FS 1 Ep 8 Close Encounter With The School Curriculum
FS 1 Ep 8 Close Encounter With The School Curriculum
FS 1 Ep 8 Close Encounter With The School Curriculum
FIELD STUDY 1
Curriculum
1
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SPARK Your Interest
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Formal education begins in school. Schools are institutions established to design total
learning activities appropriate for each learner in each grade level. Thus, schools have
recommended curriculum which is the enhanced K to 12 curriculum. The recommended
curriculum was translated into written curriculum like books, modules, teachers' guides, and
lesson plans which are the basis of the taught curriculum. A teacher who implements the
curricula needs support materials (supported curriculum) to enhance teaching and learning so
that the written and the taught curricula can be assessed (assessed curriculum) in order to
determine if learning took place (learned curriculum). However, there are so many activities that
happen in schools but are not deliberately planned. This refers to the hidden curriculum.
A classroom teacher plans, implements, and evaluates school -learning activities by
preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher then puts
life to a lesson plan by using it as a guide in the teaching-learning process where different
strategies can be used to achieve the learning objectives or outcomes. There are many styles of
writing a lesson plan, but the necessary plans or elements such as (a) Learning Outcomes (b)
Subject Matter (c) Teaching —Learning Strategies, and (d) Evaluation or Assessment should
always be included.
All of these elements should be aligned so that at the end of the teaching-learning
episode, learning will be achieved with the classroom teacher as a guide.
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TARGET Your Intended Learning Outcomes
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At the end of this episode, I must be able to:
> identify the different curricula that prevail in the school setting;
> describe how the teacher manages the school curriculum by planning, implementing lessons
through different strategies and assessment of learning outcomes; and
So what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who:
know and understand the curriculum as enumerated above;
write the curriculum to be taught;
plan the curriculum to be implemented;
initiate the curriculum which is being introduced;
innovate the curriculum to make it current and updated;
implement the curriculum that has been written and planned; and
evaluate the written, planned and learned curriculum.
It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are found? Let’s do
a hunting game!
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OBSERVE
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Resource Teacher: Miguela Mae L. Cavite Teacher’s Signature: School: Inopacan NHS
Grade Level: 11 Subject Area: Physical and Health Education Date: October 29,2021
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.
Which of the seven types curriculum in the school setting is easy to find? Why?
Are these all found in the school setting? How do curricula relate to one another?
Reflect
Make a reflection on the diagram that you have drawn.
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
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3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted? _____________
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4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all. __________________
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Reflect
Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.
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OBSERVE
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Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: ____________________________________________________
II. Subject area: _________________________________________________________
III. Grade Level: _________________________________________________________
2. Will the outcomes be achieved with the teaching methods used? Why?
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Reflect
What value will it give to the teacher if the three components are aligned?
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:
b. Lesson Title: ________________________________________________________
Subject Area: ________________________________________________________
Grade Level: ________________________________________________________
Direction: Read the items given below and encircle the correct answer
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. Implementer of the curriculum
D. Writer of the curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be
aligned?
I. Outcomes and Assessment
Il. Assessment and Teaching Methods
Ill. Outcomes and Teaching Methods
A. I only B. II only C. III 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.
3 1
4 2
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow; rarely
supported by what supported by what somewhat supported by supported by what were
were observed and were observed and what were observed and observed and analyzed
analyzed analyzed analyzed
1
4
3 2
Portfolio is reflected Portfolio is reflected Portfolio is not reflected Portfolio is not reflected on in
on in the context of on in the context of on in the context of the context of learning
learning outcomes; learning outcomes. learning outcomes; outcomes; not Complete; not
Learning complete, well- Complete; well – Complete; not organized, not relevant to the
Artifacts organized, highly organized, very organized, relevant to learning outcome
relevant to the relevant to the learning the learning outcome
learning outcome outcome
4 3 1
2
Submission Submitted before the Submitted on the 117aa a day after the Submitted two (2) days or
Submitted
deadline deadline deadline (Based on transmutation) deadline
more after the
4 3 2 1
COMMENT/S Over-all Score
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