LEARNING MODULE No.

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : Close Encounter with the School Curriculum
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the different curricula that prevail in the school setting;
b. describe how the teacher manages the school curriculum by
planning, implementing lessons through different strategies
and assessment of learning outcomes; and
c. analyze if the teacher aligns the objectives to subject matter,
to teaching strategies and assessment.
Introduction :
Formal education begins in school. Schools are institutions established to design total
learning activities appropriate for each learner in each grade level. Thus schools have
recommended curriculum which is the enhanced K to 12 curriculums. The recommended
curriculum was stated into written curriculum like books, modules, teachers’ guides and lesson
plans which are the basis of the taught curriculum. A teacher who implements the curricula
needs support materials (support curriculum) to enhance teaching and learning so that the
written and the taught curricula can be assessed (assessed curriculum) in orders to determine if
learning took place (learned curriculum). However, there are so many activities that happen in
schools but are not deliberately planned. This refers to the hidden curriculum.

A classroom teacher plans, implements and evaluates school learning activities by

preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher then puts
life to a lesson plan by using it as a guide in the teaching-learning process where different
strategies can be used to achieve the learning objectives or outcomes. There are many styles of
writing a lesson plan, but the necessary parts or elements such as (a) Learning Outcomes (b)
Subject Matter (c) Teaching – Learning Strategies, and (d) Evaluation or Assessment should
always be included.

All of these elements should be aligned so that at the end of the teaching-learning
module, learning will be achieved with the classroom teacher as a guide.

REVISIT the Learning Essentials

School Curriculum: what is this about?

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such definition
of total learning outcomes to confine to a specific learning space called school. Schools are
formal institutions of learning where the two major stakeholders are the learners and the
teachers.

Basic education in the Philippines is under the Department of Education or DepEd and
the recommended curriculum is the K-12 or Enhanced Basic Education Curricula of 2013. All
basic education schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary
(Grades 7-10, Junior High School and Grades 11 to 12, Senior High School) adhere to this
national curriculum as a guide in the implementation of the formal education for K to 12.

What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. strengthens the early childhood education with the use of the mother tongue.
2. makes the curriculum relevant to the learners. The use of contextualized lessons and
addition of issues like disaster preparedness, climate change and information and
communication technology (ICT) are included in the curriculum. Thus, in-depth
knowledge, skills and values, attitude through continuity and consistency across every
level and subject.
3. builds skills in literacy. With the use of Mother Tongue as the main language in studying
and learning tools from K to Grade 3, learners will become ready for higher level skills.
4. ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and retention.
5. gears up for the future. It is expected that those who finish basic education in Grade 12
will be ready for college or tech voc careers. Their choice of careers will be defined when
they go to Grade 11 and 12.
6. nurtures a fully developed youth. Beyond the K to 12 graduates the learner will be ready
to embark on different career paths for a lifetime.

You will recall that a school curriculum is of many types for the Kindergarten to Grade 12
in the country.
 The enhanced curriculum K to 12 curriculum is the Recommendation Curriculum.
It is to be used nationwide as mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency standards of
the K to 12 Curriculum it became a Written Curriculum. It reflects the substance of
RA 10533 or the Enhanced Basic Education Act of 2013. In the teacher’s class it is
the lesson plan. A lesson plan is a written curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of
the teacher is very crucial.
 A curriculum that has planned, and taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The
curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned Curriculum.
Learned curriculum whether small or big indicates accomplishment of learning
outcomes.
 However, there are unplanned curriculums in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the
media, school environment, the culture and tradition, natural calamities and many
more. This curriculum is called Hidden Curriculum or Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who:
 know and understand the curriculum as enumerated above;
 write the curriculum to be taught;
 plan the curriculum to be implemented;
 initiate the curriculum which is being introduced;
 innovate the curriculum to make it current and updated;
 implement the curriculum that has been written and planned; and
 evaluate the written, planned and learned curriculum.
 OBSERVE, ANALYZE, REFLECT

Activity 8.1 Curricula in the School Setting

Resource Teacher: LIZEL D. OBENZA Teacher's Signature:

School: SSCT MAINIT CAMPUS Grade/Year Level: BAT 1A & 1B
Subject Area: CONTEMPORARY WORLD Date: November 5, 2021

OBSERVE

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

1. Recommended Basic Education (by DepEd); A curriculum that is recommended by
Curriculum (K to 12 Higher Education (by CHED); scholars and professional organization.
Guidelines) Vocational Education (by TESDA).

2. Written Curriculum Syllabi, course of study, modules, It is usually created at the national level
(Teacher’s Lesson books, instructional guides, and used in a range of educational
Plan) lesson plan. contexts.

3. Taught Curriculum Books, modules, teachers’ guides What has been written in a lesson plan
(Teaching Learning and lesson plans which are the has to be implemented. It is putting life to
Process) basis of the taught curriculum. the written curriculum, which is referred
to as the Taught Curriculum.
4. Supported Such resources include both A curriculum that has planned, and
Curriculum (Subject human (teachers) as well as taught needs materials, objects, gadgets,
textbook) physical (such as textbooks, laboratory and many more that will help
workbooks, audio visual aids, the teacher implement the curriculum.
teacher guides, grounds,
buildings, library books and
laboratory equipment)

5. Assessed Appears as tests and measures A curriculum that can be done in the
Curriculum performance. State tests, middle or end of the lesson. The
(Assessment standardized tests, district tests, curriculum is now called the Assessed
Process) and teacher-made tests. Curriculum.

6. Learned Curriculum Achieved Learning Outcomes Bottom-line curriculum it is the curriculum

(Achieved Learning that students actually learn
Outcomes)

7. Hidden Curriculum Applied to any learning outcomes This is the unintended curriculum. It
(Media) that are not expressly designed in defines what students learn from the
 a lesson plan. physical environment, the policies, and
the procedure of the school.

ANALYZE

Which of the seven type’s curriculum in the school setting is easy to find? Why?
Answer: It is easy to find the Recommended Curriculum (K – 12 Guidelines) because it has
been recommended by scholars and professional organizations Basic Education (by
DepEd); Higher Education (by CHED); Vocational Education (by TESDA) Written Curriculum
Documents based on recommended curriculum syllabi, course of study, module, books,
instructional guides, lesson plan.

Which is difficult to observe? Why?

Answer: The Hidden Curriculum (Media) is the most difficult to observe since it is the
unintentional curriculum. It defines what students learn via the physical environment, school
regulations, and procedures. Any learning outcomes that are not explicitly designed in a
lesson plan are referred to as unplanned learning outcomes.

Are these all found in the school setting? How do curricula relate to one another?
Answer: Yes. Curricula have a strong link with one another, and they both benefit from one
another. For example, curriculum is the cornerstone of education, and curriculum is what
distinguishes educational excellence from the most fundamental to the most sophisticated
subjects or skills.

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

REFLECT
Make a reflection on the diagram that you have drawn.

Yes. Curricula are inextricably linked, and they both benefit from one another. For example, the
curriculum is the cornerstone of education, and it is the curriculum that distinguishes educational
excellence. from the most fundamental to the most sophisticated subjects or skills.

Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: LIZEL D. OBENZA Teacher's Signature:

School: SSCT MAINIT CAMPUS Grade/Year Level: BAT 1A & 1B
Subject Area: CONTEMPORARY WORLD Date: November 5, 2021

OBSERVE

This activity requires a full lesson observation from Motivation to Assessment.

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/ year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the Following Aspects

Key Guide for Observation (Carefully look for the indicators/
Major Curriculum
behavior of the teacher along the key points. Write your
Components
observation and description in your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major parts
do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How will
this be done?
B. Implementing Now it’s time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? /Or were they participating in
the class activity?
 f. Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
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 or
competencies of global quality teachers?
Answer: She facilitates and inspires student learning and creativity in order for all students to
succeed in today's global world. She collaborates with her student to provide new learning
possibilities. She uses different strategies to aid student learning and program
enhancements. she cultivates the potential of the students and develop them holistically and
globally competitive.

2. Was the lesson implemented as planned? Describe.

Answer: Yes, since from what I've seen, the teacher's delivery of the lessons went
successfully, as did her handling of her students' active participation in a discussion. A class
without lessons can never be structured, yet everything appears are highly organized based
on my observations.

3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
Answer: I can tell that the teacher is pleased and contented after the session since she
delivered the lesson really effectively and there were no more questions asked at the end of
the lesson owing to the students' happiness with the discussion.

4. Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
Answer: Majority of the students are happy and contented because their teacher
demonstrates high level of tolerance and understanding and gives credit to all of their
responses, even if they don't always make sense in relation to the question, but still their
teacher expresses gratitude, which motivates students and boosts their self-confidence
more.

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

Regardless of the components of a lesson plan, each one should build on the previous one and flow
seamlessly into the next. There are other criteria to follow in addition to the primary components of a
curriculum. Each one contains certain key components, such as the type/level of students, their past
knowledge, which will help us to keep the flow going, and the teaching approaches that you may
employ in your lesson plan. Following that, students must set learning objectives, develop particular
learning activities, organize the lesson, and assess their progress.

Activity 7.1 identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: LIZEL D. OBENZA Teacher's Signature:

School: SSCT MAINIT CAMPUS Grade/Year Level: BAT 1A & 1B
Subject Area: CONTEMPORARY WORLD Date: November 5, 2021

OBSERVE

Using the diagram below fill up the component parts of a lesson

I. Title of the Lesson: VERB
II. Subject are: English
III. Grade Level: Grade 2

Outcomes Teaching Method Assessment

 Fill this up Fill this up Fill this up

At the end of the lesson, the The method used is the Oral Students will be asked to fill in each
students should be able to: Approach or Situational blank with the correct verb from the
Language Teaching and a box.
a. Define and identify what
focus on a set of basic
is verb. Write playing
b. Understand the use of vocabulary items are seen as eat
verbs and; the basis of language Swim
c. Perform and construct teaching pitching
verb.
Students are going to group
their selves into five and
perform the verb in the story
mentioned. 1. The boy ______water in the well.

2. The swimmers ______ in the

ocean.

3. The basketball player ______ the

ball.

4. The little girl ____ his name.

5. Anna____chocolates.
ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

Answer: Yes, the three components are constructively connected, beginning with the
learning objectives and ending with the techniques to be used to correctly attain the
outcomes and the sort of assessment to be undertaken to measure the student's degree of
learning. In TLE, for example. The student's ability to bake cakes was specified as an
outcome by the teacher. Her teaching style was to have the student view a video. She also
evaluates the student by having them participate in a baking activity.

2. Will the outcomes be achieved with the teaching methods used? Why?
Answer: Yes, the outcomes were achieved with the teaching methods the teacher used.
Although, it was modular but then the teacher provided an illustration of the steps in baking
and link for the video for those who can avail to watch. Basically, we think the outcome has
achieved through this teaching method

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

Answer: When students get passing or above-average scores and do well in the activity set,
the Evaluation and Assessment section will indicate whether or not the outcomes have been
met.

REFLECT

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

Answer: When it comes to planning or composing a lesson plan, I've learnt that you need to
align the three components in order to reach your goals. You must determine ahead of time
what information, skills, and values you want your students to gain, pick the best way to
attain the intended result, and give evaluation and assessment that is anchored with your
learning outcomes to see where your students are at the time of learning.

What value will it give to the teacher if the three components are aligned?
Answer: If the three components are aligned, the teacher will get the value of success.
Success in swiftly providing lessons and effectively teaching 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 a Lesson Plan

SEMI-DETAILED LESSON PLAN IN ENGLISH IV

Demonstrator: LINAGA, ABEGAIL A.

Date: Nov. 15, 2021

I. LEARNING OBJECTIVES:

At the end of the lesson the learners will be able to;

a. Identify the elements of literary text (setting, character, plot)

b. Develop critical comprehension in the process and appreciate the ant’s mentality.

c. Create their own story with narrative text based on elements (setting, character, plot).

II. SUBJECT MATTER

Topic: Fables " The Ants and the Grasshopper"

 Materials: Visual aids

References: Joy in learning English textbook from Grade IV.

III. PROCEDURE

I. Preparatory Activities

a. Prayer

b. Greetings

c. Motivation

II. DEVELOPMENTAL ACTIVITIES

a. Review

b. Presentation

Today we are going to hear the story about "The Ants and the Grasshopper".

1. Read the story and let the learners listen very carefully.

In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's
content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.

"Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that
way?"

"I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same."

"Why bother about winter?" said the Grasshopper; "We have got plenty of food at present." But the
Ant went on its way and continued its toil.
 When the winter came the Grasshopper had no food and found itself dying of hunger - while it saw
the ants distributing every day corn and grain from the stores they had collected in the summer. Then
the Grasshopper knew: It is best to prepare for days of need.

III. APPLICATION

Direction: Present the detailed about your own favorite story indicate the title of the story, the
character, setting and the plot by using semantic web.

IV. GENERALIZATION

1. Ask the learners about the elements of literary text and let them recite each.

V. EVALUATION

Direction: Tell whether the given underlined statement is setting, character, or plot based on the story
discussed.

_________1. The Ant picked a bag of grains.

_________2. The grasshopper had no food and found itself dying of hunger while he saw the anst
distributing everyday corn and grain from the store they had collected in the summer.

_________3. In a field one summer's day a Grasshopper was hopping about, chirping and singing to its
heart's content.

_________4. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.

_________5. "Why bother about winter?" said the Grasshopper;

VI. ASSIGNMENT

In a one whole sheet of paper write at least 5 sentences pertaining to what you have learned in our
lesson.
Activity 3 Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson
plan.

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 different strategies and assessment of learning outcomes.
 Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________
 Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

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

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

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
 Grad 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in
Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com
LINK Theory to Practice

Choose the correct answer from the options given.

1. When we say school curriculum it refers only to the K to 12 curriculums.

A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.

2. A professional teacher should possess the following skills to address the need for a
curricularist EXCEPT one. Which is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of the curriculum
D. Writer of the curriculum

3. The influence of multimedia, peers, community tradition, advancement in technology,

though not deliberately taught in the lesson, will influence the curriculum. This is referred
to as _____.
A. written curriculum
B. recommended curriculum
C. implemented curriculum
D. hidden curriculum

4. Which two components of the lesson plan (as a miniscule curriculum) should be
aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods

A. I only B. II only C. III only D. I, II and III

5. What is the most important reason why there should be constructive alignment of the
components of the curriculum?
A. For ease of correcting by the school principal.
B. To assure that each component contributes to the attainment of the learning
outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.