FIELD STUDY 1 LEARNING Understanding the School Curriculum

EPISODE

Learner Diversity: The

FS 1
8 Community and Home
Environment

Formal education begins in school. Schools are institutions established to design total learning activities
appropriate for each learner in each learner in each grade level. Thus schools have recommended curiculum which
is the enhanced K to 12 curriculum. The recommended curriculum was translated into written curriculum like
books, modules, teacher’s guides and lesson plan which are the basis of the taught curriculum. A teacher who
implements the curricula needs suppport materials (support curriculum) to enhance teaching and learning so that
the written and the taught curricula can be assessed (assessed curriculum) in order 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 episode, leaarning will be
achieved with the classroom teacher as a guide.

At the end of this Episode, I must be able to:

 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; and
 Analyze if the teacher aligns the objective to subject matter, to teaching strategies and assessment.
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 to12 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 graduate 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 to12 curriculum is the Recommended 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 been planned, and taught needs materials, objects, gadgets, laboratory and
many more that will help the teacher implement the curriculum. This in 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 curriculum 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
 Activity 8.1Curricula 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!

Resource Teacher:_____________ Teacher’s Signature:_______________ School:____________

Grade/Level:___________________ Sucject Area:____________________ 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)

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.

Make a reflection on the diagram that you have drawn.

Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
Resource Teacher:_____________ Teacher’s Signature:_______________ School:____________
Grade/Level:___________________ Sucject Area:____________________ Date:______________

This activity requires a full lesson observation form 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 anad Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the indicators/behavior of the teacher
Components 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. 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 outcome achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
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.

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/Level:___________________ Sucject Area:____________________ Date:______________

Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson:
II. Subject area:
III. Grade Level:

Outcomes Teaching Method Assessment

Fill this up Fill this up Fill this up

AAnswer the following questions based on the diagram.

2. Will the outcomes be achieved with the teaching methods used? Why?

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

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? nswer the following questions based on the
diagram. 2. Will the outcomes be achieved with the teaching methods used? Why? 3. What component would tell if the outcomes have been achieved? RE

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

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:
Lesson Title:
Subject Area:
Grade Level:

Lesson Outcome Teaching Method Evaluation

ill it give to the teacher if the three components are aligned?

5 How will you prevent truancy among students?
A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.

5 What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.

5 How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.

4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.

5 To discipline unruly students, Teacher Helen always tells her students "Remember I am the person in
authority here. I have the power to pass or fail you." Do you agree with Teacher Helen's reference to
power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.
Evaluate Your Work Task Field Study 1, Episode 5 – Creating an Appropriate Learning Environment
Learning Outcome: Plan on how to manage time, space, and (resources *Provide a learning environment
appropriate to the learners and conductive to learning

Name of FS Student: Date Submitted:

Year & Section: ICT 4A Course: BTLED
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1

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

COMMENT/S Over - Rating:

all
Score

(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
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

IRENE A. ALONSABE, Ph. D.

Signature of FS Teacher above Printed Name Date

GRAMMARLY
English Grammarian Date