Activity 4 – The Teaching-Learning Resources,

FIELD STUDY 1
ICT, and the Curriculum

Name of FS Student Angela Joy Ordonio Arnold R. Meriales Jr

Mary Joy P. Rondon Donna Bhel Y. Pioquinto
Early Grace J. Sementilla Benjo T. Baquirin
1
Rina V. Espedido Ronabelle Gabriel
Socralyn Sevilla Basa Florence B. Aquino
Rom James P. Padilla Ronnel D. Torio
Jessica Adap Aprilyn Quijano
Course, Year and Section Bachelor of Elementary Education 4th year
Name of FS Mentor Ma’am Elsa Q. Terre
Date November 6, 2021

LEARNING OVERVIEW
The demands of the global community are climbing up to its zenith as time goes by. In line with the visions and
missions of all the schools, state universities and colleges, individuals are taught to regulate self-learning, level up the skills in
problem solving, immerse on the duties in the society, hone the character and personality, so that they will be able to provide
what is needed by the entire nation.

    We defined curriculum simply as a set of learning engagement tailored to nurture every learner’s passion indulging
them to different experiences to make learning more authentic and effective. Teachers are the prime movers in the educative
process and their goals are to fill their minds with such knowledge, touch their hearts with core values such as of the good
manners and right conduct, and equip their bodies with sufficient potentials leading them to success. A curriculum does not only
entail lawfully implemented strategies, rules, policies, and guidelines, there is what is also termed “hidden.” To specify, it is a
type of curriculum that encompasses the planned implementations of the school. It refers to a kind of learning not gained by the
teachers who teach the subjects nor the other activities that are partly extra-curricular. It comes out from socializing with others,
from the uncontrolled situations, and of course, from the practices involved in values education.

Observation/Interview/View

Directions: Read the following items below before doing the indicated tasks.

1. Download, review and analyze a sample k-12 Basic education curriculum.

2. Review the elements/components of curriculum design.
3. Follow the minimum health protocol at all times.
4. Observe etiquette and netiquette during online class observation and collaboration with others.

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ICT, and the Curriculum

2
Complete the table below by identifying the type of curriculum that exist in the DepEd Schools/Laboratory Integrated
Schools.
Table 1
Where
Type of Curriculum Example Description
located
1. Recommended K-12 Science Domanpot The K to 12 science curriculum will provide learners with a
Curriculum curriculum for Community repertoire of competencies important in the world of work and in a
grade 6 School knowledge-based society. It envisions the development of
scientifically, technologically, and environmentally literate and
productive members of society who are critical problem solvers,
responsible stewards of nature, innovative and creative citizens,
informed decision makers, and effective communicators. This
curriculum is designed around the three domains of learning
science: understanding and applying scientific knowledge in local
setting as well as global context whenever possible, performing
scientific processes and skills, and developing and demonstrating
scientific attitudes and values. The acquisition of these domains is
facilitated using the following approaches: multi/interdisciplinary
approach, science technology-society approach, contextual
learning, problem/issue-based learning, and inquiry-based
approach. The approaches are based on sound educational
pedagogy namely, constructivism, social cognition learning model,
learning style theory, and brain-based learning.

2. Written K-12 MELCS for Don T MELCs is part of the department’s response to develop
Curriculum grade 4 Bauzon resilient education systems, especially during emergencies and will
Elementary enable DepEd to focus instruction on the “most essential and
School indispensable” competencies.

3. Taught Domanpot The Kindergarten to Grade 6 mathematics curriculum is

Curriculum K-12 Community designed with the understanding that students have unique
Mathematics School interests, abilities, and needs. As a result, it is imperative to make
Curriculum for connections to all students’ prior knowledge, experiences, and
Kindergarten to backgrounds. Students are curious, active learners with individual
grade 6 interests, abilities, and needs. They come to classrooms with unique
knowledge, life experiences, and backgrounds. A key component in
successfully developing numeracy is making connections to these
backgrounds and experiences.

4. Supported K-12 English Labit West The K-12 English curriculum involves the additional tools,
Curriculum curriculum for Elementary resources and learning experiences found in and outside a
grade 6 School classroom. These include textbooks, field trips, software and
technology, in addition to other innovative new techniques to
engage students. Teachers and other individuals involved with the
course are also a component of the supported curriculum.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

5. Assessed K-12 Cabaruan K-12 Mathematics curriculum is also known as a tested

Curriculum Mathematics Elementary curriculum. It refers to quizzes, tests and other kinds of methods to
curriculum for School measure students’ success. This can encompass a number of
grade 6 3
different assessment techniques, including presentations, a portfolio,
a demonstration as well as state and federal standardized tests.

6. Learned Oltama K-12 Filipino curriculum students walk away with from a
Curriculum K-12 Filipino Elementary course. This includes the subject matter and knowledge they learned
curriculum for School from a course, but it can also include additional changes in attitude
grade 4 and emotional well-being. Teachers need to shrink the gap between
what they expect students to learn and what students actually do
learn.
7. Hidden Labit West K-12 English curriculum has a significant impact on what
Curriculum K-12 English Elementary students learn. This type of curriculum is not always communicated or
curriculum for School formally written down and includes implicit rules, unmentioned
grade expectations, and the norms and values of a culture.

Pair or compare with a lesson plan (downloaded/borrowed). Note your observation on how the design was implemented
or translated into a daily lesson to meet the curriculum requirement.

Table 2

Elements/Components of a Curriculum Planning the Daily Lesson

I. Behavioral objectives/ Desired Learning The teacher states 3 learning objectives first is to describe the different sense
Outcomes organ, second appreciate the importance of the sense organ of the body and last is
give the function of the different sense organ of the body. These objectives must
attain by the students at the end of the lesson
II. Content The teacher was proactively prepared. She deeply understands the subject matter.
She familiarized the lesson to attain the flow of discussion also the materials was
very catchy if fits to the interest of her students. The way she teaches and speaks to
the students was very calm yet energetic. While elaborating information about the
topic, the teacher handled her students well and it can be noticed that they are
focused and listening well to what she is saying.

III. Teaching and Learning Methods/
Strategies
Many of us is having to move teaching quickly online this is such a challenging part
being a teacher also as student due to pandemic. While she was teaching I noticed
that there are different types of interactions with her students. One of strategies
used is she familiarized herself with the technology, she remain flexible because at
some point technology will fail, just like what happened the video chat connecting
while she was discussing but she have a backup plan to those who have slow
connection. The teacher creates and maintained a strong presence she used non-
verbal communications such as emoji’s.

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IV. Assessment/ Evaluation
Using the borrowed/ downloaded lesson plan, try to dissect parts and identify what resources including ICT were utilized
to facilitate teaching-learning process.
Procedure
Motivation
Presentation of the lesson
Development of the Lesson
Generalization/ Closure
Application/ Enrichment/Fixing Skills
Evaluation / Assessment
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The teacher gives an evaluation to her students. The evaluation is to
identify the sense organ use in the following thing and put it in the
appropriate branch of a tree chart. As the result of the evaluation 90%4 of
her students understand the lesson very well.
Table 3
ICT and Non-ICT Resources
There are no ICT resources utilized in this part, the teacher used Non-ICT
resources and in order to prepare and motivate the students the teacher sung
a song together with the students
In this part, the teacher used non-ICT resources where in the she used a
photo in presenting the lesson about the parts of the plant.
The teacher utilized non-ICT resources where in this part the teacher used
photo in discussing the parts of the plants and their functions. a chart and
scoring were utilized in presenting and checking the group activity
The teacher used non-ICT resources where in, she used WH questions to
sum up and have a short recall on the lesson that has been discussed. This is
important because it increases the likelihood that the learner will be
successful at completing task independently.
In this part, non-ICT resources were utilized like using a magic box that
contains cut-outs of different parts of the plant with question on it. The teacher
gave also a problem situation with WH questions to enhance the children’s
appreciation for the environment.
To evaluate the children’s learning, the teacher used non-ICT resources which
is formative test which contains with five questionnaires with multiple choices.
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 Activity 4 – The Teaching-Learning Resources,
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ICT, and the Curriculum

Question:

1. After you observe/view a recorded online class, what did you notice about the flow of activities and the 5
congruence of each activity to the objective/intended learning outcome? Elucidate your answer.

After we observed or viewed a recorded online class, we noticed that the flow of
activities starts with the recalling of the past lesson, motivation, lesson proper, and lastly, the
teacher gave assessment. The teacher then noticed that not all of her students are attentive
that’s why she gave enrichment activities in order for them to understand further the lesson that
is being discussed by the teacher. Each activity in the online class has intended learning
outcomes and that is to know and distinguish the different parts of subtraction formula such as
the minuend, subtrahend, and difference. Another objective is to write subtraction number
sentences and calculate for the given mathematical problems.

Analyze

Answer the following questions:

How did you know that there exist such curriculum in the DepEd Schools/ Laboratory schools?
The new curriculum initially gained ground in 2011 with the enactment of RA 10157, which made
compulsory kindergarten education for children at least 5 years old. With the additional two years in high
school, the K-12 program aims to prepare students for college, future employment and entrepreneurship. K
to 12 will be implemented so that students can become even more proficient in their knowledge. Because the
goal of k to 12 is for students to have time so that they can master their skills. And until now there are still k to
12 which is 6 years in elementary, 4 years in high school, 2 years in Senior high and 4 years in college. And
these are the evidences that prove that k to 12 still exists until now.

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 Activity 4 – The Teaching-Learning Resources,
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ICT, and the Curriculum

How can educational experiences be effectively organized and contribute to the attainment of objectives/ intended
learning outcomes? 6
No one ever mastered a skill on a first try unless, you practice. We learn in our time, at our own pace,
we are learning in different ways.  Just like our Educational experiences how can be effectively organized and
contribute to the attainment of objectives and learning outcome. If the educational experiences is suit or
connected to your field of specialization it can help you to easily organized objectives. Also if you mastered
your teaching profession it will properly attained various knowledge and skills that can contribute to the
attainment of objectives or intended learning outcomes. For instance if you find your student think and talk
about what they have learned, your stated learning goal is effective. Lastly, improved and prepared yourself
and goal in everything.

From the lesson plan analyzed, evaluate the resources and compare it with the resources in the virtual learning
environment.
A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively
during the class time. It serves as a teacher’s teaching guide so that it is not confused or to know the sequence of
their discussions. But based on my experience when I demonstrated, sometimes I don't follow the order of my
lesson plan because it takes time to scold your students, to answer your questions like that. So sometimes what has
to be answered in school has become an assignment. And in the Virtual Class, A virtual classroom is a video
conferencing tool where instructors and participants engage with each other and with the learning material. From
what we observed here, I don't think the teacher's lesson plan was followed very well. If you can see in the Video,
some students are doing other things than listening, then sometimes the time is extended to reprimand the students.
And I also noticed that from start to end what the Teacher did was just answer subtractions using flashcards to his
students. And she didn’t discuss much anymore. It can be said that face-to-face learning is better than online
classes because students are getting a hard time coping up as well the teachers so there's still a lot to learn.

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ICT, and the Curriculum

Reflect
7

1. As a pre-service teacher, how do you plan, manage and implement developmentally

sequenced teaching and learning process to meet curriculum requirement in varied
teaching context?

  As a pre-service teacher I want to observe the children closely before I

teach them so that I can know how to make teaching easier using the k to 12
curriculum and so that I can also know how to get their attention.

2. How do you set achievable and appropriate learning outcomes which are aligned with
learning competencies?

 Provide an objective benchmark for formative, summative, and prior

learning assessment so that after class they will know if they have learned
anything or if they meet the expectations you have set.

3. How do you plan, manage, and implement developmentally sequenced teaching and
learning process to meet curriculum requirements and varied teaching contexts?

In making a plan, first thing to do is set a classroom rules which is very

effective to their learning process because it focuses their behavior and ability to
obey and we'll disciplined. Second one is establish a clear and consistent
boundaries in the class, use verbal and nonverbal reinforcement and lastly teach
engaging content to encourage positive behavior.

4. How do you set achievable and appropriate learning outcomes which are aligned with
learning competencies?

  Provide an objective benchmark for formative, summative, and prior

learning assessment so that after class they will know if they have learned
anything or if they meet the expectations you have set.

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ICT, and the Curriculum

Evidenced/Documents 8

In the first table where we identify the type of curriculum that exist in the DepEd Schools/Laboratory Integrated
Schools. We ask/interview teachers instead of relying to the k-12 curriculum

Lesson plan used in the table 2

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FIELD STUDY 1
ICT, and the Curriculum

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ICT, and the Curriculum

Lesson plan that we dissected in table 3

1
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Self Rating Peer FS Over-all

Rating Mentor’s Rating
Rating
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