FS 4 Finale

FS 4
Learning Episode 1: THE MEANING OF CURRICULUM
ACTIVITY 1
Interview people from different schools in various disciplines and levels.
Get their opinions on the meaning of curriculum.
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FIELD STUDY 4 – EXPLORING THE CURRICULUM

essons that includes
steps, subject matter
and etc.
Mr. Nasser Usman Teacher III teachers
Mrs. Teacher II Guide of a Teacher.
HaninaHadjiesmael
Conclusions ( after analyzing the results of the interview, what can you conclude)
Activity 2 Visit the school library/surf the internet or consult the dictionary. Write
two (2) meanings of curriculum taken from authoritative sources.
Meaning of Curriculum Reference(s)

1. Curriculum refers to the education.com
means and materials by: Edward S. Ebert II;
with which students will Christine Ebert; Michael L.
interact for the purpose Bentley (07/09/13)
of achieving identified
Educational outcomes.
wikipedia.com
2. Curriculum is broadly
defined as the totality of
student experiences that
occur in the educational
Process.
3. Curriculum(curricula or curriculums) is
broadly defined as the totality of student http://wikipedia.org.com
experiences that occur in the educational
process.

My Analysis
In my analysis, based from the meaning of curriculum that I got
from the internet, curriculum is the set of learning goals that the
students should be achieved in order to finish or advanced to the
Next level.
Evolve your own definition of curriculum. Consider all the meanings you
Activity 3
have taken from the different sources and from authoritative sources.

What is Curriculum? My Key Learning Points
For me, curriculum is the guiding stars in education, because
curriculum is a set of plans for learning that guides the students
to attain the predetermined goals and the teachers to identify
the learning outcomes that students should demonstrate before
They advanced to the next level.
How did I feel after the activities?

For me, curriculum is the guiding stars in education, because
curriculum is a set of plans for learning that guides the students
to attain the predetermined goals and the teachers to identify
the learning outcomes that students should demonstrate before
they advanced to the next level.
My Reflections/Insight

Why is Curriculum important?
Curriculum is important because:
The curriculum identifies the learning outcomes, standards and core

competencies that students must demonstrate before advancing to the next
Level.
Administrators follow detailed curriculum to help students achieve state and
National standards of academic performance.
School’s curriculum informs teachers what skills must be taught at each
grade level to ultimately prepare students for postsecondary education or a
Job.
Curriculum outlines for students a sequence of courses and tasks that must
be successfully completed to master a subject and earn a diploma or
Degree.
Curriculum is also intended to teach students the importance of
Responsibility, hard work and responsible citizenship.
How can one enrich the curriculum in every school?
We can enrich the curriculum in every school if we:
Extend the regular curriculum by providing students a wide range of

Activities to experiences.
Make learning more meaningful and enjoyable, by making the content and
Process learned in a context of real and present problems.
Let the students to construct their own meaning through knowledge and
Skills application.

FS4
LEARNING EPISODE 2: THE TYPES OF CURRICULA IN SCHOOLS
Visit the schools near your place or your Alma mater. Interview a teacher,
Activity 1 administrator or former teacher in that school. Find out what curriculum is
being used in the schools/colleges/universities in your place. Check the
corresponding column.
Name(s) of
Curriculum Recommended
Curriculum
CurriculumAssessed
CurriculumSupported
Curriculum Written
CurriculumHidden
curriculum
Learned
Taught
schools/colleges/universi
ties
1.Blinkong, Central      
Elementary School
2.SKSU-Lutayan      
3. LNHS      
Interview from a teacher school. Ask this question:

Why must the teacher be aware and sensitive to the hidden
curriculum?
According to mkoren, a social study middle school teacher. Teachers must

be aware and sensitive to hidden curriculum because;
Hidden curriculum often supports a viewpoint of the majority group or of influential
individuals. It also may be based on specific religious
Views. This would support the actions of a religious group (usually the
Majority religious group) while ignoring or downplaying those of other
Religious groups. The hidden curriculum is dangerous because it often
Presents a biased or stereotypical view of events, people, and
Actions. As our diversity grows in our country and in our classrooms,
JERICK M. LAPURGA
Teachers
Activity 1must be aware of this bias so they don’t falsely portray a
Group of people, a religion, or specific events in history. Signature over printed
name

Activity 3
List down some of the tools used by the school to assess their curriculum.
Tools used by the school to assess

their curriculum
The Learning Log
The Anecdotal Record
The Rating Scale

The Checklist The Rubrics

My Reflections/Insight
Why do I need to know the different types of curricula?
In my opinion, we need to know the different types of curricula

because it was inter-connected to each other, and all the types of
Curriculum helps us, teacher to make a total quality education. Where
Education can touch the heart, teach the mind, and transform lives.

FS 4
Learning Episode 3: THE TEACHER AS A CURRICULARIST
Activity 1
Interview a teacher on the specific roles he/she plays as a curricularist.
Your interview must include a teacher in basic education and in the
tertiary level. Complete the matrix given below.
Levels Roles as a Teacher
EARLY Childhood I play the role of curriculum planner,

Name of Teacher : because I write and master the daily
lesson plan. I also play the role of
School: curriculum implementer, as I teach the
content of curriculum to my students.
Signature:
Elementary My role is to implement the prescribe

curriculum by the DepEd as well as the
Name of Teacher : university at limit in the classroom level.
School:
Signature:
Tertiary
Name of Teacher : My role is to design, enrich, and

modifies the
School: curriculum to suit the learners’ needs.
Signature:

Activity 2 After the interview, Get sample/pieces of evidence to show that the
teacher is a curricularist. Write/paste or post them here.
Research Title: The “Voice of the Teacher” in curriculum development: a voice

crying in the wilderness
Researcher(s): Arend Carl (aec2@sun.ac.za)
Findings:
In her/his research and survey, she/he found out that:
The teacher clearly shows a strong desire to become involved in the
earlier stage of decision-making processes of curriculum development.
Most of the teacher he/she interviewed, stated that as a professional
and owing to their hands-on contact with daily teaching practiced,
they can make a creative contribution to relevant curriculum
development.
The actual participation of the teachers is an illusion, because the final
decision have already been taken elsewhere, and by the time they
become involved they experienced curriculum as perspective and
imposed upon the “from the top down.”
The responding teacher felt that their opinion and needs should be
accommodated beforehand, seeing that in the main policy-makers and
curriculum agents have already lost contract with classroom and
school practice.
Activity 3
Research in the library and look for a topic about the role of a teacher as
a curricularist. Complete the template below.
Research Title:
170 Teachers Interview Questions and AnswersResearcher

Researcher(s):
Ruel Domingo
Findings: (write the salient forms in bulleted form)
The Teacher as a Curricularist:

 Provide a specific excellent lesson that you will teach.
 Concentrate on the key points of the lesson and how you will use the information to
makethe lesson successful.
 Plan for your lessons in advance.
 Affirm that you always analyze the strengths as well as the weaknesses of your lessons.
 Concentrate on analyzing what will go wrong on your lesson for advance resolution.
 Show a way to enhance the quality of the lessons such as making the
lesson lesscomplicated, utilizing useful resources, discuss with your colleagues and consider
yourclassroom management.
 You must have a vision and a clear goal for your lessons to prevent failures.
 Explain or describe an example in which your lessons are reflected clearly
to stresscomprehension.
 Emphasize qualities that are valuable in learning the lessons to be attained.
 Present clear understanding lessons and explain why the learners need to learn them.
 In order to give a high quality instruction, you should express your willingness
andcompetence to keep your lesson district in line.
 You have to include up-to-date activities. A wide variety of activities can create
a muchconducive and exciting classroom atmosphere.
 You have to maintain a constantly developing curriculum. You have to update andimprove
your lessons and subject knowledge to give legal lessons.

FS4
LEARNING EPISODE: 4 THE TEACHER AS A KNOWER OF CURRICULUM
Activity 1 Interview an administrator, a student and a parent. Find out

their view points on the traditional and progressive
curriculum.
Name of Student:
School:
Signature:
Aspects Traditional Progressive

Roles of teacher Dispenser of knowledge; Facilitator; Coach
Soloist
Roles of Pupils Receptor of knowledge Initiator of knowledge

Initiator of knowledge
Modes of Instruction Teacher-Centered Learner-Centered
Instructional Materials Manila paper, Cartolina, Slide presentation,

and other teacher made projector
Materials.
Modes of Assessment Objective type of test Subjective type of test;

outcome-based

Activity 1.1
Interview a teacher and an administrator. Find out their viewpoints
on the traditional and progressive curriculum.
Name of Faculty member:
School:
Subject Areas
Taught/Handed
Signature:

Roles of teacher Controller of the Facilitator, guides the
learning pupils to think
environment
Roles of Pupils Passive absorbers of Active Participant,
information and problem solvers, and
authority. planners.
Modes of Instruction Textbook, lecture, and Experimentation,

individual written project,
assignments. group works, and role
play
Instructional Materials Blackboard, chalk, Computer, internet, and

manila projector
paper, and cartolina
Modes of Assessment Pre-test, post-test, Rubrics, project,

quizzes, and periodic activities, portfolios,
exam results summative and
formative
exam.

Name of Administrator:
School:
Name of years of
administrative Experience:
Signature:

Roles of teacher Teacher-centered Learner-centered
Roles of Pupils Receptacle Constructor of

knowledge
Modes of Instruction Chalk and talk method Inquiry based and

reflective
Instructional Materials Blackboard and manila 21st century materials

paper
Modes of Assessment Paper and pencil Authentic and

performance based

Activity 1.2
Interview a parent. Find out his/her viewpoints on the traditional
and progressive curriculum.
Name of parent:
Highest Educational
Attainment:
Signature:

Roles of teacher Give all information Guide the students
Roles of Pupils Students take notes, Student performance to

mastery of skills demonstrate learning
Modes of Instruction Guided instruction Discovery and

experiential
Instructional Materials Cartolina, Blackboard, Multimedia, internet,

and manila paper slide presentation
Modes of Assessment Paper and pencil Performance outcome

My Research on the differences of the traditional and progressive curriculum.
Accomplish the H-chart given below. Write the similarities at the center and
Reflections
the differences on each other.
After
interviewing the different stakeholders, I learned their opinion about
the traditional and progressive curriculum. I also was able to compare my own
opinion about the topic and I have the opportunity to debate my beliefs, and some
educational issues. Having a conversation and little debate with them, strengthen
and enhance my knowledge and my beliefs.
Activity 2
TRADITIONAL PROGRESSIVE
CURRICULUM CURRICULUM
 Student-centered
 Teacher-centered  Education for moment
 Education for the next SIMILARITIES  Low teacher student
school level  They are both after a ratio
 High student-teacher certain goal  Positive discipline
ratio  They are made to maximize  Integrated curriculum
 External discipline the learning and the  Process oriented
 Isolated curriculum learning experiences of the  Make use of many
 Product-oriented learners varied ways of
 Learned by drill  They both serve as guiding learning
 Concepts presented as principle of teachingand  Concepts presented
faces to memorize learning for the investigation
 Basic learning by student
 Quantitative assessment  In-depth learning
 Teaching to the test  Authentic assessment

My Personal Insights
In accomplishing this activity, I was able to distinguish the similarities and

difference of the traditional and progressive curriculum. However after learning
the difference and similarities of the two point of views in curriculum, I was
convinced that we need both viewpoints of the curriculum to further enhance our
curriculum.
Activity 3 Call up your friends from other Teachers Education Institutions. Find out what is
their own point of view of curriculum. Put a check (/) mark on the corresponding
column.
Names of Traditional Progressive Both

Students/Schools
1

4
My Insights
FS 4
FIELD STUDY
Learning Episode 5 APPROACHES ABOUT SCHOOL CURRICULUM
My Learning Activities
Activity 1 Accomplish the template given below by following the given sample.
Subjects Content Process Product

E.g. Curriculum Definition of  Clustering Evolve a
Development Curriculum  Read Post contextualize
with Field Study Categorize definition of
4  Interview curriculum
1. English Part of Speech  Read poems Effective and

 Analyze creative writing
 Categorize skills.
 Create
2. Social History  Identify chronological

Studies  Compare life l sequence
 in the past Acquiring
 to life today knowledge about
 Explain significant events,
 Create developments,
individuals,
groups,
documents,
places, and ideas
to support
investigations
3. Science Part of Speech  Identify Draw the function

 Familiarize of different parts
 Draw of the body.
4. Filipino Panitikan  Pagbasa Mapanuri at

 Pag-unawa masusingpagunawa
 Pagsasadula sateksto
atbabasahin.

My Reflection
In accomplishing this activity, I was able to apply the different

Approaches about school curriculum, and also I learned how to identify
The process of curriculum and its possible outcomes. Also, I was able
To learn the importance of this approaches to the curriculum and to
The learning process.

Activity2 There are six (6) criteria in the selection of knowledge/subject matter.
Interview a teacher, the indicators for each of the criteria by answering
Criteria Questions Indicators

1. Significance How do you know the It’s significant if it will
significance in the develop the
cognitive, affective,
content of the
and psychomotor
curriculum? skills of the students
and also the cultural
aspects.
2. Validity How do you know if The content of the

the curriculum is valid? subject matter is
authentic. You’ll know

if the content is
authentic if the
students create a
tangible, useful
product to be shared
with their world.
3. Usefulness When do we know that The content of the

the curriculum is subject matter may
relative to the
useful?
learners who is going
to use it.
4. Learnability When do you know The subject matter in

that the content is the curriculum should
be within the range of
within the range of
experiences of the
your learner’s learners.
experience?
5. Feasibility When do you know Less teaching efforts
that the content is and educational
resources but more
within the time,
efficient result and
resources and effective outcomes.
expertise of teacher
and experiences of the
learners?
6. Interest When do you know The learners are
that the learners are interested in the topic
interested in
interested in content?
content?
if he/she is actively
participating to the
discussion.
My Insights
After interviewing some of the faculty teachers in JRU, I was able to indicate
whether the knowledge or subject matter is significant, valid, useful, learnable,
feasible, and interesting to my students. Also, while I was interviewing them, they
gave me some useful advices and strategies that I can use, they also give me
some techniques to on how to use the six criteria in selection of knowledge or

subject matter.
Activity 3
B.A.S.I.C. is an acronym to state the principles of curriculum content.
Principle 1: Curriculum Content Sample

Balance First Grading:
1. Branches of earth science
Equitable assignment of contents,
2. Realms of the earth
time, experiences, and other a. Meteorology
elements 1. Element of weather
2. Earth’s atmosphere
Write the contents in one (1) subject
3. Biochemical cycle
area for the first grading period

Articulation Grade 1
1. Add &subtract Integers
Curriculum is arranged 2. Multiply & divide integers
vertically or horizontally Grade 2
1. Add & subtract decimals
Write a sample content of one (1) 2. Multiply & divide decimals
topic in a subject from level to level Grade 3
or grade to grade. 1. Apply arithmetic operations to solve
problems.
Scope 1. General subject: History of Western

Music
Content, topics, learning Specific Topic: Renaissance musical
experiences and organizing the instruments.
threads of an educational plan. 2. Module 1: Curriculum concepts, nature
and purposes
Write sample topics in a subject area Lesson 1: Concept nature and purpose
of curriculum
Integration Math (arithmetic operations) Physics (law

of motions):
Curriculum is integrated and Write the contents in one subject area
interconnected. for the first grading period.
Write a sample content of one topic in
Cite a lesson which is integrated in a subject from level to level or grade to
other subjects Write a sample topics in a subject area.
Cite a lesson which is integrated in
other subjects.
Continuity Grade three: Adding

thousands
Vertical repetition and recurring Grade two: Adding
approaches of content. Hundreds
Grade one: Adding
Write sample topics in a subject Tenths
area where content is organized
in a spiral fashion in breadth and
depth.

FS 4
FIELD STUDY
6 CURRICULUM DEVELOPMENT:
Learning Episode PROCESSES AND MODELS
Activity 1 Visit the school and interview and administrator on at least one
(1) curriculum model. Accomplish the given matrix below.
Curriculum Model Best Features Insights

Activity 2
These are the in the model of Hilda Taba. Interview a teacher and
inquire how this steps are applied by accomplishing the given chart
by giving concrete examples.
Steps Applications to Real Thing

Teachers identify the needs of
the students (pre-test)
1. Diagnosis of Learner’s
Needs and Expectations
of Larger Society
Teachers will specify objectives

based to the student needs and
to the DepEd curriculum guide.
2. Formulation of Learning
Objectives
3. Selection of Learning The objective suggests the

curriculum’s content. The
Content objective and content should

match, also the validity and
significance of the content area
are also determined.
4. Organization of Learning The teacher organize the content

into a sequence, taking into
Content consideration of learners’
maturity, academic
achievements and interest.
5. Selection of Learning Teacher select instructional

methods that will engage the
Content students with the content.
6. Modes of Evaluation The teacher will develop means

of evaluation. They will
determined which objectives
have been accomplished.

Activity 3 Complete the staircase of the Curriculum Development Process according to
Tyler. Write the answers in the steps. Give examples for each step.
Step 4:
Evaluation of
objectives.
Ex. The teacher
could have the
students write an
essay without
Step 3:
Organizing the
experience.
Ex. The teacher
Step 2: Identify needs to
educational determine a
experiences logical order of
related to experience for the
purpose. students.
Ex. The students
need to meet the
objective of writing
an essay.

Step 1:
Determine the
school’s purpose.
Ex. A school is
developing an
English curriculum
may create an
objective that
students will write
FS 4
FIELD STUDY 7 FOUNDATIONS OF CURRICULUM
DEVELOPMENT
Learning Episode
Activity 1 Complete timeline by indicating the significant
contribution of each person.
Franklin Bobbit Werret Charters William Kilpatrick Harold Rugg

1875-1952
1876-1956 1875-1952 1886-1960
considered
curriculum
Emphasi-
presented Viewed
also as a zed social
curriculum curriculum
science studies in
as a as
which is the
science purposeful
curriculum
that based on FIELD STUDY 4 – EXPLORING THE CURRICULUM
activities
students' which are and the
emphasiz
need, and child- teacher
es on
plans the
need. rs plan
the advance.
activities.
Hollis Caswell Ralph Tyler Hilda Taba Peter Oliva

1901 - 1989 1902 - 1994 1902 - 1967 1992 - 2012
curriculum Social
Peter
as curriculum processes,
is a Oliva's
organized including
science socialization Ten
around
and an of human General
social
extension beings, are Axioms
functions
of school's not linear, of
of
philosophy. and they Curriculu
themes, based on cannot be m
organized students' modeled Develop
knowledg need and through ment
e and interests. linear
earner's planning.
interests.

Interview an administrator, a faculty and cite specific examples in each of the items
Activity 2
given below. Complete the Table.
Foundations of Curriculum Samples/ Situations
1. Philosophical Foundations Teacher provides oral recitation regarding to their
topic to provide information of the subject matter.
2. Historical Foundations Teacher gives pre-test and post-test.
3. Psychological Foundations Students were mentally present on its lesson.
4. Social Foundations
Students were having a group activity.

The stakeholders gives importance to espoused the four major foundations:

philosophical, historical, psychological and social foundations are deemed necessary for
planning, implementing, and evaluating in a school curriculum.
The philosophy in the classroom is to promote learning activities and enhanced

the skills and knowledge of the students, the important subjects to be taught, the kind of
learning students must have and how they can acquire them, the instructional materials,
methods and strategies to be used, and how students will be evaluated.
As a future teacher, I will give importance and strengthen the foundations of

education. Without the strong foundation then the education will weak and it will never
provide agood quality education to the students or no learning at all. The vital role of a
teacher is to strengthen the foundation of education in order for us to provide proper
education, the values we impart and knowledge that they need to acquire in our
capacity.
Activity 3Evolve your own philosophy based on the existing philosophies of education.
Illustrate through a graphic organizer. Explain how this will be applied, if you
are going to put up your own school.
Educational Philosophies
Rationalism Pragmatism Ethics
Contrustivism
Descriptive Meta Ethics Normative
Ethics Ethics
Cognitive Theory
Information
Processing
Mind Map Learning Styles
Explanation
This
graphical
organizer
illustrates
the
functions
of my
school
using the
philosophi
cal in
education.
First is

Pieces of Evidence LEARNING Documents
PORTFOLIO
Records Pictures
Franklin Bobbit Peter Oliva

(1876-1956) 1992-2012
Werret Charters Hilda Taba

(1875-1952) 1902- 1967
William Kilpatrick Ralph Tyler

(1871-1965) 1902-1994
Harold Rugg Hollis Caswell

(1886-1960)FIELD STUDY 4 – EXPLORING THE CURRICULUM
1901-1989
FS 4
FIELD STUDY 8 CRAFTING THE CURRICULUM:
Learning Episode THE TEACHER AS A DESIGNER
Activity 1 Accomplish the matrix by interviewing an administrator and a

teacher to explain how the ten (10) axioms are realized in the
school setting. The administrator or the teacher has the option to
choose the axiom that she/he wishes to explain.
Ten(10) Axioms for Curriculum Designers Situations/Samples on How These Axioms

are Realized in the School Setting
Formulating and implementing new
1. Curriculum Change is inevitable, curriculum designs.
necessary and desirable.

As the time changes the curriculum
2. Curriculum reflects its own time. It also changes.
is a product of its time.
The new curriculum is in use whilethe old

3. Curriculum changes made earlier is functioning.
can exist concurrently with newer
curriculum changes.
The lesson plans of the teachers are

4. Curriculum change depends on aligned with the new curriculum.
people who will implement the
change.
To help promote the curriculum,

5. Curriculum development is a parents, teachers, learners and
cooperative group activity. other stakeholders cooperate and
supports the curriculum.
The curriculum developer will

6. Curriculum development is a design the curriculum and decide on
decision- making process made the contents and strategies to use.
from choices or alternatives.
Curriculum is always changing.

7. Curriculum development is an
ongoing process.

Curriculum design is SMART—
8. Curriculum development is more Specific, Measurable,
effective if it is comprehensive achievable/available, relevant and
process not piecemeal. time bound.
9. Curriculum development is Curriculum is carefully planned and

more effective when it follows a not just from a guess work.
systematic process.
10. Curriculum development The existing curriculum is used as

starts from where thecurriculum is. the basis in creating new
curriculum.
Intended Learning Subject Matter or Teaching/Learning Assessment/Evaluation

Outcomes Learning Content Methods
To know the Basic foot massage Demonstrate the Arrange

different foot technique different foot massage CHRONOLOGICALLY
massage technique with the following
technique. models. accordingly.
Request a sample lesson. Analyze the components present in the plan.

Activity 3
Paste the lesson plan below.

Pieces of Evidence LEARNING
Documents
PORTFOLIO
Records Pictures
Collect 3 sample lesson plans for various schools. Evaluate the similarities and
differences using the Venn Diagram.
Blingkong Central Elementary School
NAME OF SCHOOL
Differences:
 Procedures
 Assessment
 Agreement
 Strategies
Similarities in Component:
Same Intended Objectives and
Subject
Differences: Differences:
 Procedures  Procedures
 Assessment  Assessment
 Agreement  Agreement
 Strategies  Strategies
Blingkong, Central Elementray School
FS 4
FIELD STUDY 9 APROACHES TO CURRICULUM DESIGN
Learning Episode
Activity 1 Curriculum Design Models Best Features

These are Design
1. Subject-Centered types of Curriculum
TheDesign Models.
drawback Complete
of his design the
is that sometimes
template given below by citing their best
learning is so compartmentalized. It stresses
features/advantages.
1.1 Subject Design so much the content that it forgets about
students’ natural tendencies, interest and
experiences.
1.2 Discipline Design Discipline refers to specific knowledge and

through a method which the scholars use to
study a specific content of their fields.
1.3 Correlation Design This comes from a core, correlated curriculum

design that links separate subject designs in

order to reduce fragmentation. Subjects are
related to one another but each subject a
maintains its identify.
1.4 Scrap field Design/Interdisciplinary This design was made to prevent the
. Design compartmentalization of subjects and
integrate the contents that are related to each
other.
2. Learner- Centered Design It is anchored on the needs and interests of

the child. The learner is not considered as a
2.1 Child Centered Design passive individual but as one who engages
with his/her environment. One learns by
doing. Learners interact with the teachers and
the environment.
2.2 Experienced-Centered Design Experiences of the learners become the

starting point of the curriculum. Thus the
school environment is left open and free.
Learners are made to choose from various
activities that the teacher provides. The
learners are empowered to shape their own
learning from the different opportunities given
by the teacher.
2.3 Humanistic Design The development of self is the ultimate

objective of leaning. It stresses the whole
person and the integration of thinking, feeling
and doing. It considers the cognitive, affective
and psychomotor domains to be
interconnected and must be addressed in the
curriculum. It stresses the development of
positive self-concept and interpersonal skills.
3. Problem- Centered Design It uses the past and present experiences of

learners as a means to analyze the basic
3.1 Life Situation Design areas of living. As a starting point, the
pressing immediate problems of the society
and the student’s existing concerns are
utilized.

3.2 Core Problem Design It centers on general education and the
problems are based on common human
activities. The central focus of the core design
includes common needs, problems, concerns,
of the learners.
Students play as a core of the curriculum. In the K-12 program utilizes the
curriculum design models which composes of subject-centered, learner-centered and
problem centered. The subject-centered is more on traditional approaches while the
learner-centered is progressive approach.
In this activity the curriculum design model views as their best features and I can
compare their different characteristics where would be the best for the students and to
the teacher.
As a future teacher, I would like to impose the learner-centered design model.

The teacher must be facilitator, innovator, knower and etc. These characteristics of the
teacher would be successful once the learner-centered will be practice. As a learner-
centered, they would be able to exercise their own as constructing of ideas, expertise in
any areas of subject matter, shape their own learning from the different opportunities
given by the teacher and it stresses their development of positive self-concept and
interpersonal skills.
Activity 2 Interview at least 4 people and ask them their perceptions about the K-12
Program. Complete the comic strip balloons.
Ma’am, kindly look at the workbook. It was answered by several teachers in Actin,
National High School.Thank you 

In this activity as we interviewed teachers on their perception about the K-12
program. They stress about the DepEd Order that the students must become
competitive globally, skillfullyand masters in order to find their job soon.
As a future educator, I would like to give or provide best education to my

students in order for them to become skillfully in global market and ready to compete
globally. I should be ready to achieve my everyday goals and objectives in every
lessons or subject matter because once the teacher knows what she/he do then the
class or students would prosper in good outcome.
Activity 2 Visit a Teacher Education Institution. Secure a copy of an OBE- based

n syllabus. Analyze each component of the given syllabus. How are the .
. components stated? Are the activities aligned with the intended learning
outcomes and modes of assessment?
My Analysis

Outcome Based Education goal is to present the knowledge and skills of an older
generation to the new generation of students, and to provide students with an
environment in which to learn.
According to Saylor, Alexander, and Lewis Model Curriculum “Curriculum

planners begin by specifying the major educational goals and specific objectives they
wish to be accomplished”. Outcome is the prior in the educational institution. The focus
on outcomes creates a clear expectation of what needs to be accomplished by the end
of the year. Teacher should be ready and mastered her/his lesson and at the end of the
day he/she will expect that the students understand the lessons. The implication for this
activity is to develop the skills, knowledge and the behavior of the students. To have a
students-students relationship or they can promote interpersonal relationship. Teacher
will develop students full potential in actual behavior to have a LIFELONG LEARNING
outcomes.
Paste the curriculum samples gathered from the field.

LEARNING
PORTFOLIO

FS 4
FIELD STUDY 1o IMPLEMENTING THE CURRICULUM:
Learning Episode THE TEACHER AS CURRICULUM IMPLEMENTER AND

MANAGER
Activity 1 Interview teachers, administrators and students. What changes are

happening in the curriculum?
Implementation of a new The new recommended

curriculum that embody curriculum which is the
the real-life situations/ K-12 program is
challenges of a 21st implemented effectively.
century learner.
Curriculum Changes
To the curriculum
Curriculum changes into
changes into K-12 a
K-12 program is a
teacher must be flexible
major overhaul to bring
to adopt a spiral type of
education system
curriculum. The
worldwide.
students pace must be FIELD STUDY 4 – EXPLORING THE CURRICULUM
considered.
Activity 2 These are the categories of curriculum change. Get samples/situations for
t these categories from the school you visited.
Categories of Curriculum Change Situation/Samples
1. Substitution If the encoded test paper will not printed out,

then the teacher’s test paper will be
Replace the present with a new one. substituted into his/her written (penmanship)
test paper.
2. Alteration The teachers change his/her strategy in order

for him to be an effective teacher.
Introduce minor changes or
modification on the current one.
3. Restructuring The principal and other leaders seek out

innovative curricular programs, observe
Introduce major modification of the these, acquaint staff with them, and
current curriculum. participate with staff in discussions about
adopting or adapting them.
4. Perturbation The teacher is ready to his lesson but then

their principal called their attention to have an
Changes happen within a fairly short urgent meeting.
time.
5. Value Irientation Teacher must injectvalues to his lesson

regarding to their attitude.
Respond to shift in emphasis within
the vision/mission of the school.

Activity 3 Answer the question briefly. Why do we need to change the curriculum from
. time to time?
 We need to change the curriculum from time to time because time flies with
society’s values change and technology shifts. Every child interest is shifting because
of the environment involvement and society. Curricula have changed to meet the
different needs that we have now.

m newspapers or from an internet source about the current trends and issues in education. Paste it on this page. Write
LEARNING
PORTFOLIO
DepEd mulls drug test for tutors, kids

THE DEPARTMENT of Education (DepEd) is seriously considering conducting an
annual drug test for public school teachers and random drug tests for public school
students with the consent of their parents, Education Secretary Leonor Briones said
yesterday.
Briones said the DepEd was also considering using visual presentations to teach
Grade 4 pupils about the drug menace.
Briones announced the DepEd’s proactive stance in the government’s antidrug
campaign during the Senate finance subcommittee’s deliberations on the DepEd’s
proposed P566 billion budget for 2017.
“We are a very, very large sector so we have to look into this [drug] issue. So it’s not
only improving the curriculum but making it much alive and much more effective,”
she told senators.
There are 722,000 public school teachers and 25 million students all over the country,
Briones said.
She noted the drug menace had affected schools, with “drugs delivered to gates of
school buildings.”
“We can’t claim to be excluded and protected from the drug menace,” she said.
Briones said the education sector wanted to make a “contribution” to the
government’s war against drugs and “we recognize we have to start with our learners
and teachers.”
She said the drug test for students would be for “sampling basis” and “with the
consent of their parents.”
Private organizations and the Philippine National Police have offered to hold briefings
on the drug issue for students.
She also said they were interested in drug rehabilitation centers since a study show
that a “substantial number of those who are arrested (for drug use) are young people
out of school and maybe a few who are in school.”
Briones told reporters later that they would to decide this year or next year the
conduct for the drug test. She said the drug test for students was also aimed to
determine the prevalence of drug use among students.
Sources: http://newsinfo.inquirer.net/819305/deped-mulls-drug-test-for-tutors-
kids#ixzz4LQXiZoG6

My Insights
If I would be the secretary of the Department of Education, I will surprise them to

have a drug test to all teachers not just annual and to the students no need for their
parent’s consent. This institution is the second home of all learners. We not need to
considerate once the teacher or student positive on that allege drugs. This is for the
betterment of the institution.
As a future teacher, I am willing to have a drug test especially to those suspected

students who are using drugs. I will directly provide feedback to the administrator and to
the parents of that student. I need to be very careful also with my steps because there
are some student has an inner killer on themselves.

FS 4
FIELD STUDY 11 STAKEHOLDER IN CURRICULUM
DEVELOPMENT
Learning Episode
Activity 1Interview different stakeholders and inquire about their roles in curriculum .
development.
Stakeholders of the Curriculum Development Roles in Curriculum Development
1. Learners The learner is a center of a curriculum. They

are the very reason why the curriculum is
developed. The experience of the learner’smust
be the starting point in accomplishing the goals
of education, to let them grow in knowledge,
skills, abilities and attitudes.
2. Teachers There are the most crucial persons in the

implementation of the curriculum. As an adult in
the teaching - learning process, she/ he holds
the key in operationalizing what activities have
been planned. Her/ his ability to translate what
has been written to action is the key to effective
curriculum implementation.
3. School Leader/ Administrator One of their functions is being a curriculum

manager. They supervise curriculum
implementation, select the new recruit teachers,
admit students, procure equipment, and
materials needed for effective learning. They
also plan for the school facilities improvement.
4. Parents Effective parental involvement in school affairs

may be linked to parent educational programs
which is central to high quality educational
experience of the children. They involved
extends from the confine of the school to the
homes. They provides curriculum materials that
are not provided in the school.
5. Community Community members and materials in the

existing local community can very well
substitute for what are needed in implementing
the curriculum.
6. Other Agencies Professional organizations have shown great

influence in school curriculum. They are being
asked by curriculum specialist to contribute in
curriculum review because they have a voice in
licensure examination, curriculum enhancement
and many more.
My Reflections
Stakeholders hold as vital role in curriculum, students as the core of the

curriculum. The teacher as the curricularist. The school head as the manager. The
Parents are partners. The community as resources and getting of learning environment.
The LGU is the supplier of all the needs in curriculum (education institution).
They have different roles on curriculum but the only one thing they promote is to
have a better standard education in the future to face the 21 st century and be ready for
the compete globally.
Activity 2I Interview the parents about the extent of their participation in enriching the
. curriculum. Use the scale given below.

4 3 2 1
VERY LARGE LARGE MODERATE LITTLE
EXTENT EXTENT EXTENT EXTENT
(VLE) (LE) (ME) (LE)
Extent of Participation
Activities 4 VLE 3 LE 2 ME 1LE
1. Resource Speaker
2. Teacher Aide
3. Judge/ Coach/ Mentor
4. Donor (Instructional
Materials, Etc)
5. Others (pls. specify)
Parents play a vital role in curriculum as they were the one who is very supportive in
every event like in brigade eskwela. Some parents considered as also part of the
program.

I am a parent and have two children. Way back on the kindergarten years of my son, I
was able to be the speaker. In the beginning of the school year the teacher provide
requirements to pass like notebooks, cartolina, manila paper and so on. I am also
considered as a teacher aide and mentor of my son because we do his assignments
every day.
Activity 3Reflect on the importance of stakeholders in curriculum implementation.
Participatory planning requires the involvement of concerned stakeholders. This

includes identifying public concerns and values and developing a broad consensus on
planned initiatives.
According to Albert Einstein “The only thing that interferes with my learning is my
education”.
School is the most important means of transferring the wealth to our children. This
applies today with modern development of the economic life. The teacher is the
instrument for transferring a quantity of knowledge to the growing generation or student.
It develop in the young individuals those qualities and capabilities which are of value.
For a community of standardized individuals is the resources and learning individual.
So, without the stakeholders there will be no education and we are still on the
primitive society.
Paste pictures of stakeholders involved in curriculum implementations.

LEARNING
PORTFOLIO

Teacher and students Parents on Brigada Eskwela
The School Head
The community
Basay LGU
FS 4
FIELD STUDY 12 CURRICULUM EVALUATION AND THE
TEACHER
Learning Episode

Activity 1Ask at least six teachers, why there is a need to evaluate the curriculum.
Activity 2 Interview a principal/administrator; find out how they evaluate their school’s
. curriculum.
Excerpts of the Interview

There was no principal when we came back to the office.
Mrs. Maristel Cadayday was out for seminar. Our dtr was
signed only by the OIC Mrs. Donna Bunyag. When we ask
her about the evaluation form, she said that she does’nt
know about it because it is a private property of the
principal.
My Reflections
I research online some evaluation form for the teacher, more on the actualization
of the teacher inside the classroom.
As a future teacher I would, do all my very best to continue giving more

information and skills that I know. I will motivate my students and give some advice for
the implication of values also. Once the teacher knows better then the student will be
lively and participate. If ever there will be a student that need an attention, then I will
give my presence to make him/her feel interest and better on the classroom.
Design/ Secure a copy of a curricular evaluation checklist and paste on this .

.. page.

Paste a sample of a curricula evaluation form.
LEARNING
PORTFOLIO


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FS 4

Learning Episode 1: THE MEANING OF CURRICULUM

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Meaning of Curriculum Reference(s)

FIELD STUDY 4 – EXPLORING THE CURRICULUM

FIELD STUDY 4 – EXPLORING THE CURRICULUM

FIELD STUDY 4 – EXPLORING THE CURRICULUM

How did I feel after the activities?

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Curriculum is important because:

The curriculum identifies the learning outcomes, standards and core

How can one enrich the curriculum in every school?

We can enrich the curriculum in every school if we:

Extend the regular curriculum by providing students a wide range of

FIELD STUDY 4 – EXPLORING THE CURRICULUM

LEARNING EPISODE 2: THE TYPES OF CURRICULA IN SCHOOLS

Interview from a teacher school. Ask this question:

According to mkoren, a social study middle school teacher. Teachers must

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Tools used by the school to assess

The Learning Log

The Anecdotal Record

The Rating Scale

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Why do I need to know the different types of curricula?

In my opinion, we need to know the different types of curricula

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Learning Episode 3: THE TEACHER AS A CURRICULARIST

Levels Roles as a Teacher

EARLY Childhood I play the role of curriculum planner,

Elementary My role is to implement the prescribe

Name of Teacher : My role is to design, enrich, and

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Research Title: The “Voice of the Teacher” in curriculum development: a voice

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Findings: (write the salient forms in bulleted form)

The Teacher as a Curricularist:

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Activity 1 Interview an administrator, a student and a parent. Find out

Aspects Traditional Progressive

Roles of Pupils Receptor of knowledge Initiator of knowledge

Modes of Instruction Teacher-Centered Learner-Centered

Instructional Materials Manila paper, Cartolina, Slide presentation,

Modes of Assessment Objective type of test Subjective type of test;

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Name of Faculty member:

Aspects Traditional Progressive

Modes of Instruction Textbook, lecture, and Experimentation,

Instructional Materials Blackboard, chalk, Computer, internet, and

Modes of Assessment Pre-test, post-test, Rubrics, project,

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Aspects Traditional Progressive

Roles of Pupils Receptacle Constructor of

Modes of Instruction Chalk and talk method Inquiry based and

Instructional Materials Blackboard and manila 21st century materials

Modes of Assessment Paper and pencil Authentic and

FIELD STUDY 4 – EXPLORING THE CURRICULUM