY 4
FIELD STUDY 4 47 
Interview a teacher in the school you visited and inquire how they have 
utilized their parents as school partners in education. 
Effective parental involvement in school affairs may be linked 
to parent educational programs which is central to high quality 
educational experiences of the children. 
The parents become part of the environment of leaning at 
home. Parents follow up the lesson of their children especially in 
basic education. 
Parents provide curriculum materials that are not provided in 
the schools. 
They provide permission for their children to participate in 
various activities outside the school campus. 
In most cases parents associations have strengthen the 
curriculum by giving support to various activities and assisting in the 
accomplishment of the schools curriculum.
48 FIELD STUDY 4 
1. As a future teacher, I need to know and understand the six (6) features of the 
curriculum because… 
most curricula start to gain life from the time it is conceived and written. Curriculum is the 
larger blueprint, the broad guidelines and areas/topics of study. A teacher ‘interprets’, plans and executes 
the curriculum on a day to day basis. Resources are being generated, teaching and learning aids, activities, 
projects are identified according to the needs of the learners. Only the teacher knows the demographies, 
abilities of her student. It is the teacher who can “customize” it in order to cater individual ne eds. It is 
important that teachers should have collaboration efforts to the parents, faculty members, 
administrators, community members and other stakeholders. 
Teachers are the most crucial persons in the implementation 
of the curriculum. He/she holds the key in operationalizing what 
activities have been planned. With the full support of the principal, 
supervisor and other school administrators, the teachers who are 
empowered will be able to select, organize carry out and evaluate 
learning experiences. 
Teachers shape the school curriculum by sharing experiences 
that they have and the resources they are cpable of giving or 
imparting to the learners.
FIELD STUDY 4 49 
50 FIELD STUDY 4 
Make two (2) posters/placards on the features/approaches of the 
curriculum.
4 
FIELD STUDY 4 51 
FS 
FIELD STUDY 
Exploring the Curriculum 
Episode 7
52 FIELD STUDY 4 
THE Wh- OF THE CURRICULUM 
Name of FS Student__James Robert Pebida Villacorteza______________________ 
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ 
Resource Teacher ___________________ Signature ________ Date ____________ 
Cooperating School _______Bayawan City East Central School_________________
FIELD STUDY 4 53
54 FIELD STUDY 4 
1. Identify ways on how to effectively implement the curriculum. Interview the 
school administrator / principal. 
LEARNER: Primary stakeholder 
in the curriculum. They make the 
curriculum alive by their active and 
direct involvement. 
CURRICULUM 
FACULTY MEMBERS: by 
designing, enriching and modifying 
the curriculum to suit the learner 
characteristics. 
PARENTS: (supporters to the 
curriculum) best supporters of the 
school because they are the one’s 
paying for their child’s education. 
IMPLEMENTATION 
ADMINISTRATORS: by COMMUNITY MEMBERS: 
State the roles of the 
following in 
curriculum 
implementation: 
1. Learner 
The learners are very 
reason why a 
curriculum is developed 
center of education 
process 
2. Parents 
The success of the 
curricula would 
somehow depend on 
their support 
3. Faculty Members 
Curriculum developers 
and implementers and 
teacher are architects 
of school curriculum, 
guiding, facilitating, and 
directing activities 
which will be done by 
the students. 
4. Administrators 
Curriculum manager 
and supervise 
curriculum
FIELD STUDY 4 55 
OTHER STAKEHOLDER: by 
contributing to curriculum review. 
2. Visit the Learning Resource Center of a school. Interview the media / 
learning resource staff. How does technology help in delivery the 
curriculum? 
The role of technology finds its place at the onset of curriculum implementation, namely at the 
stage of instructional planning. Technology offers various toolf of learning and these range from non - 
projected and projected media form which the teacher can choose, depending on what he sees fit with the 
intended instructional setting. 
Media or technology helps in achieving the set learning objectives. 
3. Interview a faculty member or an administrator. Ask what criteria they use in 
evaluating their school curriculum. 
The objectives of the curriculum or teaching plan are te most important curriculum criteria. 
The criteria are stated in the form of questions as follows: 
1. Have the goals of the curriculum plan been clearly stated; and are they used by teachers and 
students in choosing content, materials and activities for learning? 
2. Have teacher and students engaged in student -teacher planning in defining the goals and in 
determining how they will be implemented or teacher will be done? 
3. Do some of the planned goals relate to the society or the community in which the curriculum 
will be implenmented or teaching will be done? 
4. Do some of the planned goals relate to the individual learners and his/her needs, purposes, 
interest and abilities.
56 FIELD STUDY 4 
Complete the graffiti wall and ask students to write what tools they 
learned in assessing the curriculum. 
Observational
58 FIELD STUDY 4 
FIELD STUDY 4 57 
Write an acronym for curriculum assessment. 
A TTAINABLE 
S PECIFIC 
S TUDENT – CENTERED 
E CONOMICAL 
S TANDARDIZED 
S YNTACTIC CORRECTNESS 
M EASURABLE 
E VALUATION 
N ORM REFERENCE 
T IME BOUNDED
4 
FIELD STUDY 4 59 
FS 
Exploring the Curriculum 
FIELD STUDY 
Episode 8 
WHAT’S NEW IN THE CURRICULUM? 
Name of FS Student__James Robert Pebida Villacorteza______________________ 
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ 
Resource Teacher ___________________ Signature ________ Date ____________ 
Cooperating School _______Bayawan City East Central School_________________ 
At the end of this activity, I should be able to discuss the different 
curricular issues and concerns.
60 FIELD STUDY 4
FIELD STUDY 4 61 
Interview school officials, faculty members or read education journals 
and magazines to complete the matrix. 
Curricular Innovat ions Advantages (Meri ts) Disadvantages (Demeri ts) My Insights
1. 2002 BASIC 
EDUCATION 
CURRICULUM 
62 FIELD STUDY 4 
Develop students 
into skilled Filipinos 
capable of working 
creatively in a rapidly 
changing world. 
Helps the 
country complete in 
an era of 
globalization. 
BEC will reduce 
the number of hours 
devoted to social 
studies and values 
education and 
continue the use of 
defective textbooks. 
Vacancy of job is 
lesson. 
The BEC has its 
own advantages 
which is the reduction 
of time allocated in 
values education. 
It is the teachers 
obligation to integrate 
values to every 
lesson, may it be 
science, math, etc. 
2. THIRD 
ELEMENTARY 
EDUATION 
PROGRAM 
(TEEP) 
Access to equality 
elementary has been 
achieved. 
Advocate principal 
empowerment in all 
the education 
component. 
The project only 
focused on the 
elementary level. 
According to my 
research on Policy 
Implications, 
targeting has to be 
reconsidered sample 
shows poor facility 
schools in Non- TEEP 
areas 
3. Secondary 
Education 
Improvement 
and 
Development 
Program 
(SEDIP) 
Strengthened the 
planning and 
management 
capacity. 
Initial results 
showed gains and 
best practices have 
been replicated in 
other divisions which 
were not participants 
in the project. 
- DEPeD must first 
solve the lack of 
classrooms, furniture 
and equipment, 
qualified, teachers 
and error free text 
Limited divisions 
were participants of 
the projects. 
The program 
lasted only for 6 
years. Although it 
contributed to some 
changes but a much 
better curriculum 
innovation must be 
done. 
Select one innovation and complete the discussion web below. Interview 
Education students to get their ideas on curricular innovations.
FIELD STUDY 4 63 
Books. 
- the drop rates will 
increase because 
extra two years. 
Do we really 
need to 
innovate? 
K to 12 
- Enhancing the basic 
education is urgent 
and critical. 
- International test 
results consistently 
show Filipino lagging 
way behind practically 
everybody else in the 
world. 
NO 
Therefore I conclude that the K-12 program has its 
own pros and cons. I firmly believe that before making a stand 
on the K to 12 program, each of us must carefully study the 
possible effects or impact of this curriculum innovations to the 
learners. 
In my own views, the Philippine Government is not 
yet equipped with the necessary requirements to run the K 
to 12 program effectively. I just hope that the Department of 
Education will be responsive to pending problems of K to 12 
program will be facing in the future. 
My Conclusions 
State your commitment as a student PLEDGE OF COMMITMENT 
I James Robert Pebida Villacorteza an
64 FIELD STUDY 4

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Field Study 4 Exploring the Curriculum

  • 1. 2 FIELD STUDY 4 FS 4 In formal education, a curriculum (/kəˈrɪkjʉləm /; plural: curricula /kəˈrɪkjʉlə / or curriculums) is the planned interac tion of pupils with ins truc tional content, materials , resources , and proces ses for evaluating the attainment of educational objec tives . O ther definitions combine various elements to des c ribe curriculum as follows :  A ll the learning which is planned and guided by the s chool, whether it is carried on in groups or individually, ins ide or outs ide the s chool. (John Kerr)  O utlines the skills , performances , attitudes , and values pupils are expec ted to learn from s chooling. I t inc ludes s tatements of des ired pupil outcomes, des criptions of materials , and the planned sequence that will be used to help pupils attain the outcomes .  T he total learning experience provided by a s chool. I t inc ludes the content of courses (the syllabus), the methods employed (s trategies), and other aspec ts , like norms and values , which relate to the way the s chool is organized.  T he aggregate of courses of s tudy given in a learning environment. T he courses are arranged in a sequence to make learning a subjec t eas ier. In s chools , a curriculum spans several grades .  C urriculum can refer to the entire program provided by a c las s room, s chool, dis tric t, s tate, or country. A c las s room is as s igned sections of the curriculum as defined by the s chool. FIELD STUDY Exploring the Curriculum Episode 1 LOOK DEEPER INTO THE CONCEPTS, NATURE AND PURPOSES OF THE CURRICULUM Name of FS Student__James Robert Pebida Villacorteza______________________ Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ Resource Teacher ___________________ Signature ________ Date ____________ Cooperating School _______Bayawan City East Central School_________________
  • 4. 1. Accomplish the H Chart. Interview an administrator or a faculty member. Get their ideas/views of the curriculum. Write the differences on both sides and the similarities at the center and then write your personal insights.  Teacher Students interaction  Both have ways of measuring and evaluating learning  Both include assignment  Both aim for students to learn Similarit ies FIELD STUDY 4 5 Tradit ional Curriculum Teacher Dominant __ More on memorization for _ mastery__________________ Paper and pencil Test _ Skilled-focused _ Rules are teacher structured _ Focused on the learning___ _ Outcomes________ _ Focused on defining and recall_ of information________ _____ More on individual work __ A lot of effort from teacher _ with giving information (spoon feeding)__________________ Progressive Curriculum Student Centered __ More on reasoning and open- _ ended questions_________ ___ Performance Test _ Rules are both student and _ teachers _ Rules are teacher structured _ Focused on the process of the _ learning outcomes___ _ Less teacher talking time _ Focused on the application of__ the acquired information____ _ Task focused _ Students’ self evaluation _ Public criteria (rubrics) _ More on group activities _ More on reflection _ My Personal Insight s: There are a lot of differences when it comes to traditional and progressive curriculum. Away to distinguish this type of curriculum in the traditional in teaching a particular lesson like in TLE in food technology by teaching or giving only and information about that particular lesson, while in progressive instead of teacher will do the work for example in preserving salted egg but the teacher will allow the students do the practicum in order that the students will learn more because the activity is done by them. Traditional curriculum is really far if we compared this to progressive curriculum. In progressive curriculum, there is a quality of education – the teachers are competitive and ready to compete to our globally competitive world. The students in progressive curriculum, and eager to learn unlike in traditional curriculum.
  • 5. Name of School / College / University 6 FIELD STUDY 4 Recommended Curricula Written Curricula Taught Curricula Supported Curricula Assessed Curricula Learned Curricula Hidden Curricula 1. Negros Oriental State University 2. Guisocon Elementary School 3. Nangka Elementary School 4. 5. 6. 7. 8. 2. Find on what curriculum is being used in the schools/colleges/universities near your place. Check the corresponding column. My Personal Insights: The different types of curricula for me should that curriculum has its own diversity. I find it challenging to exactly know what type of curriculum a certain school is using. The hidden curriculum is quite intriguing for me because this type of curriculum is not deliberately planned but may modify behavior or influence learning outcomes. Honestly, I find it difficult for me to determine whether the curriculum operating in schools is either recommended, written, taught, supported, assessed, learned and hidden curriculum.
  • 6. FIELD STUDY 4 7 If you are to design a curriculum for your own school, what are the things you need to consider? Accomplish the graphic organizer below. Strategies/ Methods to be used Things I Need to Do to Consider in Preparing My School’s Curriculum The learner’s needs and interest The support of teacher, staff and other School personas. Ideology of Nation The School’s Vision, Mission, Goals, Objective and Corporate Values 1. Why do we need to consider the traditional and progressive of view of curriculum? We need to consider the traditional and progressive points of view of curriculum because in a classroom, a diverse student could be found. As future teachers, we must see to it that whatever we are teaching, is suits the needs and learning capabilities of the learners. We need to utilize and organize various teaching methodologies so that our learners may learn better. Aside from that a wide understanding on what these two views of the curriculum is all about giving information on what view is beneficial.
  • 7. 8 FIELD STUDY 4 2. How do the different educational philosophies relate to the curriculum in the schools you visited? Cite examples / situations. The different Educational philosophies relate to the curriculum in the schools I’ve visited by providing curriculum creator with framework for planning, implementing and evaluating curriculum in schools. Ex. Cooperative learning and curriculum that emphases on group activities and learner centered is based on progressivism. 3. Why is there a need to revise the curriculum from time to time? I firmly believe that there’s a need to revise the curriculum from time to time in order to suit to the demands of the present generation. we have to accept or adapt the different changes in our curriculum rather still remain on the same curriculum. To make more advantageous curriculum we will take. Upgrading the standard of our teaching area might be the past is not so effective compared to the new one. The society that we are in can be described as ever dynamic. It is a source of so many drastic changes that are very difficult to cope with and to adjust to. In relation to this, school curricula should address diversity, explosion of knowledge, school reforms and education for all. The relationship of curriculum and society is natural and encompassing. Therefore, the curricula should refuel and preserve the culture of society and its aspirations. Pictures of a Traditional School
  • 8. FIELD STUDY 4 9 Pictures of a Progressive School
  • 9. 10 FIELD STUDY 4 4 FS Exploring the Curriculum FIELD STUDY Episode 2 WHAT’S THE CURRICULUM MADE OF? Name of FS Student__James Robert Pebida Villacorteza______________________ Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ Resource Teacher ___________________ Signature ________ Date ____________ Cooperating School _______Bayawan City East Central School_________________
  • 10. FIELD STUDY 4 11 At the end of this activity, I should be able to identify the components of the curriculum and curricular approaches.
  • 12. FIELD STUDY 4 13 For this Episode, visit a school / university or get a copy of the school brochure. Copy the school / university’s vision, mission and goals on this page. VISION We dream of Filipino who passionately love their country and whose values and competencies 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 MISSION To protect and promote the right of every Filipino to equality, equi table, culture - base complete bas ic education where:  Students learn in a child-friendly, gender-sensitive, safe and motivating environment.  Teacher s faci li tate learning and cons tan tly nur ture every learner .  Administrators and staff, as stewards of the institution, ensure an enabling and suppor tive envi ronment learning to happen.  Family communi ty and other s takeholder s are relatively engage and share respons ibi li ty for developing li fe- long learner s .
  • 13. FIELD STUDY 4 15 1. How important is the school’s vision, mission, and goals in designing the curriculum? The school’s mission is comparable to constitution which is the way in which someone or something is composed and it sets the tone for everything else. It helps in guiding of how the school will be run. 3. What methods and strategies were employed be the school community to realize these goals? The methods and strategies employed by the school community to realize these goals were they oriented the students to the schools vision, mission, so that students will be guided on the aims of the school. Aside from that the school community ads as a role models to the students. They must first internalize in the relevance of the schools vision, mission to the curriculum. 2. How did the students manifest that they have internalized their vision, mssioin and goals? The students manifest that they have internalized their vision, mission and goals by being able to show in their minds and hears what they have learned. It’s not enough that they were bable to memorize their vision and mission but rather it must also be depicted in their actions.
  • 14. The first component of the curriculum is the learning goals and objectives which are based on school’s mission, vision and goals which are based schools larger vision and mission but of course this school’s vision and mission is also aligned on the goals of education as stated on the Philippine Constitution. Just like in our lesson plan our vision and mission serves as our guiding stars for it allows us to decide what to be included in our curriculum and what is to be omitted, it is also important that students must be aware of the schools vision and mission so that they can internalized it and for them to set their personal objectives. When I was still in High school I wasn’t even of my alma matter vision and mission and I didn’t even know the importance of these goals but now that I am a future teacher and maybe a future curriculum maker someday I’ve realized the importance of the school goals. I’ve also learned that the school objectives should also reflect the needs and specialization of the whole educational community. At the same time, the school goals should be supported with quality educational experiences and learning content. And finally there should be an evaluation to know whether our aim which is to develop a well balanced individual is attained or not. 16 FIELD STUDY 4
  • 15. FIELD STUDY 4 17 Paste the school’s brochure on this page.
  • 16. Proof / Activities / Ways to help the students internalize their school’s vision, 18 FIELD STUDY 4 mission and goals.
  • 17. FIELD STUDY 4 19 Put a sample of any of the following on this page.  Academic budget  Scope and sequence chart  Teaching guide  Course guide
  • 18. F S 4 Today 's schools f ace enormous challenges. In response to an increasingly complex society and a rapidly changing technology -based economy , schools are being asked to educate the most div erse student body in our history to higher academic standards than ev er bef ore. This task is one that cannot be "teacher-proof ed" through management sy stems, testing mandates, or curriculum packages. Acquiring this sophisticated knowledge and dev eloping a practice that is dif f erent f rom what teachers themselv es experienced as students requires learning opportunities f or teachers that are more powerf ul than simply reading and talking about new pedagogical ideas. (Ball and Cohen, in press.) Teachers learn best by study ing, doing, and ref lecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see. This kind of learning cannot occur in college classrooms div orced f rom practice or in school classrooms div orced f rom knowledge about how to interpret practice. Growing ev idence suggests that this kind of prof essional dev elopment not only makes teachers f eel better about their practice, but it also reaps learning gains f or students, especially in the kinds of more challenging learning that new standards demand. (Darling-Hammond, 1997; NFIE, 1996.) Creating a prof ession of teaching in which teachers hav e the opportunity f or continual learning is the likeliest way to inspire greater achievement f or children, especially those f or whom education is the only pathway to surv iv al and success. FIELD STUDY Exploring the Curriculum Episode 3 WHAT’S NEW IN TEACHING AND LEARNING? Name of FS Student__James Robert Pebida Villacorteza______________________ Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ Resource Teacher ___________________ Signature ________ Date ____________ Cooperating School _______Bayawan City East Central School_________________ At the end of this activity, I should be able to identify the teaching and learning process in curriculum. 20 FIELD STUDY 4
  • 20. For this Episode, I will use the activity form given below. PLAN The needs of the learners. The achievable goals and objectives to meet the needs. The selectin of the content to be taught. The motivation to carry out the gaol. The strategies and the evaluation process to meet/measure the learning outcome. 22 FIELD STUDY 4
  • 21. Requires the teacher to implement what has been planned. The different activities should be put into actions in order to achive the objectives A match of the o bjective s with th e learn ing outc omes will be mad. This should be determined so that the type of evaluation should be choosen to fit the pupose. The evaluation and implementation have been successfully FIELD STUDY 4 23 through the subject matter. achieved. Observe a class, record the situations where these behavioral learning theories IMPLEMENT EVALUATE are applied in real classroom work. Behavioral Learning Theories – emphasize observable behavior such as new skills, knowledge or attitudes which can be demonstrated. When the teacher gives activity such as research work, experimentations, demonstraton of a certain things and the like. This will help the teacher to examine the learner’s behavior for the certain activity. Cognitive Learning Theories – unobservable mental processes are used to learn and remember new information or acquire skills. Cognitive learning Theory is seen during recitation, quizzes, exams, projects, etc. wherein, the teacher could be able to measure the
  • 22. Behaviorism is an approach to psychology based on the proposition that behavior can be researched scientifically without recourse to inner mental states. It is a form of materialism, denying any independent significance for mind. The behaviorist school of thought ran concurrent with the psychoanalysis movement in psychology in the 20th century. Its main influences were Ivan Pavlov, who investigated classical conditioning, John B. Watson (1878-1958) who rejected introspective methods and sought to restrict psychology to experimental laboratory methods. B.F. Skinner, sought to give ethical grounding to behaviorism, relating it to pragmatism. Discovery learning is a technique of inquiry-based instruction and is considered a constructivist based approach to education. It is supported by the work of learning theorists and psychologists Jean 24 FIELD STUDY 4 Discovery Learning – individual learns from his discovery of the environment. Discovery learning can be seen during the experimentation, thesis, research and the like. Wherein the students are able to explore and could get ideas out of what they saw in their surroundings or in their environment. Reception Learning – learners are actively involved in their on learning. Learners are actively involved in their learning. We should say that it will be seen during performances like drama, role plays, poem, reciting, singing, etc. the learners are actively participating and learn a lot through socializing with other mates. If activities are on their needs or their capacity to do such thing and if it is based on their skills and abilities.
  • 23. FIELD STUDY 4 25 1. Explain why teaching and learning give life and meaning to the curriculum. Well, the curriculum is just a set of broad guidelines, a blueprint of sorts, an Intention, a direction . This has to be Implemented, Operationalized, converted into Action, Interpreted, .... It is done by the teacher through her year & lesson pl ans & then operationalized 'in the field' with her students. The broad goals are interpreted into Achievable objectives & put into action. Feedback from students & the dynamics of & within the classroom, help the teacher to modify/tweak the curriculum or convey suggestions to the theoreticians or planners. Thus curriculum building is a continuous, ongoing process.However, a curriculum is a dead plan if it is not put into practice. And each teacher, while largely following & working within the parameters set by the cu rriculum, modifies, changes, adapts, uses, objectifies the details as per the demands, dynamics, demographics of her class. These little customiz ations are what make the curriculum come alive, & help achieve/attain the goals & objectives set therein. Hence, while the broad direction & parameters are set by the curriculum, the Individuals [teachers & learners] interpret it in their own way & go about achievin g the goals in their own way, factoring in the resources, time, labour involved, etc. ; how to make e ach topic more interesting, interactive, relevant, usable, .... 2. Discuss why the deluge of information poses a great challenge to both teaching and learning. Because you can't learn everything, yet in order to choose what to learn, much material must be evaluated in a fairly shallow manner. Now both teachers and students have to teach and learn already in primary and secondary education how to critically evaluate and compare online sources, instead of waiting to teach and learn those skills until after high school. I LIKE TE ACHNG B E CAUS E… … it is one of the many ways of imparting knowledge of the previous mind of individual. It means molding their hearts, minds and hands for them to become a good citizen and a good manipulating for in and efficient teacher, you could touch your students lives. You will be an inspiration and they will never forget you for the rest of their lives.
  • 24. 26 FIELD STUDY 4 Make a collage of pictures of the teaching process.
  • 25. FIELD STUDY 4 27 28 FIELD STUDY 4 Make a collage of pictures of the learning process.
  • 26. 4 FIELD STUDY 4 29 FS FIELD STUDY Episode 4 At the end of this activity, I should be able to differentiate the different curriculum design models. Exploring the Curriculum LET’S CRAFT THE CURRICULUM Name of FS Student__James Robert Pebida Villacorteza______________________ Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ Resource Teacher ___________________ Signature ________ Date ____________ Cooperating School _______Bayawan City East Central School_________________
  • 28. FIELD STUDY 4 31 A curriculum can be either horizontally or vertically. Write samples of them on the illustrations. After observing the class of Mrs. Dizon, I was able to pinpoint that that the curriculum used was in the vertical design because the broad topic
  • 29. 32 FIELD STUDY 4 Vertical Articulation 1st year Grammar: Use indirect discourse to report request to commands and advice. Activities:  Divide the class into small groups and have them give the advice, commands or requests they would give or make in these situation (direct discourse). The other groups are to give in reported speech what was said.  Transformation drill on direct and indirect discourse (Imperatives: requests, commands, advice) in problem situations. 1. Examine the Basic Education Curriculum. 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 to convey my ideas. Since there are still non-readers when students reach high school, then part of it must be because of the curriculum. If I were the one to modify, I would sugg est the allotted time for the subjects be changed and the number of topics should be lessen for the lower grades and give more focus on the major subjects such as Language, Science and Mathematics. If this is done, I believe more time will be spent on learning the 4 language arts namely, Speaking, Reading, Listening and Writing. It is also vital to give more emphasis on basic Mathematics for mastery development to avoid wasting time with remedial classes in high school . This is really a great demand to all teachers because we can only comply with what the curriculum requires. Produci ng non-readers is not acceptable and is considered a failure on the part of the teacher. The distribution of time for each learning area should be reconsidered because this is what our learners need at the moment. When it comes to each subject the topics should be lessen because according to my research, the evaluation 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 completing Grade VI. Teachers should a ll 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), but remained the least competitive o f the 13 economies in the Asia-Pacific region that were included in the study. This is the second time that the Philippines ende d up at the bottom of the list of competitive countries in the Asia-Pacific region. According to Edilberto de Jesus, president of the Asian Institute of Management (AIM), the results showed that
  • 30. I personally prefer the learner-centered design model, particularly the experience-centered because I want to give activities to my students which they are comfortable with and when they are proficient with their strengths, the next step is to take th em out of their comfort zone to test their weaknesses 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 tasks in this subject with a lot of time in my hands, but suddenly I only have half of the days than what my classmates have to finish this episode. It was August 2 when the episode was given and August 3-5 will be my seminar in Assumption. I was nervous and sweaty hoping on that same day, August 2, I will find a resource teacher who will be willing to let me observe without prior notice. If this fails, then I can only observe on Monday, the day before submission and that would be r eally hard. Luck was on my side and I was able to see a teacher who was j ust starting their opening prayer, I was relieved that she was even glad that I came to observe her class. I’m thankful that I was able to get out of my comfort zone and I was able to come out alive and hopefully victorious. This was re ally a working under pressure scenario and I really had to pull out all my resources including human resources such as teachers to provide my copy of BEC, and PSSLC in English so I can better understand the Horizontal and Vertical articulation. It was seminar by day and typing by night. Research here and there and ofcourse putting together my observation 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 even pass my report ahead of sch edule. I discovered something about myself that I never expected. I just want to share this feeling with my future students. The feeling of accomplishing something and gaining experiences for personal growth and finding out that I can do things that I never knew I could. FIELD STUDY 4 33 2. What curriculum models do you prefer? Why? What do I like best in these Subject-Centered Design Model Problem-Centered Design Model • 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 • 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
  • 31. 34 FIELD STUDY 4 Learner-Centered Design Model • 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 Make an illustration of any of the three curriculum design models. Be sure to incorporate the salient features of the design. Why I Like All 3 Designs Just like with the methods and strategies, there is also no single best Curriculum Design because the designs are all needed for each characteristic of a learner to be improved. The development of a child cannot rely on only one of the designs. They all work well in combinat ion to serve the needs of the students better. First, I want to state why I like the subject -centered design. This design is easy to deliver because the materials or the textbooks will be the guide of the teacher. This design is the most familiar to everyone. This is also a strong foundation for the implementation of the other designs in class. It serves as the students’ bac kground knowledge of a subjec t. So when other designs such as problem-centered and 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 is the time when they need to start being mature people, stop daydreaming and face reality. The issues they will be facing when they graduate and bec ome workers will be muc h bigger so it’s a good time to practice in 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 the consequences as students may take it the wrong way and stop participating. We must find ways of dealing with errors because the path to fluency must include a lot of mistakes. The only way to make no mistakes is to say nothing and one
  • 32. 4 FIELD STUDY 4 35 FS FIELD STUDY WHAT’S THE BASIC OF THE CURRICULUM? Name of FS Student__James Robert Pebida Villacorteza______________________ Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ Resource Teacher ___________________ Signature ________ Date ____________ Cooperating School _______Bayawan City East Central School_________________ At the end of this episode, I should be able to cite the dimensions of curriculum design. Exploring the Curriculum Episode 5
  • 34. FIELD STUDY 4 37 38 FIELD STUDY 4
  • 35. FIELD STUDY 4 39 Borrow a curriculum from the school near your place. Accomplish the Equiptable assignment of content, time, experiences and other elements. Write the contents in one (1) subject are for the first grading period. Earth Science is one year introductory course for basic earth science, offers three times a weak to first year high school students science high schools. GRADE 1 GRADE 2 GRADE 3 1.1 Add and Subtract integers 2.1 Add and Subtract Decimals 3.1 Apply arithmetic operations to solve problems 1.2 Multiply and Divide Integers 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 samples to show the dimensions of curriculum design. BASIC ARTICULATION VERTICAL ARTICULATION Write a sample of content of one (1) topic in a subject are from level to level or grade to grade. First Grading Period INTRODUCTION A. Branches of Earth Science B. Realms of the Earth. I. Meteorology 1. Elements of Weaher 2. Earth’s Atmosphere 3. Biogeochemical Cycle 4. Weather conditions in the Philippines
  • 36. 40 FIELD STUDY 4 HORIZONTAL ARTICULATION Association happens among or between elements that happens at the same time. Example: Social Studies in grade six is related to science in grade six SCOPE The contents, topics, learning experience and organizing threads of an educational plan. Write sample topics in a subject area. 1. General Subject: History of Western Music 2. Module 1 Curriculum : Concepts, nature and purposes SEQUENCE Specific Topic: Renaissance musical instruments Lesson 1. Concepts, Nature and purposes of curriculum Lesson 2. Elements/Components of Curriculum Lesson3. Teaching learning process and curriculum development Content and experiences are arranged in a hierarchical order. Write a topic arranged from simple to complex.
  • 37. FIELD STUDY 4 41 I. Knowledge Main Lesson: Bloom’s Taxonomy a. definition b. sample verds c. sample behaviors II. Comprehension a. definition b. sample verds c. sample behaviors III. Application a. definition b. sample verds c. sample behaviors I NTEGRATION IV. Analysis a. definition b. sample verds c. sample behaviors V. Synthesis a. definition b. sample verds c. sample behaviors VI. Evalaution a. definition b. sample verds c. sample behaviors Everything is integrated and interconnected. In the basic 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. CONTINUITY Vertical repetition and recurring approaches of the content provide continuity. Examples of topics in a subject area where content is organized in a spiral fashion increasing in a breath and depth. When grade I lesson in living things is repeated in the next grade level with higher complexity, a construction should be made. In high school, the same content heading as living things is included but linked to the content taken in the elementary level.
  • 38. 42 FIELD STUDY 4 1. Why is there a need to articulate the lessons from grade school to high school? There is a need to articulate the lessons from grade school to high school because this can provide for a continuous flow of knowledge. There must be consistency and fluency during this period of transition.____________________________________________________________ In addition to that, educators must be sure to provde the conceptual base and experiences needed so that students will be able to understand new and more difficult concepts. Research also has verified the importance of building on students prior knowledge when helping them learn new concepts. _______ ____ As a teacher, I need to understand fully the dimensions of curriculum design because … I believe that no individual including teachers can predict the future with any certainty. Teachers therefore need to plan their curriculum according to the more likely future their students face while at the same time acknowledging that the students have a future. It will also be beneficial for teachers to understand fully the dimensions of curriculum design in order for her to internalize the curriculum that her school is using. ___________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ________________________________________
  • 40. 4 44 FIELD STUDY 4 FS Exploring the Curriculum FIELD STUDY Episode 6 TELL ME YOUR FEATURES Name of FS Student__James Robert Pebida Villacorteza______________________ Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ Resource Teacher ___________________ Signature ________ Date ____________ Cooperating School _______Bayawan City East Central School_________________ Terms I Need to Unlock
  • 41. FIELD STUDY 4 45 At the end of this episode, I should be able to enumerate the six (6) features of a curriculum.
  • 43. FIELD STUDY 4 47 Interview a teacher in the school you visited and inquire how they have utilized their parents as school partners in education. Effective parental involvement in school affairs may be linked to parent educational programs which is central to high quality educational experiences of the children. The parents become part of the environment of leaning at home. Parents follow up the lesson of their children especially in basic education. Parents provide curriculum materials that are not provided in the schools. They provide permission for their children to participate in various activities outside the school campus. In most cases parents associations have strengthen the curriculum by giving support to various activities and assisting in the accomplishment of the schools curriculum.
  • 44. 48 FIELD STUDY 4 1. As a future teacher, I need to know and understand the six (6) features of the curriculum because… most curricula start to gain life from the time it is conceived and written. Curriculum is the larger blueprint, the broad guidelines and areas/topics of study. A teacher ‘interprets’, plans and executes the curriculum on a day to day basis. Resources are being generated, teaching and learning aids, activities, projects are identified according to the needs of the learners. Only the teacher knows the demographies, abilities of her student. It is the teacher who can “customize” it in order to cater individual ne eds. It is important that teachers should have collaboration efforts to the parents, faculty members, administrators, community members and other stakeholders. Teachers are the most crucial persons in the implementation of the curriculum. He/she holds the key in operationalizing what activities have been planned. With the full support of the principal, supervisor and other school administrators, the teachers who are empowered will be able to select, organize carry out and evaluate learning experiences. Teachers shape the school curriculum by sharing experiences that they have and the resources they are cpable of giving or imparting to the learners.
  • 45. FIELD STUDY 4 49 50 FIELD STUDY 4 Make two (2) posters/placards on the features/approaches of the curriculum.
  • 46. 4 FIELD STUDY 4 51 FS FIELD STUDY Exploring the Curriculum Episode 7
  • 47. 52 FIELD STUDY 4 THE Wh- OF THE CURRICULUM Name of FS Student__James Robert Pebida Villacorteza______________________ Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ Resource Teacher ___________________ Signature ________ Date ____________ Cooperating School _______Bayawan City East Central School_________________
  • 49. 54 FIELD STUDY 4 1. Identify ways on how to effectively implement the curriculum. Interview the school administrator / principal. LEARNER: Primary stakeholder in the curriculum. They make the curriculum alive by their active and direct involvement. CURRICULUM FACULTY MEMBERS: by designing, enriching and modifying the curriculum to suit the learner characteristics. PARENTS: (supporters to the curriculum) best supporters of the school because they are the one’s paying for their child’s education. IMPLEMENTATION ADMINISTRATORS: by COMMUNITY MEMBERS: State the roles of the following in curriculum implementation: 1. Learner The learners are very reason why a curriculum is developed center of education process 2. Parents The success of the curricula would somehow depend on their support 3. Faculty Members Curriculum developers and implementers and teacher are architects of school curriculum, guiding, facilitating, and directing activities which will be done by the students. 4. Administrators Curriculum manager and supervise curriculum
  • 50. FIELD STUDY 4 55 OTHER STAKEHOLDER: by contributing to curriculum review. 2. Visit the Learning Resource Center of a school. Interview the media / learning resource staff. How does technology help in delivery the curriculum? The role of technology finds its place at the onset of curriculum implementation, namely at the stage of instructional planning. Technology offers various toolf of learning and these range from non - projected and projected media form which the teacher can choose, depending on what he sees fit with the intended instructional setting. Media or technology helps in achieving the set learning objectives. 3. Interview a faculty member or an administrator. Ask what criteria they use in evaluating their school curriculum. The objectives of the curriculum or teaching plan are te most important curriculum criteria. The criteria are stated in the form of questions as follows: 1. Have the goals of the curriculum plan been clearly stated; and are they used by teachers and students in choosing content, materials and activities for learning? 2. Have teacher and students engaged in student -teacher planning in defining the goals and in determining how they will be implemented or teacher will be done? 3. Do some of the planned goals relate to the society or the community in which the curriculum will be implenmented or teaching will be done? 4. Do some of the planned goals relate to the individual learners and his/her needs, purposes, interest and abilities.
  • 51. 56 FIELD STUDY 4 Complete the graffiti wall and ask students to write what tools they learned in assessing the curriculum. Observational
  • 52. 58 FIELD STUDY 4 FIELD STUDY 4 57 Write an acronym for curriculum assessment. A TTAINABLE S PECIFIC S TUDENT – CENTERED E CONOMICAL S TANDARDIZED S YNTACTIC CORRECTNESS M EASURABLE E VALUATION N ORM REFERENCE T IME BOUNDED
  • 53. 4 FIELD STUDY 4 59 FS Exploring the Curriculum FIELD STUDY Episode 8 WHAT’S NEW IN THE CURRICULUM? Name of FS Student__James Robert Pebida Villacorteza______________________ Course __Bachelor of Elementary Education_ Year & Section _____III – I_________ Resource Teacher ___________________ Signature ________ Date ____________ Cooperating School _______Bayawan City East Central School_________________ At the end of this activity, I should be able to discuss the different curricular issues and concerns.
  • 55. FIELD STUDY 4 61 Interview school officials, faculty members or read education journals and magazines to complete the matrix. Curricular Innovat ions Advantages (Meri ts) Disadvantages (Demeri ts) My Insights
  • 56. 1. 2002 BASIC EDUCATION CURRICULUM 62 FIELD STUDY 4 Develop students into skilled Filipinos capable of working creatively in a rapidly changing world. Helps the country complete in an era of globalization. BEC will reduce the number of hours devoted to social studies and values education and continue the use of defective textbooks. Vacancy of job is lesson. The BEC has its own advantages which is the reduction of time allocated in values education. It is the teachers obligation to integrate values to every lesson, may it be science, math, etc. 2. THIRD ELEMENTARY EDUATION PROGRAM (TEEP) Access to equality elementary has been achieved. Advocate principal empowerment in all the education component. The project only focused on the elementary level. According to my research on Policy Implications, targeting has to be reconsidered sample shows poor facility schools in Non- TEEP areas 3. Secondary Education Improvement and Development Program (SEDIP) Strengthened the planning and management capacity. Initial results showed gains and best practices have been replicated in other divisions which were not participants in the project. - DEPeD must first solve the lack of classrooms, furniture and equipment, qualified, teachers and error free text Limited divisions were participants of the projects. The program lasted only for 6 years. Although it contributed to some changes but a much better curriculum innovation must be done. Select one innovation and complete the discussion web below. Interview Education students to get their ideas on curricular innovations.
  • 57. FIELD STUDY 4 63 Books. - the drop rates will increase because extra two years. Do we really need to innovate? K to 12 - Enhancing the basic education is urgent and critical. - International test results consistently show Filipino lagging way behind practically everybody else in the world. NO Therefore I conclude that the K-12 program has its own pros and cons. I firmly believe that before making a stand on the K to 12 program, each of us must carefully study the possible effects or impact of this curriculum innovations to the learners. In my own views, the Philippine Government is not yet equipped with the necessary requirements to run the K to 12 program effectively. I just hope that the Department of Education will be responsive to pending problems of K to 12 program will be facing in the future. My Conclusions State your commitment as a student PLEDGE OF COMMITMENT I James Robert Pebida Villacorteza an