Field study 4

Some of the information are not genuine

FS 4
Episode 1 THERMOMETER CHECK

Name: Carie Justine P. Estrellado

Course: BSEd

Resource teacher: Mrs Estrella Roño
Signature:

My target

At the end of this activity, I should be able to describe through my reflection of how the school
promotes partnership and dialogue.

My map

1. Visit s school and study its mission, vision, and goals in relation to the school‟s
curriculum.
2. Observe the interaction between and among students, teachers, and other school
personnel.
3. Write down my observation and discuss with my classmates and FS teacher.
4. Generate insights from my observation and discussion.
5. Reflect on my experiences.

Note: The observer is not evidently subdued any proscribed detailed or unacceptable actions
documented regarding the school had observed... Strictly for their welfare.


My observation report on interaction
Name: ________________________________________ Year/Course: ____________
School observed: ________________________________________________________
Year level: ____________ Section: ______________ Subject observed: ____________

OBSERVATIONS:

Student – to – student interaction patterns:
 The patterns of interaction between student to student are being usual, having peer
relation, based on folkways‟ societal pattern – peculiarity is less observed, since they do
what they wanted to do so and it seems they or it clearly show their autonomy on how
they behave w/ the same stuffs sometimes its effects of being unconsciousness to the
preference or rights of others (maturity are concisely observed).
Student – to – teacher interaction patterns:
 The student – teacher interaction merely depends on the level of difference because it
shows that the lower section or group are ghastly forgetting respect and quite
IMPULSIVE, few are stubborn, some students treat their teacher as fellow student and no
doubt aftermath a quarrel is expected. Outside the school premises students seems to be
polite as if the teacher‟s personality can redeem easily.
Teacher – to student interaction patterns:
 The sympathy of teacher to his/her students are quite from tolerance, they hard to manage
the students, since they are angel – like to respect but they strongly show how to respect
and to be respect in return. In class when a teacher calls a student to answer some teacher
interacts in depressing the student, still likely at the end the teacher evaluates with
students.
Student – to non - teaching personnel interaction patterns:
 Their interactions are not usually seen but the student creates cooperation and harmony
with a good intention working with personnel however some are hard – headed that
freaks them out follow.
Teacher – to – teacher interaction patterns:
 A strong relation is common to teacher to teacher patterns, without the views of
supervisors the gossip and communication about unrelated issues even then their
interaction w/ each other are sometimes difficult to understand, since not all teachers
(accdg. To my observation) want to linger with someone they only stranspire if only there
is a common interest had discussed.

The insights were drawn on JULY 4 – 7, 2011


Enriching activities

My script

A scenario where any of the above interactions occur in the school.
This is a script of their dialogue, that bears the observer‟s mind partnership is built on developing
a climate of respect, harmony and cooperation.

Resource teacher: “magandang hapon po”
Personnel: “hapon din po ma‟am”
(the teacher walks unto the faculty)
( after a joyful greetings and preparation of materials the teachers goes to class)
Resource teacher: “magandang hapon!”
Students: “ magandang hapon din po”
Resource teacher: “class kuhanin ang assignments and exchange papers”
(the class follow their teacher and listen carefully until the lecture – and the end of the lesson)
Resource teacher: “pakitulungan nga ako kung maari na iihatid ito sa faculty”
Students: “sige po ma‟am”
Resource teacher: “wag n‟yong kalimutan ang assignments nyo ha?”
Students: “ opo, ma‟am”

<a simple scenario undergone by 3 – A>

Principal: “ma‟am naayos niyo po ba yung letter?”
Guidance counsellor: “ay opo sir!”
Principal: “ sige ipaalam na natin sa mga supervising teachers „yan”
Guidance counsellor: “ipapahatid ko na lang po sa inyo pagkatapos”

<a short dialogue between the head and its staffs (June 29, 2011.Wed.)>


Analysis
Why is a classroom a miniature of a greater society?

 Classroom is the shelter of innocent child, that every individual molds and sculpted by a
teacher particularly the institution and a youngster‟s mind develop inside the classroom
with different differences he sees. It also the stepping ground of freezing the ideals of
being a man of others yet a beginning for someone to know that the world means and that
proceeds to the person he will be in a community
What are found in the classrooms that are to similar to what can be observed in society?
 Sameness of attitudes
 Dynamic individual
 Partial injustice (as in inequal competency)
 Debate
 Issues-centrism concerning child
 Reasonable rule of action
 Lack of availability of resources
 Logical disputes (especially parent – teacher interaction)

Peace concept on focus:
Cooperation
You are able to find pleasure in working
with another person because you
consider this person as partner not
a competitor.
Through partnership, the task is done
cooperatively and more easily.

Cooperation needs a
wavering stems of a pumpkin
to create the minds and faces


FS 4
Episode 2 “Come, Let‟s TALK”

Course: BSEd

Signature:

Your target

At the end of this activity, the students should be able to describe the interaction pattern that
occurs between the teachers and learners as provided in the curriculum.

Your Map

1. Visit a school and observe how the teacher provides the opportunity to the learners to
interact with one another in doing one‟s role.
2. Record how roles are performed by the teacher and the learners.
3. Make your own documentation of the dialogue or conversation based on the observed
roles that each one performs which you feel could have been livelier.
4. Highlight the aspect of the dialogue that indicates the teacher as a role model in
developing the process of learning.


Your Tools

For this episode, please use the Activity Form provided for you below.

My Observation Report

Name: Carie Justine P. Estrellado Year/course: BSEd, 4T
School observed: Del Remedio National High School
Year level: _________________________________ Section: ____________

Observations:
<Direct Quotes>
Teacher: “magsisimula na ang ating talakayin”
Student: “ma‟am anu po an gating subject?”
Teacher: “aba‟y History”...
(Mrs. Roño is preparing her visual materials on board)
Student: “ma‟am alam nap o naming ang topic tungkol po sa sinaunang sibilisasyon”

As the teacher preparing her materials some students were impulsive and some are not properly
observing the ethical standard since we can see in this line the “hidden curricula” – transpire to
the school.

Personal Reflections on the dialogue
In a classroom setting teachers I mean some of them are lack of “Discipline Design”, but the
usual thing that I observed is the manner of development of self in humanism even though not
experience – centered the communication still has the core design which include the following:

Needed information is listed and discussed
Information is obtained and analyzed.
Tentative conclusions are stated.

However, the dialogue is very limited to reflect as such Socratic method was obvious connecting
with the designs and communication patterns.

1
Note : supervision was presented in every manuscript to point the corresponding view of
authority.

1 nd
Almeda, R. And Bilbao, P. (2003) Curriculum Development: Course Module. 2 . Ed. WVSU Printing Press.


YOUR ANALYSIS

1. How important are dialogue and substantive conversation in the classroom in terms of
students‟ learning?
Through dialogue and open conversation there will be a communication and
interaction between teachers and students, it is the bridge on how to get through
such meanings also conversation there is always be „understanding‟ mostly in the
class that will make it to be conducive. And if we think there will be little or no
conversation at all, the class in particularly may not cope the problem – deter is
possible.

2. What learning benefits could teachers and students draw from intentional classroom
dialogue?
Freewheeling participative interaction might firmly happen, and like there could
be a maturity drawn in an intentional classroom dialogue inasmuch as angle of
perpective and operational corrective actions will be talk considerably.

REFLECTION

About Curriculum Designs...

Generally speaking, a curriculum can be organized either horizontal or vertically. Horizontal
organization means, that the direction of the curriculum elements is sideways. And pertaining to
the dimensions of curriculum design scope does not rely refer to the cognitive content, but also
to the affective and psychomotor content.

PEACE CONCEPT ON FOCUS:

Curriculum design is not only a matter of brilliant planning. It needs a constant effort to unite al
diverse aspects of learning. This effoert is successful when the people involved believes in the
power of dialogue.

Glattorn, A (1994) Developing A Quality Curriculum. Alexandria, VA. Association for Supervision and Curriculum
Development.


FS 4 Preparation tips

For my task:

1. Prepare
worksheets
2. Contact group
Episode 3 “TELL ME” mates
3. Talk with FS
Name: Carie Justine P. Estrellado teacher
4. Library work @4
Course: BSEd 5. Refresh your
understanding of
the theories and
principles of
Signature: curriculum
development. To
Your Target do this, look for
brief reading from
books and or
At the end of this episode, you should be able to deliberate on the principles
internet.
involved in designing the curriculum and the learning activities provided. 6. Note down your
questions and
Your Map confusions
regarding the
In your observation, please do the following steps: principles and
theories of
1. Critique the information from the curriculum theory and practice through curriculum
observation of the: development and
a. Learning environment find time to discuss
them with your
b. Subject matter classmates and or
c. Books & internet resources used FS teacher.
2. Write your observations including the information you gather. 7. Write in bullets
3. Reflect on your experience. your clear
understanding and
insights on the
right – hand
column of the next
page.


Your tools

For this episode, please use the activity form provided for you below.

My observation report

Name: _______________________________________ Date of Observation: _______________
School: ______________________________________ Subject Observed: _________________

The learning environment Subject matter/s covered Library and/or internet
resources

The learning Based on the planned It is conducive
environment is sanitary curriculum Materials are properly
Properly maintaining Has the Articulation, utilized by the students
for cleanliness Basis, Continuity, Doesn‟t show much
Vividly see the Sequence, Balance. innovation
different learned Follows the important Based on practicality
curriculum criteria for content Learner – centered
Conducive Self – sufficiency The learner but not all
In accordance to the Significance can access to the said
foundation of Validity facilities
humanism Interest Lack of personal
Congruence to the Utility maintenance related to
capacity of learners Learnability expertise
Most of the rooms are Some of the references
convertable to different (based on Scheffler, 1970 were obsolete
educational room prime guiding principle)
activities


Analysis

Why should teachers know about curriculum design?

Knowledge of curriculum design is important for understanding the arc of the educational
year. If teachers have some experience of this they will better understand the importance
of each unit they are teaching during the year and how it relates to other units both past
and present. It is also good for them to understand the reasons behind the model for the
curriculum they are teaching. Most employers will be impressed if a teacher has done
some curriculum design in the past as this indicates the teacher has shown initiative and
interest in the wider scope of their job. Administration is a large part of teaching and so
any experience in this area is usually favourable

What do most principles and theories of curriculum development have in common? How is this
commonality expressed or spelled out in the curriculum of the class you have observed?

Felt that the curriculum should ultimately produce students who would be able to deal
effectively with the modern world. Therefore, curriculum should not be presented as
finished abstractions, but should include the child‟s preconceptions and should
incorporate how the child views his or her own world. Dewey uses four instincts, or
impulses, to describe how to characterize children‟s behaviour any given curriculum in
place in a school for a new academic year is highly important. It provides the whole
programme for the year for each and every class level and every educational stage. It
gives stability to a school's planning for the year and gives teachers a main idea of where
they are heading with their students during that year. It provides a overview for the head
of the school, and provides an important foundation for yet further planning for both
educational supervisors and teachers. In correlation of Social Meliorists theory believe
that education is a tool to reform society and create change of the better. This
socialization goal was based on the power of the individual's intelligence, and the ability
to improve on intelligence through education. An individual‟s future was not
predetermined by gender, race, socio-economic status, heredity or any other factors. “The
corruption and vice in the cities, the inequalities of race and gender, and the abuse of
privilege and power could all be addressed by a curriculum that focused directly on those
very issues, thereby raising a new generation equipped to deal effectively with those
abuses

Once a curriculum is in place, breakdowns can be made of this. These are called
syllabuses and gives teachers an idea of what is to be taught in a given month, week etc.
And correlated to the theory of meriolists in response to the commonality. Once the
teachers receive these, they can then can start to break them down further in the form of
lesson plans. This also makes sure all the teachers are keeping on the same educational
stages. After having referred to the syllabuses, each week the teachers will follow the
lesson plans they have prepared writing down the given objectives, educational methods
to be used, time period, list of teaching aids and work sheets to be used or books pages to


be read along with any other reinforcement activities etc.. They will also write an
evaluation at the end of the day. The Lesson Planner keeps them organized, on the same
track, and keeps the school's academic year organised, stable and running efficiently.

Your Reflections

From your FS experiences, keep in touch with your most meaningful learning and express it
through abstract visual representation. Please use appropriate colors to represent your feelings
and significant learning.


FS 4
Episode 4 “Bridging Educational Processes”

Carie Justine P. Estrellado

BSEd

Mrs. Estrella Roño

Your Target

At the end of this activity, you should be able to identify educational programs that
connect the school with the larger historical, social, cultural, and political
processes.

Your Map

For this episode, go through the following ramps:

Ramp 1. Visit a school and examine their calendar of activities. See how
the students, community stakeholders are involved.

Ramp 2. Identify the programs where the leaders create rewards for certain
practices in delivering services to the stakeholders. Record the
observations on the calendar of activities, programs and awards and the
participation of the stakeholders.

Ramp 3. Reflect on how the stakeholders participate in school
activities.

Your Tools


My observation report

Del Remedio National High School
Date of Observation: August 1, 2011
(note: the information was obtain on july)

Calendar of Activities and stakeholders:

Observation: when I observed their activities like a Quiz Bee last week there I clearly see on how
every learners and teachers and any stakeholders participate.

Note: the other events that are mentioned below were already done, I only relate these mechanics
to identify the programs hold by different stakeholders

The draft of upcoming activities are presented next to these.

STAKEHOLDERS
The Soaring Del Remedians
Students on track
Del Remedio National High school recognized where ever it goes. Not only because of its
unique color but also because the quality of education it offers. It was proven by the different
awards of its student took home. Also the Del Remedians serve its community through the
Clean and Green Program it implements. (note: commonly held on November)
C.A.T. on the go!
Serving the Community:
The Del Remedio National High school C.A.T. leaders and members conduct weekly
community service to maintain its cleanliness. Mark Anthony Maghirang the over-all group
leader together with his group leaders and platoon leaders help the school in maintaining the
cleanliness not only of the school but also its community. It is with the coordination of the
C.A.T. facilitator Mr. Emmanuel Vincent Ilagan.
Leaders of all leaders
The Vice-President of the Supreme Student Limarc Intia together with the Over-all Group
Leader Mark Anthony Maghirang and some students joined the Leadership Training together
with the adviser of S.S.G. Mrs. Anilene Valencia. It is a two day training aiming to help the
students to become the leaders of leaders.. (this year 2011 a new officer shall be made)

Barangay Fiesta
 Traditionally they celebrate Fiesta on the 26th Day of November and before the day of Fiesta
the different schools in Del Remedio perform every night to show their devotion to their
Patron Nuestra Señora Delos Remedios.All participants give their best shots to show their
hidden talents. It is led by our Brgy.Chairman Napoleon "Nap" Calatraba together with the
Councilors.They are the one who is responsible for maintaining the peace and order during and


even after the program. (note: this is always done by the students of Del Remedio National High
School)
Del Rem Gazzette
 The English and Filipino news paper of Del Remedio National High School, Del Rem"
Gazzette" won 2nd place and 3rd place respectively on the Division School Press Conference.
English and Filipino Staffers were now preparing for the Regional School Press Conference.A big
thanks for our city councilor for helping the school in its expenses for publishing the school
paper. (note: the EIC and other staffs of school media affairs joined many curricular activities
and it is still ongoing.)
The Bridge for Higher Education
 Del Remedio National High School is soon to finish its New School Building to give its
students a comfortable room for better learning.Mayor Vic Amante and the City Government
released the needed money for the materials of the said building.It is expected to be finish this
coming December.

Here are the draft for the calendar of activities

Draft: Calendar of Activities
August – Buwan ng wika
September – STRAA
October – Acquaintance and extra – curricular activities
November – unfilled (maybe the curricular planners are still working for it
maybe festivities is present)
December – December 16 – 18 end of class
January – Fiesta Gallore
February – Junior and Senior Prom and completing the graduation
requirements.

courtesy by:
Mr. Roldan C. Acquin
Principal

Your Analysis
How important is involvement of all stakeholders of the school in the school‟s programs
and activities?
without the stakeholders the school programs may not achieved, first the learners
as center of the curriculum, teachers as curriculum developers and implementers,
principal as manager and the administrators, parents as supporters to the


curriculum, and the community members as curriculum resources. If we look the
angles of a school as a village the stakeholders are considered the pot of
curriculum.
What specific principle of curriculum development justifies the importance of
cooperation and collaboration among all stakeholders of the school?
Principle of Mutual aid it describe and justifies the cooperation among members
in a school curriculum, cooperation is meant by proper guidance and group
interest that binds to achieve their desired goals or aims.

The moment of cooperation was clearly describe when we the social science majors hold a
seminar regarding family planning I strictly adhere the fun and excitement because we plan and
implement the curriculum and to achieve it with good outcomes despite the enjoyment we,
especially I share the burden of handling responsibilities.

Thoughts: I now appreciate the role of every stakeholders that compose the schools, and
regarding stakeholders they also have proper planning on how to execute such activities, and as a
learner I‟m also a stakeholder, I enrolled in this institution and doing my role as a student of
LSPU.

Peace Concept on Focus:

Interconnectedness

All life forms on earth are connected to each

other for mutual support.

This is recognition that

each one of us, being members

of the society needs other people for our own needs.

No one can claim that he does not need

other people to survive as a human person.


FS 4 Preparation tips

For my task:

8. Contact
groupmates
9. Talk with FS
Episode 5 “Collect & Critique”
teacher
Preparation tips :
Course: BSEd 1. Review your
understanding
Resource teacher: Mr. Eric Valladolid
of the
Your Target principles and
theories of
At the end of this episode, you should be able to explain the curriculum
importance of the curriculum through reflections from the development by
reading your
observations made about it as used by the teacher.
bulleted notes
Your Map in episode 3 of
this FS.
In your observation, please do the following steps: 2. Note down the
curriculum
1. Revisit the school and request the teacher to show you a elements you
syllabus of a particular subject. wish to give
more attention
2. Analyze the syllabus in terms of the following:
to when you
a. Topic will soon
b. Learning activities analyze the
c. Assessment of learning syllabus.
3. Interview a teacher on the process of preparing the syllabus, 3. Share your
notes with your
giving attention to the following:
classmates and
a. Challenges FS teacher, and
b. Resources needed get their
c. Planning strategies comments or
4. Examine the assessment tools used by critiquing whether or suggestions.
not it is a product – based or performance – based.


Your Tools

For this episode, please use the Activity Form provided for you below.

My Analysis Report
(analysis of the Topic, Learning Activities, and Assessment used in relation to
curriculum elements)

Date of Observation: August 11 - 12, 2011, Thursday & Friday
Subject observed: 2 - A

The Topic Learning of activities Assessment of learning

ASIAN HISTORY Note: this topic is not yet
utilized by the Resource
Aralin 14 – Israel, teacher because he just
Lebanon, Jordan, Syria, want us to know and see
Afghanistan, pp. 101 – the content of syllabus Socratic – Method
107 or lesson , yet it is a plan
and also ready for
Layunin revision, because the And 1 – 10 items
 Naipapaliwanag lesson was not available objective – type of test
ang isang pahayag because they recently
tungkol sa passed it to the
kapaligiran principal. Ipaliwanag ang pahayag
 Nailalarawan ang na... “Ang Israel ay isang
kinalaman ng But sir, Valladolid gives Disyerto”
nabanggit na us a cues on how he will
pahayag sa mga utilized this particular
bansang Israel, lesson The method of
Lebanon, Jordan, assessing is not
Syria, at  Motivation: clearly define
Afghanistan students will be maybe because the
 Naiibigay ang divided into 5 learning activities
kaalaman hinggil groups, is so broad but
sa pagkakaiba ng heterogeneous through
Israel sa iba pang type of assessment it is to
bansang nabanggit collaboration narrowed
 Naiibigay ang  And they will
opinion hinggil sa present their ideas And as I examine the
katayuan ng Israel regarding their whole scenario the topic
sa Rehyon. choice and write is performance based.
down in the board
On my analysis,  Then, he will get
the topic is very draw 3 students to


oriented and it deliver the report
does not focus on and likely they
one idea, since will explain it
cluster is  And the additional
sometimes good information of the
but it will consume topic will be lay
adequate time and down by the
broad teacher through
discussion.
 (e.g. itanong sa
mga mag – aaral
ang kahulugan ng
terorismo, sabay
sa pagpapakita ng
mga larawang
dulot ng terorismo)
If we analyze the
learning activities,
I think it will suit
to the interest of
the learners since
2 – A are less in
spoon – feeding,
interactions are
necessary to them,
so I agree with his
plan.

My Interview Report
(analysis of the Topic, Learning Activities, and Assessment used in relation to
curriculum elements)

Name of Teacher Interviewed: Mr. Valladolid
Grade/Year Level & Section of Class Handled: 4 - C
School: Del Remedio National High School
Date of Interview: August 12, 2011, Friday
Interviewer: Carie Justine P. Estrellado

(the interview hold on 2:55 p.m.)

NOTE: the observer laid on the quoted verbatim of the interviewee to
emphasize the thoughts and authenticity of report.


Challenges Resources Needed Planning Strategies

“Para mai – “Sa paggawa “Ito ang pinaka –
stablish ang lesson naman ng lesson interest ko dahil
kailangan talagang plan, resources sa paggawa ko ng
i- monitor yung must also meet lesson plan pati
interest at ideology para ma – yung materials na
ng mga bata” determine mo gagamitin ay dapat
“Kailangan pate yung mga magkakonekta.
ora „instructional Kalimitan ng
Mismo may ideya materials‟ na nilalagay ko sa
ka nang isasalpak gagamitin” plano ay hindi rin
bago mo Makita “May values ngang naman na
yung particular tinatawag na susunod kaya on –
topic, kasi kung „resourcefulness‟ the – spot ako
mag aaral ka pa, which yung kung mag – isip
well expect that it teacher as a kasi maganda rin
will be time guidance ay meron yun para may
consuming on din instruments choices ka”
your part” na kailangan
„Congruency‟ ang hawakan dahil isa
iniaa – lot ko para rin yung
mabilis yung determinants o
paggawa ebidensya ng
pagkatuto”

Your Analysis

How important is it for teachers and curriculum planners to anchor their
curricular plans to specific theories and principles of curriculum development?

In a straight answer, when the teacher and other curriculum planners
made a plan with respect to the connections to the principles and
theories then we expect that the outcome will be meet the desirable
conditions.

Aside from the teachers, who else should be involved in the curriculum
planning? Expound your thoughts.

Certainly, the school staffs; the guidance counsellor, librarian the heads,
principals, parents, LEARNERS and all members of the faculties and


through this ever – evolving planning that what makes a school to be.
Curriculum is not as simple as it gets as a learner we do not consider the
norms as curriculum but curriculum as a norm in an institution, other
stakeholders are also involved without noticing like the DENR, LGU,
PRC, etc. And some NGOs, the Engineer particularly of designing various
buildings, nurses and medical employess, business, because school has
many business to do financially even doing the revenues of firm.

Reflection

From your FS experiences, take a look into your significant learning and
personal reflection. Express it in a simple poem. Then share it with your
classmates and your FS teacher.

Look and analyze with ease

By : Cariedad

I

From ounce a prosecutor stood

He compel to look someone

As a dash of pen

He write some awkward.

II

Then again, the prosecutor mentioned

A bad to critique

He swear to bully

With no feeling risk.

III

He walk, lay his hand straight upward

He ask a child


Why you so behave wayward?

I may give you black reward.

IV

As he made home

The prosecutor remember

He forgot to mention

To ask sober.

Explanation: in central concept it is hard to administer a plan without
clarifying important moral impediments. And it is a great challenge in
assessment of learning and some learning activities, the prosecutor was blind
in restraining someone‟s competencies and likely he finally realize it when he
felt in comfort – home describe the enjoyment and relaxation.

Thoughts: would be this is my one of favourite poem since I made FS 3 last
semester well I readily mentioned that this episode is my favourite because it
retaliates the things I wish to consider like making poem and interview a
teacher


FS 4 EXPLORING THE

CURRICULUM

EPISODE 6 “CHECK POINTS”

CARIE JUSTINE P. ESTRELLADO

BSED, Social Science major
Resource Teacher: Mrs. Estrella Roño

Your Target
At the end of this activity, you should be able to give some principles involved in designing a
curriculum.

Your Map

2, take note of the
different learning 3. find out whether
environment or not strategies are
provided in the aligned with the 4. reflect on your FS
lesson plan for objectives and experience and share
specific subject area. assessment of thoughts, insights,
Generate learning. Make a and feelings in class
1 visit a school and information on the matrix of
choose a class to be following: information from the
observed. Then arrange objectives, strategies, observations made.
with the teacher that you and assessment tools
are going to conduct a used.
class observation.

For my FS task:

1. Contact groupmates
ur 2. Talk with FS teacher

Your Tools
Preparational tips:
1. Review your
understanding of the
MY OBSERVATION REPORT principles and
theories of
curriculum
development by
Del Remedio National High School reading your bulleted
Year level: 2 – A notes in episode 3 of
Subject observed: Araling Panlipunan II this FS.
2. Note down the
curriculum elements
Teacher’ Objectives: you wish to give
(batayang aklat, pp. 69 – 73, takdang panahon: 2 araw) more attention to
when you will soon
analyze the syllabus.
1. Nailalarawan ang kalagayan pang – ekolohiya ng asia; 3. Share your notes
2. Nailalahad ang kasalukuyang katayuan ng yamang likas ng asia; with your classmates
3. Naiipaliwang ang kahalagahan ng sustinableng paglilinang ng and FS teacher, and
kapaligiran; get their comments
4. Naihahayag ang mga salik na sanhi ng mga suliraning pangkapaligiran. or suggestions.

Describe the Strategies:

The teacher used discussion and inquiry approach to stabilize students’ interest,
however it still made boring to them since the environment is not conducive
enough for learning and the strategies is not directly emphasizing the core topic
because some students are shifting the topic from non – sense discussion still Mrs.
Rono took the discussion simple to complex , and focusing on how students will
generalize the problem.

Describe the assessment tools used:

The teacher used paper – pencil test, it is compose of 15 items, moderately
difficult and teacher made test. She used identification (1 – 5), explanation not
more than 2 sentences (6 – 10), and illustrative test (11 – 15) in where students
will illustrate a clean environment). Limited time for 15 minutes.


I just don’t understand why
teacher’s need to have
objectives, strategies, and
assessment tools.

Objectives Remarks
Strategies Assessment
(write down the (write your personal
(describe the (describe the
teacher’s learning judgment on the
strategies used by the assessment method/s
objectives) objectives, strategies,
teacher) & tool/s used)
and assessment
On first minute the My cooperating In direct answer
teacher used teacher utilized also regarding personal
1. Nailalarawan discussion to aware some assessment views on objectives
ang kalagayan the students about procedure first she – it was concise and
pang – ekolohiya the environment in asks students if they definite and I don’t
ng asia; Del Remedio, then really understood the have to question it
she took to bridge lesson If I remember since it is articulated
the topic in the she asked more than in the subject
Philippines that 3 questions then a curriculum.
2. Nailalahad ang eventually transfer teacher made test
kasalukuyang to inquiry approach was used she said About the strategies,
katayuan ng which also the that students should well all I can say she
yamang likas ng teacher’s technique get ½ sheet of paper picked the suitable
asia; in delivering social and before she strategy but it did
science matters, after started she arranged not took effect
then, some students the seating sincerely I respect
especially in the arrangements my cooperating
3. Naiipaliwang front seats because some teacher but in this
ang kahalagahan participate since students might condition on how
ng sustinableng Mrs. Rono ask many cheat. Then with a she used the strategy
paglilinang ng question for the total of 15 items - lack of
kapaligiran; students to expound paper – pencil test, coordination and
further the problem it is compose of 15 management so I
then my cooperating items, moderately rarely she deals with
teacher shift to more difficult and teacher it.


4. Naihahayag ang complex problem made test. She used
mga salik na about ecology on identification (1 – And about the
sanhi ng mga asia, also she 5), Explanation not assessment procedure
suliraning introduce a little more than 2 my only comment is
pangkapaligiran. concept teaching sentences (6 – 10), that ‘checking their
even students are not and illustrative test own paper’ is not
aware that they are (11 – 15) in where mentioned in the
doing conversation students will objectives and it
or argumentative illustrate a clean decreases the
solving, moreover environment). consistency of scores
Mrs. Roño Limited time for 15 and invalid in
facilitated the minutes. After then nature. No offense.
discussion fairly they check there own
without hesitating paper most students
the different got the perfect score.
opinions of her
learners. Inasmuch
she never forgets to
prepare
paraphernalia so for
those students who
don’t have a book
can follow the
discussion.

Your Analysis

Why do teachers need to align the objectives, strategies, and assessment?

A teacher needs to have an objective, strategies and assessment to make valid, just and
reliable to learning conditions:

Objectives is the learning target;
Strategies & Techniques is how the subject will be deliver to the learner and;

Assessment is a systematic process of getting information about students’ performance.

Without it there will be no learning and it will end up in worthless.


How should teachers align their objectives, strategies, and assessment? Suggest some
strategies.

It is better to consider some aspects like the environment, level of behaviour, intellectual
achievements of learner and the resources’ availability, my style of preparing those
systems are simple, we should vision or infer what will be the outcome and brainstorm
will be a great help and write down in a neat paper and that’s it ready to rear.

REFLCETIONS

What has been your most meaningful experience in this episode? What makes it
meaningful to you? How could such an experience help you become a better teacher?
Well first and foremost I would like to thank the reality the teachers, classmates, and the
institution that I had hold this observation. This question
marks the most difficult question I ever answered of all the
field study units so when it comes to the meaningful
experience being observed also by my cooperating teacher is
worth a great wonderful experience since through wandering
the sacrifices and hindrances in this subject I stood as helding
myself as a teacher in response to the observation and
comments of the faculty and it helped me a lot ascertaining that this profession that I taken is
the right choice. And as the end of all F.S. and episode as well those experience will reflect in
time and there will come that the episodes that I took will reiterate on my in – service time.
Thoughts: the final episode is a seed that I sowed in my premier career, so I really expect that
to know, to gain, to train and to understand what ponders most during and after this
profession. And exploring the curriculum is not new to everyone the case is that not all are
aware of it so it is a challenge… to be one of the curriculum planners.

Field study 4

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