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FS-4: Understanding CurriculumDevelopment
Submitted To: Dr. Rhoda Amor
Submitted !: Castel Saba
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FS4: Understanding Curriculum Development
A Portfolio Presented To: SEAS Department of Southland College
In Partial Fulfillment of the Requirements in FS 4
First Semester S.. !"#$%!"#&
Cooperating S'hool: Southland College (igh S'hool Department
Cooperating Tea'her: )r. )i'hael Doronila
Su*mitted +,: Castel . Sa*a +SED III%English
Su*mitted To: Dr. Rhoda Amor
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Ac"no#ledgement
I owe a debt of gratitude to those who were so generous with their time and expertise:
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To our Almighty God for the knowledge, strength and wisdom. His guidance leads me
to select the most desirable way to success.
To my family who always proides financial support, loe, moral alues and adices.
To !r. "hoda Amor as our mentor for our sub#ect $ield %tudy &. 'e really appreciate
your utmost effort in facilitating and checking our errors. Thank you for molding us to be
competent and knowledgeable about life. 'e are so grateful to hae you as our mentor and
we feel so blessed.
To my cooperating teacher (r. (ichael !oronila for your cooperation and to your
students who also gae their cooperation. 'e wish we could express our appreciation to them
for their warm hospitality.
The expertise in this portfolio belongs to those listed aboe. Any errors are mine.
Statement o$ %urpose
The intent of this portfolio is to proide and share experiences and ideas to those who will
undergo the same undertakings. The content of this portfolio will help future mentors design
a model of curriculum demonstrating considerations for basic and higher education,
appropriate community linkages and stakeholders, address the monitoring of curriculum
implementation and assessment of curriculum, and prepare an alignment of deeloping
ob#ecties, pedagogy and assessment. This portfolio is intended to introduce the education
pre)serice students to effectie curriculum design and assessment.
This portfolio will sere as a tool for information sources
To educate is to become a better educated. It is circular process that improes with
time* we beliee the responsibility of educators is to proide students with the necessary
knowledge and skills to succeed in academic, business and personal arenas. +ur teaching
philosophy is based on the belief that education is a solution to many social problems.
ducation proides the tools to make informed decisions, synthesi-e ideas, and critically
ealuate releant issues and to en#oy life. Therefore pursuing knowledge and working to
improe our skills as an educator are among our highest priorities.
As an educator, we will strie to encourage excellence in our students and
ourseles. ourse material should be challenging, interactie and releant to current issues
and eents. %tudents learn and retain more information if the material is presented in an
enironment that is interesting and interactie. $or this reason, we beliee that using a
ariety of multimedia including ideo, slides, and the internet, is an effectie way to
complement traditional course lectures remains the foundation of the educational
experience. 'e feel that we can encourage students to seek new knowledge and explore their
own ideas by an enthusiastic presentation of both what is. And what is not known about
sub#ects. 'hen appropriate, the classroom setting should be expanded to include experience
in the field. 'hat better way to make the necessary connections among biological concepts
than by obsering how organisms interact with their enironment/
In our interaction with students, we will strie always to be respectful,especially when dealing with differing opinions that may arise as product of scientific
thinking. 'e want our student to learn to think critically, not merely to accept our ideas and
opinions* our drie to pursue higher education was due in part to seeral teachers who
inspired catalyst for other people to pursue their dreams.
0y 1oanna $uchs
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!ear 2ord, bless these teachers mightily
as they seek to teach, enrich and guide
your precious children.
Grant them abundant resources to do their #ob,
intelligence, wisdom, sensitiity, kindness,and the material things that make it possible
to turn some of these tender green plants
into the strong, stable trees that will lead our nation,
to transform some of these buds into brilliant flowers
that will bring light, color and happiness
to all who encounter them,
and to gie eery one of them the tools
to be creatie, and productie and to deeloptheir own kind of success in the world.
2ord, wrap 3our loing arms around these teachers
who gie so much of themseles to grow our youth
into creatie, responsible adults.
'e pray that 3ou will immerse them
in your boundless, transcendent loe.
'e pray that 3ou will strengthen and soothe them
when they hae gien so much of themselesthat they need 3our extra attention, 3our extra care.
'e loe, respect and admire these teachers, 2ord
and we pray that you will watch oer them always4
these special people who hold our children
and our future in their hands.
Amen.
&ntroduction
'hat is Curriculum Development(
It is the organi-ed preparation of whateer is going to be taught in schools at a gien
time in a gien year. They are made into official documents, as guides for teachers,
and made obligatory by proincial and territorial departments.
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Teachers use curricula when trying to see what to teach to students and when, as well
as what the rubrics should be, what kind of worksheets and teacher worksheets they
should make, among other things. It is actually up to the teachers themseles how
these rubrics should be made, how these worksheets should be made and taught* it5s
all up to the teachers. In a practical understanding, though, there is no concrete way
to say what methodology is right to use. 0ut it is also true that the way in which a
certain topic is taught habitually resoles what is actually taught. This is why it is
re6uired to make a distinction between the official or planned curriculum and the de
facto curriculum* the one that is formal and the one that is actually taught in schools.
It is also one of the ma#or and re6uisite sub#ects in education. It deals with the
theories and principles in education. These principles are the basis of lessons to be
implemented inside or outside the four corners of the classroom.
Tas" &
)isit a school
*et the cop! o$ the school+s ,ission and )ision
Anal!e the ,ission and )ision o$ the school relative to the eisting school
curriculum
,a"e anal!sis report-goals/ reasons $or eistence/ teachers/ students/
methods /responsibilit! to communit! and #hole #orld
*ive a brie$ histor! or description o$ the school The school+s ,ission and )ision
Anal!sis report-support #ith photographs/ etc. report o$ !our un$orgettable
eperiences.
%outhland ollege High %chool !epartment is located along "i-al %t. 0rgy.7, 8abankalan ity,
9egros +cc. It was August , ; when I started my first actual obseration for my sub#ect
$ield %tudy)&. I was a little bit excited for the said obseration that?s why I really made some
preparation for it, and from the fact that our teacher in this sub#ect !r. "hoda Amor always
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reminds us to fill in eerything that corresponds to our target and goal. The target is to be
competent in determining anything about the curriculum.
I strolled around the campus and I #otted down my obseration in my notebook. I was
impressed and happy to saw the new constructed building and the new added classroomsalong with it. I could say that the school has a lot of improement as the days goes by. Truly,
%outhland ollege is a liing proof that there is nothing great that we can?t achiee unless we
put our faith and perseerance on it.
Mission
Respecting the human dignity and unique talents of each person, Southland College is
dedicated in helping its students actualize their potentials for the enhancement of their own
lives and for national development
@uality ducation has always been the oer)riding mission of the school. %outhland ollege
prepares its students to be able to compete locally, nationally and globally. As education
becomes increasingly committed to secular humanism, the mission of the school is to proide
a strong education but from a 0iblical 'orld iew. 'isdom is the ability to apply knowledge in
a disciplined and productie manner. The students must grow not only in knowledge but also
in wisdom based upon God?s 'ord. The %chool proides the students with teachers haing the
greatest skills and the most integrity the school can find. %tudents are inspired and motiatedby their teachers. The school also beliees that each person is uni6ue and special that?s why
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it respects and caters the needs of each person. A good education along with strong character
will afford a destiny with no limits for the progress of all. %outhlanders truly beliee that with
the education they hae receied they hae Bndless CossibilitiesD.
Vision
A progressive educational community where
the individual is the core of his own learning.
The ision of the school is putting the students5 interests first and acknowledging student
oice as central to the learning experience. %outhlanders choose what they will learn, how
they will learn, and how they will assess their own learning. The school wants to perceie a
student)centered learning which simply refer to educational mindsets or instructional
methods that recogni-e indiidual differences in learners. In this sense, student)centered
learning emphasi-es each student5s interests, abilities, and learning styles, placing the
teacher as a facilitator of learning for indiiduals rather than for the class as a whole.
%outhland ollege let %outhlanders learn on hisEher own pace.
The (ission and ision of %outhland ollege relates to the existing curriculum such that the
ob#ecties of the 8to=; curriculum is
My Report
0earners/ Teachers and %arents
0earners as center o$ educational process
Are the ver! reason a curriculum is made
0earners+ eperiences should be given emphasis
And learners+ needs and interests should be addressed.
&n implementation o$ the curriculum
Teachers are the most crucial persons.
The "e! to e1ective curriculum implementation
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&s the understanding inside the classroom.
%arents as supporters o$ the curriculum
ecome environment part o$ learning at home
%arents provide materials that aren+t in home
And especiall! the moral values and norms.
A classroom is a miniature o$ a greater societ! because in a classroom li"e a
greater societ! has various "inds o$ individuals #ith di1erent attitudes and
personalities and li"e a greater societ!/ these individuals #or" together $or the
attainment o$ a certain goals #hich are necessar! $or their living and survival. &n
this place also #here students have di1erent "inds o$ attitude/ opinions/ interest
and dreams. And these students are considered as individuals 2ust li"e #hat #e see
in the societ!. &n the classroom student shares their o#n point o$ vie# as a part o$
the communit!. Students started to as" 3uestions to other/ in classroom students
practice good moral and right conduct. &n the classroom/ students learned a lot o$
things $rom their teacher/ classmates and eperience. To be responsible person as
the! 2oined in the communit! to create harmonious living/ a good person should
$ollo# la#s and limitations as a Filipino citien in the societ!.
%rimaril!/ #e can nd di1erent personalities inside the classroom so as in a societ!.
)aried personalities eist and interact #ith each other and are helping each other toachieve #hatever plans that #ill be benecial to them and their societ!. Another
thing is the materials in the classroom #hich are e3uivalent to all the resources
available to the people in a societ!. These materials the! utilie to produce crops or
nished products $or their living.
The similarities that are $ound in the classroom that can be observed are
interactions o$ di1erent "inds o$ people/ st!les and #ants. 5ver! individual have the
right and $reedom o$ #hat the! are doing #ith responsibilities on their actions. &n
the classroom that has a communit! 2ust li"e in the societ! people reacts
interdependence and independentl!.
Cooperation and %artnership in a curriculum design is ver! important because i$
there is a partnership/ not onl! single idea can be presented but several #hich #ill
contribute to a better concept $or curriculum design and i$ there is a cooperation/
the tas" involved #ill be easier since the persons involved can #or" hand in hand
$or the success o$ their #or". %artnership and cooperation is ver! important in
Curriculum Design in a #a! that #hatever 6a#s or mista"es can be corrected or
modied earlier. Cooperation and partnership must come together because the! are
interrelated to each other in designing/ selecting or choosing content and activities
and the determination o$ #hat to evaluate.
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Brief History
Southland CollegeFSC or %outhland ollege of 8abankalan Inc. is a priate, non)sectarian
and coeducational institution located in the fast progressie ity of 8abankalan, 9egros
+ccidental, Chilippines.
stablished in (arch ;
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hands helping shape the foundation of %outhland ollege. Amid challenges, stumbling blocks,
and interfering forces, %outhland ollege was established 4 a shining testament of God?s
wondrous ways and His helping hand for those who trust Him.
!eeply saddened by the anticipated mass resignation of the faculty and staff with the change
of leadership of a priate school where he was the former president, !r. Anecito !. illalu- 1r.
decided to put up his own school where he could freely make use of his publicly
acknowledged and admired managerial skills and organi-ational expertise.
The preparations for the new school started in (arch ;
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A teacher is one who,an enhance eery admiration,
A teacher is one of,The true inspiration,
A teacher is one who,Gie us our right eleation,
A teacher is one to gie,s a chance to step in there generation,
'ith them our life,is full of celebrations,
They may dare to use 6uotation*And these 6uotation,
%hould hae fixations,ery student is unsuccessful,
'ithout there inspiration,After all a teacher is more importantThen Alfa, 0eta, Gamma and 9ewton.
Most Unforgettable Experience:
2ast month I highlighted $ield %tudy & obseration that 8to=; curriculum is painting an
incredibly exciting picture of how education can Fand should extend beyond the four walls of
the classroom and into the actiities and eents that fill the communities where students lie,
being agile enough to ac6uire new knowledge and skills almost daily, in tune with the ery
dynamic and uncertain global economy we hae created
9ow I want to reflect on seeral of my own experiences that hae coninced me of theimportance of $ield %tudy & obseration. 'ith this sub#ect able to know how curriculum
helped a lot in molding and creating a competitie and intellectual person.
Task II
Choose a particular sub2ect area and grade level in a school to be visited
Re3uest copies o$ the tetboo"s/ #or"boo" and other supplementar!
materials used in class/ laborator! pla!ground/ instructional materials etc.
5amine these resources materials in relation to the eisting curriculum o$the school
Re6ect on ho# these resource materials support the implementation o$ the
curriculum
,a"e a #ritten report o$ these tas"s.o ,a"e a brie$ description o$ each supplementar! materials used7
present in the schoolo ,a"e a report on !our re6ection $eel-$ree to ma"e recommendations/
cite strengths/ #ea"nesses $or each.o Support #ith photographs o$ these materials
o ,a"e a #ritten report o$ !our intervie# #ith the sub2ect teacher on this
tas"/
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o 'ritten report o$ !our un$orgettable eperience.
The grade level that caught m! attention during m! actual observation is the *rade-
8 acon. This class reall! made an impression on me
Student-to-student &nteractions %attern:
The student groups themselves according to their se/ girls and girls and bo!s and
bo!s. For the girls the! #ant to pla! a hand game/ #hile the bo!s are pla!ing ball
games. Student to student interactions are the simplest interactions/ the! have
their o#n #a! o$ understanding/ and students are nois! #hen the! interact.
Sometimes the! tal" nonsense/ boisterous topic to ma"e them laugh/ the! have
man! topics about their love li$e/ li"es and disli"es/ inspiration/ and motivation.
Student to student interactions are the interactions ta"es long period o$ time #henthe! see each other.
Student-to-Teacher &nteractions %atterns:
Student to teacher interactions can be observed in ever! classroom during
discussions. Teacher is the $acilitator and the students are the learners. Student to
teacher interactions are e1ective because students give their thought and ideas
during lectures. Student must respect the teacher as their mentor in learning.
Teacher-to-Student interactions:
Teacher considered the students as their children9 the! sho# care and love to them/
teachers are concerned o$ the student+s needs that is #h! the! never stop teaching
ever! da! about the things the! #ant to share about their "no#ledge to educate
each student. Teacher is the most respective person in the classroom9 students
should $ollo# the rules and regulations implement b! the teacher and student
should per$orm activities that the teacher assigned to them.
Student-to-non-teaching &nteractions:
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Student to non teaching interactions are happened to the other person in our
learning environment/ these are the 2anitors/ canteen personnel/ securit! guard and
vendors $ound in school. Student interact #ith them #ith little respect/ Student
considered them as an ordinar! people in the learning environment.
Teacher-to-Teacher &nteractions:
Teacher to teacher interactions are the pro$essional t!pe o$ interactions because o$
their pro$ession. Teachers interact #ith teacher during their school meetings/
programs and sessions. 'hen the! interact/ it is di1erent because the! tal" 3uietl!
not 2ust li"e student/ and teachers don+t have long period o$ interactions it depends
onl! on their availabilit! o$ schedule because teachers are so bus! #ith their
commitment to the learners. & can see them onl! interact during their meal time
#ere the! have a $ormal conversation 2ust li"e the other people do.
A classroom is a miniature o$ a greater societ! because in a classroom li"e a greater
societ! has various "inds o$ individuals #ith di1erent attitudes and personalities and
li"e a greater societ!/ these individuals #or" together $or the attainment o$ a certain
goals #hich are necessar! $or their living and survival.
Classroom is the miniature o$ a greater societ! because in the classroom students
have di1erent "inds o$ attitude/ opinions/ interest and dreams. And these students
are considered as individuals 2ust li"e #hat #e see in the societ!. &n the classroom
student shares their o#n point o$ vie# as a part o$ the communit!. Students started
to as" 3uestions to other/ in classroom students practice good moral and right
conduct. &n the classroom/ students learned a lot o$ things $rom their teacher/
classmates and eperience. To be responsible person as the! 2oined in the
communit! to create harmonious living/ a good person should $ollo# la#s and
limitations as a Filipino citien in the societ!.
%rimaril!/ #e can nd di1erent personalities inside the classroom so as in a societ!.
)aried personalities eist and interact #ith each other and are helping each other to
achieve #hatever plans that #ill be benecial to them and their societ!.
Another thing is the materials in the classroom #hich are e3uivalent to all the
resources available to the people in a societ!. These materials the! utilie to
produce crops or nished products $or their living.
The similarities that are $ound in the classroom that can be observed are
interactions o$ di1erent "inds o$ people/ st!les and #ants. 5ver! individual have the
right and $reedom o$ #hat the! are doing #ith responsibilities on their actions. &n
the classroom that has a communit! 2ust li"e in the societ! people reacts
interdependence and independentl!.
v Cooperation and %artnership in a curriculum design is ver! important because i$
there is a partnership/ not onl! single idea can be presented but several #hich #ill
contribute to a better concept $or curriculum design and i$ there is a cooperation/
the tas" involved #ill be easier since the persons involved can #or" hand in hand
$or the success o$ their #or".%artnership and cooperation is ver! important in
Curriculum Design in a #a! that #hatever 6a#s or mista"es can be corrected or
modied earlier.Cooperation and partnership must come together because the! are
interrelated to each other in designing/ selecting or choosing content and activities
and the determination o$ #hat to evaluate.
The Clarit! !ou gave to me/
&t shone li"e Angel ra!s/
0i"e #ater rushed on golden sands/
And crashed along the ba!s.
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The 3uestions deep #ithin m! heart/
Con$used m! humble mind/
et #hen !ou spo"e !our #ords aloud
&t seemed/ no longer & #as blind.
The ans#ers all came 6ooding in/The! touched m! inner soul/
The "no#ledge that !ou gave to me
'ithin m! heart & hold.
& understood that the events
That troubled me someho#/
'as nothing to be $rightened o$/
&nstead & should be %roud.
& Than" ou Sir most graciousl!/
These #ords & sa! aloud/
For the Clarit! !ou+ve given me/
;as made me $eel 3uite proud.
Dee ,cdonald
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v Dialogue is ver! important in curriculum design because through this/ all the
persons involved can epress their ideas/ opinions and insights #hich ma!
contribute in designing curriculum and that all the aspect li"e the advantages and
the disadvantages #ill be addressed and properl! handled or presented.
v ;aving a dialogue in curriculum design is a good idea to implement. &n order $or
us to design a curriculum/ #e need all the ideas #e can get and that is b! having a
dialogue #ith ever!one. Communication is important #hen ma"ing an important
pro2ect such as curriculum design because sometimes #e ma! not see an! de$ect or
#ea"ness in the design but i$ others concerned are around the! ma! notice it.
& have had no#here to turn
& had a lot to learn
not 2ust about math science and 5nglish
about li$e
ut !ou listen and never told
& have never "no#n #hat that $elt li"e be$ore
& remember #hen & #ould sit and sob on the 6oor
Then !ou came and guided me
To bad this is m! last !ear at this school
Seems 2ust li"e !esterda! & #al"ed into !our 8th grade class
o! that #as a blast
To bad #al"ing do#n the hall #ill be m! last
ut no# &+m going to ?th grade
going to a #hole ne# school
ut & #ill al#a!s "eep that simple rule
live !our li$e
but #hen & #al" into that brand ne# place
& al#a!s remember !our s#eet smiling $ace
the $ace that gave me strength and courage
to "eep going "eep moving don+t let an!thing stop me
& hope this doesn+t mean that #e can never tal"
& hope #e "eep in touch
so & #on+t end up alone
sitting on the 6oor again
and all & could do #as moan
So than" !ou $or being m! $riend
& am so sad that our trust ma! have to end
Darb!
The 0earning
5nvironment
Sub2ect
,atters
Covered
0ibrar! And7
=r &nternet
Resources
%leasant and $ree @ouns Using oo"
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$rom noise and
the atmosphere
#as cool.
The learning
environment isclean and
pleasant. ;as
di1erent pictures
and posters
placed on the
bulletin board.
The classroom is
properl! cleaned
and #ith proper
ventilation
because o$ the
#ell $unctioning
#all $ans
installed.
Appropriate
%articiples
&diomatic
5pressions
Using
%articiple
Changing
Direct Speech
To &ndirect
Speech
present tense7
declarative
sentencesB
oo"/
3uotes $rom
movies7lms
oo"
The 0earning
5nvironment
Sub2ect ,atters
Covered
0ibrar! And
7=r &nternet
Resources
&$ the
learning
environment
is pleasant
and $ree
$rom
distractions/
the students
can $ocus
their $ull
attention to
the
discussion o$
the teacher.
The learning
environment
is o$ vital
$actor in
motivating
students to
learn/ thus it
should be
pleasant and
com$ortable
The learner must
have a prior
"no#ledge o$ the
sub2ect matter
that #ill be
tac"led. The!
should have an
understanding o$
#hat a noun is/
in order $or them
to properl!
associate it #ith
other parts o$
the sentence so
that it #ill be
grammaticall!
correct.
Since idiomatic
epressions do
not have eact
meaning as the
#ords the!
represent/
there$ore the!
&nstructional
materials li"e
boo"s help the
teacher in
teaching the
lesson to the
students and
the
trans$erring to
them the
"no#ledge and
the principles
associated in
the topic.
Using boo"s is
help$ul to the
teacher in
teaching the
idiomatic
epressions
because it
gives various
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enough to
be sta!ed in.
The learning
environment
is o$ vital
$actor in
motivating
students to
learn/ thus it
should be
pleasant and
com$ortable
enough to
be sta!ed in.
should be
eplained
care$ull! to the
students $or
them to arrive at
the accurate
meaning and
avoid
misconceptions.
&n discussing
direct speech to
indirect speech
sub2ect matter/
the student
should rst "no#
#hat is sub2ect
and #hat the
predicate is so
that the! #ill
"no# ho# to
rearrange the
sentence directl!
and indirectl!
based on the
sub2ect and the
predicate.
eamples and
situations $or
the students to
understand.
0i"e#ise/ using3uotes $rom
movies7 lms
#ill be easier
$or the teacher
in conve!ing
the meaning o$
the idiomatic
epressions
because
students #illinterpret the
meaning based
on the
situation in the
movie.
oo"s are
appropriate
instructional
materials $or
the sub2ect
matter
because it
provides
eplanations
and eamples
in elaborate
manner.
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>. 'hat do most principles and theories o$ curriculum development have in
common( ;o# this commonalit! epressed or spelled out in the curriculum o$ the
class !ou have observed(
The commonalit! #as also epressed through the learning activities that the
teacher provides/ through this/ the teacher gives emphasis on the per$ormance o$the students. The curriculum is deemed to be success$ul i$ the per$ormance o$ the
learners is higher than the target set. ;o#ever i$ the per$ormance o$ the students is
lo# then it $ollo#s that the curriculum has $ailed. A good curriculum is one that
results in high or ecellent per$ormance o$ students.
The principles and theories o$ curriculum development contain common aspects
#hich are the #el$are o$ the students. This commonalit! #as epressed in the class
through the e1ort o$ the teacher to teach the students/ to provide them the
"no#ledge o$ their lesson and ma"ing sure that the! understand the lesson #ell b!
as"ing those 3uestions and b! giving tests.
From our FS eperience/ #e "eep in touch #ith our most meaning$ul learning and #e
epress it through abstract visual representation. 'e use appropriate colors to
represent our $eelings and signicant learning.
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& remember the times #hen !ou #ere there $or me
through m! man! tears !ou helped me reall! see
that !ou al#a!s there $or me
!ou stood close to me li"e a $riend/ there $or me
until the end
& #ill never $orget !ou/ the things
!ou helped me through/ & sa# m! inspiration
it is !ou
!ou #ere al#a!s there #hen & needed !ou
& no# #ill al#a!s have great memories o$ !ou
ou #ould as" me ho# are !ou doing(
& #ould sa! &+m ne
as tears start to $orm in m! e!es
!ou al#a!s "ne# that & #as reall! not ne
ou help me through it all
coming to save me ever! time & $all
&$ & could sa! one #ord that #ouldn+t
tell it all
&$ & sa! goodb!e to !ou & #ill 2ust $all apart
because !ou have al#a!s been in m! heart
& don+t #ant to lose !ou
!ou care about me and & care about !ou too
& remember the da! & rst met !ou and !ou met me
it #as li"e it #as reall! meant to be
!ou are someone & hold close to m! heart
there & "no# that #e #ill never be apart
Asha Coo"
Based On Calendar of cti!ities
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find out if the actiity or program proposed is necessary or not. %ince they hold the highest
position, they are the ones who allocate the budget for the proposals. %takeholders need to
understand perfectly the goals of these proposals because if not, they could #ust turn down a
ery important program because of the high cost or sometimes, it could go the other way
around* they could implement unnecessary programs because of low cost, it does not only
waste effort but time and money as well. Also by being inoled in these eents, parents seehow much the school is dedicated for their children?s learning. If eeryone in the school is
inoled in the learning of the students, it reflects a good school.
ooperation fosters learning. Two heads are better than one. Ceople en#oy, functioning
interdependently but they also en#oy functioning independently. The interactie process
appears to people?s curiosity, potential and creatiity, thus as people inest themseles in
collaboratie group approaches they deelop a firmer sense of their own identification. They
begin to reali-e that they count, that they hae something to gie and to learn.
The school stakeholders must be able to maintain a good working relationship with each
other. That is why there must be no room for any mistakes in an enironment where student?s
learning might be #eopardi-ed. 'e are all aware that no one is really perfect, that is why we
must #oin our heads together to come up with ideas for the betterment of the school.
The school cannot function solely as a single entity without the help and support of the
people around it. In order to be effectie and sere the purpose the school aimed for in the
first place, it should consider the expectations, the needs and aspirations of the society and
the learners themseles proide learning experiences and actiities and skills of the student.
In the same manner, agencies and other institutions outside the school should work hand in
hand with the school, proiding insights and opportunities and support, updating the schoolwith the current trends in the society.
& had no#here to turn/ had no#here to go.
this is 2ust something & thin" !ou need to "no#
& don+t "no# #hat made me trust !ou
& still remember the da! #hen & told !ou #hat &+ve been through
& thought & should run a#a!/ go hide in a hole
but then !ou reall! brought out m! true soul
As each da! gre# longer
our trust became stronger
each time & #anted to cr!
!ou sta!ed there right b! m! side
then & moved to the net grade
o! #as & a$raid
that our trust #ould slo#l! $ade
but & #as #rong
#e are still strong
even though sometimes !ou don+t have time
!ou at least as" me i$ & am ne
even though sometimes & am not
& $eel li"e & have 2ust been shot
& smile and sa! !es &+m alright
then & #al" a#a! and !our out o$ sight
&+ll 2ust have to #ait
& still have m! $ate
& am so gladthat !ou #ere there #hen & #as sad
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and this is #hat ma"es !ou
@ot 2ust m! 8th grade teacher/ m! $riend
Darb!
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Easmine Si$el ;. Sanche and Ea! Ar . Aspero
ou told me to listen to m! heart
ut it #asn+t spea"ing
ou told me to #ait
ut soon & got impatient
ou told me to $eelut & didn+t "no# ho# to $eel be!ond m! bod!
ou told me to see through it
ut it #asn+t made o$ glass
ou told me read bet#een the lines
ut there #as nothing there
ou told me to be care$ul
Does it mean & #as too careless(
ou told me & #as blind
ut still & could see
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ou told me #e don+t have time to spare
ut #ho #ere #e giving our time to(
ou told me stop being so closed
ut & #asn+t a door
ou told me don+t cr! 'as & suppose to $orce m!sel$ to be happ!
ou told me to $orgive $orget
ut its not eas!
ou told me to l o v e
ut #hat is that (
ou don+t "no# #hat it is until !ou nd it
'here is it (
@obod! "no#s
ou told me a lot o$ things
And & didn+t reall! "no# #hat the! meant
ut &+ve gro#n no#
our gone & #ish !ou #ould tell me some more
&mani ,iller
Describe the strategies:
The teaching strateg! used #as discover! method and it #as
accompanied b! a data retrieval chart. &t allo#s students to brea" do#n a concept
or idea into its components and eplain the concept. &t #as best suited to the needs
and interest o$ the students/ and it #as highl! e1ective to achieve the ob2ectives
success$ull!.
Describe the assessment tools used:
The assessment method used #as a $ormative test/ specicall! a
short 3ui and it #as administered a$ter the discussion. The intent #as to measure
the retention o$ the students. The other assessment method used #as a seat#or"
and it #as administered be$ore giving a short 3ui. The intent #as to give
opportunit! to the students to practice their s"ills ac3uired.
Objectives Strategies
ssessment !emarks
To deneparticiples
Todi1erentiatepresent$rom pastparticiple
To giveeamples$or eacht!pe o$participle
Discover!methodwas used as ateachingmethod. Itwas bestsuited tothestudentsand it washighlyefective toachieve theobjectivesand itbenetsthestudentsneeds andinterests.
Theassessmentmethodused wasseatworkand a shortquiz. Theintent wasto measuretheretention othestudentsand to giveoortunityto thestudents to
racticetheiracquiredskills.
Theormulatedobjectiveswereobservableto thebehaviorso thestudents.Theselectedteachingmethodwasaroriateandalicableto theobjectives.Theselected
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assessmentmethodwasaroriatebecause it
erectly t
on theobjectives!teachingmethodsand to theneeds andinterest ostudents.
To deneparticipleinidiomaticepressions
To useappropriateparticiples in
idiomaticepressions
&n3uir!methodwa
s used as ateachingmethod. Itwasaroriateor thelesson andwasefective inarousingthestudentsmind in
understanding thelesson.
Theassessmentmethodused was aormativetye oassessmentthrough
giving aquiz duringthediscussionin order todeterminewhetherthestudentsgainedunderstanding o thelesson
beoreending thelesson.
The
ormulatedobjectivesweremeasurableand secicandattainable!thestrategywasaroriatein teachingthe subject
matter andheled thestudents tothinkcritically.Theassessmentmethodadotedwasaroriatesince thelevel o
understanding o thestudents onthe lessonswasdeterminedbeore thelesson beended! therevision otheteachingstrategy
can bemade onecessary.
'h! do teachers need to align the ob2ectives/ strategies/ and assessment(
'hen there is alignment in our ob2ectives/ strategies and assessment/ #e are
assured that #e are doing the right thing in educating our students. Sometimes
because o$ eternal pressures/ teachers tend to stra! $rom their ob2ectives/ teachers
tend to prepare strategies that #ill not benet ever!one in the class #hen students+
needs and interests are too diverse $rom one another/ and lastl! #hen doing
assessment/ teachers $orget that not all assessments can cover all students in
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demonstrating their achievements. That statement #as according to the idea o$ FSG
Student 55DG in San Eose Christian Colleges/ but in contrar! #ith this statement/
teachers should strictl! observed their ob2ectives/ prepare strategies that #ill
benet the students+ needs and interest/ and lastl! teachers should use an
appropriate assessment method that can help them provide $eedbac"/ guidance
and mentoring the students so as to help them ma"e a better plan and eecutetheir educational program. %lanning is a crucial part o$ teaching so be$ore #e go out
to teach students/ #e have to ma"e sure that #e have done our best in planning our
instructions.
>. ;o# should teachers align their ob2ectives/ strategies and assessment(
Suggest some strategies.
&n aligning ob2ectives #ith the strategies/ the! must be planned together. =b2ectives
#ill be the basis o$ the instruction/ so prepare an ob2ectives that are observable to
the behaviors o$ the students. Then/ select teaching strategies that can benet he
needs and interests o$ the students/ and that are suited and e1ective to accomplish
the ob2ectives. 0astl! is the assessment/ this should not be ta"en $or granted. A high
3ualit! assessment must be clear/ appropriate/ valid/ reliable/ $air/ practical/
eHcient and ethical/ and must have positive conse3uences. &$ those characteristics
are present in the assessment/ it #ill be eas! $or the teachers to evaluate i$ the!
have accomplished their ob2ectives and i$ the! had used appropriate teaching
strategies. ! this/ #e do not #aste time and e1ort in tr!ing to teach our students/
and soon #e can provide a competent/ productive and a student that is responsive
to the needs o$ the societ!.
'hat #as been !our most meaning$ul eperience in this episode( 'hat
ma"es it meaning$ul to !ou( ;o# could such an eperience help !ou become a
better teacher(
Failures are 2ust learning eperiences/ the onl! $ailure is the one $rom #hich !ou
have learned nothing.
=ur most meaning$ul eperience in this episode and mostl! in this FS4 #as
#hen #e observe a class. &ts signicance helps us to understand the principles and
theories o$ curriculum development that lead us to become more eager to be in the
eld.
The eperience opened our e!es to the hardships a teacher undergoes 2ust
to teach students e1ectivel!. 'e realied that to be e1ective teacher/ #e should
have an outstanding personal 3ualities such as passion that re$ers to our
dedication and love to our #or" and to our students/ humor in such a #a! that
has relation to the topic so that none o$ the students lose interest in listening/
values and attitude that can eliminate discriminations thus #e must be unbiased
and ob2ective in 2udging our students #or" and per$ormance/ sincerit! and
honest! #hich is ehibited in #ords and actions/ patience re$ers to our sel$-control and persistence/ enthusiasm and $ull o$ energ!/ and lastl! 6eible #ith our
schedule #henever the situation demands it so.
& #as on the edge
tr!ing to get through li$e
listened to m! $riend
and started cutting
over t#o in a hal$ !ears o$ cutting
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loo"ing $or attention $rom an! one
a teacher #as there
#illing to help
& #as in the dump
and #ell & got all plumed $or
a #a! to ma"e it through li$e.& $ound a #a! to ma"e m! li$e s#eet/
than"s to a s#eet teacher #ho cared/
and $or no# on & li$e m! li$e/
$or all the right reasons/
& live m! li$e $or the children o$ the #orld
#ho are helpless and sic" and #ant to be loved.
Irist! )ernillion
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Share this:
I know we can do better. The good news is that there are more and more examples of learning
environments and tools that are far more appropriate for adult learners and for the complex,
uncertain, and rapidly changing world we are attempting to survive in.
Next time well look at several contemporary examples as we focus on designing unforgettable
learning experiences ! and develop new skills that enable us to take charge of the future.