Activity 4 – The Teaching-Learning Resources,

FIELD STUDY 1
ICT, and the Curriculum

Name of FS Student
Course, Year and Section BSE SST IV-1
Name of FS Mentor Ms. Kimberly B. Inaldo
Date 1

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following learning outcomes:

1. identify what type of curriculum are utilized in DepEd Schools;

2. describe how teaching and learning processes are sequenced to meet the curricular needs/ requirements;
3. determine the teaching-learning resources and ICT that facilitate teaching-learning process; and
4. evaluate the resources used in the learning environment.

LEARNING OVERVIEW
The demands of the global community are climbing up to its zenith as time goes by. In line with the visions and
missions of all the schools, state universities and colleges, individuals are taught to regulate self-learning, level up the skills in
problem solving, immerse on the duties in the society, hone the character and personality, so that they will be able to provide
what is needed by the entire nation.

We defined curriculum simply as a set of learning engagement tailored to nurture every learner’s passion indulging
them to different experiences to make learning more authentic and effective. Teachers are the prime movers in the educative
process and their goals are to fill their minds with such knowledge, touch their hearts with core values such as of the good
manners and right conduct, and equip their bodies with sufficient potentials leading them to success. A curriculum does not only
entail lawfully implemented strategies, rules, policies, and guidelines, there is what is also termed “hidden.” To specify, it is a
type of curriculum that encompasses the planned implementations of the school. It refers to a kind of learning not gained by the
teachers who teach the subjects nor the other activities that are partly extra-curricular. It comes out from socializing with others,
from the uncontrolled situations, and of course, from the practices involved in values education.

Observation/Interview/View

Directions: Read the following items below before doing the indicated tasks.

1. Download, review and analyze a sample k-12 Basic Education Curriculum.

2. Review the elements/components of curriculum design.
3. Follow the minimum health protocol at all times.
4. Observe etiquette during class observation and collaboration with others.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

2
Complete the table below by identifying the type of curriculum that exist in the DepEd Schools/Laboratory Integrated
Schools.

Type of Curriculum Example Where located Description

1. Recommended K-12 Science curriculum for Department of Education This type of curriculum is
Curriculum grade 7. (DepEd) used as guide for the whole
course. It may be provided
by any organization like
DepEd and Ched with
educational perspective.
2. Written Curriculum Module, textbooks, lesson School, libraries, classroom The written curriculum is a
plan, syllabus type of document with
specific and comprehensive
plan for instructional reason.
3. Taught Curriculum Activities, lecture, group work, School This type of curriculum is
performances delivered by teachers to the
student in their everyday
discussion.

4. Supported Curriculum Textbooks, computers, This curriculum is found It’s the curriculum supported
laboratories, equipment, audio inside and outside the by available resources to
visual classroom help in the implementation
of the curriculum.

5. Assessed Curriculum Quizzes, test, portfolio Classroom The curriculum that is

reflected by assessment or
evaluation of the learners.

6. Learned Curriculum Knowledge, attitude, and skills Report card, test paper This is the learning
acquired outcomes achieved by
student.

7. Hidden Curriculum Values, norms, attitude, belief, School environment, These are the lesson that
behavior interactions are taught informally and
usually unintentional in a
school system.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

Pair or compare with a lesson plan (downloaded/borrowed). Note your observation on how the design was implemented
or translated into a daily lesson to meet the curriculum requirement.
3
Elements/Components of a Curriculum Planning the Daily Lesson
I. Behavioral objectives/ Desired The behavioral objectives and desired learning outcomes outlined in the
Learning Outcomes lesson plan are exceptionally well-crafted. It provides learners with a clear
and concise understanding of standards and expectations they should
aim for. This clarity is invaluable not only for students, but also for
teachers, who are equipped with specific criteria for assessing progress
and determining the effectiveness of their teaching strategies.

II. Content The content covered in the lesson plan titled "Paghubog ng Sinaunang
Kabihasnan sa Asya" was well organized and directly aligned with the
curriculum requirements for the subject and grade level. Topics were
presented in a logical sequence, building upon each other to facilitate
understanding and knowledge retention. The time allocated for each topic
was appropriate and allowed for sufficient discussion and exploration. The
teacher actively assessed student understanding throughout the lesson
and provided timely feedback to address any misconceptions or learning
gaps.

III. Teaching and Learning Methods/ Based on our observation, teaching and learning methods begin by
Strategies asking students if they remember the topic from the previous meeting.
This review serves to refresh their memories, connect it to the new
lesson, and ensure understanding. The teacher employed various
strategies to facilitate student understanding and active participation.
They used a PowerPoint presentation to visually present key information
and supplemented it with other instructional materials, like pictures,
videos, or models. This multi-modal approach catered to diverse learning
styles and enhanced the learning experience.

IV. Assessment/ Evaluation The teacher utilizes both formative and summative assessments to
evaluate student learning. The discussion itself serves as a formative
assessment, allowing the teacher to gauge student understanding and
identify areas that need clarification. Following the discussion, the teacher
administers test questions to assess student comprehension of the lesson
content. This serves as a summative assessment and provides data on
overall learning outcomes.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

Using the borrowed/ downloaded lesson plan, try to dissect parts and identify what resources including ICT were utilized
to facilitate teaching-learning process.
4

Procedure ICT and Non-ICT Resources

Motivation Based from the daily lesson log, there were no resources that were used in this
part since the teacher doesn’t include motivation on her learning process.

Presentation of the lesson The teacher used ICT resource such as television and laptop in presenting her
content. She also utilized video presentation on her teaching- learning process.

Development of the Lesson For this part, the teacher used ICT resources such as television and laptop to
discuss and present the lesson. Afterwards, she divides the class into groups
and assigns an activity. The students do this task using non-ICT materials like
markers and manila paper.
Generalization/ Closure After the use of ICT resources, the teacher used blackboard and chalk to
summarize the lesson. She used Socratic method and traditionally write some
of her students answer on the board
Application/ Enrichment/Fixing Skills The teacher used non-ICT resources for the application of knowledge wherein
she grouped them into 6 and gave them material such as manila paper and
marker. She supplemented their answers with the used of blackboard and
chalk after the activity.
Evaluation / Assessment The teacher used ICT and non-ICT resources for this part wherein she used
blackboard and chalk, TV and laptop in assessing her students.

Question:

1. After your observation, what did you notice about the flow of activities and the congruence of each activity
to the objective/intended learning outcome? Elucidate your answer.

After the observation, I noticed that the teacher presented her lesson to the students in a
systematic way. Beginning with tasks requiring basic understanding, she progresses to ones
requiring in-depth analysis. There is congruence between the activities that she employs and her
learning outcomes, as she employs activities that correspond to the intended learning outcome.
Based on the observation, the teacher's expected learning outcomes were attained since she
uses activities that help the class achieve its objective. Based on this, it is evident that teaching
strategies, methods, and lesson content must be congruent with each other in order to make the
teaching-learning process valid and effective.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

Analyze 5

Answer the following questions:

How did you know that there exist such curriculum in the DepEd Schools/ Laboratory schools?

How can educational experiences be effectively organized and contribute to the attainment of objectives/ intended
learning outcomes?

From the lesson plan, evaluate the resources and compare it with the actual resources utilized in the classroom.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

Reflect 6

1. As a pre-service teacher, how do you plan, manage and implement developmentally

sequenced teaching and learning process to meet curriculum requirement in varied
teaching context?

2. How do you set achievable and appropriate learning outcomes which are aligned with
learning competencies?

3. How do you plan, manage, and implement developmentally sequenced teaching and
learning process to meet curriculum requirements and varied teaching contexts?

4. How do you set achievable and appropriate learning outcomes which are aligned with
learning competencies?

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

Evidence/Documents 7

Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

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