LEARNING EPISODE 2

ANALYZE

Write the most salient developmental characteristics of the learners you observed. Based on

Characteristics, think of implications for the teacher.

Level Observed Implications to the

Salient Characteristics Teaching-Learning Process

Preschool

Age range of learners

observed
Elementary

Age range of learners

observed.
High School
Age range of learners
observed

Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this matrix. This will
allow you to compare the characteristics and needs of learners at different levels. The items under
each domain are by no means exhaustive. These are just sample indicators. You may add other
aspects which you may have observed.

Development Domain Preschooler Elementary High School

Indicate age range of Indicate age range of Indicate age range of
children observed children observed children observed
Physical Gross-motor
skills

Fine-motor skills

Self-help skills

Others
Social Interaction with
Teacher

Interaction with
Classmates/friends

Interest
 Others
Emotional Moods and
temperament.

Expression of feelings

Emotional
independence

Others
Cognitive
Communication Skills

Thinking skills

Problem-solving

Others

LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.

1. 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal to
accept is because__________.

A. She thinks what she feels is too special and unique, that no one has felt like this before.
B. teenager’s favorite word is “no,” and she will simply reject everything the teacher says.
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher’s
perspective.
D. teenagers never listen to adult advice.

2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-olds.
Which of the following should he best consider?

A. Provide daily coloring book activities.

B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently. D. Conduct a variety of fun and challenging
activities involving hand muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class:
"What happens to the egg if I add three- tablespoon salt to the glass of water?" This is hypothesis
formulation. What can you infer about the cognitive developmental stage of Teacher Rita's class?

A. Formal operational stage

B. Concrete operational stage
 C. Pre-operational stage
D. Between concrete and formal operational stage

REFLECT

1. While you were observing the leaners, did you recall your own experiences when
you were their age? What similarities or differences do you have with the learners
you observed?
2. Think of a teacher you cannot forget for positive or negative reasons. How did she
he help or not help you with your needs (physical, emotional, social, and cognitively?
How did it affect you?
3. Share your other insights here.

EVALUATE Performance Task

Your Work Task Field Study 1, Episode 2-Learner Diversity: Developmental Characteristics. Needs,
and res ng Outime Determine the characteristics needed and interests of leaners from different
developmental levels.

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to Three (3) Four (4) or
observation questions/tasks two (2 question/task more
sheet completely observation not observation
answered questions answered/ questions/
accomplished. tasks not accomplished. tasks not
answered. answered
accomplished.
Analysis All questions All questions Questions Four (4) mars
were answered were were not observation
completely answered answered questions
answers are completely completely, were not
with depth and answers are answers are answered
are thoroughly clearly not clearly answers not
Grounded on connected to connected to connected to
theories theories. theories: one theories,
grammar and grammar (1) to more than
spelling and spelling three (3) four (4)
are free from are free grammatical grammatical
error. from error. spelling Spelling error.
errors.
Reflection Profound and Clear but Not so clear Unclear and
clear supported lacks depth: and shallow, shallow rarely
by what were supported somewhat supported by
 observed and by what supported by what were
analyzed. were what were observed and
observed observed and analyzed.
and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is Portfolio is
Artifacts reflected on in reflected on not reflected not reflected
the context of in the on in the on in the
the learning context of context of the context of the
outcomes. the learning learning learning
Complete well outcomes, outcomes outcomes:
Organizes, Complete Complete not not complete
highly relevant wall organized not organize,
to the learning organized, relevant not relevant.
outcome. vary to the
relevant to learning
the learning outcome.
outcome.
Submission Submitted Submitted Submitted a Submitted
before the on the day after the two (2)
deadline. deadline. deadline days or more
after the
deadline
Comments

TRANSMUTATION OF SCORE TO GRADE/RATING

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

18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71
below

SHOW Your Learning Artifacts

Which is your favorite theory of development. How can this guide you as a future teacher? Clip some
readings about this theory and paste them here.

LEARNING EPISODE 3

OBSERVE, ANALYZE, REFLECT

Activity 3.1 Observing differences among learners’ gender, needs, strengths, interests, and
experiences; and differences among learners’ linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.

The learners’ differences and the type of interaction they bring surely affect the quality of ching and
learning. This activity is about observing and gathering data to find out how student diversity affects
learning

To realize the Intended Learning Outcomes, work your way through these steps:

Step 1. Observe a class in different parts of a school day. (beginning of the day, class time, recess,
etc.)

Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural
diversity.

Step 3. Describe the interaction that transpires inside and outside the classroom.

Step 4. Interview your Resource Teacher about the principles and practices that she uses in dealing
with diversity in the classroom.

Step 5. Analyze the impact. Individual differences on learning interactions. The observation form is
provided for me to document my observations:

OBSERVE

An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the
space provided on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:

1. How much interaction is there in the classroom? Describe how the students interact
with one another and with the teacher. Are there groups that interact more with the
teacher than others.

2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?

3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
 4. Who among the students participate actively? Who among them ask for most help?

5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher will call
them instead?

Outside class

1. How do the students group themselves outside class? Homogeneously, by age? By gender?
By racial or ethnic groups? By their interests? Or are the students in mixed social groupings?
If so, describe the groupings.

2. Notice students who are alone and those who are not interacting. Describe their behavior.

Interview the teachers and ask about their experience about learners in difficult circumstances.
Request them to describe these circumstances and how it has affected the learners. Ask about the
strategies they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due to the
following factors:

 Gender, including LGBT

 Language and cultural differences
 Differences in religion
 Socio-economic status

OBSERVATION REPORT

Name of the School Observed:

School Address:

Date of Visit:
ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

What makes the learners assume these roles? What factors affect their behavior?

2. Is there anyone you observed who appear left out? Are students who appear “different?
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?

What does the teacher do to address issues like this?

3. How does the teacher influence the class interaction considering the individual differences
of the students?

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?

REFLECT

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among
the learners and between the teacher and the learner?

ACTIVITY 3.2

Observing differences among learners with disabilities, giftedness, and talents.

Resource Teacher: Teacher's Signature: School:

Grade/Year Level: Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.

1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities

b. SPED class with learners with physical disabilities

 c. SPED class for the gifted and talented

d. a regular class with inclusion of learners with disabilities

2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observations.

An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the
space provided.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about the background and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs.

Note their dispositions, pace in accomplishing tasks, interaction with teacher, and interaction
with others.

5. Observe the teacher's method in addressing the individual learning needs of the students in
his/her class.

OBSERVATION REPORT

Name of the School Observed:

School Address:

Date of Visit:
ANALYZE

1. Did your observation match the information given by the teacher?

2. Describe the differences in ability levels of the students in the class 7 What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners.
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiated
instruction? If yes describe how?

REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low
achiever in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
2. What dispositions and traits will you need as a future teacher to meet the needs of the
leaners?

OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions. Hungduan, Ifugao.
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon.
c. Sitio Tanikim Primary School, Capas Tarlac.
d. Mangyun Center for Leaming and Development, Naujan, Oriental Mindoro.
 e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro.
f. Tubuanan Ati Learning Center, Balabag, Boracay Island.
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy, Agcalaga,
Calinog, Iloilo.
h. Tboll School of Living Traditions, Lake Sebu, South Cotabato.
i. Daraghuyan Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon.
j. Talaandig School of Living Traditions, Lantapan, Bukidnon.
k. Bayanihan Elememary School, Marilog, Davao.
l. Lumad Bakwit School, UP Diliman, Quezon City.

Please note: Ensure proper coordination of your college university to obtain permission from these
schools before you visit.

If an actual visit is not feasible, consider a “virtu visit through social media. And if still not feasible
consider a “virtual” field study through watching Indigenous Peoples in the Philippines videos There
are several available at Youtube. You can start with this video by DepEd.

3. Write your observation report

4. Analyze your observation data using the Indigenous Peoples Education Framework
5. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observations.

Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your observation report on the
space provided.

If you are watching videos you searched, instead of actually visiting a school, have these question in
mind as you are watching the videos. You can try to get in touch with the creator of the videos and
interview them too.

1. Before you observe, read about the specific IP group in the school you will visit Know their
norms and customary greetings. This will help you blend in the school community and
interact with respect.
2. Observe and note the different parts or areas of the school environment. How are learning
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learner.
5. Observe how the teaching-learning process happen. Describe the learning activities they
have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the
teachers, and in the school in general.
 7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You
can use the questions found on the Analysis part of this activity.

Write your observation report here.

OBSERVATION REPORT

Name of the School Observed:

School Address:

Date of Visit:

ANALYZE

Curriculum Design, Answer each question based

competencies and content. on your observation and
interview data
1. Does the school
foster a sense of
belonging to one’s
ancestral domain a
deep understanding
of the community's
beliefs and
practices. Cite
example.
2. Does the school
show respect of the
community's
expression of
spirituality? How?
3. Does the school
foster in the
 indigenous learners
a deep appreciation
identity? How?
4. Does the curriculum
teach skills and
competencies in the
indigenous learners
that will help them
develop and protect
their ancestral
domain and culture?
5. Does the curriculum
link new concept
and competencies
to the life
experience of the
community?
6. Does the teaching
strategies help
strengthen, enrich
and complement
the community’s
indigenous
teaching-process.
7. Does the curriculum
maximize the use of
the ancestral
domain and
activities of the
community as
relevant settings for
learning in
combination with
classroom based
session? Cite
example
8. Is cultural sensitivity
to uphold culture,
beliefs and
practices, observed
and applied in the
development and
use of instructional
materials and
learning resources?
How? (For example,
Culture bearers of
the Indigenous
Peoples are
consulted.)
9. Do assessment
 practices consider
community values
and culture? How?
10. Do assessment
processes include
application of higher
order thinking skills?

What do you think can still be done to promote and uphold the indigenous peoples knowledge
systems and practices and rights in schools?

REFLECT

Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?

2. What did you appreciate most from your experience in visiting the school with indigestion
learners? Why?
3. For indigenous learners, as a future teacher, I promise these three things.
3.1 Be open to and respect indigenous peoples by
3.2 Uphold and celebrate their culture, beliefs and practices by
3.3 Advocate for indigenous peoples education by

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will you remember
in the future to endure that you will able to meet needs of both the high and love achievers in your
class? Make a collection of strategies on how to address the students’ different ability levels.
LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and students
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students varied cultures.

2. Which student thinking /behavior indicates that he/she values diversity?

A. He/She regards his culture as superior to other’s cultures.
B. He/She regards his culture as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their commonalities.

3. What is a teaching-learning implication of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups

4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT_______.

A. Affirms and strengthen indigenous cultural identity .
B. Makes education exclusive to the indigenous culture.
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages.
D. Anchors the learning context on the ancestral domain, the community’s world view, and
its indigenous cultural institutions.

5. All are best practices in using learning resources for indigenous learners, EXCEPT______.
A. Culturally generated learning resources only include indigenous group's artifacts, stories,
dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, which highlight
mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of instructional
materials.
D. The indigenous community's property rights are upheld in publishing learning resources.
6. All are best practices for assessment in the Indigenous Peoples Education Framework,
EXCEPT___________
A. Including the practice of competencies in actual community and family situations. B.
Applying higher- order thinking skills and integrative understanding across subject area.
C. Using international context in the assessment standards and content faithfully without
modification.
D. Including community-generated assessment processes that are part of indigenous
learning System.

7. Read the following comments by the teacher. Which of these comments will most likely
make Child try harder, rather than give up?
A. Sinuwerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para
lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work with the
same topic but assigns a different task appropriate for each group to accomplish.
B. The teacher divides the class into three heterogeneous groups and assigns the same
activity for each group to work on.
C. The teacher groups the learners by their ability level and assigns different content topics
for the groups to work on.
D. The teacher groups the learners by ability levels and assigns cach group a different task o
the same topic, and then requests three different teachers, each to assess one of the group.

9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable except lecturing.
C. Preparing two different sets of examination, one for the fast learners and another
for the slow learners.
D. Applying two sets of different standards.

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or
observation questions/tasks (2) observation question/task more
sheet completely questions tasks not answered/ observation
answered not answered. accomplished. questions/ tasks
accomplished. not answered
accomplished.
Analysis All questions All questions Questions were Four (4) mars
were answered were answered not answered observation
completely completely completely, questions were
answers are answers are answers are not not answered
with depth and clearly clearly answers not
are thoroughly connected to connected to connected to
Grounded on theories. theories: one theories, more
theories Grammar and (1) to than four (4)
grammar and spelling are free three (3) grammatical
spelling from error. grammatical Spelling error.
are free from spelling errors.
error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear supported depth: shallow, shallow rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes. outcomes, outcomes outcomes: not
Complete well Complete wall Complete not complete not
Organizes, organized, vary organized organize, not
highly relevant relevant to the relevant relevant.
to the learning learning to the learning
outcome. outcome. outcome.

Submission Submitted Submitted on Submitted a day Submitted two

before the the deadline. after the (2)
deadline. deadline. days or more
after the
deadline.
Comments

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9- 7

18 12 8 below
Grade 1.00 1.25 1.5 1.75 2.00 2.25 2.5 2.7 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71
 below

Learning Episode 6

OBSERVE, ANALYZE, REFLECT

Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: Teacher's Signature: School:

Grade /Year Level: Subject: Date:

Checklist on Classroom Routines

Check Yes (✔) if observed and (*) if not observed.

Classroom Routines Observed (✔) Not Observed (*)

1. Movement into the
classroom.
2. Transition in classroom
activities.
3. Movement out of the
classroom.
4. Use of lavatories/
comfort room /
washrooms.
5. Passing of papers.
6. Passing of books.
7. Working with
pairs/groups.
8. Tardy students.
9. Absent students.
10. Submission/Collection
of materials.
11. Submission of
projects.
12. Asking questions
during lessons.
13. Asking for assistance.
14. Joining classroom
activities.
15. Lining up.
16. Walking in line.
17. Fire drill /
emergencies.
 18. Movement between
activities.
19. Use of classroom
supplies.
20. Checking of
assignments.
Others, please specify
21.
22.
23.
24.
25.

ANALYZE

Analyze the routines set by the Resource Teacher by answering the following questions.

1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
2. Which of those routines were systematic and consistently implemented? Explain
your answer.

REFLECT

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?

Activity 6.2 Listing Down Classroom Rules

Resource Teacher: Teacher’s Signature: School:

Grade /Year Level: Subject: Date:

OBSERVE

Observe a class and list down the classroom rules formulated by the Resource Teacher. Cite the
importance of these rules.

Classroom rules are imperative and must be reinforced for learners’ safety and security. Rules also
teach discipline and self-control. Rules eliminate stress and will provide a more pleasant, secured
and non-threatening environment. Rules ensure the students’ engagement and focus in their
classroom activities.

Classroom Rules Importance

 1. Eg. Read Ensures less error in
directions answering the
well. activity.
2.
3.
4.
5.

ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of the rule?
2. Are classroom rules really important?

REFLECT

Reflect on the various classroom rules set by the Resource Teacher. Will you have the same rules? If
not, what rules are you going to employ? Explain your answer.

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource Teacher which are worth
emulating. Tell something about the pictures.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 6 Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher, and Observe how the
students execute the various classroom routines.

Name of FS Student: Date Submitted:

Year & Section: Course:

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplishe All observation One (1) to Three (3) Four (4) or
d observation questions/task two (2) question/task more
sheet s observatio not observation
completely n questions answered/ questions/
answered tasks not accomplished tasks not
accomplished. answered. . answered
accomplished
 .
Analysis All questions All Questions Four (4) mars
were answered questions were not observation
completely were answered questions
answers are answered completely, were not
with depth and completely answers are answered
are thoroughly answers not clearly answers not
Grounded on are clearly connected to connected to
theories connected theories: one theories,
grammar and to theories. (1) to more than
spelling Grammar three (3) four (4)
are free from and grammatical grammatical
error. spelling are spelling Spelling error.
free from errors.
error.
Reflection Profound and Clear but Not so clear Unclear and
clear lacks and shallow, shallow rarely
supported by depth: somewhat supported by
what were supported supported by what were
observed and by what what were observed and
analyzed. were observed and analyzed.
observed analyzed.
and
analyzed.
Learning Portfolio is Portfolio is Portfolio is Portfolio is
Artifacts reflected on in reflected not reflected not reflected
the context of on in the on in the on in the
the learning context of context of the context of the
outcomes. the learning learning
Complete well learning outcomes outcomes:
Organizes, outcomes, Complete not not complete
highly relevant Complete organized not organize,
to the learning wall relevant not relevant.
outcome. organized, to the
vary learning
relevant to outcome.
the
learning
outcome.
Submission Submitted Submitted Submitted a Submitted
before the on the day after the two (2)
deadline. deadline. deadline. days or more
after the
deadline.
Comments

TRANSMUTATION OF SCORE TO GRADE/RATING

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

12 below
Grade 1.00 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 3.5 5.00
 99 96 93 90 87 84 81 78 75 72 71
below

Learning Episode 8

OBSERVE, ANALYZE, REFLECT

Activity 8.1 Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the school setting. Recall the types
of curriculum mentioned earlier. Can you spot where these are found? Lets do a hunting game!

OBSERVE

Resource Teacher: Teacher’s Signature: School:

Grade /Year Level: Subject: 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

1. Recommended
Curriculum (K to 12
Guidelines)
2. Written Curriculum
(Teacher’s Lesson
Plan)
3. Taught Curriculum
(Teaching Learning
Process)
4. Supported Curriculum
(Subject textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum
(Media)
ANALYZE

Which of the seven types curriculum in the school setting is easy to find? Why?

Which is difficult to observe? Why?

Are these all found in the school setting? How do curricula relate to one another?

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

REFLECT

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

Resource Teacher: Teacher’s Signature: School:

Grade /Year Level: Subject: Date:

OBSERVE

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

Procedure:

1. Secure permit 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

Major Curriculum Components Key Guide for Observation (Carefully look for
the indicators/behavior of the teacher along
the key points. Write your 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. 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 Did learning occur in the lesson taught? Here
Evaluating/Assessing you make observation 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?
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 tasks 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: Teacher’s Signature: School:

Grade /Year Level: Subject: Date:

OBSERVE

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

I. Title of the Lesson

Il. Subject area:

III. Grade Level:

Outcomes Teaching Method Assessment

Fill this up Fill this up Fill this up

Lesson Title:

Subject Area:

Grade Level:

Lesson Outcomes Teaching Methods Evaluation

EVALUATE Performance Task ANALYZE

Answer the following questions based on the diagram

1. Are the three components constructively aligned? Explain.

2. Will the outcomes be achieved with the teaching methods used? Why?
3. What component would tell if the outcomes have been achieved?

REFLECT

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

What value will it give to the teacher if the three components are aligned?
SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

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

Activity 1 Artifact

1. Present an 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.

Activity 3: Artifact

1. Present a matrix to show the constructive alignment of the three components of a lesson
Plan.
a. Example:

Evaluate Your Work Task Field Study 1. Episode 8 Close Encounter with the School Curriculum

Learning Outcomes: Identify 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:

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or
observation questions/tasks (2) observation question/task more
sheet completely questions tasks not answered/ observation
answered not answered. accomplished. questions/ tasks
accomplished. not answered
accomplished.
Analysis All questions All questions Questions were Four (4) mars
were answered were answered not answered observation
completely completely completely, questions were
answers are answers are answers are not not answered
with depth and clearly clearly answers not
are thoroughly connected to connected to connected to
Grounded on theories. theories: one theories, more
theories Grammar and (1) to than four (4)
grammar and spelling are free three (3) grammatical
spelling from error. grammatical Spelling error.
are free from spelling errors.
error.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear supported depth: shallow, shallow rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes. outcomes, outcomes outcomes: not
Complete well Complete wall Complete not complete not
Organizes, organized, vary organized organize, not
highly relevant relevant to the relevant relevant.
to the learning learning to the learning
outcome. outcome. outcome.
Submission Submitted Submitted on Submitted a day Submitted two
before the the deadline. after the (2)
deadline. deadline. days or more
after the
deadline.
Comments

TRANSMUTATION OF SCORE TO GRADE/RATING

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

12 below
Grade 1.00 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71
below