EDU 570-CFE HANDOUTS
 The outer layer of the earth and
 EARTH SPACE AND SCIENCE
 the interconnections between the land,
ocean, atmosphere, and life of our
planet.
 Peer-to-peer Teaching
 This teaching technique encourages
rote memorization and note taking
instead of excitement about the world
of science.
 Buzz Groups- they spend
approximately 20 minutes studying a
topic and gathering information.
 Solution and critic Groups-
The teacher assign one group of
students to gather information and
give a presentation and the second
group of students acts a critic group
of by evaluating the presentation.
 Affinity groups- work together
outside of the classroom and then
present their findings during class
time.
 Real life Scenario
 the use of real-life case studies
reinforces classroom learning.
 Current Event Tie-in
 tying current events into science
lectures and experiment is a great way
to spark interest in the discussion at
hand.
 Hands-on Activities with follow
Up Work
 all hands-on activities should be
followed by follow-up work.
 Geology
 the study of earth (Geo means Earth
and ology means study of)
 Atmosphere (meteorology)
 The air around the earth made up of
gasses (mostly nitrogen and oxygen).
 Lithosphere
includes the Earth’s crust and part of
the mantle.
 Hydrosphere
 The area of earth covered by water
including the ocean’s, glacier’s, lakes
and river. Around 75% of the Earth’s
surface is covered by the ocean. The
study of ocean is called oceanology.
 Biosphere
 The region Earth where life exist. It
includes all the biomes and ecosystems
around the planet.
 Teacher-Centered Approach
 The teacher is perceived to be the only
reliable source of information in
contrast to the learner-centered
approach which is premised on the
belief that the learner is also an
important source.
 Subject Matter-Centered
Approach
 The teacher finishes teaching subject
matter as scheduled even if learner have
not learned it.
 Interactive classroom
 Have more student talk and less teacher
talk.
 Constructivist Approach
 Students are expected to construct
knowledge and meaning of what they
are taught by connecting them to prior
experience
 Banking Approach- Teacher’s deposit
knowledge into the “empty” minds of
students. (tabula-rasa, empty vessels/blank
slate; proposed by: John Locke) Thematic
Approach.
  around the planet.
 Teacher-Centered Approach
 The teacher is perceived to be the only
reliable source of information in
contrast to the learner-centered
approach which is premised on the
belief that the learner is also an
important source.
 Subject Matter-Centered
Approach
 The teacher finishes teaching subject
matter as scheduled even if learner have
not learned it.
 Interactive classroom
 Have more student talk and less teacher
talk.
 Constructivist Approach
 Students are expected to construct
knowledge and meaning of what they
are taught by connecting them to prior
experience
 Banking Approach- Teacher’s deposit
knowledge into the “empty” minds of
students. (tabula-rasa, empty vessels/blank
slate; proposed by: John Locke) Thematic
Approach
 Integrated teaching approach
 Makes the teacher connects what
he/she teaches to the other lessons of
the same subject (intradisciplinary)
 Collaborative Approach
 Group work, teamwork
 Individualistic approach-individual
learning
 Direct Teaching Approach
 Teacher directly tells or shows or
demonstrate what is to be taught.
 Guided approach-teacher facilitates
the learning process by allowing the learner
to be engaged in the learning process with
his/her guidance.
 Venn diagram
 is diagram that shows all possible logical
relations between a finite collection of
different sets.
 Learning Target
 What you want your student to know
and be able to do as a result of the daily
lesson.
 Performance Task
 A learning experience that deepens
students understanding and produces
compelling evidence of where students
are in relation to the learning target.
 Meteorology
 the scientific study of the atmosphere
that focuses on weather processes and
forecasting.
 Meteoroids
 a small rocky or metallic body in outer
space.
 Meteors
 Commonly called a shooting star or
falling star.
 Meteorites
 categorized as irony or stony.
 Direct instruction/lecture
Methods
 aims to acquire procedural knowledge
exercised in the performance of some
task and used for lessons that are
factual and non-controversial.
 Demonstration Method
 the teacher or an assigned student or
group shows how a process is done
while the students become observers.
 Inquiry Method
 Provide opportunities to explore,
inquire an discover new learnings.
 Problem solving Method
 Teaching strategy that employs the
scientific method in searching for
information and is most effective in
developing skill in employing the science
processes.
 Project Method
 This method emphasizes learning by
doing and develops the students
manipulative skills.
 Cooperative Learning
 in this method students work in team to
tackle academic task.
 Weather
 The state of the atmosphere at any
given period of time.
 Astronomy
 a natural science that studies celestial
objects and phenomena.
 Planets
 Are large object such as such as Jupiter
or earth that orbits a star.
 Stars
 are huge ball of gas held together by
gravity.
 Moon
 The large round object that circles the
earth that shines at night by reflecting
light from the sun.
 First law
 assume that audience knows LESS than
you think they should.
 Second law
 Assume that your audience is MORE
intelligent than you think they are.
 Mercury
 The smallest and innermost planet in
the solar system.
 Venus
 The second planet from the sun and as
named after the goddess of love and
beauty.
EDU 532-CFE HANDOUTS
 
 Curriculum Mapping
 A method to align instruction with a
degree’s learning outcome.
 Diary
 A record of what was actually taught by
a teacher in one subject in the school.
 Projected
 Created by an individual teacher for one
course or subject before the term begin.
 Consensus
 Used as a personal map by teachers for
curricula guidelines at a school or
district level.
 Essential
 Entire school year of learning that is
recorded by grading period.
 Franklin Bobbit
 Objectives with corresponding activities
should be grouped and sequence.
 Werret Charters
 the subject matter and the activities are
planned by the teacher.
 William Kilpatrick
 Activities are child-centered and its
teacher and student plan activities.
 Harold Rugg
 curriculum should develop the whole
child.
 Hollis Caswell
 believes that curriculum is a set of
experience. (learning by doing)
 Ralph Tyler
 Curriculum is always related to
instruction and the curriculum aims to
educate generalist and NOT specialist.
 Pre-Spanish Period
 informal education, unplanned and
unsystematic learning.
 The Spanish Period
 Consisted of 3Rs and acceptance of
Catholicism.
American Period
 Medium of instruction is English and
creation of public school system.
 Commonwealth
 the period of expansion and reform in
the Philippine Curriculum.
 Japanese
 Abolished English as medium of
instruction and rooted for the love of
labor.
 Liberation period
 Restoration of grade VII and subject
center
 Philippine Republic
 Aims of education is for national
development.
 New society
 Bilingualism
 Present
 Implementation of K-12 curriculum
 Teacher
 Are the Curricularists
 John Dewey
 He felt the curriculum should produce
students who would be able to deal
effectively with the modern world.
 Hilda Taba
 Her model is used to enhanced the
thinking skills of the students and the
teachers must be involved in the
development of the curriculum.
 Kurt Lewin
 Father of social psychology
 Knower
 Starts with knowing about the content
and subject matter.
 Writer
 Takes record of knowledge concept
 Planner
 Teacher to make a yearly, monthly or
daily plan for the curriculum.
 Initiator  Linkage Model
 Requires the open-mindedness of the  Emphasizes that there should be a
teacher. match between the problems and
 Innovator innovations.
 Curriculum is always dynamic, hence it  RCA Model
keep on changing.  The need for change and how it might
 Implementor takes place.
 The curriculum that remains
recommended or written will never
serve its purpose.
 Instructional material
 These are devices that assist the
facilitator in the teaching learning
process.
 Curriculum Implementation
 refers to how teachers deliver
instruction and assessment through the
use of specified resources provided.
 Driving forces
 Forces that are driving or pushing you to
do something.
 Restraining forces
 Forces restraining or preventing you
from doing something and changing.
 Equilibrium
 Two forces that are equal (driving and
restraining)
 The Teacher
 involved in curriculum planning and
development.
 The Learner
 They hold the key to what is actually
transmitted and adopted from the
official curriculum.
 ORC Model
 Regards the impact of teachers,
students and the society during the
implementation of curriculum.
 LOC Model
 Requires data to determine the extent
and nature of the resistance.