EPISODE 1 THERMOMETER

CHECK

OBSERVATIONS

Student to Student Interaction Pattern

Student to Teacher Interaction Pattern

Teacher to Student Interaction Patterns

Teacher to Non-Teaching Personnel Interaction Patterns

Teacher to Teacher Interaction Patterns

MY SCRIPT

Teacher : Ok class,mag-aaral naman tayo ng math para naman may ma-observe yung mga kasama natin ditto sa classroom. Ok nasaan ang ipina-assignment ko sa inyong popsicle sticks?

Class: Ma’am wala po kaming dala (in chourus)

The interactions between students observed were always playful and mischief filled due to the fact that they are still children. Boys at this age level always play with other boys. The same can be observed with girls.

The students have high respect for their teacher. They always show their best while she was around. They always give respect to their teacher by way of greetings, paying attention during discussion, obeying what the teacher asks and answering politely.

The teacher-student interactions can be likened to that of a parent to his child. Loving and caring, but sometimes stern when the situation demands so. As observed she always tried to make her students behave by reminding them proper behavior a student should have.

Student’s interaction with non-teaching personnel as observed was just plain and casual. Usually it is observable during break time at the canteen where non-teaching personnel were in charge. They greet them with courtesy even outside the classroom and of the school.

Teacher to teacher interactions observed was friendly with lots of smile and chat. This interaction can also be best observed during break time at the canteen where teachers regularly gather for snacks.

Teacher: Oh sige dahil sa wala kayong dala, gagamitin natin ang inyong mga daliri. Bago yan, umawit muna tau ng “Chikading,chikading lilipad lipad”. (Umawit ang buong klase)

Chikading Song

May Sampung Chikading na dumapo sa sanga, lumipad ang isa. Siyam ang natira.

*the song goes until.

May isang chikading na dumapo sa sanga, lumipad ang isa. Wala ng natira.

Teacher: Noong nakaraan ang ating pinag-aralan ay pagsubtract na 1 at 2, ngayon naman ay sa 3. Oh james, pumunta ka dito sa harapan at ipakita mo ang iyong sampung daliri. Ok bawasan natin ng 3, ilan ang natira?

Ito ang nakasulat sa pisara, kapag nagtanong ang guro ay ipasasagot sa estudyante sa pamamagitan ng pagsulat sa sa pisara

Class: (nagbilang muna sa daliri) 7 po ma’am

Hanggang sa matapos ang pinasasagutan ng guro….

ANALYSIS

Why is a classroom a miniature of a greater society?

The teacher plays the role of the leader, while the students are the citizens. The citizens are supposed to follow the rules and laws of the society (class) that the leaders (teachers) set.

10-3= 9-3= 8-3= 7-3=6-3=5-3=4-3=3-3=

In every classroom, there are different kinds of people: Those who work hard, those who play hard, those who do both, and those who do neither. In society, you also get these kinds of people. There will probably be little cliques, in this case, representative of small groups in society.

What are found in the classrooms that are similar to what can be observed in the society?

Discussion and interaction among the learners and the teachers in promoting knowledge, unity, cooperation and creativeness in accomplishing given tasks and responsibilities; having a harmonious relationship on each and every member of the class and the facilities and equipment for learning and development.

DISCUSSION

Discuss with your FS classmate your thoughts on Cooperation and Partnership in Curriculum Design. Then write down your thoughts as well as those of your classmates. Please use the space below.

In designing a curriculum we need the help of others most especially experts in order to come up with an effective, progressive and helpful curriculum. There must be a warm and harmonious relationship among them to make sure that these curriculums must be properly and actively implemented. There should be a smooth flow of cooperation in everybody who designs the curriculum in order to make it more organized.

Researches

What Can You Do to Help Make Your Classroom a

Harmonious Place?

Teachers and their students spend hours a day sharing a room. An optimal learning environment is possible only when relations between the two are calm and harmonious. Achieving balance is something both sides will have to work at; teachers need to release some of their preconceived notions about

leadership and learning styles, and students have to learn how to cooperate and work together while cultivating independence and self-esteem. The result will be a positive, innovative atmosphere.

Open Communication

o Open communication in the classroom promotes peace and harmony. You can help your students feel comfortable by encouraging them to share their feelings with you and their peers. Declare your classroom a safe space; take a small amount of class time every day to have students come together in a circle and express pressing emotions or thoughts. You should also share your feelings and thoughts; this will show students you trust them, and will let them know they can trust you as well. Explain to students the importance of keeping to themselves the information that is shared in the circle.

Cooperative Activities

o Group activities that require students to work together will facilitate a harmonious class environment. Activities can be academic or creative in nature, or both. Suggestions include singing songs together related to various tasks (cleaning up, for example), putting on a dramatic performance, reading in a circle, taking care of living beings in the classroom (like a class pet or plant), activities designed to raise money or awareness, or building things together.

Quiet Time

o Daily mediation also helps to create a harmonious class environment. Teachers should turn the lights off for five to 10 minutes every day and encourage their students to sit quietly with their eyes closed. Instruct students to pay close attention to what they are thinking and feeling. Helping your students remain in touch with their own thoughts and feelings will help them practice mindfulness when dealing with others.

Classroom Design

o Teachers can promote harmony through classroom design and organization. Avoid the color red, as it promotes aggression. Arrange desks in a way that facilitates the type of learning you prefer. If you want students to work independently, keep desks separate. If you want students to work together on most assignments, arrange desks in clusters. Keep walkways clear and keep one area of the room clear of furniture, so students feel free to move around. Arrange the classroom decorations and displays so that there is no

one specific focal point, but rather an interrupted flow of items for the eyes to land on.

Positive Reinforcement

o Promote classroom harmony by making students feel appreciated. Take time to acknowledge positive behavior, no matter how small. Keep student work on display throughout the classroom, give out awards for academic and non-academic achievements, and put up pictures of your students happily working together.

Read more: http://www.ehow.com/info_10025038_can-make-classroom-harmonious-place.html#ixzz2uJD9BOJs

Classroom Interaction and The Role of Teacher in Classroom Interaction

To practice critical thinking, students need to participate in the discourse of the discipline to think, speak, and be listened to as they participate in the discipline's particular mode of inquiry. Students will not get enough practice just by talking to the instructor, and very little by just listening to the instructor. Students develop competency and become critical thinkers in classroom that provides opportunities for intensive, structured interaction among students. The interaction between the teacher and the students is an essential part of teaching and learning process. 

Classroom interaction stimulates the student involvement in the classroom. It fuels student motivation and help the students see the relevance of teachers' topic. It increases participation as all students are involved. The interaction can be between the teacher and the students. This

form of classroom interaction teaches the students to respect their superiors. They are given a chance to air their opinion in the class. 

The other form of classroom interaction is between the student and students. This one allows the student to learn and understand how to work with partners. It develops and improves the skills of team work. It improves peer relationship. By encouraging students in the classroom to work together they learn the importance of working cohesively with others. 

Whether by small groups or whole-class discussion, teachers can do much to create an interactive classroom. Chet Meyers suggests some basic rules for consistently encouraging student interaction. The other method is whole class interaction. Learners interacting this way in a classroom learn the importance of patience and to value the point of view of others.

By asking the student to raise their to speak or calling student by randomly the teacher teaches the students that when someone else is speaking, they should let them have their say without interruption as their voices are as equal as that of anyone else.Classroom interaction also other method like role playing, conversation, reading around, and questions and answer. Reading aloud includes a situation whereby one person read while others listen.

Role playing is whereby the students take on given role and act out on scene with other. This allows students to demonstrate creativity and knowledge and help them to outside the constraints of classroom. 

In conversation, the students in a class discuss a given topic. A conversation can involve the whole class or among small groups of students in the class. In question and answer method, the teacher or student poses a question to assess the learner. The student may pose a question to the teacher meant to obtain more or new information.

The Role of Teacher in Classroom Interaction

The teacher acts as a facilitator. Since students do not always spontaneously interact well with one another they hence need encouragement. To cultivate interaction, the teacher may divide the learners into small groups and give them tasks, projects or assignments. Soon all the students will be communicating with each other role playing and offering ideas; shyness will be forgotten in the excitement of accomplishing the group project. The teacher has the role to create a classroom environment. Students often mimic a teacher’s actions. If the teacher prepares a warm, happy environment, students are more likely to be happy. An environment set by the teacher can either be positive or negative. The students sense the mode of the teacher; if the teacher is angry, they may react negatively hence the learning is impaired.

The teacher acts a role model. Teachers typically do not think of themselves as role models, however, inadvertently they are. Students spend a great deal of time with their teacher and therefore, the teacher becomes a role model to them. This maybe a positive or negative effect depending on the behaviors of the teacher.

The teacher acts as a mentor. It can be intentional or not. It encourages the students to work hard to achieve the best. It can be positive or negative depending on the character of the teacher. The teacher can mentor learners by taking time to listen to them. By doing so, the students build courage.The teacher should be aware of the elements that prevent good classroom interaction. By knowing them, the teacher will be able to avoid them hence create proper classroom interaction. For example, some teachers discourage students by criticizing their answers. Criticizing mostly shuts the students down hence affecting the interaction negatively. Peer pressure or when some students have overpowering personalities that cause other students keep quiet in class.

Some Suggestions To Have An Effective Interaction With Students

Ongoing interaction or communication between students and teachers is often difficult to achieve.  When classroom interaction occurs, a teacher may not be able to identify all the relevant factors that were used to develop a

meaningful dialogue.  Furthermore, there are class sessions in which an instructor receives minimal feedback from students in spite of following a lesson plan that elicited a great discussion in a previous class.

To improve your ability to communicate with students you must set the tone early.  Start by giving your students some ground rules for discussion, and engage them with comfortable, simple discussion topics and tasks early in the semester.  Later, when effective class rapport is established, you can move more easily to more challenging problems, subjects, and discussion formats.  The following are some beginning suggestions for getting your students to interact more often and move effectively in your class:

Before class, write out questions that you are going to ask students so

that the inquiries are not vague.

Be sure that your silent (or wait) time exceeds ten seconds.

Be prepared to break you question down to more simple questions in

the event that students do not answer the first time.

Call on those who do not participate.

Have students write out an answer to a problem or question.

Become aware of and watch facial and body gestures as you

ask/answer questions. 

Develop a language of respect so that you do not alienate students

when you disagree with or misunderstand them.

EPISODE 2 COME

LET’S TALK

OBSERVATION

The dialogue between the teacher and students was observed during the first subject in the morning. After discussing the lesson about parts of speech, the teacher starts asking the students about the lesson for the day. But as it was about time, she decided to give the students some homework.

Situation:  Interaction between the teacher and the learners during the discussion.Teacher: Kindly give me just one part of speech?

Students: Ma’am (almost all raised their hands)

Teacher: Ok Lisa, kindly give an example.

Lisa: Noun ma’am!

Teacher: Noun is correct, but you should give me an example of a noun.

Jean: Tables and chairs ma’am!

Teacher: Very good, another part of speech?

Student1: Verb ma’am!

Teacher: Yes, verb is correct, and what is a verb?

Student2: Verbs are action words ma’am.

Teacher: Correct. Give me an example.

Student2: Eating, ma’am!

Teacher: Look’s like you’re hungry class.

Students: Yes, ma’am!

Teacher: Ok class, it is almost time, I’ll dismiss you a little bit early to clean up the classroom, ok?  But before that, kindly write down your assignment for tomorrow. What are the different parts of speech? Give at least 10 examples each.

Students: Ma’am “that’s too many”

Teacher: Ok make it 20 then.

Students: Ma’am?????!!!!!

Teacher: Ok 10 each and place it in a one whole sheet of paper, understand?

Students: Yes Ma’am!!!

Teacher: Ok, you’re dismissed.

Students: Thank you ma’am, goodbye!

PERSONAL REFLECTIONS ON THE DIALOGUE

As observed and based from the dialogue, the class discussion has a good interaction wherein the students shared their ideas on the different parts of speech, and were able to give an example for each. I also observed that all the students were attentive and were participating in the class discussion. 

ANALYSIS

How important are dialogue and substantive conversation in the classroom in terms of students learning?

They’re very important because they enable the teacher to see if the students are capable of analyzing the lesson. The reality of the situation is that it can become a vehicle for students to avoid more class work. Students love to discuss, but we have to know when it’s time to stop the conversation and move on. Many students just want to be heard, so kids will start repeating what someone else has said just so they can get class participation recognition. They realize that if they don’t keep the conversation going, we might actually get back to doing some work. One of the disadvantages is that some kids will use this time to be idle mentally. While everyone else is contributing to the dialogue, someone will silently be silent and would not care at all. You could try all you want to draw the student into the conversation, but if he’s unwilling it becomes a distraction and ruins the flow of the dialogue. Yes, dialogue is important, but the teacher has to control the amount of time dedicated to it.

What learning benefits could teacher and student draw from intentional dialogue?

It will greatly assist both students and teachers abilities to speak publicly and privately. It will develop their thought processes and make for much more engaging and intriguing conversation as well as to improve the vocabulary and speaking confidence of both the students and the teacher.

DISCUSSION

Discuss with your FS classmates your thoughts on Dialogue in Curriculum Design. Then write down your thoughts as well as those of your classmates. Please use the space below.

Having a dialogue in curriculum design is a good idea. So in order for us to design a curriculum we need all the inputs we can get and that is by having a dialogue with everyone concerned. Communication is important when making an important project such as curriculum design because sometimes we may not see the wrongs of the design but if others concerned are around they may notice it.

RESEARCH

Dialogue (sometimes spelled dialog in American English [1] ) is a literary andtheatrical form consisting of a written or spoken conversational exchange between two or more ("dia" means through or across) people. Its chief historical origins asnarrative, philosophical or didactic device are to be found in classical Greek andIndian literature, in particular in the ancient art of rhetoric

EPISODE 3 TELL ME

The Learning Environment

Subject Matter/s Covered

Library and/or Internet Resources

The learning environment observed was the classroom of Grade 2-Rose. Tables and chair are properly maintained for proper learning and sitting arrangement. It is well lighted, ventilated and has a toilet of its own. The room was equipped with audio and video equipments such radio and television.  The walls are decorated with learning materials like bulletin boards, graphs, and pictures.

The subject matter covered includes all the subjects being taught in the school curriculum such as English, Filipino, Mathematics, Science, Hekasi

The class does not yet have an internet access in their classroom or a computer. But as observed they have brand new computer equipments in their ICT room with the interactive whiteboard. They have access to the library but have to be supervised when using it due to their age.

MY OBSERVATION REPORT

MY INSIGHTS AND REFLECTIONS

  The Learning Environment

Subject Matter/s Covered

Library and/or Internet Resources

The students were so blessed to have a classroom that is

conducive to learning compared to other

schools in rural areas because it lacks of learning tools and equipments which can greatly aid in students learning

The subject matters are in current curriculum so there is no problem.

Concerning the library, the children are slowly introduced to it. But since some of them are just beginning to realize the importance of books, they should be guided more

ANALYSIS

Why should teachers know about curriculum design?

Knowledge of curriculum design is important for understanding the emphasis of the teaching every year. If teachers will understand better the importance of each period they are teaching during the year and how it relates to other period both past and present.  It is also good for them to understand the reasons behind the model for the curriculum they are teaching.  Teachers must show initiative and interest in the scope of their job to make remediation, adjustment and improvement to their class.

What do most principles and theories of curriculum development have in common? How is this commonality expressed or spelled out in the curriculum of the class you have observed?

I used to have subject about curriculum design. From what I have learned, principles and theories about curriculum development revolves around “learning holistically” and how the students were the center of learning. The curriculum, unlike before is designed based on the needs of the students. It is no longer designed for the ease of the teacher’s

implementation. In the class observed, the instruction is modified for every student. If they think that the students cannot cope up with their classmates in doing the same task, they provide another task for this student. If a student fails to do a task because he simply cannot do it, learning must be continuing.

RESEARCHES

ELEMENTS / COMPONENTS OF THE CURRICULUM

COMPONENT 1: Curriculum Aims, Goals and Objectives

Aims : Elementary, Secondary, and Tertiary

Goals: School Vision and Mission

Objectives: Eduacational Objectives

Domains:

1. Cognitive- knowledge, comprehension, application, analysis, synthesis, evaluation

2. Affective- receiving, responding, valuing, organization, characterization

3. Psychomotor- perception, set, guided response, mechanism, complex overt response, adaptation, origination

Component 2 : Curriculum Content or Subject Matter

Information to be learned in school, another term for knowledge ( a compendium of facts, concepts, generalization, principles and theories.

1. subject centered view of curriculum: the fund of knowledge represents the repository of accumulated discoveries and inventions of man down the centuries, due to man’s exploration of his world.

2. learner -centered views of the curriculum: relates knowledge to the individuals personal and social world and how he or she defines reality.

CRITERIA USED IN SELECTION OF SUBJECT MATTER FOR THE CURRICULUM

1. self–sufficiency- “ less teaching effort and educational resources, less learner’s effort but more results and effective learning outcomes- most economical manner

2. significance – contribute to basic ideas to achieve over all aim of curriculum, develop learning skills

3. validity- meaningful to the learner based on maturity, prior experience, educational and social value

4. utility- usefulness of the content either for the present or future

5. learnability- within the range of the experience of the learners

6. feasibility- can be learned within the tile allowed, resources available, expertise of the teacher, nature of learner.

PRINCIPLES TO FOLLOW IN ORGANIZING THE LEARNING CONTENTS

1. BALANCE- Content curriculum should be fairly distributed in depth and breadth of the particular learning or discipline. This will ensure that the level or area will not be overcrowded or less crowded.

2. ARTICULATION – Each level of subject matter should be smoothly connected to the next, glaring gaps or wasteful overlaps in the subject matter will be avoided.

3. SEQUENCE- this is the logical arrangements of the subject matter. It refers to the deepening and broadening of content as it is taken up in the higher levels.

4. INTEGRATION- The horizontal connections are needed in subject areas that are similar so that learning will be elated to one another.

5. CONTINUITY- Learning requires a continuing application of the new knowledge, skills, and attitudes or values so that these will be used in daily living. The constant repetition, review and reinforcement of learning.

Component 3 – Curriculum Experience

Instructional Strategies and methods will link to curriculum experiences, the core, and the heart of the curriculum. The instructional strategies and methods will put into action the goals and use of the content in order to produce an outcome.

Teaching strategies convert the written curriculum to instruction. Among these are time-tested methods, inquiry approaches, constructivist and other emerging strategies that complement new theories in teaching and learning. Educational activities like field trips, conducting experiments, interacting with computer programs, and other experiential learning will also form part of the repertoire of teaching.

Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for the selection and use, here are some of them:

1. teaching methods are means to achieve the end

2. there is no single best teaching method

3. teaching methods should stimulate the learner’s desire to develop the cognitive, affective, psychomotor, social and spiritual domain of the individual

4. in the choice of teaching methods, learning styles of the students should be considered

5. every method should lead to the development of the learning outcome in three domains

6. flexibility should be a consideration in the use of teaching method

Component 4 – Curriculum Evaluation

To be effective, all curricula must have an element of evaluation. Curriculum evaluation refers to the formal determination of the quality, effectiveness or value of the program, process and product of the curriculum. Several methods of evaluation came up. The most widely use is Stufflebeam’s CIPP Model

Source: Curriculum Development by Purita Bilbao, et.al. LoreMar Pub.,2008

EPISODE 4 BRIDGING

EDUCATIONAL PROCESS

Calendar of Activities: Month of January

Activities Date Participant

Awards Given

 Remarks

Kindergarten Festival

January 24, 2014

Gian Glenn Biacora

Medal and Certificate

 He won the story telling category on that contest

held at Sariaya Quezon

Analysis

How important is environment of all stakeholders of the school’s programs and activities?

Family and society is a powerful influence on the process programs and activities. When families are involved, they can help in giving ideas on how the programs and activities can be more beneficial. Their support can make their children cooperate well in school. They can also help in some of the expenses in the programs and activities. A public schools budget is just enough for academic programs. So a little amount donated

from community can do more for a public school. Because sad to say, maintenance of the school are rarely covered by the school’s budget. Many times, public schools manage to maintain their facilities by support and donations from the community and from funds coming from politicians. This also helps to make the children more interested in their studies and have more positive attitudes and behaviors. For this reasons, increasing family involvement is an important goal for the school.

What specific principles of curriculum development justify the importance of cooperation and collaboration among all stakeholders of the school?

Stakeholders have the power to approve and disapprove the programs in the school. If they do not get involved in the activities and programs, there are would be no activities that will be done at all. It is important that they participate in the planning so they would find out if the activity or program is necessary or not. Since they are the stakeholders, they are the one who gives the budget for the proposals. They need to understand perfectly the goals of these proposals because if not, they could just turn down a very important project because of the high cost. Or sometimes, it could go the other way around, they could compliment unnecessary programs because of low cost, it does not only waste effort but time and money as well. Also, by being involved in these events, parents see how much the school is dedicated for their children’s learning. This is a positive point for the school. If everyone in the school is involved in the learning of the students, it reflects a good school.

Discussions

What are your thoughts on Cooperation and Collaboration among the school’s stakeholders? Write down your thoughts.

“TEAM WORK DEVIDES THE EFFORT AND MULTIPLIES THE EFFECT”

It is the same with the school stakeholders; they all must be able to maintain good relationships with each other. In an environment where young children’s learning might be in danger, there is no room for adult’s

mistakes. We are all aware that no one is really perfect. That is why we must join our hands, head and hearts together to come up with ideas for the better.

Researches

Collaboration is working with each other to do a task and to achieve shared goals. It is a recursive process where two or more people or organizations work together to realize shared goals, (this is more than the intersection of common goals seen in co-operative ventures, but a deep, collective, determination to reach an identical objective

Cooperation is a situation in which people work together to do something. The actions of someone who is being helpful by doing what is wanted or asked for

Cooperation and collaboration is often important for school stakeholders, to communicate effectively, discuss issues, and solve problems. School stakeholders are usually invested and interested in the success of the schoot.Through cooperation and collaboration with the stakeholders the school can give the strong foundation of knowledge regarding to the development.

EPISODE 5COLLECT

AND

CRITIQUE

My Interview Report

Name of Teacher Interviewed: Mrs. Anita de Castro

Grade of the Class: Grade 5

School: Pagbilao East Elementary School

Date of Interviewed: February 18, 2014

Last is the actual practice to determine if students can be trusted in handling computers properly.

Analysis

CHALLENGE

To teach the students how to use the computer

RESOURCES NEEDED

visual aidsguide books computer

PLANNING STRATEGIES

It is best first to familiarize the students with the parts and use of the computer. next is to do an assessment test such as recitation if they really are knowledgeable enough to handle the computers.

How important it is for the teachers and curriculum planners to anchor their curricular plans to specific theories and principles of curriculum development?

Theories and principles of curriculum development serve as the basis of learning and how it should be taught. If teachers and curriculum planners ignore the importance of these theories and principles, they could make a mistake of missing someone important things in learning for example that learning is not only a way traffic of imparting knowledge from the teacher but students must be given the chance to construct to their own knowledge and ideas. As educators, there is no room for mistakes. If in case we designed a curriculum that is not based on these in principles and theories, we cannot ask the learners to repeat the level to learn everything again.

Aside from the teacher, who else should be involved in the curriculum planning? Expand your thoughts.

The school administrators should participate in curriculum planning because they can provide the essentials in planning in terms of changes, materials, and the like. The student’s performances should also be taken into consideration. The experts should be consulted as they can provide some vulnerable inputs especially it concerns their field of specialization.

.

RESEARCHES

THE ROLE OF STAKEHOLDERS IN CURRICULUM

Stakeholders – are individuals or institution that is interrelated in

the school curriculum. They are the one who put into action and give life to the curriculum. They shape the curriculum implementation.

Learners as the Center of the Curriculum

They are the very reason a curriculum is developed. They make and unmake the curriculum by their active and direct involvement. How each individual learner contributes to the realization of a planned curriculum would depend on the interaction and internalization of the different learning activities.

Teachers as Curriculum Developers and Implementers

Planning and writing are the primary goals of teacher. A teacher is a curriculum maker. Teacher writes the curriculum daily through a lesson plan, unit plan or a yearly plan.

Teachers address the goals, needs and interests of the learner by creating experiences from where he students can learn. Teachers design enriches and modifies the curriculum to suit the learner’s characteristics.

Teachers are part of textbook committee, faculty selection boards, school evaluation committees or textbook writers themselves. Teachers therefore become architects of school curriculum.

On the other hand a developed curriculum remains inactive if it is not implemented. At this point, the teachers’ role now shifts from DEVELOPER to IMPLEMENTER.

Curriculum implementation is now giving life to the written material with the help of learning. The teacher’s role now shifts from PLANNING to DOING.

Doing here implies guiding, facilitating and directing activities. Some would say that the root of the educational problem is the teacher. It just point out to the inability of the teacher to implement well a curriculum.

Curriculum Managers and Administrators

They supervise curriculum implementation, select and recruit new teachers, admit students, and procure equipments and materials needed for the effective learning.

They also plan for the improvement of school facilities and physical plans. They have privilege to command but at the same time to lead the institution. They are responsible for the final decision making in terms with the school purpose.

They are the responsible to the kind of curriculum their school will offer and how these are implemented.

Parents as Supporters to the Curriculum

“My child and my money go to this school”. It simply means that the parents are the best supporters of the school, especially because they are the one’s paying for their child education.

Effective parental involvement in school affairs may be linked to parent educational program which is central to high quality educational experiences of the children.

It results to better communication between home and school, in this case there will be lesser disciplinary problems, greater student motivation and more responsibility for learning

Community Members as Curriculum Resources

The community members may provide materials in the existing local community can be very well substitute for what we are needed to implement the curriculum. Respected community members may be included in school boards.

Some can be resource speakers that can provide local and indigenous knowledge in the school curriculum. It can provide books, material and facilities in the school.

Other Stakeholders in Curriculum Implementation

Professional Organization – they are being asked by the curriculum especially to contribute in curriculum review because they have voice in licensure examination, curriculum enhancement and others.

Government- it has a great stake in the curriculum implementation. It is represented by Deped for the basic education curricula and CHED for tertiary and graduate education curricula

Professional Regulation Commission – the third agency that has high stake in school’s curricula, because graduates of the different tertiary degrees must be certified as professionals. The PRC through the Professional Regulatory Board conducts examination for some degree programs, such as Let.

EPISODE 6CHECKPOINTS

My Observation Report

OBJECTIVES STRATEGIES  ASSESSMENT

REMARKS

To get a good result of students learning

The teacher reviews the pupils about

their previous lessons and she gives them an

oral and written exams

Recitation, fill in the blanks on the board and

quiz

The alignment of the

Objectives, Strategies, and Assessments

are just appropriate. The teachers’ objective is to

get a good result of the

students learning so she must make sure

that her students are in good condition

to learn.

Analysis

Why do teachers need to align the objectives, strategies, and assessment?

When there is alignment in our objectives, strategies and assessment, we are sure that we are doing the right thing in teaching the students. Sometimes because of pressures, we tend to go away from our objectives. When our students’ needs are too diverse from one another, we tend to prepare strategies that will not benefit everyone in the class. And lastly, when we do our assessment, we forget that not all assessments can cover all students’ achievements. Planning is a vital part of teaching that before you go out to teach the students, we have to make sure that we have done our best in planning.

How should teachers align their objectives, strategies and assessment? Suggest some strategies.

In aligning objectives with the strategies, they must be planned. Objective will be the basis of your instruction, so prepare a good one. After this, consider what you want your student to develop with your objective. How will you be able to motivate more students during the instruction? Will that strategy would make the student’s focused?. Lastly is the assessment, this should not be taken for granted. To align assessment with the objective and strategies, it should be appropriate. If we are able to do all the steps we prepared, ask the students what have they learned. Recheck the objectives and see if the class is able to accomplish it. And we do not waste time and effort in trying to teach our students.

Reflections

What has been your most meaningful in this episode? What makes it meaningful to you? How could such an experience help you become a better teacher?

One of the most meaningful experiences in this episode is that when I observed a class on their periodical test. That experience opened my eye to the hardship a teacher does just to teach. I realized that to be an effective teacher, I should be patient, understanding and flexible with the demands of this profession.

Researches

Why should assessments, learning objectives, and instructional strategies be aligned?

Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another.

To ensure that these three components of your course are aligned, ask yourself the following questions:

Learning objectives: What do I want students to know how to do when they leave this course?

Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?

Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments?

What if the components of a course are misaligned?

If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning. Consider these two scenarios:

Your objective is for students to learn to apply analytical skills, but your assessment measures only factual recall. Consequently, students hone their analytical skills and are frustrated that the exam does not measure what they learned.

Your assessment measures students’ ability to compare and critique the arguments of different authors, but your instructional strategies focus entirely on summarizing the arguments of different authors. Consequently, students do not learn or practice the skills of comparison and evaluation that will be assessed.

I owe a debt of gratitude to those who were so generous with their time and expertise:

First and foremost to our Almighty God for the knowledge, strength and wisdom.

To my parents who provided me their financial support, love, moral values and advices.

To Mr. Orlando V. Ornedo as my mentor for Field Study 4. I really appreciate your utmost effort in facilitating and checking our errors. Thank you for molding us to be competent and knowledgeable student. I am so grateful to have you as our mentor and we feel so blessed.

And to Mrs. Anita de Castro, Mrs. Tita Pabellosa and Ms. Marie Rose Castillo and to their students who gave their cooperation. I wish I could express my appreciation to them for their warm hospitality.

- Kathrine

ACKNOWLEDGEMENT

COURSE SYLLABUS

EPISODE 1: THERMOMETER CHECK

EPISODE 2: COME, LET’S TALK

EPISODE 3: TELL ME

EPISODE 4: BRIDGING EDUCATIONAL PROCESS

EPISODE 5: COLLECT AND CRITIQUE

EPISODE 6: CHECKPOINTS

Daily Time Record

MRS. TITA PABELLOSA MS. MARIE ROSE CASTILLO GRADE 2 ADVISER PRE SCHOOL TEACHER RESOURCE TEACHER RESOURCE TEACHER

MRS ANITA DE CASTRO GRADE 5 ADVISER RESOURCE TEACHER

COURSE SYLLABUS

DESCRIPTIVE TITLE: FIELD STUDY 4(EXPLORING THE CURRICULUM)

COURSE CODE: FS 4

UNITS: 2 UNITS

COURSE DESCRIPTION

This course is intended to introduce the education pre-service students to effective curriculum design and assessment. The course topics include the curriculum models, principles and approaches in designing, delivering, and addressing the curriculum.

It emphasizes familiarity with contemporary curriculum policies and framework and their relevance or planning, pedagogy and assessment at the classroom level.

The course in curriculum development shall develop teachers who can adjust and be flexible in designing and implementing curricula in learning environments for different students in different context.

It can also apply a wide range of teaching process skills (including curriculum development, lesson planning, material development, educational assessment and pedagogy)

Field Study 4 is anchored to Professional Education subject on Curriculum Development.

GENERAL OBJECTIVES

1. Design a model of curriculum demonstrating considerations for basic and higher education, appropriate community linkages, and stakeholders.

2. Address the monitoring of curriculum implementation and assessment of curriculum.

3. Prepare an alignment of developing objectives, pedagogy, and assessment.