FS 1

Getting Closer with the Curriculum

Welcome to the Module 3 of your Course. You are now in the Learning Episode
8 that will highlight your closer encounter with the curriculum.

At the end of this episode, you must be able to identify the different curricula
that prevail in the school setting; describe how the teachers manage the planning and
implementing of lessons through different strategies and assessment of learning
outcomes; analyze if the objectives were aligned to subject matter, to teaching
strategies and assessment

Formal education begins in school. The schools have recommended curriculum.

This recommended curriculum was translated into written curriculum like books,
course packs or modules, learning plans, teacher’s guides which eventually becomes
the basis of taught curriculum. As a teacher who implements the curricula needs
support materials which are known as support curriculum to enhance teaching and
learning so that the written and the taught curricula can be assessed (assessed
curriculum) to determine if learning is experienced by learners (learned curriculum).
However, those things that happened in school but not planned are what we called as
hidden curriculum.

The teacher implements, plans and evaluates school learning activities by

preparing a miniscule curriculum called a lesson plan or learning plan. The teacher

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then puts life to a lesson plan by using it as a guide in the teaching learning
process where different strategies were employed. There are many ways to
write lesson plan, but the necessary elements are the following: Learning
Outcomes, Subject Matter, Teaching learning Strategies, and Evaluation or
Assessment. These elements should be aligned so that at the teaching-
learning episode, learning will be achieved with the classroom teacher as a
guide.
From a broad perspective, curriculum is defined as the total learning
process and outcomes as in lifelong learning. Basic education in the
Philippines is under the Department of Education and the recommended
curriculum is the K-12 or the Enhanced Basic Education Curricula of 2013.
Click this link to learn more about this curriculum:
https://educationallearnings.wordpress.com/uncategorized/k-to-12/

Now, are you ready for your observation activity? I bet you are, so
let’s begin.

Your Activity 8.1

Curriculum in the School Context

Resource Teacher: Oshea Espolong Signature:

______________________
Grade/Year Level: Grade 12 Plato Date: October 11, 2023

To realize your learning objectives, you need to look around.

Discover what curriculum is operating in the school context. Do this after
reading “Your Learning Needs” section. Can you spot where the types of
curricula mentioned are found? Begin the Hunting Game!

Locate where you can find the following curriculum. Secure a copy,
make observations of the process, and record your information in
the matrix below.
Describe your observations.

TYPES OF CURRICULA WHERE DESCRIPTION

FOUND

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

2. Written Curriculum Course of the study, It is usually created at the national

(Teacher’s Lesson modules, syllabi, level and used in a range of
Plan, Syllabus) books, lesson plan, educational context.
instructional guides
3. Taught Curriculum Modules,books This is the actual instruction that takes
(Teaching-Learning lesson plans, place in the classroom. It involves the
Process) teachers' guide which teacher delivering lessons and students
are the basis of the participating in learning activities.
taught curriculum
4. Supported Such resource include Supporting materials like
Curriculum (Subject both human textbooks, workbooks, and
Textbook, Modules, (teachers ) as well as educational modules complement
etc) physical ( such as the written curriculum, offering
textbook, resources to assist in teaching and
workbooks, audio learning.
visual aids, teachers
guide, grounds,
building, library
books and laboratory
room)
5. Assessed Appears as test and Assessment methods, including
Curriculum measures tests and exams, are used to
(Assessment performance. State evaluate student performance in
Process) test, standardized line with the written curriculum. It
tests, district test and determines what students have
teacher made test learned.
6. Learned Curriculum Achieved learning The learned curriculum represents
(Achieved Learning outcomes what students have actually
Outcomes acquired in terms of knowledge and
skills. It's the result of the teaching,
learning, and assessment processes.
7. Hidden Curriculum Applied to any The hidden curriculum refers to the
(Media, not taught learning outcomes unspoken, cultural, and societal
but learned by that are not expressly lessons students pick up indirectly.
learners) designed in a lesson It includes values, attitudes, and
plan behaviors they absorb from the
environment and peers.

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Answer the following questions.

1. Which of the seven types of curriculum in the school context is easy to

find? Why?
- The Written Curriculum (Teacher's Lesson Plan, Syllabus) is easy to find
in the school context because it is typically documented and readily
available. Teachers create lesson plans and syllabi to guide their
instruction, making them easily accessible for both educators and
students.

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2. Which is difficult to observe? Why?
- The Hidden Curriculum is more challenging to observe because it comprises
unspoken and often implicit lessons that students learn from their
environment, peers, and societal influences. These lessons may not be clearly
documented or visible but are still absorbed by students as part of their
school experience.

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

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 Make a reflection on the diagram that you have drawn.

- The relationship between various components of the curriculum is complex

and interrelated. The recommended curriculum serves as an ideal guideline
for what should be taught, while the written curriculum formalizes this into a
structured document. The taught curriculum represents what actually
happens in the classroom, influenced by the teacher's style and available
resources. Ideally, the taught curriculum aligns with the written curriculum.
However, the critical factor is the learned curriculum, which reflects what
students actually grasp and take away from their educational experience.
Assessment plays a crucial role in measuring this aspect of the curriculum.
The supported curriculum encompasses the resources and materials provided
to facilitate learning. Additionally, there is the hidden curriculum, which
imparts unintentional lessons and values, often through social interactions
and the school environment. These components are interconnected, and
effective education aims to ensure alignment among them to achieve the
desired educational outcomes.

Your Activity 8.2

A Closer Look to the Lesson:
The Miniscule School Curriculum

Resource Teacher: Oshea Espolong Signature: ______________________

Grade/Year Level: Grade 12- Plato Date: October 11, 2023

To realize your learning objectives, you are required to have a full lesson
observation from the Motivation phase to Assessment Phase. DO the following steps:
1. Secure a permit from your resource teacher to observe one complete
lesson in a particular subject, in a particular grade or year level.
2. Get a closer look on the three major components of the curriculum:
planning, implementing, and evaluating.
3. Observe and record your observation.

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 Observe and Record Observations on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write
your observation and description in your notebook).
A. PLANNING Borrow the teacher’s lesson plan for the day. If not available, look for
uploaded lesson plans in the web. What major parts do you see? Request
a copy for your use or downloa d the file.
a. What are the learning objective s/o utco me s?
The learning objectives/outcomes are to enable learners to:

Make a list of their own capabilities and limitations.

Use the concept of transcendence to examine their limitations.

Evaluate their limitations and possibilities for transcendence.

b. What are include d in the subject matter?

- The subject matter includes understanding how human
nature enables individuals to explore their limits and the
concept of transcendence in the context of limitations and
possibilities for personal development.
c. What procedure or method will the teacher use to implement
the plan?
- The teacher will implement the plan through methods
such as video presentations, group discussions,
practical activities, and a quiz to engage students in
exploring their capabilities and limitations, as well as
understanding the concept of transcendence.
d. Will the teacher assess or evaluate the lesson? How will this be
done?
- The teacher will assess the lesson throug h a quiz that includes
identificati on questions related to the key concepts introduced
during the lesson.

B. IMPLEMENTING Now, it’s the time to observe how the teacher implemented the prepared
lesson plan. Observed closely the procedure. If this is not possible, just
intervie w the teacher.
a. How did the teacher begin the lesson?
- The teacher began the lesson with a prefatory section,
which included prayer, attendance, an energizer, and house
rules.
b. How did the teacher engage the learners?
- The teacher engaged the learners by showing a 1-minute
video presentation of a physically handicapped person who
could surpass his physical limitations, followed by a
discussion about the concept of transcendence.
c. What procedure or steps were followe d?
- The procedure followed included activities like solving
mathematical problems, a group activity about students'
abilities and limitations, and discussions about philosophy
and the essence of transcendence.
d. Was the teacher a guide at the side?
- The teacher acted as a guide throughout the lesson,
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 facilitating discussions and activities to help students
explore their capabilities and limitations.
e. Were the learners on task? Or were they participating in the
class activity?
- The learners were actively participating in class
activities, such as solving mathematical problems,
sharing their abilities and limitations, and engaging in
discussions.
f. Was the lesson finished within the class period?
- The lesson plan was finished within the allotted time of 1
hour .
C. EVALUATING/ Did learning occur in the lesson taught? Here you make observations to
ASSESSING find evidence of learning .
a. Were the objectives as learned outcome s achieve d?
- The objectives, as stated in the lesson plan, aimed to
explore and evaluate capabilities, limitations, and
transcendence are achieved ate the end of the lesson.
b. How did the teacher assess/ e va lua te it?
- The teacher assessed the lesson through a quiz.
c. What evidence was shown? Get pieces of evidence.
- The evidence shown would be the quiz results, where
students' understanding of the concepts introduced in the
lesson would be assessed.

Write a paragraph based on the data that you have gathered using the
key questions below.

1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
- The teacher I observed had several ideal characteristics of global quality
teachers, including effective classroom management, clear communication,
and the ability to engage students in meaningful discussions. However, the
plan did not explicitly mention whether the teacher employed student-
centered approaches, which are often considered ideal in global quality
teaching.

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2. Was the lesson implemented as planned? Describe the implementation.
- The lesson appeared to be implemented as planned, with the teacher
following the outlined procedures, such as starting with an energizer,
presenting a video, engaging students in discussions and activities, and
assessing their learning through a quiz.

3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
- The teacher is happy at the same time satisfied for she implement the
lesson plan well in the classroom .

4. Can you describe most of the students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
- The students are also happy and they do have many learning and realization
after the class ended.
-

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Based on your observations on Activity 8.2, how will you prepare your lesson
plan? Make a short paragraph on the topic.

- Based on the observations from Activity 8.2, I will prepare my lesson plan
by focusing on engaging and interactive teaching methods. I'll aim to create
activities that encourage students to participate actively, explore their
capabilities, and address their limitations. Using multimedia and real-life
examples can make the lesson more relatable and interesting. Additionally,
I'll ensure that the lesson objectives are clearly stated and that there is a
formative assessment to gauge students' understanding. The plan will also
be designed to be adaptable, allowing for flexibility to meet the diverse
needs of the students while maintaining a positive and inclusive learning
environment.

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 Your Activity 8.3
Aligning Constructively
the Components of the Lesson Plan

Resource Teacher: Macario Montiel Signature:

Grade/Year Level: Grade 11- Tesla Date : October 10, 2023

Using the diagram below, fill out the component parts of the lesson plan.
I. Title of the Lesson: Tools and Equipment in Refrigeration
II. Subject Area: Refrigeration
III. Grade Level: 9th Grade

OUTCOMES TEACHING METHODS ASSESSMENT

Students will be able to Introduction and Written test to identify and
identify common tools used explanation of each tool and explain the uses of
in refrigeration. equipment. refrigeration tools.
Students will understand Visual presentation using Group activity where
the specific purposes of slides and actual tools. students demonstrate the
each tool and equipment. proper use of tools.
Demonstration of safe
Students will learn safety handling and usage. Safety quiz to evaluate
guidelines for handling knowledge of handling
Group discussion and hands-
refrigeration tools refrigeration equipment
on practice
safely.

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 Answer the following questions based on the matrix above.

1. Are the three components constructively aligned? Explain.

Yes, the three components are constructively aligned. The learning outcomes are
clear and specific, focusing on the identification of tools, understanding their
purposes, and learning safety guidelines. The teaching methods involve
introducing the tools, visually presenting them, demonstrating their usage, and
having students engage in discussions and hands-on practice. These methods
align with the learning outcomes, as they actively involve students in achieving
the stated objectives.

2. Will the outcomes be achieved with the teaching methods used? Why?
- Yes, the outcomes are likely to be achieved with the teaching methods used.
The methods are well-suited to help students identify tools and understand
their purposes through visual presentations and hands-on practice.
Additionally, the safety guidelines can be effectively communicated and
assessed through demonstrations and safety quizzes. The teaching methods
align with the learning outcomes, making it probable for students to achieve
these objectives.

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

- The assessment component would tell if the outcomes have been achieved.
Through the written test, group activity, and safety quiz, teachers can
evaluate whether students can identify the tools, understand their purposes,
and apply safety guidelines correctly. The assessment serves as a direct
measure of whether the learning outcomes have been met.

What lessons have you learned in developing or writing a lesson plan? What
value will it give to teacher if the three components are aligned?
- In developing or writing a lesson plan, I've learned that clear and specific
learning outcomes are crucial. They guide the entire teaching process, helping
to focus on what students should learn. Choosing appropriate teaching
methods and assessment strategies is essential.

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 When the three components of a lesson plan (learning outcomes, teaching
methods, and assessment) are aligned, it provides significant value to
teachers. It ensures that what is taught, how it's taught, and how it's
measured all work together. This alignment improves the effectiveness of
teaching, making it more efficient and student-centered. Teachers can better
gauge if students have achieved the desired learning outcomes, leading to
more successful and meaningful lessons.

Show piece/s of evidence of learning for Activity 8.1-3.

✓ For Activity 8.1, present evidence for each kind of curriculum operating in
the school setting. This can be in pictures, realia, documents, or others.

✓ For Activity 8.2, present a sample of curriculum in the form of a lesson plan.
A. Reviewing
a. Prefatory (Prayer, attendance, energizer and house rules)
previous lesson or
b. Review – ask the students about the topic on:
presenting the new
WHAT IS HUMAN PERSON?
lesson
B. Establishing a
purpose of the At the end of the lesson, the students will be able to:
lesson
1. Recognize the limitations and possibilities
2. Distinguish the limitations on and possibilities for
transcendence.
3. Evaluate the limitations and possibilities for
transcendence.

Discussion Proper:

a. The teacher will share a 1-minute video presentation of a

person who is physically-handicapped but can do things
beyond his limits or can perform like any normal people do.
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 https://youtu.be/6F8zK57Wa0A?feature=shared

b. After the video presentation, the teacher will call a student

to share his/her observation.
c. The teacher will proceed to the discussion proper about the
topic on TRANSCENDENCE

How do humans enable to explore his/her limits?

It can be said that the person is a very biologically

deficient being. This means that we are not equipped with the
best physical attributes among all the beings in the world.

a. We do not have the natural ability to fly

b. We cannot breathe underwater without the aid of a
breathing apparatus
c. We cannot survive in certain environments like other
animals.
d. Compared to other animals, we have limited
capabilities strength, speed, and use of our senses.

Despite these natural limitations, we have used our

intellect to devise means to achieve several feats.
a.1. We now use airplanes to fly
a.2. Employ scuba gear to swim underwater for
extended periods
a.3. Invented tools and machines to lift great weights
and perform other feats
well beyond our physical capabilities.

The ability to surpass limits is called

TRANSCENDENCE. Our mind is an important tool that allows
us to go beyond many of our physical limits.

Although we have physical limitations, we can transcend

them because of our spiritual dimension. Being physically
limited in our abilities does not prevent us from hoping for or
aspiring to greater things.

Transcendence also means overcoming oneself or

being in control even if the body reminds us of certain
tendencies. The essence of this is to acknowledge our
limitations, identify possibilities for development, and change
ourselves for the better.

C. Presenting Activity 1: Mathematics

examples/instances a. The teacher will present five (5) Mathematical problems.
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of the new lesson b. The students are given at least 10 to 30 seconds to
solve it depending on the level of difficulty.
c. The students will stand up and show their answer.
d. The teacher will account how many got the correct
answer.
This activity will help the learners know their level of
competency in solving Mathematical problem and the teacher
will also recognize the students who can surpass their limits in
problem solving.

Problem 1 10 + 9 = 19
Problem 2 3- 5 =- 2
Problem 3 2(2+3)/3= 3.33
Problem 4 -2(3+4)/4 = -3.5
Problem 5 2( 10 (12/4) + 5 (4+12) / 8 ) = 80
D. Discussing new
concept and Activity 2: I CAN/ I CANNOT
practicing new
skills #1 This activity will explore the abilities and limitations of the
learners. In the “I can” column, the student will write down the
skills and abilities that define him/her as a person. In the “ I
cannot” column, the student will list down the things he/she h as
tried to do but could not because of personal limitations.

d.1 The students will be divided into three (3) groups

d.2. The teacher will give samples of skills, abilities and talents
to students.
d.3. The student will arrange their skills, abilities an d talents
based on their natural inclinations and capacity
d.2 There will be one presenter for each group to discuss the
output in class.
E. Discussing new Continuation of the discussion…
concept and
practicing new Philosophy gives us useful tools to explore our limitations
skills #2 and possibilities for transcendence. The essence of
transcendence is:

e.1. to acknowledge our limitations

e.2. identify possibilities for development
e.3. change ourselves for the better
e.4. take on mental challenge such as learning a new skill
e.5. opening yourself to new experiences and ideas
F. Developing Activity 3:
Mastery (Leads to
Formative This activity will explore the learners’ own possibilities for
Assessment) transcendence. It will be group activity. Each group will discuss
their appropriate responses.
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 I WANT TO BE…. I CAN ACHIEVE THIS BY…

I WANT TO DO THE I CAN MAKE THIS HAPPEN

FOLLOWING… BY…

G. Finding
practical Activity 5: Consumption vs. Satisfaction
applications of
concept and skills This activity will show the inverse relationship of
in daily living consumption versus satisfaction.

g.1. The teacher will call one (1) student to demonstrate the
activity.
g.2. The student will show to the class the basic theory of
consumption in the study of economics.
H. Making
generalization and Students will be called to share what they learned from today’s
abstraction about lesson.
the lesson
I. Evaluating
learning Quiz – Identification – Write your answer on the space
provided. 2 pts. For each item.

______________1. Refers to a man as species.

______________2. Refers to the characteristics that
distinguish human from all other creatures.
______________3. The ability to surpass limits.
______________4. An important part of human person that
allow us to go beyond many of physical limits.
______________5. Gives us useful tools to explore our
limitations and possibilities for transcendence.

J. Additional
activities for Make a personal commitment to overcome one of your
application or personal limitations. Track your progress in overcoming this
remediation limitation in your notebook. Give an update on your progress
before the end of the semester.

V. REMARKS
VI. REFLECTION

Prepared by:
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OSHEA R. ESPOLONG
Subject Teacher

Great Job! You are done with the observation activity for the Learning
Episode 8. To successfully end your Learning Episode 8, go to your LMS and answer
the Learning Episode 8 Quiz. Upload also the Lesson Plan Output as indicated

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