Match or a Mismatch?

1. Name of FS Student: Ma. Cristina D. Panganoran
Course & Year: BSE-3 English
Student Teacher: Mrs. Grace Z. Gonzales Signature: ________________
Date Signed: ______________
Cooperating School: Holy Cross College (High School Department)
Instructor: Mrs. Gloria A. Silva
Date of Submission: October 3, 2011
Date Submitted: October 3, 2011

2. Student Teacher: Mrs. Grace Z. Gonzales
Cooperating School: Holy Cross College (High School Department)
Class Taught: 3-1
Date of Interview: September 30, 2011
I I A Matrix
A. Intended Curriculum B. Implemented Curriculum C. Achieved Curriculum
1. Consolidate and report Pre-Listening Activity The implemented pre-
information gathered from 1. Morning Prayer listening activity gave the
an interview 2. Checking of attendance students an idea on what
3. Motivation: The student will be their lesson about
2. Interpret quotations teacher showed a picture of a and helps them to be in
boy praying and asked the condition of the
3. Give the importance of following questions: presentation that will be
prayer a. What can you say about the given by the student teacher.
picture?
4. Identify the speaker and b. Why do you think he is
significant details in a praying?
listening text c. Do we need to pray?
Listening Activity: The students were able to
1. The student teacher read understand the text more by
the text to the students and reading along silently while
also advised the students that listening.
they can read along but
silently. In this activity, the 3rd and
Activity 1: 4th objective was fulfilled.
Student teacher pauses to give The student teacher found
students time to answer out if the students really
questions after the entire understood the text by
listening text was read out hearing the answers of the
loud. students as they recited to
These were the following give their response or
questions: reaction.
1. Who do you think is The students were able to
speaking? tell the importance of prayer
2. How can you tell? and they were able to
3. What is the topic of her talk? Identify the speaker and
4. What information does she significant details in the
give about prayer? listening text.
5. Do you pray by yourself?
6. What do you usually say?
7. Where do you pray? Aside
from church.
8. Is it important to pray?
Why?
Activity 2A:
Student teacher instructs Activity #2 gave the student
students to interview teacher a pretty good idea
classmates using a sheet of on how the students
paper with a question: What conducted this activity and

3. do you usually pray for? how the fruitful the
Underneath the question is the discussion they had was.
following checklist: Students have splendidly
1. For a successful career combined their information
2. For a sick loved one and report gathered details
3. To find my ideal from an interview.
man/woman
4. To win a million pesos
5. For health and happiness
Activity 2B:
After the interview session,
the student teacher divided
the class into 4 groups. Each
group will discuss about their
findings during their interview
with their classmates and then
appoint a leader who will
deliver the group’s output in
front of the class.
Activity 3A: Activity 3A and 3B was used
The student teacher uses the to evaluate the students’
same grouping for the performance.
interpretation of the following Student teacher used rubrics
quotations: to determine the grade for
1. “Whatever you do to the the students.
least of My brethren, you do Open-criteria were used to
unto Me.” let the students know the set
2. “How can you say you love of standards being used to
God whom you do not see, if grade them.
you cannot love your neighbor
whom you see?” The following was the
3. “Seek ye first the kingdom rubrics used. This gave
of God and His righteousness.” students a chance to try and
4. “Do unto others as you get the perfect score of
would have them do unto twenty (20)
you.”
Activity 3B: Criteria for activity:
The student teacher gives the 1. Ideas
students some time to discuss 2. Organization
and compare their own ideas 3. Fluency
with each other in interpreting 4. Group Dynamics
one of the four quotations on
the board; afterwards, the The points were as follows:
appointed leader will deliver 5= very good
the group’s output in front of 3= good
the class. 2= needs improvement
There were 4 groups in the
class, 2 groups got a perfect
score of 20 points each,
while the other 2 groups got
18 points each. They were in

4. the top section of the school
and they were all very
cooperative. Even labeled
“my dream class” by the
student teacher.
Activity 4: Giving of
Assignment
The student teacher gave an This will further enhance the
assignment to the students students’ ability to conduct
which will allow them to an interview and gather
interview 5 persons in their data.
neighborhood about their
prayers and their relationship
with God.
The materials used were the The materials used were
following: effective, time saving for the
activity, very appropriate
1. Picture and valid when it comes to
2. Reading/Listening Text the congruency of the I I A
3. Interview sheets curriculum.
Analysis:
1. Does A Match with B? Explain.
Yes. The first objective is to consolidate and report information gathered from an
interview, while in the implementation part, the students were asked to interview
classmates about what they pray for and accomplish the checklist on the interview sheet
and then combine their findings with their group. The Implemented curriculum contained
the following interview sheet example:
Interview Sheet
Place a check on the opposite side of the prayer the interviewee usually
asks God for.
Question: What do you usually pray for?
Pray:
1. For a successful career =2
2. For a sick loved one =4
3. To find my ideal man/woman =2
4. To win a million pesos =3
5. For health and happiness =9

5. I suppose that this question is appropriate for the first objective since it satisfied the
intention of the curriculum.
The second objective is to interpret quotations; the implementation part covered
this during the Activity 3A:
The student teacher uses the same grouping for the interpretation of the following
quotations:
1. “Whatever you do to the least of my brethren, you do unto me.”
2. “How can you say you love God whom you do not see, if you cannot love your neighbor
whom you see?”
3. “Seek ye first the kingdom of God and His righteousness.”
4. “Do unto others as you would have them do unto you.”What is the objective of each
section?
These quotations helped the students to combine their ideas and understanding of the
quotations assigned to them. This also made them contemplate and realize how close they
are to God, what is their current relationship with God and how they will be able to be
even closer to God.
The third and fourth objective was covered during the listening and reading activity.
During this time, little by little the student teacher was able to facilitate the analysis and
synthesis of the students’ ideas.
The questions gave the student teacher a very smooth discussion and at the same
time, targeted the objective at hand.
These were the following questions:
1. Who do you think is speaking?
2. How can you tell?
3. What is the topic of her talk?
4. What information does she give about prayer?
5. Do you pray by yourself?
6. What do you usually say?
7. Where do you pray aside from church?
8. Is it important to pray? Why?
The third objective was to give the importance of prayer. The number 8 question
matches up in a very good way for the third objective to be fulfilled. While the questions 5-
7 give importance to the students own experiences to better relate themselves to the text.
The last objective was to identify the speaker and significant details in a listening
text. The questions number 1-4 really hit the spot for this objective.
After analyzing the detailed lesson plan and hearing the views of the student teacher
I am able to truly claim that the Intended and Implemented curriculum matched well with
each other.

6. 2. Does B Match with C? Explain.
Yes. The activities in the implemented curriculum match up with the achieved
curriculum because the activities were in preparation for the evaluation process. They
harmonized because the activities were a good way of giving the students a chance to talk
more and exchange ideas which will really help them during the evaluating part of their
group performance based on the rubrics that the student teacher prepared. In activity 3A
and 3B the students were graded according to their group dynamics, meaning how well
each member participated, ideas, fluency or natural flow of words and organization of the
ideas or the coherence of the oral presentation.
The table below is the score sheet for the evaluation.
Score Sheet
Ideas Organization Fluency Group Total Points
Dynamics
Group 1
Group 2
Group 3
Group 4
The following table is the rubrics used to grade the students.
Analytic Rubrics:
Criteria 5pts. 3pts. 2pts.
All ideas make Not all ideas make
All ideas make sense. sense. Stays on sense. Some parts
Ideas Stays on track. Includes track. Includes go off the track.
many interesting details. some interesting Does not have
details. interesting details.
Strong beginning
Weak beginning.
Strong beginning and and most
Few sentences tie
sentences are tied sentences are tied
Organization together. Details are
together. Details are together. Details
mixed-up or not in
presented in order. are somewhat
order.
presented in order.
Presentation begins with Presentation
different words some begins with
Many sentences
sentences are short and different words.
begin with the same
some are longer and Some sentences
Fluency words. Most of the
complex. Many power are short and
sentences are short.
words were used. Ideas some are long.
Few words are used.
are expressed in Some power words
interesting ways. were used.
Most members Few members were
All members were able to
were able to able to contribute
contribute ideas and
Group Dynamics contribute ideas ideas and few
organized the final output
and organized the organized the final
together.
final output. output.

7. The criteria used in the analytical rubrics to grade the students’ performance were
really connected to the activities that served as preparation and application of the
knowledge that the students have gained.
3. Does A Match with C? Explain.
Yes they do match. The Intended curriculum is congruent to the evaluation made
because in the previous number, I have shown the rubrics which had the criteria for
grading the students’ before, during and after their presentation.
I’ve put the criteria from the rubrics on the side of each objective below:
1. Consolidate and report information gathered from an interview – Group Dynamics
2. Interpret quotations – Ideas, Organization, Group Dynamics and Fluency
3. Give the importance of prayer – Ideas (individually)
4. Identify the speaker and significant details in a listening text – Ideas (individually)
Before the presentation, the students were able to combine gathered information
and afterwards report the details they have gathered during the group discussion. This is
objective #1.
In objective #2, the students were evaluated based on their presentation and
interpretation of the quotations which was also a way to observe their religious side.
In the time of discussion of the reading text, the importance of prayer, identifying
the speaker and significant details were tackled which is in the objective #3 & #4.
Though not everything was in the evaluation activity, the teacher can always
observe and assess the students during any part of the class period, whether it is in the
motivation, activity, or application and assignment.
Reflections:
1. How would you describe a school curriculum where the intended outcomes do
NOT match with the implemented activities, materials & achieved results?
It would be called a “chaotic” curriculum or I could call it unorganized and not well-
prepared. If it does not match then it shouldn’t be taught to students at all because it won’t
make any sense. It will only be a waste of time.
The lesson plan I used was from a student teacher. Every teacher gets the choice of
what kind of listening/reading text to use, what materials and type of evaluation tools to
use. It clearly passes the “so what” and “stranger” test because even though I am not yet a
teacher, I clearly understood how the lesson went on just by reading the lesson plan once.
What more if a professional teacher would see it? It would be even easier for such experts,
right?
It’s a “so what” test passer too because the student teacher I interviewed clearly
stated how the lesson will benefit them if they learned how to do it. Especially because it
was taught to 3rd year high school students, the lesson became a training ground for
them, since they will be using the skills they learned for more years to come. Since the
school is a catholic school the lesson was very appropriate to teach and it combines not
just the task-based syllabus for English lessons but also the C.L.E. subject.

8. 2. In writing your lesson plan would you consider matching the intended,
implemented and achieved curriculum? Why?
Of course I will. My first experience about the curriculum matching was when I
presented a “demo” for one of my major subjects, “The Teaching of Listening and
Speaking”. The major comment I got from my teacher that I could never forget and
engraved in my heart and mind was, “One of your most important objectives was not
given enough activity and should have been also assessed during the evaluation.”
From that day forth I’ve been very particular with making the activity and
evaluation congruent to the set of objectives. I actually just finished typing my lesson plan
for my demo in “Developmental Reading” last week; it took me a while to finish it because
I was so particular with the congruency of all my objectives versus my activities and
evaluation. It’s not easy to do it so it needs a lot of experience, creativity, focus and
determination to produce the ideal lesson plan. Even if I spent time and effort for it I doubt
if it will be perfect since I still lack long years and extensive practice. Mastery is one of the
key points in writing lesson plans though most people say I won’t be able to actually use it
in the field because they say the lesson plans are different now (UBD), but still I know that
writing lesson plans will help me a lot to enhanced my understanding and help me
comprehend any new styles of curriculum that teaching life will throw at me.
Insights:
1. What learnings did you gain from this experience? Elaborate.
I learned a lot of things. I’ve learned that objectives or the intended part of the
curriculum are the basis for the planning of a lesson. The intended curriculum is just a
small part of the school’s goals but in accomplishing these small objectives day by day, the
students who learn it will accumulate everything by the end of the year and if everything
goes well, they will become lifelong learners.
One would think that when they see a teacher’s lesson plan that it would already be
perfect. We have to remember that we can always find ways to improve the curriculum
because as we have learned at the start of this semester that the curriculum is always
changing. Though it is a gradual process, as a future teacher I intend to find ways to learn a
concept and make that concept better. This applies to the I I A curriculum especially to the
implemented curriculum.
I have to consider the appropriateness of the activity versus the concept or lesson I
want to teach the students. Materials should be economical and should have originality.
We always have to know the latest trends to keep up with the students’ interests in order
for them to look forward to your next class. The implementation should have a smooth
flow. The time should be managed right and there should be no gaps during the transition
of the lesson.
I have also learned that assessing students can be at any part of the lesson. And that
all the objectives should be in congruent to the evaluation part. Of course we can never
forget the fact that everything should be congruent from objective to evaluation,
sometimes even in the assignment. It all depends if the teacher saw or observed that the
lesson needs extended practice. We are the drivers in the classroom, we decide which
direction to take or if we should make a detour or move to our next destination. It’s up to
us to make sure the journey to success is meaningful and fruitful.