Field Study 1

Learning Episode 8. Close Encounter with the School Curriculum

OBSERVE, ANALYZE, REFLECT
Curricula in the School Setting
Activity 8.1

Its time to look around. Discover what curriculum is operating in the school

s e tt i n g . R e c a ll t h e ty p e s o f c u rr cu l u m
th e s e a r e f o u n d ? L e ts d o a h u n tin g g am

m entioned earlier. Can you spot where

OBSERVE
e?

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area:

Date:

1. Locate where you can find the following curriculum in the school setting. Secure
a copy, make observations of the process and record your information in the
matrix below. Describe your observations.
Type o f C urriculum Where F ound Describe
1. Recommended The Ministry of Education, It identifies the skills,
Curriculum (K to the Commission on Higher concepts, and content that
12 Guidelines) Education, or any will be emphasized
professional organization throughout the learning
can recommend and process. A suggested
implement a curriculum. curriculum, complete with
a list of objectives and a
material sequence that
proposes graduation
criteria, is frequently
presented to schools as a
policy suggestion.
2. Written Curriculum Lesson plan or syllabus The one written by
(Teacher’s Lesson written by teachers curriculum experts with
Plan) the help of subject
teachers. This kind of
written curriculum needs
to be pilot tested or tried
out in sample schools to
determine its effectiveness.
Implementation of the A taught curriculum is
3. Taught Curriculum written curriculum anything that is being
(Teaching Learning taught or done in the
Process) classroom. The taught
curriculum is exhibited
when professors give a
lecture, commence group
work, or urge pupils to
conduct a laboratory
experiment under their
supervision.
Materials which support or Should enable each learner
4. Supported Curriculum help in the implementation to achieve real and lifelong
(Subject textbook) of the written curriculum learning.
5. Assessed Curriculum To determine the extent of Series of evaluation are
(Assessment Process) teaching or tell if the being done by extent of
students are progressing teaching or if the student
Activity 8.2 are progressing.
6. Learned Curriculum What students learned Learning outcomes can be
(Achieved Learning used to determine how
Outcomes) competent students should
be at the end of a class. A
learning result can be
defined by what students
can do or do in their
cognitive, emotional, or
psychomotor domains. The
test results indicate the
learning outcome, which
students can achieve
through learning
objectives.
7. Hidden Curriculum This may be partially in The hidden curriculum
(Media) what is not taught inside a refers to the unexpected or
school's formal curriculum. unwanted curriculum that
plays an essential role in
learning. It is made up of
procedures, norms, and
values. See the three-
minute video below for
further information.

ANALYZE

Which of the seven types curriculum in the school setting is easy to find? Why?
 The K-12 curriculum is the most recent and has been adopted by DepEd; it
is also the easiest to locate in a school setting when compared to the other
curricula.

Which is difficult to observe? Why?

 A curriculum that is hidden due to the fact that it is the most difficult to
observe.
Are these all found in the school setting? How do curricula relate to one another?
 The curriculum is organized in such a way that the outcomes build on one
another. This ensures that students have the skills they need to succeed in
the next unit or class lev

Draw a diagram to show the relationship of one curriculum to the other.

OBSERVE

Make a reflection on the diagram that you have drawn.

 The authorized curriculum informs the written curriculum, and the written
curriculum informs the taught curriculum. Supported curricula are
comparable to taught curricula, but they typically include support sessions,
labs, peer-to-peer comprehension, and other activities. The assessed
curriculum is based on the written and taught curriculum. We get at the
learnt curriculum after examining the written, taught, and assessed
curriculum. The majority of inadvertent or unplanned curriculum is
buried. However, it continues to play an important role in education.
Values, standards, and processes can all be part of it.

The Miniscule School Curriculum : The lesson, A closer look

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area:
Date:

REFLECT

This activity requires a full lesson observation from Motivation ro Assessment.

Procedure:
1. Secures permit to observe one complete lesson in a particular subject, in
a particular grade/ your level.

2. lKeseseopn a close watch on the different components of the miniscule curriculum:

the
3. Follow the three major components of a curriculum (Planning, Implementing
and Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the Following Aspects

Major Curriculum Components Key Guide for Observation (Carefully look for the
indicators/behavior of the teacher along the key
points. Write your observation and description in your
notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What
major parts so you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson
objectives/learning outcomes?
 Use simple present tense of verbs in a
sentences.
 Appreciate the use of simple present
tense
b. What are included in the subject matter?
 Simple Present Tense of Verbs
c. What procedure or method will the
teacher use to implement the plan?
 She uses teaching centered approach
d. Will the teacher assess or evaluate the
lesson? How will this be done?
 By precise execution of the lesson
plan, finding truthful and trustworthy
references on the internet, and by her
confidence.
B. Implementing Now its time to observe how the teacher implemented
the prepared lesson plan. Observe closely the
procedure.
a. How did the teacher begin the lesson?
 She goes over the daily routines with
the students. The teacher first
requested one of the students to lead
the prayer. Then inquired of the
monitor about her classmates'
attendance. She then went through the
lesson she had covered the day before.
b. What procedure or steps
where followed?
 The Developmental activities follow
the Preliminary activities (daily
routines, review, incentive, and
greetings).
c. How did the teacher engaged
the learners?
 The teacher started witha motivation
activity for students as a warm up for
their background knowledge.

d. Was the teacher a guide at the side?
 Yes
e. Where the learners on task?/Or were
they participating in the class activity?
They're both focused on their work

and participating in class activities.
f. Was the lesson finished within
the class period?
 The teacher are 5 minutes advance
to end the class period.

C. Evaluating/Assessing Did learning occur in the lesson taught? Here you

make observations to find evidence of learning.
a. Were the objectives as
learned outcomes achieved?
 Indeed
b. How did the teacher assess/evaluate it?
 Short quizzes are used to assess
students.
at
c. eviden
Wh ce was
shown? Get pieces of evidence?
 The answer sheet of the students.

ANALYZE

Write a paragraph based on the data you gathered using these key questions?
How does the teacher whom you observed compare to the ideal
characteristics or competencies of global quality teachers?
 The instructor is showing off his ability to "engage students in learning
about the world and their position in it."
1. Was the lesson implemented as planned? Describe.
 Yes, due to the pupils' cooperation and the teacher's trust in her ability to
carry out the plan and it's orderliness of the discussion..
2. Can you describe the disposition of the teacher after the lesson was
taught? Happy and eager? Satisfied and contented? Disappointed and
exhausted?
 Satisfied and contented because the students already cope up the lesson
3. Can you describe the majority of student’s reactions after the lesson
was taught? Confused? Happy and eager? Contented? No reactions at
all.
 Happy and eager because they already know how to proper used of simple
present tense of verb in a sentence.

Based RonE yFoLuErC oTbservations and tasks in Activity 2 how will you prepare
your lesson plan?
Make a short paragraph on the topic.
 It takes time, effort, and knowledge of your students' goals and abilities to
create an effective lesson plan. The goal is to encourage students to absorb
and remember as much knowledge as possible, as is the case with all
instruction. First, decide what you want to accomplish. At the start of each
lesson, make a note of your lesson plan aim. It should be quite easy to
understand. It's essentially what your students will be able to do once

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Constructive Alignment of the Components of a Lesson Plan
Activity 8.3

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area:

Date:
OBSERVE

Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: Simple present tense of
verb II. Subject area: English
III. Grade Level: 7

Assessment
o
Teaching Method
Outcomes

 Short quiz
 Use simple  There will be with only a
present tense lectures and few questions
of verbs in a discussion , are given
sentences. then group throughout the
session and are
 Appreciate the activity.. graded.
use of simple
present tense
ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.
 Yes, since the instructor establishes the learning objectives first, then
implements them using a teaching and learning-centered approach. The
teacher then conducts an activity bee for groups of pupils to test their

2. Will thek noouwtcolemdgees boef tahceh imevaetedr [Link] the teaching methods
used? Why?
 A teaching method refers to the concepts and procedures that teachers use
to help students learn. The subject matter taught, impact the students and it
can be observed in the students accessment in their short quiz and group
activity.
3. What component would you tell if the outcomes have been achieved?
 In the assessment, the students' evaluations are used.

REFLECT

What lessons have you learned in developing or writing a lesson plan?

 It usually includes a goal (what students should learn), a method for
achieving the goal (delivery and procedure), and a system for determining
if the objective was reached (usually through homework assignments or
testing). Learning outcomes, learning activities, and assessments are all
part of a lesson plan.
What value will it give to the teacher if the three components are aligned?
 The alignment of activities and assessments helps students focus on
abilities that are relevant to the learning objectives, reducing wasted time.

Link theory to practice

Choose the correct answer from the options given.
1. When we say school curriculum it refers only to the K to 12 curriculum.

A. This statement is True.

B. This statement is not True.

C. This statement is half True.

D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a
curricularist EXCEPT one. Which one is NOT?
A. Knower of the curriculum

B. Believer of the curriculum

C. Implemented of the curriculum
D. Writer of the curriculum
3. The influence of multimedia, peers, community, tradition, advancement in technology,
though not deliberately taught in the lesson, will influence the curriculum. This is referred
to as .
A. Written curriculum

B. Recommended curriculum

C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be
aligned?
I. Outcomes and Assessment

II. Assessment and Teaching Methods

III. Outcomes and Teaching Methods

A. I only C. III only

B. II only D. I, II, and III

5. What is the most important reason why there should be constructive alignment of the
components of the curriculum?
A. For ease of correcting by the school principal.

B. To assure that each component contributes to the attainment of the learning

outcomes.
C. As a required template when starting to write a lesson plan.

D. As a model of other lesson plans written and published.

SHOW Your Learning Artifact Learning
Artifacts for Activity 1-3
Present an artifact for Activity 1, 2, and 3.

Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school
setting. This can be in pictures, realia, documents or others.

Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact

1. Present a matrix to show the constructive alignment of the three components of

a lesson plan.
a. Example:
IV. Lesson Title: Simple Present Tense of
Verb Subject Area: English
Grade Level: 7

Lesson Teaching Methods Evaluation

Outcomes
 Use simple present  There will be  Short quiz with
tense of verbs in a lectures and only a few


sentences. discussion, questions are given
Appreciate the use of then group throughout the
simple present tense activity. session and are
graded.