FIELD STUDY 4- EXPLORING THE CURRICULUM

There are five (5) basic sequential steps per NCBTS and CMO 30, s. 2004 as
cited by Brawner (2014) that build interdependently as the prospective teachers go
through a series of experience; namely:

Level 1- Exposure – an invitation to experience; creates an awareness of the experiential task.

Level 2- Participation –generating data; and deducing insights and meanings from the
experience.
Level 3 - Identification - recognizing the emotional and intellectual contexts of the experience.
Level 4 –Internalization – imbibing and “feeling” the experience in one’s life as a future teacher
Level 5 –Dissemination – sharing the experience with others through varied modalities

Below are the expected exposures you have to undergo based on the Outcome Based
Education (OBE) framework;

EXPOSURES LEVELS OUTCOME

Unstructured Interviews
Directed Observation Exposure
Data Exploration Gathered raw data
Demonstration (Preparation)
Viewing
Sensory experiences
Interviewing

Data Gathering Activities

Walk Through Data with attached
Brainstorming Participation
meanings
Modeling Behavior (Exploration)
Insights
Structured Data Gathering

Conference
Analyzed data
Field Trip
Identification
Charting Observation
Data field Activities (Recognizing) Interpreted data
Conferencing

Student Seminar
Inquiry Desired values
Internalization
Seminal
Role Playing
(Imbibing) Critiqued data
Simulation

Peer Teaching Embraced values

Reflection Dissemination
Personalized Sharing (Sharing)
Sharing with others
Critiquing

Figure 1.OBE Framework

FS 2 Chapter 1 Exploring the Curriculum 1

 SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4

SESSION VENUE OBSERVATION ACTIVITIES FORMS TO TIME

OBSERVE FRAME

1 TEI Classroom 1.Course Orientation ARTA 1 hr

FORM on
2.Review the lesson on (Nov.
Lesson Planning Course 24,2015
Orientation
3. Download international
curriculum in Japan, Spain
Singapore, UAE, USA

2 Laboratory Conference 1. Orientation of the school

Room or Policies and Regulations
School (If assigned in another
Session Hall
school)
Form 1 2
Laboratory
2. Make a 6 – 10 pages hours
Class comparative study on the
curriculum of the (Nov.
26,2015
Philippines and that of the
5 chosen countries

3 Laboratory Classroom 1.Secure permission to attend 5

School classes not in line with the hours
Shop Session major field of specialization Form 2
December
2.Participate in the class (one per 8-17,2015
discussion as exchange major
Repeat the student course)
same for at least
4 major courses 3. Fill out the Observation
aside from your Form 2
own

Specialized field

4 Laboratory Faculty Room 1. Prepare a Lesson Plan Lesson Plan

Rubrics (LPR)
(request your Cooperating
School Classroom Teacher (CT) to allow you to
lecture about the next topic
Marking Guide
together with a buddy who is for Instructional
majoring the said field) Materials (MGIM)
Repeat the
same for at least 2. Prepare Instructional
4 major courses Materials 8
Pre-service
aside from your Teacher’s Actual

FS 2 Chapter 1 Exploring the Curriculum 2

 own 3. Conduct a Team Teaching Teaching Rating hours
(PTATR)
with Buddy/CT 4. Write your
Specialized field Journal January 4-
14,2016

5. Post conference with the Marking Guide

for Reflection/
buddy and the Cooperating Journal Entries
Teacher (MGRJE)

5 TEI Classroom 1. Conference w/ TEI Rubric for 1 hrs

Student
Practicum Supervisor and Teaching
January
Cooperating Teacher (CT) Portfolio (RSTP)
15,2016

2. Debriefing of FS 4

3. Submission of the
professional Portfolio

6 TEI PS OFFICE 35 -40 PAGES SOFTBOUND PORTFOLIO 17 Hrs

FS 2 Chapter 1 Exploring the Curriculum 3

I. Assessment tools
1. Lesson Plan Rubrics (LPR)
2. Marking Guide for Instructional Materials (MGIM)
3. Pre-service Teacher’s Actual Teaching Rating (PTATR)
4. Marking Guide for Reflection/ Journal Entries (MGRJE)
5. Rubric for Student Teaching Portfolio (RSTP)

II. Grading System

RATERS
Criteria Weight Cooperating Teacher Practice Teacher supervisor
Attendance 10% 10% ---
Professional Portfolio 30% --- 30%
Instructional Materials 20% 15 5%
Journal Entries/Reflection 20% --- 20%
Lesson Plan 20% 10% 10%
TOTAL 100% 35% 65%

III. COURSE REQUIREMENTS

1. Regular attendance in the class session and in the Field study sessions
2. Professional Portfolio (35 – 40 pages computerized)
2.1. Appropriate cover Page, Flyleaf, Title Page, Preface, Dedication,
Table of Content
2.2. Journal Entries/ Reflections
2.3. Appendices
2.3.1. Five (5) sets of Lesson Plans (for Automotive, Architectural
Drafting, Electrical Technology, Electronics Technology and Food Tech)
2.3.2. Five (5) Rated and signed forms of pre-service actual teaching
performance
2.3.3. Five (5) Rated and Signed Instructional Material form
2.3.4. Five (5) Sample Instructional Materials (1 per specialized area)
2.3.5. One (1) Self –Rated Form
2.3.6. Well laid out and labeled (caption) pictorials of relevant activities
2.4. Blank Sheet or paper or back leaflet
Note: FS courses shall be terminated on or before November 16, 2021

GRADES Percentage Verbal Description International Equivalent

1.0 99 - 100 Excellent A+

1.25 96 - 98 Excellent A

1.50 93 - 95 Very Good A-

1.75 90 - 92 Very Good B+

2.00 87 - 89 Above Average B

FS 2 Chapter 1 Exploring the Curriculum 4

2.25 84 - 86 Average B-

2.50 80 - 83 Below Average B-

2.75 78 - 80 Fair C+

3.00 75 - 77 Poor C

4.00 74 Conditional

5.00 72 & below FAILED

Lesson Planning
A well – planned lesson can create one of the most effective and highly
interactive class sessions. It is necessary to prepare well for the day in order to
maximize student learning and feel better and satisfying performance after a day of
service.
Always remember that the goal of planning is always be student – learning.

Types of Daily Lesson Plan

1. Detailed Lesson Plan – presents both the teacher’s activity and the learner’s
activity and their procedure or strategies.
2. Semi-detailed lesson Plan – includes only the teacher’s activity and their
procedure or strategies.
3. Brief Lesson Plan –shows only the main parts of the lesson plan minus the
actual questions that you intend to ask.

Format of Lesson Plan

There are varied formats for lesson plans depending upon the authors, however,
generally, this contains the following parts;

1. Purpose or Objectives or Target

2. Subject Matter
3. References and Materials
4. Procedure or Strategies
5. Evaluation Techniques
6. Assignment or Agreement

Instruction
1. Observe at least five (5) major fields of specialization classes as a locally exchanged
student.
2. With such exposures, develop a lesson plan and use them as guide in preparing a
lesson that you have to teach. It is expected that you have at least five (5) sets of these
lesson plans.(see appendix A)
Set 1- Your major field Set 2 -4 four sets of lesson plans for other major
fields.

FS 2 Chapter 1 Exploring the Curriculum 5

 3. Request your Cooperating Teacher (CT) to evaluate your lesson plan using Lesson
Plan Rubric. Please See Attached form (Appendix D)
4. The Cooperating Teacher is the teacher who is handling the said topic in his/her
class but allows you to take over with his/her assistance.
5. Be sure that you have administered the self –assessment instrument form (Appendix C)
6. When you and your buddy (of other field of specializations) are ready with the lesson
plan and the corresponding instructional materials, secure a schedule for a
teaching demonstration or actual micro - teaching class with the regular students.
7. Let your CT evaluate your prepared Instructional Materials using the Marking Guide
for Instructional Materials (MGIM). See Appendix B
8. Provide a copy of the Pre-service Teacher’s Actual Teaching Rating (PTATR) to your
CT/PS as basis in evaluating your performance. See Appendix E
9. Do not forget to document your activities with the aid of cameras and or video cam.

FS 2 Chapter 1 Exploring the Curriculum 6

 EXPLORING THE CURRICULUM

Episode 1 – Understanding the Curriculum

Instruction: Download international curriculum of Japan, Spain, Singapore, United Arab
Emirates, and United State of America. Make a matrix of comparison of the curriculum
with the Philippine’s old and new curriculum. Please use the guide format below. Do not
forget to cite or indicate the source:

1. Define curriculum:

2. What is the nature of curriculum?

3. Compare the curriculum of the Philippines with other countries. Use the table below. Fill up the
needed data.

NUMBER OF NUMBER OF YEARS IN ADVANCED MODE OF

YEARS IN SECONDARY/TERTIARY EDUCATION IMPLEMENTATION
COUNTRIES BASIC EDUCATION
EDUCATION

Philippines
(Old)

Philippines

(K to 12)

Japan

Spain

Singapore

United Arab
Emirates

United States
of America

Lists of References

Please follow example:

Brawner, Dalisay G.(2014). Field Study 1 Exploring the Curriculum. Adriana Publishing
Co. Inc. Cubao, Quezon City, Philippines

FS 2 Chapter 1 Exploring the Curriculum 7

Colin, Niel E and Lito P. Dela Merced (2015).Curriculum in Asia and Neighboring
continents. Pearson Foundation Inc., pp 345-360

Project of the Teacher Education Council )PTC), Department of Education (DepEd),

Commission on Higher Education (CHED), Experiential Learning Courses
Handbook, 2007.

www.curriculum in Japan

FS 2 Chapter 1 Exploring the Curriculum 8

Episode 2. Exploring Classroom Interaction

CLASS SESSION ACTIVITY FORM

Date: ____________________ Time In :_____________ Time Out:____________

Shop/Class:____________________________________________________________

Name of the Cooperating Teacher:__________________________________________

Subject Matter:__________________________________________________________

Observation Questions

A. Exploration

1. What are the new terms you have encountered in the class?

2. What are the difficulties you have met?

B. Participate

3. How did you interact with the learners?

C. Identify

4. How did you cope with these challenges?

5. Which of the areas had catches your interest most?

D. Internalize

4. If you are requested to deliver the lesson in the actual class, what would you do?

E. Disseminate

5. Illustrate the new lesson that you have learned in a concept map or conceptual
framework. Explain each of the components.

Note: Answer these questions in a computerized report form.

FS 2 Chapter 1 Exploring the Curriculum 9

 APPENDIX A
(5 sets of LP each)
Episode 3. Lesson Planning

Sample Lesson Plan

Try to look for Lesson Plans in 7E Format

Lesson Title:__________________________________________________________
Year Level: __________________________________ No. of Students____________

I. Objectives
1. K
2. A
3. S

You can use KPUP

II. Subject Matter:

Concept:
Values:
Outcome:
Competency:

III. Learning Procedures

1. Routine:
Drill
Review

2. New Lesson
Motivation
Presentation
Learning Activities/Task

3. Generalization

4. Application

5. Evaluation

IV. Assignment

V. Materials
a. Teaching Reference Materials

B. Instructional Materials
FS 2 Chapter 1 Exploring the Curriculum 10
 APPENDIX B
(5 sets each)

Episode 4. Preparing Appropriate and Varied Instructional Materials

EVALUATION GUIDE IN MAKING INSTRUCTIONAL MATERIALS

Name of the Pre-service Teacher:___________________________________________

Title of the Instructional Material Developed:___________________________________

______________________________________________________________________

Date Evaluated:________________________ Sem /School Year:_______________

Direction: check the box below that corresponds to each item .

(Adopted from BEAM AustAID Project,2007)

Scale Range of Mean Numerical Equivalent Verbal Description

3 2.30 – 3.00 90 -100% Definitely
2 1.70 – 2.29 51 – 89% Moderately
1 1.0 - 1. 69 0 - 50% Not at all

NO INDICATORS 3 2 1
1 The material and the writings/ illustrations are big
enough that can be seen from the farthest learner
2 Colors for the materials are realistic and pleasant
3 It facilitates learning
4 It can stand and last for several uses
5 It is economical to reproduce
6 It is light and easy to handle/ manipulate
7 It supports and enhance the explanation about the topic
8 It is up to date/ current
9 It is relevant to the needs, problems and experiences of
the target learners
10 It develops curiosity and sense of discovery in the
learners

Comments/ Suggestions; (Strength and recommendation for improvement)

______________________________________________________________________

Rating:______________

Evaluator: ______________________________________Signature: ______________

Designation: _____________Cooperating Teacher _____ Practicum Supervisor

FS 2 Chapter 1 Exploring the Curriculum 11

 APPENDIX C
Episode 5. Self – Assessment (1 copy each)

GUIDE FOR EVALUATING LEARNING ACTIVITIES

(Self – Rating for Pre-service Teacher)
NO. PARTICULARS HIGH LOW REMARKS

A. INSTRUCTIONAL PREPARATIONS 5 4 3 2 1

1. Awareness of the latest trend in research

2. Awareness of the trends in my own field of specialization

3. Mastery of the Subject Matter I have to Handle

4. Organization of the lesson in each unit of study

5. Clarity of the defined objectives in each lesson

6. Appropriateness of the instructional materials used

7. Associate the subject areas in the actual life

8. Attempt to make the classroom attractive and comfortable

9. Attempt to create the atmosphere conducive to learn

B. INSTRUCTIONAL MATERIALS AND METHODS 5 4 3 2 1 REMARKS

10. Consider Individual differences/abilities of students

11. Briefly review the previous day’s lesson

12. Frequently ask question that encourage comprehension,

analysis and evaluation

13. Involve students in the learning activities

14. Use variety of teaching methods and techniques

15. Use variety of teaching materials

16. Praise pupils when they show progress

17. Work out to increase students’ interest in learning

18. Use appropriate audio-visual aids

FS 2 Chapter 1 Exploring the Curriculum 12

19. Make clear explanations

20. Utilizes community resources

21. Hold the interest of the class

22. Given clear instructions on assignments

23. Know and call the students in their name

24. Promote independent study

25. Use appropriate words for the level of learners

26. Make self available for student’s consultation

C. HUMAN RELATION 5 4 3 2 1 REMARKS

27. Avoid embarrassing students

28. Allow all students to be head

29. Respect confidentiality of records or data

30. Avoid engaging gossips about colleagues

31. Respect authority

32. Follow chain of command

34. Use tact words in correcting students

35. Fair to every one

36. Respect the point of views of all people

37. Refrain from holding grudges with others

-Continue on the next page-

FS 2 Chapter 1 Exploring the Curriculum 13

D. MY PERSONAL QUALITIES 5 4 3 2 1 REMARKS

38. Honesty

39. Reliability

40. Patriotic

41. Respectfulness

42. Forgiving

43. Cooperative

44. Courteous

45. Punctuality

46. With Integrity

47. Independent Thinking

48. With sound judgment

49. Support worth community activities

50. Model citizen

51. Open for corrective criticism

52. Accept objective suggestion

53. Have sense of humor

54. Self -directing

55. Have initiatives

56. Enthusiastic

57. With poise and at ease in teaching

58. Care for self health

59. Cultivate voice to be pleasant, clear and forceful

FS 2 Chapter 1 Exploring the Curriculum 14

60. Dress appropriately

61. Dress neatly

62. Nationalism

63. Care for Nature

64. Concern for other people

65. Creative
Source: Beltran, Linda (1992) A Guidebook for the Supervision of Student Teachers. Rex Bookstore, Manila

Total Score: _______________ Mean: Score/ 65 =_________________

_____________________________________
Signature of Pre-service Teacher over Printed Name

_______________________
Date

FS 2 Chapter 1 Exploring the Curriculum 15

Episode 6. Curriculum in Action - Actual Micro –Teaching

Instruction: Answer the following questions

A. Exploration

1. What subject/ topic in your own field do you feel you are confident to teach with?
Why?

2. What topics in other field of specialization are you confident to teach? Why?

B. Participate

3. How did you prepare to face your students?

C. Identify

4. Which of the incidents while conducting your micro teaching that you feel you have
apprehensions? What embarrassing situation would you like to avoid with?

5. Which of the type of students/ class that you feel excited to handle with? Why?

D. Internalize

6. If given a chance to apply for a teaching job, what particular topic that can be
delivered in 15 – 20 minutes are you going to share? Why?

E. Disseminate

7. If given a chance to teach in other countries, what country are you going to work
with? Why?

Note: Answer these questions in a computerized report form. Cite author to support
your answer

FS 2 Chapter 1 Exploring the Curriculum 16

Episode 7 Curriculum in Action – Considering Criticism

Instruction: After the micro –teaching activities, answer the following questions;

A. Exploration

1. What incident in your micro – teaching had taught you a lesson? Why?

2. What comment/s from your cooperating teacher you like most? Why?

B. Participate

3. How did you react with the comments and suggestions of your cooperating teacher?

C. Identify

4. Which of the ratings and comments of your CT is helpful to you and to your
profession as teacher? Why?

D. Internalize

5. If given a chance to re- demonstrate the lesson you have prepared, what particular
aspect are you going to improved/ What are the aspects that you wanted to retain?
Why?

E. Disseminate

6. Share your experiences in the series of micro-teaching that you won’t really forget.
Why?

Note: Answer these questions in a computerized report form. Cite author to support
your answer

FS 2 Chapter 1 Exploring the Curriculum 17

 APPENDIX D
(5 copies each)

LESSON PLAN RUBRIC

(for Cooperating Teacher or CT and Practicum Supervisor or PS)

Name of Pre-service teacher:______________________________________________

Subject Area:_________________________________________ Date:_____________
Name of the CT/PS:________________________________ Signature:_____________

PERFORMANCE INDICATORS

GOOD FAIR NEEDS IMPROVEMENT CRITERIA RATING

(3) (2) (1)

Clearly links subject Adequately links Does not link

matter to students’ subject… subject...
interest and experience

Clearly identify
sequential development Adequately Does not identify
of activities identify sequential…
sequential...

Organization
Uses relevant examples of Lesson
Adequately uses…
Does not use… Presentation

Accurately allocate time

to activities in accordance Adequately
allocates… Does not allocate…
with eh objectives

Clearly indicates
transition procedure from
Clearly indicates…
activity to the next
Does not indicate…

Plans variety of teaching

strategies

Plans limited
teaching strategies
Relate subject matter to Does not plan variety
other knowledge and prior of teaching strategies
knowledge of students

FS 2 Chapter 1 Exploring the Curriculum 18

 Sometimes relate Does not relate
subject matters to subject matters to
other knowledge other knowledge

Use a wide range of Use a range of… Does not use a range Use of
resources and learning of… Learning
materials
Materials
Structure a wide variety
of materials to stimulate Dos not use
Use an appropriate variety of
students’ interest and
appropriate variety materials…
achievement
of materials…

Devises appropriate Devises less Does not devise

evaluation of each appropriate … appropriate…
student’s progress Use of
Evaluation
Measures
Measures student’s
progress with Measures student’s Does not measure
appropriate tests and a progress with less student’s progress …
variety of assessment appropriate tests…
methods

TOTAL SCORE/ 11 = MEAN Appendix E

(5 sets
Legend: 3 –GOOD (86-100%) 2- FAIR (80 – 85%) 1- NEEDS IMPROVEMENT (75-79%) needed)
Range of Mean (2.4 -3.0) (1.70 – 2.3) (1.0 – 1.6)
PRE – SERVICE TEACHER’S ACTUAL TEACHING PERFORAMCE RATING
(for Cooperating Teacher and Practicum Supervisor)

Name of the Pre-service Teacher:___________________________________________

School Year____________ Date:_______________ Time Started:_______ Ended:____
Subject Matter Delivered:_________________________________________________
Cooperating Teacher:___________________________________ Dept: ____________
Please use this form as guide in rating the performance of the pre-service teacher in the conduct of the micro – teaching. Check e
box below that corresponds to each item. (Basic Education Assistance for Mindanao, Pre –service Teachers’ Training
Manual. Philippine – Australia, 2007)

Scale Range Numerical Rating Verbal Description SCORE__________/

5 4.20 – 5.00 95 – 100% Excellent 25_________
Mean: __________________
4 3.40 - 4.19 98 - 94 Very Satisfactory

3 2.60 – 3.39 83 - 88 Satisfactory

Rater’s Signature
2 1.80 – 2.59 78 - 82 Fair

FS 2 Chapter 1 Exploring the Curriculum 19

 1 1.0 – 1.79 72 - 77 Unsatisfactory

NO INDICATORS 5 4 3 2 1

A. Lesson Plan

1. Congruency between the objectives and the subject matter

2. Congruency between the subject matter and the instructional materials used

3. Congruency between the objectives and the teaching strategy/ methods used

4 Congruency between the objectives and the assessment/evaluation used

5. Congruency between the objectives and the assignment given

B Teaching Methods

1. Methods used was/were appropriate to the needs and capabilities of the learners

2. The teacher shows creativity in adjusting to the learners’ capabilities

3. Uses appropriate visual aids to attract attention

4. Uses appropriate examples to explain the lesson

5. Conducted an appropriate assessment mechanism to measure learning

C. Classroom Management 5 4 3 2 1

The teacher has systematic way of checking

1. Attendance/ Assignment

2. Practice Exercises

3. Group work or projects

4. Collecting, distributing and releasing papers

5. The teacher controls orderliness and discipline in the classroom

D. Communication Skills 5 4 3 2 1

1. The teacher spokes clearly with a well –modulated voice

2. The teacher uses correct grammar in speaking

3. He/ she utilizes appropriate technical terms

4. He /she observes correct pronunciation and are well -understood

FS 2 Chapter 1 Exploring the Curriculum 20

5. The teacher writes on the board with correct spelling and grammar

6. He/she applies the art of questioning

7 He/she writes on the board clearly and legibly

E. Teacher’s Personality 5 4 3 2 1

1. The teacher is neat and well- groomed

2. He/she stands with command (free from mannerisms or undesirable movements)

3 Posses good qualities of an ideal teacher

Comments;(Strength ___________________________________________________________________
and (Weaknesses)______________________________________________________________
Recommendations____________________________________________________________________

FS 2 Chapter 1 Exploring the Curriculum 21

 FIELD STUDY 4- EXPLORING THE CURRICULUM

There are five (5) basic sequential steps per NCBTS and CMO 30, s. 2004 as
cited by Brawner (2014) that build interdependently as the prospective teachers go
through a series of experience; namely:

Level 1- Exposure – an invitation to experience; creates an awareness of the experiential task.

Level 2- Participation –generating data; and deducing insights and meanings from the
experience.
Level 3 - Identification - recognizing the emotional and intellectual contexts of the experience.
Level 4 –Internalization – imbibing and “feeling” the experience in one’s life as a future teacher
Level 5 –Dissemination – sharing the experience with others through varied modalities

Below are the expected exposures you have to undergo based on the Outcome Based
Education (OBE) framework;

EXPOSURES LEVELS OUTCOME

Unstructured Interviews
Directed Observation Exposure
Data Exploration Gathered raw data
Demonstration (Preparation)
Viewing
Sensory experiences
Interviewing

Data Gathering Activities

Walk Through Data with attached
Brainstorming Participation
meanings
Modeling Behavior (Exploration)
Insights
Structured Data Gathering

Conference
Analyzed data
Field Trip
Identification
Charting Observation
Data field Activities (Recognizing) Interpreted data
Conferencing

Student Seminar
Inquiry Desired values
Internalization
Seminal
Role Playing
(Imbibing) Critiqued data
Simulation

Peer Teaching Embraced values

Reflection Dissemination
Personalized Sharing (Sharing)
Sharing with others
Critiquing

Figure 1.OBE Framework

FS 2 Chapter 1 Exploring the Curriculum 22

 SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4

SESSION VENUE OBSERVATION ACTIVITIES FORMS TO TIME

OBSERVE FRAME
1 TEI Classroom 1.Course Orientation ARTA 1 hr
2.Review the lesson on FORM on (Nov.
Lesson Planning 24,2015
Course
3. Download international
curriculum in Japan, Spain
Orientation
Singapore, UAE, USA
2 Laboratory Conference 1. Orientation of the school
School Room or Policies and Regulations
Session Hall (If assigned in another Form 1 2
school)
Laboratory 2. Make a 6 – 10 pages
hours
Class comparative study on the
(Nov.
26,2015
curriculum of the
Philippines and that of the
5 chosen countries
3 Laboratory Classroom 1.Secure permission to attend 5
School Shop Session classes not in line with the Form 2 hours
major field of specialization (one per December

Repeat the 2.Participate in the class major 8-17,2015

same for at least discussion as exchange course)

4 major courses student
aside from your 3. Fill out the Observation
own Form 2
Specialized field
4 Laboratory Faculty Room 1. Prepare a Lesson Plan Lesson Plan
School Classroom (request your Cooperating Rubrics (LPR)

Teacher (CT) to allow you to Marking Guide

Repeat the lecture about the next topic for Instructional
Materials (MGIM)
same for at least together with a buddy who is
majoring the said field) 8
4 major courses Pre-service
aside from your 2. Prepare Instructional Teacher’s Actual hours
Teaching Rating January 4-
own Materials (PTATR) 14,2016
Specialized field 3. Conduct a Team Teaching
with Buddy/CT 4. Write your Marking Guide
Journal for Reflection/
Journal Entries
5. Post conference with the (MGRJE)
buddy and the Cooperating
Teacher
5 TEI Classroom 1. Conference w/ TEI Rubric for
Student
1 hrs
Practicum Supervisor and Teaching
January
Cooperating Teacher (CT) 15,2016
Portfolio (RSTP)
2. Debriefing of FS 4
3. Submission of the
professional Portfolio
6 TEI PS OFFICE 35 -40 PAGES SOFTBOUND PORTFOLIO 17 Hrs

FS 2 Chapter 1 Exploring the Curriculum 23

I. Assessment tools
1. Lesson Plan Rubrics (LPR)
2. Marking Guide for Instructional Materials (MGIM)
3. Pre-service Teacher’s Actual Teaching Rating (PTATR)
4. Marking Guide for Reflection/ Journal Entries (MGRJE)
5. Rubric for Student Teaching Portfolio (RSTP)

II. Grading System

RATERS
Criteria Weight Cooperating Teacher Practice Teacher supervisor
Attendance 10% 10% ---
Professional Portfolio 30% --- 30%
Instructional Materials 20% 15 5%
Journal Entries/Reflection 20% --- 20%
Lesson Plan 20% 10% 10%
TOTAL 100% 35% 65%

III. COURSE REQUIREMENTS

1. Regular attendance in the class session and in the Field study sessions
2. Professional Portfolio (35 – 40 pages computerized)
2.1. Appropriate cover Page, Flyleaf, Title Page, Preface, Dedication,
Table of Content
2.2. Journal Entries/ Reflections
2.3. Appendices
2.3.1. Five (5) sets of Lesson Plans (for Automotive, Architectural
Drafting, Electrical Technology, Electronics Technology and Food Tech)
2.3.2. Five (5) Rated and signed forms of pre-service actual teaching
performance
2.3.3. Five (5) Rated and Signed Instructional Material form
2.3.4. Five (5) Sample Instructional Materials (1 per specialized area)
2.3.5. One (1) Self –Rated Form
2.3.6. Well laid out and labeled (caption) pictorials of relevant activities
2.4. Blank Sheet or paper or back leaflet
Note: FS courses shall be terminated on or before January 15, 2016.

GRADES Percentage Verbal Description International Equivalent

1.0 99 - 100 Excellent A+
1.25 96 - 98 Excellent A
1.50 93 - 95 Very Good A-
1.75 90 - 92 Very Good B+
2.00 87 - 89 Above Average B
2.25 84 - 86 Average B-
2.50 80 - 83 Below Average B-
2.75 78 - 80 Fair C+
3.00 75 - 77 Poor C
4.00 74 Conditional
5.00 72 & below FAILED
FS 2 Chapter 1 Exploring the Curriculum 24
Lesson Planning
A well – planned lesson can create one of the most effective and highly
interactive class sessions. It is necessary to prepare well for the day in order to
maximize student learning and feel better and satisfying performance after a day of
service.
Always remember that the goal of planning is always be student – learning.

Types of Daily Lesson Plan

1. Detailed Lesson Plan – presents both the teacher’s activity and the learner’s
activity and their procedure or strategies.
2. Semi-detailed lesson Plan – includes only the teacher’s activity and their
procedure or strategies.
3. Brief Lesson Plan –shows only the main parts of the lesson plan minus the
actual questions that you intend to ask.

Format of Lesson Plan

There are varied formats for lesson plans depending upon the authors, however,
generally, this contains the following parts;

1. Purpose or Objectives or Target

2. Subject Matter
3. References and Materials
4. Procedure or Strategies
5. Evaluation Techniques
6. Assignment or Agreement

Instruction
1. Observe at least five (5) major fields of specialization classes as a locally exchanged
student.
2. With such exposures, develop a lesson plan and use them as guide in preparing a
lesson that you have to teach. It is expected that you have at least five (5) sets of these
lesson plans.(see appendix A)
Set 1- Your major field Set 2 -4 four sets of lesson plans for other major
fields.
3. Request your Cooperating Teacher (CT) to evaluate your lesson plan using Lesson
Plan Rubric. Please See Attached form (Appendix D)
4. The Cooperating Teacher is the teacher who is handling the said topic in his/her
class but allows you to take over with his/her assistance.
5. Be sure that you have administered the self –assessment instrument form (Appendix C)
6. When you and your buddy (of other field of specializations) are ready with the lesson
plan and the corresponding instructional materials, secure a schedule for a
teaching demonstration or actual micro - teaching class with the regular students.
7. Let your CT evaluate your prepared Instructional Materials using the Marking Guide
for Instructional Materials (MGIM). See Appendix B
8. Provide a copy of the Pre-service Teacher’s Actual Teaching Rating (PTATR) to your
CT/PS as basis in evaluating your performance. See Appendix E

FS 2 Chapter 1 Exploring the Curriculum 25

9. Do not forget to document your activities with the aid of cameras and or video cam.
EXPLORING THE CURRICULUM

Episode 1 – Understanding the Curriculum

Instruction: Download international curriculum of Japan, Spain, Singapore, United Arab
Emirates, and United State of America. Make a matrix of comparison of the curriculum
with the Philippine’s old and new curriculum. Please use the guide format below. Do not
forget to cite or indicate the source:

1. Define curriculum:

2. What is the nature of curriculum?

3. Compare the curriculum of the Philippines with other countries. Use the table below. Fill up the
needed data.

NUMBER OF NUMBER OF YEARS IN ADVANCED MODE OF

COUNTRIES YEARS IN SECONDARY/TERTIARY EDUCATION IMPLEMENTATION
BASIC EDUCATION
EDUCATION
Philippines
(Old)
Philippines
(K to 12)
Japan
Spain
Singapore
United Arab
Emirates
United States
of America

Lists of References

Please follow example:

Brawner, Dalisay G.(2014). Field Study 1 Exploring the Curriculum. Adriana Publishing
Co. Inc. Cubao, Quezon City, Philippines

Colin, Niel E and Lito P. Dela Merced (2015).Curriculum in Asia and Neighboring
continents. Pearson Foundation Inc., pp 345-360

Project of the Teacher Education Council )PTC), Department of Education (DepEd),

Commission on Higher Education (CHED), Experiential Learning Courses
Handbook, 2007.

FS 2 Chapter 1 Exploring the Curriculum 26

www.curriculum in Japan

Episode 2. Exploring Classroom Interaction

CLASS SESSION ACTIVITY FORM

Date: ____________________ Time In :_____________ Time Out:____________

Shop/Class:____________________________________________________________

Name of the Cooperating Teacher:__________________________________________

Subject Matter:__________________________________________________________

Observation Questions

A. Exploration

1. What are the new terms you have encountered in the class?

2. What are the difficulties you have met?

B. Participate

3. How did you interact with the learners?

C. Identify

4. How did you cope with these challenges?

5. Which of the areas had catches your interest most?

D. Internalize

4. If you are requested to deliver the lesson in the actual class, what would you do?

E. Disseminate

5. Illustrate the new lesson that you have learned in a concept map or conceptual
framework. Explain each of the components.

FS 2 Chapter 1 Exploring the Curriculum 27

Note: Answer these questions in a computerized report form.

FS 2 Chapter 1 Exploring the Curriculum 28

 APPENDIX A
(5 sets of LP each)
Episode 3. Lesson Planning

Sample Lesson Plan

Lesson Title:__________________________________________________________
Year Level: __________________________________ No. of Students____________

I. Objectives
1. K
2. A
3. S

You can use KPUP

II. Subject Matter:

Concept:
Values:
Outcome:
Competency:

III. Learning Procedures

1. Routine:
Drill
Review

2. New Lesson
Motivation
Presentation
Learning Activities/Task

3. Generalization

4. Application

5. Evaluation

IV. Assignment

V. Materials
a. Teaching Reference Materials

B. Instructional Materials
FS 2 Chapter 1 Exploring the Curriculum 29
 APPENDIX B
(5 sets each)

Episode 4. Preparing Appropriate and Varied Instructional Materials

EVALUATION GUIDE IN MAKING INSTRUCTIONAL MATERIALS

Name of the Pre-service Teacher:___________________________________________

Title of the Instructional Material Developed:___________________________________

______________________________________________________________________

Date Evaluated:________________________ Sem /School Year:_______________

Direction: check the box below that corresponds to each item .

(Adopted from BEAM AustAID Project,2007)

Scale Range of Mean Numerical Equivalent Verbal Description

3 2.30 – 3.00 90 -100% Definitely
2 1.70 – 2.29 51 – 89% Moderately
1 1.0 - 1. 69 0 - 50% Not at all

NO INDICATORS 3 2 1
1 The material and the writings/ illustrations are big
enough that can be seen from the farthest learner
2 Colors for the materials are realistic and pleasant
3 It facilitates learning
4 It can stand and last for several uses
5 It is economical to reproduce
6 It is light and easy to handle/ manipulate
7 It supports and enhance the explanation about the topic
8 It is up to date/ current
9 It is relevant to the needs, problems and experiences of
the target learners
10 It develops curiosity and sense of discovery in the
learners

Comments/ Suggestions; (Strength and recommendation for improvement)

______________________________________________________________________

Rating:______________

Evaluator: ______________________________________Signature: ______________

Designation: _____________Cooperating Teacher _____ Practicum Supervisor

FS 2 Chapter 1 Exploring the Curriculum 30

 APPENDIX C
Episode 5. Self – Assessment (1 copy each)

GUIDE FOR EVALUATING LEARNING ACTIVITIES

(Self – Rating for Pre-service Teacher)
NO. PARTICULARS HIGH LOW REMARKS
A. INSTRUCTIONAL PREPARATIONS 5 4 3 2 1
1. Awareness of the latest trend in research
2. Awareness of the trends in my own field of specialization
3. Mastery of the Subject Matter I have to Handle
4. Organization of the lesson in each unit of study
5. Clarity of the defined objectives in each lesson
6. Appropriateness of the instructional materials used
7. Associate the subject areas in the actual life
8. Attempt to make the classroom attractive and comfortable
9. Attempt to create the atmosphere conducive to learn
B. INSTRUCTIONAL MATERIALS AND METHODS 5 4 3 2 1 REMARKS
10. Consider Individual differences/abilities of students
11. Briefly review the previous day’s lesson
12. Frequently ask question that encourage comprehension,
analysis and evaluation
13. Involve students in the learning activities
14. Use variety of teaching methods and techniques
15. Use variety of teaching materials
16. Praise pupils when they show progress
17. Work out to increase students’ interest in learning
18. Use appropriate audio-visual aids
19. Make clear explanations
20. Utilizes community resources
21. Hold the interest of the class
22. Given clear instructions on assignments
23. Know and call the students in their name
24. Promote independent study
25. Use appropriate words for the level of learners
26. Make self available for student’s consultation
C. HUMAN RELATION 5 4 3 2 1 REMARKS
27. Avoid embarrassing students
28. Allow all students to be head
29. Respect confidentiality of records or data
30. Avoid engaging gossips about colleagues
31. Respect authority
32. Follow chain of command
34. Use tact words in correcting students
35. Fair to every one
36. Respect the point of views of all people
37. Refrain from holding grudges with others
-Continue on the next page-

FS 2 Chapter 1 Exploring the Curriculum 31

D. MY PERSONAL QUALITIES 5 4 3 2 1 REMARKS
38. Honesty
39. Reliability
40. Patriotic
41. Respectfulness
42. Forgiving
43. Cooperative
44. Courteous
45. Punctuality
46. With Integrity
47. Independent Thinking
48. With sound judgment
49. Support worth community activities
50. Model citizen
51. Open for corrective criticism
52. Accept objective suggestion
53. Have sense of humor
54. Self -directing
55. Have initiatives
56. Enthusiastic
57. With poise and at ease in teaching
58. Care for self health
59. Cultivate voice to be pleasant, clear and forceful
60. Dress appropriately
61. Dress neatly
62. Nationalism
63. Care for Nature
64. Concern for other people
65. Creative
Source: Beltran, Linda (1992) A Guidebook for the Supervision of Student Teachers. Rex Bookstore, Manila

Total Score: _______________ Mean: Score/ 65 =_________________

_____________________________________
Signature of Pre-service Teacher over Printed Name

_______________________
Date

FS 2 Chapter 1 Exploring the Curriculum 32

Episode 6. Curriculum in Action - Actual Micro –Teaching

Instruction: Answer the following questions

A. Exploration

1. What subject/ topic in your own field do you feel you are confident to teach with?
Why?

2. What topics in other field of specialization are you confident to teach? Why?

B. Participate

3. How did you prepare to face your students?

C. Identify

4. Which of the incidents while conducting your micro teaching that you feel you have
apprehensions? What embarrassing situation would you like to avoid with?

5. Which of the type of students/ class that you feel excited to handle with? Why?

D. Internalize

6. If given a chance to apply for a teaching job, what particular topic that can be
delivered in 15 – 20 minutes are you going to share? Why?

E. Disseminate

7. If given a chance to teach in other countries, what country are you going to work
with? Why?

Note: Answer these questions in a computerized report form. Cite author to support
your answer

FS 2 Chapter 1 Exploring the Curriculum 33

Episode 7 Curriculum in Action – Considering Criticism

Instruction: After the micro –teaching activities, answer the following questions;

A. Exploration

1. What incident in your micro – teaching had taught you a lesson? Why?

2. What comment/s from your cooperating teacher you like most? Why?

B. Participate

3. How did you react with the comments and suggestions of your cooperating teacher?

C. Identify

4. Which of the ratings and comments of your CT is helpful to you and to your
profession as teacher? Why?

D. Internalize

5. If given a chance to re- demonstrate the lesson you have prepared, what particular
aspect are you going to improved/ What are the aspects that you wanted to retain?
Why?

E. Disseminate

6. Share your experiences in the series of micro-teaching that you won’t really forget.
Why?

Note: Answer these questions in a computerized report form. Cite author to support
your answer

FS 2 Chapter 1 Exploring the Curriculum 34

 APPENDIX D
(5 copies each)

LESSON PLAN RUBRIC

(for Cooperating Teacher or CT and Practicum Supervisor or PS)

Name of Pre-service teacher:______________________________________________

Subject Area:_________________________________________ Date:_____________
Name of the CT/PS:________________________________ Signature:_____________

PERFORMANCE INDICATORS
GOOD FAIR NEEDS IMPROVEMENT CRITERIA RATING
(3) (2) (1)
Clearly links subject Adequately links Does not link
matter to students’ subject… subject...
interest and experience

Clearly identify Adequately Does not identify

sequential development identify sequential…
of activities sequential... Organization
of Lesson
Uses relevant examples Adequately uses… Does not use…
Presentation
Accurately allocate time Adequately Does not allocate…
to activities in accordance allocates…
with eh objectives

Clearly indicates Clearly indicates… Does not indicate…

transition procedure from
activity to the next

Plans variety of teaching Plans limited Does not plan variety

strategies teaching strategies of teaching strategies

Relate subject matter to Sometimes relate Does not relate

other knowledge and prior subject matters to subject matters to
knowledge of students other knowledge other knowledge
Use a wide range of Use a range of… Does not use a range Use of
resources and learning of… Learning
materials
Materials
Structure a wide variety Use an Dos not use
of materials to stimulate appropriate variety appropriate variety of
students’ interest and of materials… materials…
achievement
Devises appropriate Devises less Does not devise
evaluation of each appropriate … appropriate… Use of
student’s progress
Evaluation
Measures student’s Measures student’s Does not measure Measures
progress with progress with less student’s progress …
appropriate tests and a appropriate tests…
variety of assessment
methods
TOTAL SCORE/ 11 = MEAN
Legend: 3 –GOOD (86-100%) 2- FAIR (80 – 85%) 1- NEEDS IMPROVEMENT (75-79%)
Range of Mean (2.4 -3.0) (1.70 – 2.3) (1.0 – 1.6)

FS 2 Chapter 1 Exploring the Curriculum 35

 Appendix E
(5 sets
needed)

PRE – SERVICE TEACHER’S ACTUAL TEACHING PERFORAMCE RATING

(for Cooperating Teacher and Practicum Supervisor)

Name of the Pre-service Teacher:___________________________________________

School Year____________ Date:_______________ Time Started:_______ Ended:____
Subject Matter Delivered:_________________________________________________
Cooperating Teacher:___________________________________ Dept: ____________
Please use this form as guide in rating the performance of the pre-service teacher in the conduct of the micro – teaching. Check e
box below that corresponds to each item. (Basic Education Assistance for Mindanao, Pre –service Teachers’ Training
Manual. Philippine – Australia, 2007)

Scale Range Numerical Rating Verbal Description SCORE__________/

5 4.20 – 5.00 95 – 100% Excellent 25_________
Mean: __________________
4 3.40 - 4.19 98 - 94 Very Satisfactory
Rater’s Signature
3 2.60 – 3.39 83 - 88 Satisfactory

2 1.80 – 2.59 78 - 82 Fair

1 1.0 – 1.79 72 - 77 Unsatisfactory

NO INDICATORS 5 4 3 2 1
A. Lesson Plan
1. Congruency between the objectives and the subject matter
2. Congruency between the subject matter and the instructional materials used
3. Congruency between the objectives and the teaching strategy/ methods used
4 Congruency between the objectives and the assessment/evaluation used
5. Congruency between the objectives and the assignment given
B Teaching Methods
1. Methods used was/were appropriate to the needs and capabilities of the learners
2. The teacher shows creativity in adjusting to the learners’ capabilities
3. Uses appropriate visual aids to attract attention
4. Uses appropriate examples to explain the lesson
5. Conducted an appropriate assessment mechanism to measure learning
C. Classroom Management 5 4 3 2 1
The teacher has systematic way of checking
1. Attendance/ Assignment
2. Practice Exercises
3. Group work or projects
4. Collecting, distributing and releasing papers
5. The teacher controls orderliness and discipline in the classroom
D. Communication Skills 5 4 3 2 1
1. The teacher spokes clearly with a well –modulated voice
2. The teacher uses correct grammar in speaking
3. He/ she utilizes appropriate technical terms
4. He /she observes correct pronunciation and are well -understood
5. The teacher writes on the board with correct spelling and grammar
6. He/she applies the art of questioning

FS 2 Chapter 1 Exploring the Curriculum 36

7 He/she writes on the board clearly and legibly
E. Teacher’s Personality 5 4 3 2 1
1. The teacher is neat and well- groomed
2. He/she stands with command (free from mannerisms or undesirable movements)
3 Posses good qualities of an ideal teacher
Comments;(Strength ___________________________________________________________________
and (Weaknesses)______________________________________________________________
Recommendations____________________________________________________________________

FS 2 Chapter 1 Exploring the Curriculum 37