PEC 6. Week 2.

Involvement:

1. The following are educational objectives for the subject Elementary Science (K-12). For
every educational objective, formulate two learning outcomes:

Educational Objectives Learning Outcomes

1. To provide instruction that will enable 1.1 The students can aware about immediate
the students to understand their surroundings from lived experiences
immediate physical environment by using from various themes related to daily life
their senses, questioning, sharing ideas such as plants, animals, food, water, etc.
and identifying simple cause-and- (Learning about the environment)
effective relationships ( Cognitive 1.2 The students can values characteristics of
objective) immediate resources such as water, food,
paper, fuel at home and use them according
to the need.
2. To equip the students with the skill to 2.1 The students can participate actively in
guided investigation by following a series group discussion in the class on the
of steps that includes making and testing issues related to natural and social
predictions collecting and recording date, environment.
discovering patterns and suggesting 2.2 The students can classifies / makes
possible explanations ( Psychomotor categories of the objects, leaves, pictures
objectives) of plants, animals, foods items, etc.
based on two or more than two features
at a time.
3. The encourage among the students a 3.1 The students can identifies materials and
deep understanding and appreciation of organisms, such as, plant fibres, flowers,
he differences of the plant and animal on the basis of observable features i.e.
groups found in the locality. appearance, texture, function, aroma,
etc.
3.2 The students can elates processes and
phenomenon with causes, e.g., deficiency
diseases with diet; adaptations of animals
and plants with their habitats; quality of
air with pollutants, etc.

INDIVIDUAL CHECK:

Formulate on objective for:

INSTITUTIONAL OUTCOME

OBJECTIVE: TO GUIDE INDIVIDUAL DEPARTMENTS and DISCIPLINES in the DEVELOPMENT of

LEARNING OUTCOMES.

PROGRAM OUTCOME

OBJECTIVE: STUDENTS SHOULD ACCOMPLISHED THE GIVEB PROGRAM EXPECTEDLY.

LEARNING OUTCOME

OBJECTIVE: The students can identify and demonstrate the given task they learned.

COURSE OUTCOME

OBJECTIVE: Teachers and students will conduct a demonstration to exhibit their knowledge in
different courses.

Intervention:

Differentiate each of the following pairs by explaining the meaning of each in your own understanding.

1. Educational Objective and Learning Outcomes

Educational Objective provides foundation of the entire educative structure. These are
the statement, which express specifically and in measurable terms, an attitude that will be
developed cognitive or psychomotor skills that the students would be able to do as a result of
prescribed treatment method or mode of instruction. While Learning Outcomes is a clear
statement of what a learner is expected to be able to do, know about and/or value at the
completion of a unit of study, and how well they should be expected to achieve those outcomes.

2. Immediate Outcome and Deferred Outcome

Immediate Outcome competencies acquired upon completion of a subject, a grade level, a

segment of the program, or of the program itself. While refer to the ability to apply the 3H in various
situations many years after completion.

3. Content and Learning Outcome

Content outcome student learning achievements in understanding and applying the

course content as observed through scores on exams, paper assignments, and
discussion. While Learning outcome statements that describe the knowledge or skills
students should acquire by the end of a particular assignment, class, course, or program,
and help students understand why that knowledge and those skills will be useful to
them.

4. Institutional Outcome and Program Outcome

Institutional Outcome include the knowledge, skills and competencies embedded within
every aspect of the college to inspire and enhance each student’s transferable learning
skills. While Program Outcome work put into establishing the vision, purpose, and goals
of the program should help provide direction for creating program outcomes. Basically,
it is necessary to take those goals and translate them into tangible, ‘measurable’
outcome statements.

5. Program Outcome and Course

Program Outcome (Pos) are statements about the knowledge, skills and attitudes
(attributes) the graduate of a formal engineering program should have. POs deal with
the general aspect of graduation for a particular program, and the competencies and
expertise a graduate will possess after completion of the program. While A course
objective describes what a faculty member will cover in a course. They are generally less
broader than desirable goals and more broader than student learning outcomes.
PEC 6. Week 3.

Involvement:

1. List down three (3) activities or processes involved in each of the following:
A. Measurement
1. Lego Measurement
Lego Measurement are great for introducing your students to the world of
measurements. For one, children are familiar with legos, and two legos are far
easier for a child to understand than a ruler or a similar measuring tool.
2. Frog Jump: Measurement Activity
Frog Jump a kids love frogs, right? Enter the frog jump activity! To play this
game, begin by using painter’s tape to create a line on the floor and gather a cut out
of a frog and measuring tape. Now, have your students stand at one of the lines and
jump forward as far as they can! Now mark where they landed with the painters
tape. Now use the measuring tape to measure how far your student jumped. It’s
that simple!
3. Measuring with Feet this activity
Measuring feet is based on the Dr. Seuss classic The Foot Book. As you might
have guessed, this is a book about how many feet you meet! To begin, trace your
student’s feet unto a piece of paper and label them “left” and “right”. Next,
measure the length and width of the feet. You may need to help your student place
the ruler in the right place (matching the zero mark on the ruler to the end of the
foot). That’s it! You can also use non-standard measurements as well. Your students
can use paper clips, pennies, blocks, or anything else they can get their hands on to
engage in the measuring process.

B. Assessment

1. Past Postcards

Have students adopt the personality of a historical figure and write a postcard
to another historical figure from the same era. They can discuss a significant event from
history that has just occurred.

2. Talk it Out

Students can host their own talk show and discuss the important points of any
lesson. They write their own questions and answers, and can even play characters of
their own creation.

3. Four Corners

This is a great way to encourage dynamic movement while learning multiple-

choice questions. Designate each corner of the classroom to represent A, B, C, and D.
Students go to the corner that they believe corresponds with the correct answer.
Interventions:

1. How is formative test different from summative test?

Formative assessment is used to monitor student’s learning to provide ongoing

feedback that can be used by instructors or teachers to improve their teaching and by
students to improve their learning. While Summative assessment, however, is used to
evaluate student’s learning at the end of an instructional unit by comparing it against
some standard or benchmark. The first big difference is when the assessment takes
place in a student’s learning process. As the definition already gave away, formative
assessment is an ongoing activity. The evaluation takes place during the learning
process. Not just one time, but several times. A summative evaluation takes place at a
complete other time. Not during the process, but after it. The evaluation takes place
after a course or unit’s completion.

2. Explain” All test are form of assessment, but not all assessment are test”.\

All test are form of assessment, but not all assessment are test, it means that
any test can be assessment in other words it will be the best combination where in
test and assessment are form of evaluation. But not all assessment are test where in
assessment is not necessarily a test its an evaluation that check your ability or skills
where in the test is your doing use of your true ability and skills in order to past the
test or assessment evaluation.
PEC 7. Week 2.

Involvement:

1. Make your own organizer showing the multifaceted roles of a teacher as a curricularist and
provide a short explanation.
2. TEACHER AS A CURRICULARIST

INITIATOR - The teacher is

obliged/requires in the new
T curriculum to be open minded and full
belief that the curriculum will
enhance the learning of the students.

E PLANNER - The teacher makes a

yearly, monthly, or daily plan to serve

A as a guide in the implementation of

the curriculum.

C KNOWER - The teacher knows and

master the content or the subject
matter in the curriculum
H
INNOVATOR - A good teacher
innovates the curriculum with
E creativity.

R WRITER - The teacher takes record

the concepts and subject matter to
preserved his/her lessons.

A IMPLEMENTOR - Teachers give life

to curriculum plan, engaging with
S the learners with support
materials in order to achieve the
desired outcomes.

EVALUATOR - the teacher can

A determine the desired learning
outcomes of their learners.

C U R R I C U L A R I S T
 I AM A TEACHER! WHO AM I AS CURRICULARIST?

Instructions: Identify on the blanks provide who am I as a Curricularist based on the cases presented.

CASE 1: I have a good idea on how to make my learners pay attention to the lessons. I will use the new
idea and find out if it will work. PLANNER

CASE 2: DepEd sent a standards, competencies and guidelines in teaching the Mother Tongue in grade 1
in our school. I will study and use it in the coming school year. INITIATOR

CASE 3: There is so much to do in one school day. I seem not able to do all, but I have to accomplish
something for my learners. I have made a daily activity plan to guide me. PLANNER

CASE 4: I need a poem to celebrate the world Teachers Day. I composed one to be used in my class in
Literature. WRITER

CASE 5: My class is composed of learners from different home background and culture. I cannot use a
“one-size-fits all strategy “in teaching so I can respond to the diverse background. In my readings, I
discovered that there are ways of teaching. I tried one myself and it worked. IMPLEMENTOR

CASE 6: Knowledge is limitless. What I learned in college is not enough. I need to know more, so I
enrolled in the graduate school to advance my learning. INNOVATOR

CASE 7: At the end of the year, my performance as a teacher is reflected in the school performance of
my students. So I need to provide a monitoring tool to measure how they are progressing. The result will
inform me how I will address my learner’s weakness and enhance their strengths. EVALUATOR

CASE 8: I am teaching in a very far away barangay which no electricity yet. Many of the instructional aids
for teaching sent to our school are films and video tapes which needs power. I cannot use them, but the
lessons are very important. So I thought of making an alternative activity. I took my class to the river and
waterfall instead of doing the lesson. INNOVATOR

CASE 9: My principal asked me to attend a write shop to make the lesson exemplars in the teaching of
science in Grade 7. In the workshop, I used my experiences as a science teacher for ten years, and my
knowledge of the subject matter. At the end of three days, I was able to produce lesson exemplars in
which I am proud of. INITIATOR

CASE 10: In grade 7 to grade 10 of the K- to 12 Enchanced Curriculum, science as a subject is presented,
taught and learned in a spiral manner. This is part of the DepEd implementing a guidelines of the
curriculum. I am a Biology major, and I have insufficient knowledge about the other areas of science
such as a Physics and Earth Science. Because of the dilemma. I have to request the principal that we
have team teaching. KNOWER
Interventions:

1. Write ups on “ I am Teacher! Who Am I as a Curricularist? Its provide for you marked Appendix
2. Read and identify on the blank provided who am I as a curricularist based on the cases
presented.

ANSWERS:

1. Implementor

2. Innitiator

3. Planner

4. Writer

5. Innovator

6. Knower

7. Evaluator

8. Innovator

9. Writer

10. Innitiator

2. From among the roles of the a teacher as a curricularist, list the most desire roll you want to
perform and why ?

In the roles of the teacher as acurricularist, the most desire role I want to perform is Innovates
the curriculum or the Innovator where I think that innovation in education always entails using fancy
new tech to make a new product or a radically divergent idea, but I think at times we miss a driving force
at the heart of innovation – engaging teachers. I believe we also need to truly invest in teachers as the
primary drivers for innovation in the classroom. Innovation might mean a teacher is rethinking their
schedule to be more inclusive of projects or personalized learning time and reinventing how to use
digital curriculum when planning projects.
 PEC 7. Week 3.

Involvement:

1. Do the activity marked Exercise #1

2. Make a simple comparison of the three approaches to school curriculum. Use an organizer or a
matrix.

ANSWER:

CONTENT - The focus will be tge body

PRODUCT - Curriculum as a product is
of knowledge to be transmitted to
a students equipped with tge
students using appropriate teaching
knowledge, skills, and values to
method.
function effectively and efficiently.
And what the students desire to
achive as a learning outcomes.

PROCESS - Curriculum as a process is

seen as a scheme about the practice
of teaching that will result to various
curriculum experiences for the
learners.

Interventions:

Listen to TV News about the New Normal issues in the field of Education and reflect how it
affected to the school curriculum and to your becoming curricularist. Write your answer in at least two
paragraph.

Schools around the country have closed due to the coronavirus pandemic. In a matter of weeks,
months, coronavirus (COVID-19) has changed how students are educated around the world. Those
changes give us a glimpse at how education could change for the better - and the worse - in the long
term. These risk-control decisions have led millions of students into temporary ‘home-schooling’
situations, especially in some of the most heavily impacted countries, like China, South Korea, Italy, and
Iran. These changes have certainly caused a degree of inconvenience, but they have also prompted new
examples of educational innovation. Although it is too early to judge how reactions to COVID-19 will
affect education systems around the world, there are signs suggesting that it could have a lasting impact
on the trajectory of learning innovation and digitization.

As a becoming curricularist online teaching and learning is going to be more regular, where in its
hard to adjust. It must have students who are able to access the online learning environment. Lack of
access, whether it be for economic or logistic reasons, will exclude otherwise eligible students from the
course. While an online method of education can be a highly effective alternative medium of education
for the mature, self-disciplined student, it is an inappropriate learning environment for more dependent
learners.

SUBMIITED BY:

JASON G. BINONDO BSED-3A

SUBMITTED TO:

REGINA JOCELYN A. ALBA, Ph. D.