CHRIST- CENTEREDNESS EXCELLENCE MISSIONARY

Field Study 1
Name of FS Student: ARNEDO, Jessica B. Department: ENGLISH
Position: FS Student Work Week:

Learning Episode 8: Close encounter with the School Curriculum

TARGET Your Learning Outcome

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
 analyze if the teacher aligns the objectives to subject matter, to teaching strategies
and assessment.

OBSERVE, ANALYZE, REFLECT

Activity 8.1: Curricula in the School Setting

OBSERVE

Resource Teacher: Karen O. Cariaso Teacher’s Signature: _____ School: Saint Louis College
Grade/Year Level: 12 Subject Area: Oral Communication 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 of Curriculum Where Found Description

The
1. Recommended It identifies the skills,
Curriculum (K to concepts, and content
12 Guidelines) that will be
emphasized

Ministry of throughout
learning process. A
suggested curriculum,
the

Education, complete with a list of

objectives and
material sequence that
a

the
proposes graduation
criteria, is frequently
presented to schools as
a policy suggestion.
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Commissio
n on Higher
Education,
or any
professiona
l
organizatio
n
can
recommend
and
implement
a
curriculum
DepEd Website
2. Written Curriculum School A written curriculum
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(Teacher’s Lesson is what is formally put

Plan) down in writing and
documented for
teaching. These
materials can include
an educator's
instruction documents,
films, text and other
materials they need.
These materials come
from the larger school
district or the school
itself
3. Taught Curriculum Classroom The actual teaching
(Teaching Learning and learning activities
Process) taking place in schools
through interaction
between learners and
teachers as well as
among learners, e.g.
how the intended
curriculum is
translated into practice
and actually delivered.
Also defined as the
'curriculum in action'
or the 'taught
curriculum'.
4. Supported School A supported
Curriculum curriculum involves
(Subject textbook) the additional tools,
resources and learning
experiences found in
and outside a
classroom. These
include textbooks,
field trips, software
and technology, in
addition to other
innovative new
techniques to engage
students.
5. Assessed School An assessed
Curriculum curriculum is also
(Assessment known as a tested
Process) curriculum. It refers to
quizzes, tests and other
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kinds of methods to
measure students’
success. This can
encompass a number
of different assessment
techniques, including
presentations, a
portfolio, a
demonstration as well
as state and federal
standardized tests.
6. Learned School A learned curriculum
Curriculum refers to what students
(Achieved walk away with from a
Learning course. This includes
Outcomes) the subject matter and
knowledge they
learned from a course,
but it can also include
additional changes in
attitude and emotional
wellbeing. Teachers
need to shrink the gap
between what they
expect students to
learn and what
students actually do
learn.
7. Hidden Curriculum School A hidden curriculum is
(Media) not planned, but it has
a significant impact on
what students learn.
This type of
curriculum is not
always communicated
or formally written
down and includes
implicit rules,
unmentioned
expectations, and the
norms and values of a
culture.
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ANALYZE

Which of the seven types curriculum in the school setting is easy to find? Why?
Among the seven types of curriculums in the school setting, the recommended
curriculum is the easiest to find of them all. Since it can be found on the DepEd website, it is easy
to determine that is the recommended curriculum because it is already labelled and has a phrase
“K-12 MELCS”.

Which is difficult to observe? Why?

The hidden curriculum is hard to observe because you don't have an idea on what kind of
expertise does the learner have.

Are these all found in the school setting? How do curricula relate to one another?
Yes, all of these curriculums are referring to the learnings of the learners.

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

REFLECT

Make a reflection on the diagram that you have drawn.

The recommended curriculum influences the written curriculum, which in turn influences
the taught curriculum. Supported curricula are similar to taught curricula in that they include
support sessions, labs, peer-to-peer comprehension, and other activities. The assessed curriculum
is based on what has been written and taught. After reviewing the written, taught, and assessed
curriculum, we arrive at the learned curriculum. The vast majority of unintentional or unplanned
curriculum is buried. However, it remains an important part of education. It can include values,
standards, and processes.
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Activity 8.2: The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: Ms. Karen O. Cariaso Teacher’s Signature: ______ School: Saint Louis
College
Grade/Year Level: 12 Subject Area: Oral Communication Date: ____________

ANALYZE

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 of
competencies of global quality teachers?

2. Was the lesson implemented as planned? Describe.

3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?

4. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.

REFLECT

Based on your observations and task in Activity 2 how will you prepare your lesson plan? Make a
short paragraph on the topic.

Activity 8.3: Constructive Alignment of the Components of a Lesson Plan

Resource Teacher: Ms. Karen O. Cariaso Teacher’s Signature: _____ School: Saint Louis
College
Grade/Year Level: 12 Subject Area: Oral Communication Date:

OBSERVE

Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: Models of Communication
II. Subject Area: Oral Communication
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III. Grade Level: 12

Outcomes Teaching Method Assessment

At the end of the module, Presenting the discussion Summative test and
you must be able to: using PowerPoint group activity.
presentation.
Distinguish the unique
features of each model of - Presenting the
communication. different Models
by using real life
situations.
Explain what Afterwards is
communication model giving group
you can use when activity.
interacting with others
and how useful is in your
daily interaction.

Design a sample
interaction using a
communication model.

ANALYZE

Answer the following questions based on the diagram

1. Are the three components constructively aligned? Explain.
Yes, since the teacher establishes the learning objectives first, then implements them
using a teaching and learning-centered approach. The teacher then conducts an activity
and summative test to assess their knowledge of the topic.

2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, because the methods that are used is easy and applicable in every discussion.

3. What component would tell if the outcomes have been achieved?

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The outputs of the learners.

REFLECT

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

It typically contains a purpose (what students should learn), a strategy (delivery and
procedure) for accomplishing the purpose, and a method (system) for assessing whether the
purpose was achieved (usually through homework assignments or testing). A lesson plan includes
learning objectives, learning activities, and assessments.

What value will it give to the teacher if the three components are aligned?

If all three elements work in harmony, the teacher will benefit from success. Success in
successfully presenting the lessons and imparting them to the students.

SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.

Activity 1 Artifact
1. Present 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 Lesson Plan
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Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson
plan.

a. Example:
Lesson Title: Model of Communication
Subject Area: Oral Communication
Grade Level: 12

Lesson Outcomes Teaching Methods Evaluation

At the end of the module, you Presenting the discussion
must be able to: using PowerPoint
Distinguish the unique presentation. Summative test and group
features of each model of - Presenting the activity.
communication. different Models by
using real life
Explain what communication situations. Afterwards
model you can use when is giving group
interacting with others and activity.
how useful is in your daily
interaction.

Design a sample interaction

using a communication
model.
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Evaluate Performance Task

Evaluate Your Work Task Field Study 1, Episode 8- Close Encounter with the School Curriculum
Learning Outcome: Identify the different curricula that prevail in the school setting. Describe
how the teacher manages the school curriculum by planning, implementing lessons through
strategies and assessment of learning outcomes. Analyze if the teacher aligns the objectives to
subject matter, to teaching strategies and assessment.

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) Four observation
Observation Sheet questions/ tasks observation observation questions/ tasks not
completely answered/ questions/ tasks not questions/ tasks not answered/
accomplished. answered/ answered/ accomplished.
accomplished. accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered observation questions
answers are with answers are clearly completely; were not answered
depth and are connected to theories; answers are not completely; answers
thoroughly grounded grammar and spelling clearly connected to are not clearly
on theories; grammar are free from error. theories; one (1) to connected to
and spelling are free three (3) theories; more than
from error. grammatical/ four (4) grammatical/
spelling errors. spelling errors.

Reflection Profound and clear, Clear but lacks of Not so clear and Unclear and shallow;
supported by what depth; supported by shallow; somewhat rarely supported by
were observed and what were observed supported by what what were observed
analyzed. and analyzed. were observed and and analyzed.
analyzed.

Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not

Artifacts in the context of the in the context of the reflected in the reflected in the
learning outcomes; learning outcomes; context of the context of the
Complete, well- Complete, well- learning outcomes; learning outcomes;
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organized, highly organized, very Complete, not Not complete, not

relevant to the relevant to the organized, relevant organized, not
learning outcome. learning outcome. to the learning relevant.
outcome.

Submission Submitted before the Submitted on the Submitted a day the Submitted two (2)
deadline. deadline. deadline. days or more after
the deadline.

Comment/s: Over-all Score: Rating Based on

Transmutation:

Signature of Resource Teacher Date:

TRANSMUTATION OF SCORE TO GRADE / RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00

99 96 93 90 87 84 81 78 75 72 71-Below