Field Study 4 Exploring the Curriculum

1. 1. 2 FIELD STUDY 4 FS 4 In formal education, a curriculum (/krkjlm /; plural:

curricula /krkjl / or curriculums) is the planned interac tion of pupils with ins
truc tional content, materials , resources , and proces ses for evaluating the
attainment of educational objec tives . O ther definitions combine various
elements to des c ribe curriculum as follows : A ll the learning which is planned
and guided by the s chool, whether it is carried on in groups or individually, ins
ide or outs ide the s chool. (John Kerr) O utlines the skills , performances ,
attitudes , and values pupils are expec ted to learn from s chooling. I t inc ludes s
tatements of des ired pupil outcomes, des criptions of materials , and the
planned sequence that will be used to help pupils attain the outcomes . T he
total learning experience provided by a s chool. I t inc ludes the content of
courses (the syllabus), the methods employed (s trategies), and other aspec ts ,
like norms and values , which relate to the way the s chool is organized. T he
aggregate of courses of s tudy given in a learning environment. T he courses are
arranged in a sequence to make learning a subjec t eas ier. In s chools , a
curriculum spans several grades . C urriculum can refer to the entire program
provided by a c las s room, s chool, dis tric t, s tate, or country. A c las s room is
as s igned sections of the curriculum as defined by the s chool. FIELD STUDY
Exploring the Curriculum Episode 1 LOOK DEEPER INTO THE CONCEPTS, NATURE
AND PURPOSES OF THE CURRICULUM Name of FS Student__James Robert Pebida
Villacorteza______________________ Course __Bachelor of Elementary Education_
Year & Section _____III I_________ Resource Teacher ___________________ Signature
________ Date ____________ Cooperating School _______Bayawan City East Central
School_________________
2. 2. FIELD STUDY 4 3
3. 3. 4 FIELD STUDY 4
4. 4. 1. Accomplish the H Chart. Interview an administrator or a faculty member.
Get their ideas/views of the curriculum. Write the differences on both sides and
the similarities at the center and then write your personal insights. Teacher
Students interaction Both have ways of measuring and evaluating learning
Both include assignment Both aim for students to learn Similarit ies FIELD
STUDY 4 5 Tradit ional Curriculum Teacher Dominant __ More on memorization for
_ mastery__________________ Paper and pencil Test _ Skilled-focused _ Rules are
teacher structured _ Focused on the learning___ _ Outcomes________ _ Focused on
defining and recall_ of information________ _____ More on individual work __ A lot
of effort from teacher _ with giving information (spoon feeding)__________________
Progressive Curriculum Student Centered __ More on reasoning and open- _
ended questions_________ ___ Performance Test _ Rules are both student and _
teachers _ Rules are teacher structured _ Focused on the process of the _
learning outcomes___ _ Less teacher talking time _ Focused on the application
of__ the acquired information____ _ Task focused _ Students self evaluation _
Public criteria (rubrics) _ More on group activities _ More on reflection _ My
Personal Insight s: There are a lot of differences when it comes to traditional and
progressive curriculum. Away to distinguish this type of curriculum in the
traditional in teaching a particular lesson like in TLE in food technology by
teaching or giving only and information about that particular lesson, while in
progressive instead of teacher will do the work for example in preserving salted
egg but the teacher will allow the students do the practicum in order that the

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students will learn more because the activity is done by them. Traditional
curriculum is really far if we compared this to progressive curriculum. In
progressive curriculum, there is a quality of education the teachers are
competitive and ready to compete to our globally competitive world. The
students in progressive curriculum, and eager to learn unlike in traditional
curriculum.
5. Name of School / College / University 6 FIELD STUDY 4 Recommended
Curricula Written Curricula Taught Curricula Supported Curricula Assessed
Curricula Learned Curricula Hidden Curricula 1. Negros Oriental State University
2. Guisocon Elementary School 3. Nangka Elementary School 4. 5. 6. 7. 8. 2. Find
on what curriculum is being used in the schools/colleges/universities near your
place. Check the corresponding column. My Personal Insights: The different types
of curricula for me should that curriculum has its own diversity. I find it
challenging to exactly know what type of curriculum a certain school is using.
The hidden curriculum is quite intriguing for me because this type of curriculum
is not deliberately planned but may modify behavior or influence learning
outcomes. Honestly, I find it difficult for me to determine whether the curriculum
operating in schools is either recommended, written, taught, supported,
assessed, learned and hidden curriculum.
6. FIELD STUDY 4 7 If you are to design a curriculum for your own school, what
are the things you need to consider? Accomplish the graphic organizer below.
Strategies/ Methods to be used Things I Need to Do to Consider in Preparing My
Schools Curriculum The learners needs and interest The support of teacher,
staff and other School personas. Ideology of Nation The Schools Vision, Mission,
Goals, Objective and Corporate Values 1. Why do we need to consider the
traditional and progressive of view of curriculum? We need to consider the
traditional and progressive points of view of curriculum because in a classroom, a
diverse student could be found. As future teachers, we must see to it that
whatever we are teaching, is suits the needs and learning capabilities of the
learners. We need to utilize and organize various teaching methodologies so that
our learners may learn better. Aside from that a wide understanding on what
these two views of the curriculum is all about giving information on what view is
beneficial.
7. 8 FIELD STUDY 4 2. How do the different educational philosophies relate to the
curriculum in the schools you visited? Cite examples / situations. The different
Educational philosophies relate to the curriculum in the schools Ive visited by
providing curriculum creator with framework for planning, implementing and
evaluating curriculum in schools. Ex. Cooperative learning and curriculum that
emphases on group activities and learner centered is based on progressivism. 3.
Why is there a need to revise the curriculum from time to time? I firmly believe
that theres a need to revise the curriculum from time to time in order to suit to
the demands of the present generation. we have to accept or adapt the different
changes in our curriculum rather still remain on the same curriculum. To make
more advantageous curriculum we will take. Upgrading the standard of our
teaching area might be the past is not so effective compared to the new one. The
society that we are in can be described as ever dynamic. It is a source of so
many drastic changes that are very difficult to cope with and to adjust to. In
relation to this, school curricula should address diversity, explosion of knowledge,
school reforms and education for all. The relationship of curriculum and society is
natural and encompassing. Therefore, the curricula should refuel and preserve
the culture of society and its aspirations. Pictures of a Traditional School
8. FIELD STUDY 4 9 Pictures of a Progressive School

9. 9. 10 FIELD STUDY 4 4 FS Exploring the Curriculum FIELD STUDY Episode 2

WHATS THE CURRICULUM MADE OF? Name of FS Student__James Robert Pebida
Villacorteza______________________ Course __Bachelor of Elementary Education_
Year & Section _____III I_________ Resource Teacher ___________________ Signature
________ Date ____________ Cooperating School _______Bayawan City East Central
School_________________
10. 10. FIELD STUDY 4 11 At the end of this activity, I should be able to identify the
components of the curriculum and curricular approaches.
11. 11. 12 FIELD STUDY 4
12. 12. FIELD STUDY 4 13 For this Episode, visit a school / university or get a copy of
the school brochure. Copy the school / universitys vision, mission and goals on
this page. VISION We dream of Filipino who passionately love their country and
whose values and competencies them to realize their full potential and contribute
meaningfully to building the nation. As a learner-centered public institution, the
Department of education continuously improves itself to better serve its
stakeholders MISSION To protect and promote the right of every Filipino to
equality, equi table, culture - base complete bas ic education where: Students
learn in a child-friendly, gender-sensitive, safe and motivating environment.
Teacher s faci li tate learning and cons tan tly nur ture every learner .
Administrators and staff, as stewards of the institution, ensure an enabling and
suppor tive envi ronment learning to happen. Family communi ty and other s
takeholder s are relatively engage and share respons ibi li ty for developing li felong learner s .
13. 13. FIELD STUDY 4 15 1. How important is the schools vision, mission, and goals
in designing the curriculum? The schools mission is comparable to constitution
which is the way in which someone or something is composed and it sets the
tone for everything else. It helps in guiding of how the school will be run. 3. What
methods and strategies were employed be the school community to realize these
goals? The methods and strategies employed by the school community to realize
these goals were they oriented the students to the schools vision, mission, so
that students will be guided on the aims of the school. Aside from that the school
community ads as a role models to the students. They must first internalize in
the relevance of the schools vision, mission to the curriculum. 2. How did the
students manifest that they have internalized their vision, mssioin and goals? The
students manifest that they have internalized their vision, mission and goals by
being able to show in their minds and hears what they have learned. Its not
enough that they were bable to memorize their vision and mission but rather it
must also be depicted in their actions.
14. 14. The first component of the curriculum is the learning goals and objectives
which are based on schools mission, vision and goals which are based schools
larger vision and mission but of course this schools vision and mission is also
aligned on the goals of education as stated on the Philippine Constitution. Just
like in our lesson plan our vision and mission serves as our guiding stars for it
allows us to decide what to be included in our curriculum and what is to be
omitted, it is also important that students must be aware of the schools vision
and mission so that they can internalized it and for them to set their personal
objectives. When I was still in High school I wasnt even of my alma matter vision
and mission and I didnt even know the importance of these goals but now that I
am a future teacher and maybe a future curriculum maker someday Ive realized
the importance of the school goals. Ive also learned that the school objectives
should also reflect the needs and specialization of the whole educational
community. At the same time, the school goals should be supported with quality

educational experiences and learning content. And finally there should be an

evaluation to know whether our aim which is to develop a well balanced
individual is attained or not. 16 FIELD STUDY 4
15. 15. FIELD STUDY 4 17 Paste the schools brochure on this page.
16. 16. Proof / Activities / Ways to help the students internalize their schools vision,
18 FIELD STUDY 4 mission and goals.
17. 17. FIELD STUDY 4 19 Put a sample of any of the following on this page.
Academic budget Scope and sequence chart Teaching guide Course guide
18. 18. F S 4 Today 's schools f ace enormous challenges. In response to an
increasingly complex society and a rapidly changing technology -based
economy , schools are being asked to educate the most div erse student body in
our history to higher academic standards than ev er bef ore. This task is one that
cannot be "teacher-proof ed" through management sy stems, testing mandates,
or curriculum packages. Acquiring this sophisticated knowledge and dev eloping
a practice that is dif f erent f rom what teachers themselv es experienced as
students requires learning opportunities f or teachers that are more powerf ul
than simply reading and talking about new pedagogical ideas. (Ball and Cohen, in
press.) Teachers learn best by study ing, doing, and ref lecting; by collaborating
with other teachers; by looking closely at students and their work; and by sharing
what they see. This kind of learning cannot occur in college classrooms div orced
f rom practice or in school classrooms div orced f rom knowledge about how to
interpret practice. Growing ev idence suggests that this kind of prof essional dev
elopment not only makes teachers f eel better about their practice, but it also
reaps learning gains f or students, especially in the kinds of more challenging
learning that new standards demand. (Darling-Hammond, 1997; NFIE, 1996.)
Creating a prof ession of teaching in which teachers hav e the opportunity f or
continual learning is the likeliest way to inspire greater achievement f or children,
especially those f or whom education is the only pathway to surv iv al and
success. FIELD STUDY Exploring the Curriculum Episode 3 WHATS NEW IN
TEACHING AND LEARNING? Name of FS Student__James Robert Pebida
Villacorteza______________________ Course __Bachelor of Elementary Education_
Year & Section _____III I_________ Resource Teacher ___________________ Signature
________ Date ____________ Cooperating School _______Bayawan City East Central
School_________________ At the end of this activity, I should be able to identify the
teaching and learning process in curriculum. 20 FIELD STUDY 4
19. 19. FIELD STUDY 4 21
20. 20. For this Episode, I will use the activity form given below. PLAN The needs of
the learners. The achievable goals and objectives to meet the needs. The selectin
of the content to be taught. The motivation to carry out the gaol. The strategies
and the evaluation process to meet/measure the learning outcome. 22 FIELD
STUDY 4
21. 21. Requires the teacher to implement what has been planned. The different
activities should be put into actions in order to achive the objectives A match of
the o bjective s with th e learn ing outc omes will be mad. This should be
determined so that the type of evaluation should be choosen to fit the pupose.
The evaluation and implementation have been successfully FIELD STUDY 4 23
through the subject matter. achieved. Observe a class, record the situations
where these behavioral learning theories IMPLEMENT EVALUATE are applied in
real classroom work. Behavioral Learning Theories emphasize observable
behavior such as new skills, knowledge or attitudes which can be demonstrated.
When the teacher gives activity such as research work, experimentations,
demonstraton of a certain things and the like. This will help the teacher to

examine the learners behavior for the certain activity. Cognitive Learning
Theories unobservable mental processes are used to learn and remember new
information or acquire skills. Cognitive learning Theory is seen during recitation,
quizzes, exams, projects, etc. wherein, the teacher could be able to measure the
22. 22. Behaviorism is an approach to psychology based on the proposition that
behavior can be researched scientifically without recourse to inner mental states.
It is a form of materialism, denying any independent significance for mind. The
behaviorist school of thought ran concurrent with the psychoanalysis movement
in psychology in the 20th century. Its main influences were Ivan Pavlov, who
investigated classical conditioning, John B. Watson (1878-1958) who rejected
introspective methods and sought to restrict psychology to experimental
laboratory methods. B.F. Skinner, sought to give ethical grounding to
behaviorism, relating it to pragmatism. Discovery learning is a technique of
inquiry-based instruction and is considered a constructivist based approach to
education. It is supported by the work of learning theorists and psychologists
Jean 24 FIELD STUDY 4 Discovery Learning individual learns from his discovery
of the environment. Discovery learning can be seen during the experimentation,
thesis, research and the like. Wherein the students are able to explore and could
get ideas out of what they saw in their surroundings or in their environment.
Reception Learning learners are actively involved in their on learning. Learners
are actively involved in their learning. We should say that it will be seen during
performances like drama, role plays, poem, reciting, singing, etc. the learners are
actively participating and learn a lot through socializing with other mates. If
activities are on their needs or their capacity to do such thing and if it is based on
their skills and abilities.
23. 23. FIELD STUDY 4 25 1. Explain why teaching and learning give life and meaning
to the curriculum. Well, the curriculum is just a set of broad guidelines, a
blueprint of sorts, an Intention, a direction . This has to be Implemented,
Operationalized, converted into Action, Interpreted, .... It is done by the teacher
through her year & lesson pl ans & then operationalized 'in the field' with her
students. The broad goals are interpreted into Achievable objectives & put into
action. Feedback from students & the dynamics of & within the classroom, help
the teacher to modify/tweak the curriculum or convey suggestions to the
theoreticians or planners. Thus curriculum building is a continuous, ongoing
process.However, a curriculum is a dead plan if it is not put into practice. And
each teacher, while largely following & working within the parameters set by the
cu rriculum, modifies, changes, adapts, uses, objectifies the details as per the
demands, dynamics, demographics of her class. These little customiz ations are
what make the curriculum come alive, & help achieve/attain the goals &
objectives set therein. Hence, while the broad direction & parameters are set by
the curriculum, the Individuals [teachers & learners] interpret it in their own way
& go about achievin g the goals in their own way, factoring in the resources,
time, labour involved, etc. ; how to make e ach topic more interesting,
interactive, relevant, usable, .... 2. Discuss why the deluge of information poses a
great challenge to both teaching and learning. Because you can't learn
everything, yet in order to choose what to learn, much material must be
evaluated in a fairly shallow manner. Now both teachers and students have to
teach and learn already in primary and secondary education how to critically
evaluate and compare online sources, instead of waiting to teach and learn those
skills until after high school. I LIKE TE ACHNG B E CAUS E it is one of the
many ways of imparting knowledge of the previous mind of individual. It means
molding their hearts, minds and hands for them to become a good citizen and a

good manipulating for in and efficient teacher, you could touch your students
lives. You will be an inspiration and they will never forget you for the rest of their
lives.
24. 24. 26 FIELD STUDY 4 Make a collage of pictures of the teaching process.
25. 25. FIELD STUDY 4 27 28 FIELD STUDY 4 Make a collage of pictures of the
learning process.
26. 26. 4 FIELD STUDY 4 29 FS FIELD STUDY Episode 4 At the end of this activity, I
should be able to differentiate the different curriculum design models. Exploring
the Curriculum LETS CRAFT THE CURRICULUM Name of FS Student__James
Robert Pebida Villacorteza______________________ Course __Bachelor of Elementary
Education_ Year & Section _____III I_________ Resource Teacher
___________________ Signature ________ Date ____________ Cooperating School
_______Bayawan City East Central School_________________
27. 27. 30 FIELD STUDY 4
28. 28. FIELD STUDY 4 31 A curriculum can be either horizontally or vertically. Write
samples of them on the illustrations. After observing the class of Mrs. Dizon, I
was able to pinpoint that that the curriculum used was in the vertical design
because the broad topic
29. 29. 32 FIELD STUDY 4 Vertical Articulation 1st year Grammar: Use indirect
discourse to report request to commands and advice. Activities: Divide the class
into small groups and have them give the advice, commands or requests they
would give or make in these situation (direct discourse). The other groups are to
give in reported speech what was said. Transformation drill on direct and
indirect discourse (Imperatives: requests, commands, advice) in problem
situations. 1. Examine the Basic Education Curriculum. What aspects do you want
to modify. Why? I still lack experience to give any input to a curriculum made by
experts, but I will try my best to convey my ideas. Since there are still nonreaders when students reach high school, then part of it must be because of the
curriculum. If I were the one to modify, I would sugg est the allotted time for the
subjects be changed and the number of topics should be lessen for the lower
grades and give more focus on the major subjects such as Language, Science
and Mathematics. If this is done, I believe more time will be spent on learning the
4 language arts namely, Speaking, Reading, Listening and Writing. It is also vital
to give more emphasis on basic Mathematics for mastery development to avoid
wasting time with remedial classes in high school . This is really a great demand
to all teachers because we can only comply with what the curriculum requires.
Produci ng non-readers is not acceptable and is considered a failure on the part
of the teacher. The distribution of time for each learning area should be
reconsidered because this is what our learners need at the moment. When it
comes to each subject the topics should be lessen because according to my
research, the evaluation showed that An overcrowded curriculum results in
students poor performance in Grades I -III. Students need more time in Science
and Mathematics. Our students are deficient in reading ability and have not yet
developed higher order thinking skills at Grade V. There is a danger of reverting
back to illiteracy if the student drops out even before completing Grade VI.
Teachers should a ll be aware of this and try to act now before it is too late. Our
country ranked 39th among 58 countries in the 2010 World Competitive Yearbook
(WCY), but remained the least competitive o f the 13 economies in the AsiaPacific region that were included in the study. This is the second time that the
Philippines ende d up at the bottom of the list of competitive countries in the
Asia-Pacific region. According to Edilberto de Jesus, president of the Asian
Institute of Management (AIM), the results showed that

30. 30. I personally prefer the learner-centered design model, particularly the
experience-centered because I want to give activities to my students which they
are comfortable with and when they are proficient with their strengths, the next
step is to take th em out of their comfort zone to test their weaknesses and
provide experiences for them to overcome these things. I want to give my
experience as an example with F.S. 4. I was comfortable with having to do tasks
in this subject with a lot of time in my hands, but suddenly I only have half of the
days than what my classmates have to finish this episode. It was August 2 when
the episode was given and August 3-5 will be my seminar in Assumption. I was
nervous and sweaty hoping on that same day, August 2, I will find a resource
teacher who will be willing to let me observe without prior notice. If this fails,
then I can only observe on Monday, the day before submission and that would be
r eally hard. Luck was on my side and I was able to see a teacher who was j ust
starting their opening prayer, I was relieved that she was even glad that I came
to observe her class. Im thankful that I was able to get out of my comfort zone
and I was able to come out alive and hopefully victorious. This was re ally a
working under pressure scenario and I really had to pull out all my resources
including human resources such as teachers to provide my copy of BEC, and
PSSLC in English so I can better understand the Horizontal and Vertical
articulation. It was seminar by day and typing by night. Research here and there
and ofcourse putting together my observation report from Mrs. Dizons class
activities. My point is, if I never had this experience, I wouldnt know that I can
pass this hurdle and even pass my report ahead of sch edule. I discovered
something about myself that I never expected. I just want to share this feeling
with my future students. The feeling of accomplishing something and gaining
experiences for personal growth and finding out that I can do things that I never
knew I could. FIELD STUDY 4 33 2. What curriculum models do you prefer? Why?
What do I like best in these Subject-Centered Design Model Problem-Centered
Design Model Easy access to resource materials It is the most familiar design
Easy to deliver Aims for mastery in every subject Provides a solid
foundation for the next level It is a unique design Various problems are given
emphasis Focuses on real life experiences of the learner Aims for social
betterment Includes the common needs and concerns of the learner on a
deeper level
31. 31. 34 FIELD STUDY 4 Learner-Centered Design Model Recognizes the
importance of the learner in the curriculum Cognitive, affective and
psychomotor development is emphasized Develops interpersonal skills
Stresses the development of positive self-concept Make an illustration of any of
the three curriculum design models. Be sure to incorporate the salient features of
the design. Why I Like All 3 Designs Just like with the methods and strategies,
there is also no single best Curriculum Design because the designs are all needed
for each characteristic of a learner to be improved. The development of a child
cannot rely on only one of the designs. They all work well in combinat ion to
serve the needs of the students better. First, I want to state why I like the subject
-centered design. This design is easy to deliver because the materials or the
textbooks will be the guide of the teacher. This design is the most familiar to
everyone. This is also a strong foundation for the implementation of the other
designs in class. It serves as the students bac kground knowledge of a subjec t.
So when other designs such as problem-centered and learner-centered are
implemented the student will easily adapt to them. Second is the problemcentered design. This is suitable for the higher level students since this is the
time when they need to start being mature people, stop daydreaming and face

reality. The issues they will be facing when they graduate and bec ome workers
will be muc h bigger so its a good time to practice in school by starting to face
the problems they encounter in their life and how to solve or overcome them.
Though I said in the title that I like them all, the learner-centered design is what I
like the best. Teachers have it hard because they are supposed to correct
mistakes but we have to be ready of the consequences as students may take it
the wrong way and stop participating. We must find ways of dealing with errors
because the path to fluency must include a lot of mistakes. The only way to make
no mistakes is to say nothing and one
32. 32. 4 FIELD STUDY 4 35 FS FIELD STUDY WHATS THE BASIC OF THE
CURRICULUM? Name of FS Student__James Robert Pebida
Villacorteza______________________ Course __Bachelor of Elementary Education_
Year & Section _____III I_________ Resource Teacher ___________________ Signature
________ Date ____________ Cooperating School _______Bayawan City East Central
School_________________ At the end of this episode, I should be able to cite the
dimensions of curriculum design. Exploring the Curriculum Episode 5
33. 33. 36 FIELD STUDY 4
34. 34. FIELD STUDY 4 37 38 FIELD STUDY 4
35. 35. FIELD STUDY 4 39 Borrow a curriculum from the school near your place.
Accomplish the Equiptable assignment of content, time, experiences and other
elements. Write the contents in one (1) subject are for the first grading period.
Earth Science is one year introductory course for basic earth science, offers three
times a weak to first year high school students science high schools. GRADE 1
GRADE 2 GRADE 3 1.1 Add and Subtract integers 2.1 Add and Subtract Decimals
3.1 Apply arithmetic operations to solve problems 1.2 Multiply and Divide
Integers 2.2 Multiply and Divide decimals 3.2 Apply Arithmetic operations to
Fractions 2.3 recognize Negative Numbers 3.3 Define Rational and Irrational
Numbers 3.4 Understand Basic Rules of Exponents samples to show the
dimensions of curriculum design. BASIC ARTICULATION VERTICAL ARTICULATION
Write a sample of content of one (1) topic in a subject are from level to level or
grade to grade. First Grading Period INTRODUCTION A. Branches of Earth Science
B. Realms of the Earth. I. Meteorology 1. Elements of Weaher 2. Earths
Atmosphere 3. Biogeochemical Cycle 4. Weather conditions in the Philippines
36. 36. 40 FIELD STUDY 4 HORIZONTAL ARTICULATION Association happens among or
between elements that happens at the same time. Example: Social Studies in
grade six is related to science in grade six SCOPE The contents, topics, learning
experience and organizing threads of an educational plan. Write sample topics in
a subject area. 1. General Subject: History of Western Music 2. Module 1
Curriculum : Concepts, nature and purposes SEQUENCE Specific Topic:
Renaissance musical instruments Lesson 1. Concepts, Nature and purposes of
curriculum Lesson 2. Elements/Components of Curriculum Lesson3. Teaching
learning process and curriculum development Content and experiences are
arranged in a hierarchical order. Write a topic arranged from simple to complex.
37. 37. FIELD STUDY 4 41 I. Knowledge Main Lesson: Blooms Taxonomy a. definition
b. sample verds c. sample behaviors II. Comprehension a. definition b. sample
verds c. sample behaviors III. Application a. definition b. sample verds c. sample
behaviors I NTEGRATION IV. Analysis a. definition b. sample verds c. sample
behaviors V. Synthesis a. definition b. sample verds c. sample behaviors VI.
Evalaution a. definition b. sample verds c. sample behaviors Everything is
integrated and interconnected. In the basic Education Curriculum (BEC) a cluster
of subjects is assigned under MAKABAYAN. These include among others, Social
Studies, Physical Education, Health and HELE. In its implementation, MAKABAYAN

subjects may choose to have a common theme. CONTINUITY Vertical repetition

and recurring approaches of the content provide continuity. Examples of topics in
a subject area where content is organized in a spiral fashion increasing in a
breath and depth. When grade I lesson in living things is repeated in the next
grade level with higher complexity, a construction should be made. In high
school, the same content heading as living things is included but linked to the
content taken in the elementary level.
38. 38. 42 FIELD STUDY 4 1. Why is there a need to articulate the lessons from grade
school to high school? There is a need to articulate the lessons from grade school
to high school because this can provide for a continuous flow of knowledge.
There must be consistency and fluency during this period of
transition.____________________________________________________________ In addition
to that, educators must be sure to provde the conceptual base and experiences
needed so that students will be able to understand new and more difficult
concepts. Research also has verified the importance of building on students prior
knowledge when helping them learn new concepts. _______ ____ As a teacher, I
need to understand fully the dimensions of curriculum design because I
believe that no individual including teachers can predict the future with any
certainty. Teachers therefore need to plan their curriculum according to the more
likely future their students face while at the same time acknowledging that the
students have a future. It will also be beneficial for teachers to understand fully
the dimensions of curriculum design in order for her to internalize the curriculum
that her school is using.
__________________________________________________________________________________
_________________
__________________________________________________________________________________
____________________________ ________________________________________
39. 39. FIELD STUDY 4 43
40. 40. 4 44 FIELD STUDY 4 FS Exploring the Curriculum FIELD STUDY Episode 6 TELL
ME YOUR FEATURES Name of FS Student__James Robert Pebida
Villacorteza______________________ Course __Bachelor of Elementary Education_
Year & Section _____III I_________ Resource Teacher ___________________ Signature
________ Date ____________ Cooperating School _______Bayawan City East Central
School_________________ Terms I Need to Unlock
41. 41. FIELD STUDY 4 45 At the end of this episode, I should be able to enumerate
the six (6) features of a curriculum.
42. 42. 46 FIELD STUDY 4
43. 43. FIELD STUDY 4 47 Interview a teacher in the school you visited and inquire
how they have utilized their parents as school partners in education. Effective
parental involvement in school affairs may be linked to parent educational
programs which is central to high quality educational experiences of the children.
The parents become part of the environment of leaning at home. Parents follow
up the lesson of their children especially in basic education. Parents provide
curriculum materials that are not provided in the schools. They provide
permission for their children to participate in various activities outside the school
campus. In most cases parents associations have strengthen the curriculum by
giving support to various activities and assisting in the accomplishment of the
schools curriculum.
44. 44. 48 FIELD STUDY 4 1. As a future teacher, I need to know and understand the
six (6) features of the curriculum because most curricula start to gain life from
the time it is conceived and written. Curriculum is the larger blueprint, the broad
guidelines and areas/topics of study. A teacher interprets, plans and executes

the curriculum on a day to day basis. Resources are being generated, teaching
and learning aids, activities, projects are identified according to the needs of the
learners. Only the teacher knows the demographies, abilities of her student. It is
the teacher who can customize it in order to cater individual ne eds. It is
important that teachers should have collaboration efforts to the parents, faculty
members, administrators, community members and other stakeholders. Teachers
are the most crucial persons in the implementation of the curriculum. He/she
holds the key in operationalizing what activities have been planned. With the full
support of the principal, supervisor and other school administrators, the teachers
who are empowered will be able to select, organize carry out and evaluate
learning experiences. Teachers shape the school curriculum by sharing
experiences that they have and the resources they are cpable of giving or
imparting to the learners.
45. 45. FIELD STUDY 4 49 50 FIELD STUDY 4 Make two (2) posters/placards on the
features/approaches of the curriculum.
46. 46. 4 FIELD STUDY 4 51 FS FIELD STUDY Exploring the Curriculum Episode 7
47. 47. 52 FIELD STUDY 4 THE Wh- OF THE CURRICULUM Name of FS Student__James
Robert Pebida Villacorteza______________________ Course __Bachelor of Elementary
Education_ Year & Section _____III I_________ Resource Teacher
___________________ Signature ________ Date ____________ Cooperating School
_______Bayawan City East Central School_________________
48. 48. FIELD STUDY 4 53
49. 49. 54 FIELD STUDY 4 1. Identify ways on how to effectively implement the
curriculum. Interview the school administrator / principal. LEARNER: Primary
stakeholder in the curriculum. They make the curriculum alive by their active and
direct involvement. CURRICULUM FACULTY MEMBERS: by designing, enriching and
modifying the curriculum to suit the learner characteristics. PARENTS:
(supporters to the curriculum) best supporters of the school because they are the
ones paying for their childs education. IMPLEMENTATION ADMINISTRATORS: by
COMMUNITY MEMBERS: State the roles of the following in curriculum
implementation: 1. Learner The learners are very reason why a curriculum is
developed center of education process 2. Parents The success of the curricula
would somehow depend on their support 3. Faculty Members Curriculum
developers and implementers and teacher are architects of school curriculum,
guiding, facilitating, and directing activities which will be done by the students. 4.
Administrators Curriculum manager and supervise curriculum
50. 50. FIELD STUDY 4 55 OTHER STAKEHOLDER: by contributing to curriculum
review. 2. Visit the Learning Resource Center of a school. Interview the media /
learning resource staff. How does technology help in delivery the curriculum? The
role of technology finds its place at the onset of curriculum implementation,
namely at the stage of instructional planning. Technology offers various toolf of
learning and these range from non - projected and projected media form which
the teacher can choose, depending on what he sees fit with the intended
instructional setting. Media or technology helps in achieving the set learning
objectives. 3. Interview a faculty member or an administrator. Ask what criteria
they use in evaluating their school curriculum. The objectives of the curriculum or
teaching plan are te most important curriculum criteria. The criteria are stated in
the form of questions as follows: 1. Have the goals of the curriculum plan been
clearly stated; and are they used by teachers and students in choosing content,
materials and activities for learning? 2. Have teacher and students engaged in
student -teacher planning in defining the goals and in determining how they will
be implemented or teacher will be done? 3. Do some of the planned goals relate

to the society or the community in which the curriculum will be implenmented or

teaching will be done? 4. Do some of the planned goals relate to the individual
learners and his/her needs, purposes, interest and abilities.
51. 51. 56 FIELD STUDY 4 Complete the graffiti wall and ask students to write what
tools they learned in assessing the curriculum. Observational
52. 52. 58 FIELD STUDY 4 FIELD STUDY 4 57 Write an acronym for curriculum
assessment. A TTAINABLE S PECIFIC S TUDENT CENTERED E CONOMICAL S
TANDARDIZED S YNTACTIC CORRECTNESS M EASURABLE E VALUATION N ORM
REFERENCE T IME BOUNDED
53. 53. 4 FIELD STUDY 4 59 FS Exploring the Curriculum FIELD STUDY Episode 8
WHATS NEW IN THE CURRICULUM? Name of FS Student__James Robert Pebida
Villacorteza______________________ Course __Bachelor of Elementary Education_
Year & Section _____III I_________ Resource Teacher ___________________ Signature
________ Date ____________ Cooperating School _______Bayawan City East Central
School_________________ At the end of this activity, I should be able to discuss the
different curricular issues and concerns.
54. 54. 60 FIELD STUDY 4
55. 55. FIELD STUDY 4 61 Interview school officials, faculty members or read
education journals and magazines to complete the matrix. Curricular Innovat ions
Advantages (Meri ts) Disadvantages (Demeri ts) My Insights
56. 56. 1. 2002 BASIC EDUCATION CURRICULUM 62 FIELD STUDY 4 Develop students
into skilled Filipinos capable of working creatively in a rapidly changing world.
Helps the country complete in an era of globalization. BEC will reduce the
number of hours devoted to social studies and values education and continue the
use of defective textbooks. Vacancy of job is lesson. The BEC has its own
advantages which is the reduction of time allocated in values education. It is the
teachers obligation to integrate values to every lesson, may it be science, math,
etc. 2. THIRD ELEMENTARY EDUATION PROGRAM (TEEP) Access to equality
elementary has been achieved. Advocate principal empowerment in all the
education component. The project only focused on the elementary level.
According to my research on Policy Implications, targeting has to be reconsidered
sample shows poor facility schools in Non- TEEP areas 3. Secondary Education
Improvement and Development Program (SEDIP) Strengthened the planning and
management capacity. Initial results showed gains and best practices have been
replicated in other divisions which were not participants in the project. - DEPeD
must first solve the lack of classrooms, furniture and equipment, qualified,
teachers and error free text Limited divisions were participants of the projects.
The program lasted only for 6 years. Although it contributed to some changes but
a much better curriculum innovation must be done. Select one innovation and
complete the discussion web below. Interview Education students to get their
ideas on curricular innovations.
57. 57. FIELD STUDY 4 63 Books. - the drop rates will increase because extra two
years. Do we really need to innovate? K to 12 - Enhancing the basic education is
urgent and critical. - International test results consistently show Filipino lagging
way behind practically everybody else in the world. NO Therefore I conclude that
the K-12 program has its own pros and cons. I firmly believe that before making a
stand on the K to 12 program, each of us must carefully study the possible
effects or impact of this curriculum innovations to the learners. In my own views,
the Philippine Government is not yet equipped with the necessary requirements
to run the K to 12 program effectively. I just hope that the Department of
Education will be responsive to pending problems of K to 12 program will be

facing in the future. My Conclusions State your commitment as a student PLEDGE

OF COMMITMENT I James Robert Pebida Villacorteza an
58. 58. 64 FIELD STUDY 4
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