Activity 4 – The Teaching-Learning Resources,

FIELD STUDY 1
ICT, and the Curriculum

Name of FS Student Villanueva, January Isaac M.

Course, Year and Section BPED III-2
Name of FS Mentor Dr. Mike Kelvin Nicole N. Buted
1
Date March 4, 2024

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following learning outcomes:

1. identify what type of curriculum are utilized in DepEd Schools;

2. describe how teaching and learning processes are sequenced to meet the curricular needs/ requirements;
3. determine the teaching-learning resources and ICT that facilitate teaching-learning process; and
4. evaluate the resources used in the learning environment.

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 during class observation and collaboration with others.

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

2
Complete the table below by identifying the type of curriculum that exist in the DepEd Schools/Laboratory Integrated
Schools.

Type of
Example Where located Description
Curriculum
1. Recomme K-12 MAPEH curriculum, Commission on This curriculum is based on the
nded books, course syllabus, Higher Education recommendations of education
Curriculum module, etc. (CHED) and experts. It may originate from
DepEd, CHED, DOST, or any other
Department of
organization with an educational
Education perspective. It can come from
(DepEd) several sources, such as nationally
famous specialists, policymakers,
, and legislators. It focuses on the
material, skill sets, and tools that
educators should prioritize.

2. Written The Kindergarten Found in schools It refers to the various classroom

Curriculum Curriculum Standards, the and mostly activities that are organized and
K-12 Curriculum, the created by implemented. A written curriculum
CHED Curriculum for curriculum is what is formally documented and
General Education specialists with
(Memorandum Order No. teacher input. composed for instructional
20 Series of 2013), the reasons. The effectiveness of this
TESDA Modules and form of written curriculum must be
Competencies, the Basic determined through pilot testing or
Education Curriculum evaluation in representative
(BEC), an instructional schools.
guide, a written lesson
plan, or a syllabus written
by teachers.
3. Taught Lectures, group works, and Classrooms,labor This is the actual curriculum that
Curriculum laboratory experiments atories, teachers implement daily. This
playground, zoo, curriculum incorporates a variety of
museum, and teaching and learning techniques to
other places accommodate the needs and
where direct interests of the students.
experiences
happen.

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 Activity 4 – The Teaching-Learning Resources,
Resources,
FIELD
FIELD STUDY
STUDY 11
ICT, and the Curriculum
4. Supported These include print Physical Outside of the classroom,
Curriculum materials like books, environments supplemental tools, resources, and
charts, posters, where teaching- learning opportunities comprise a
worksheets, or non-print learning happens supported curriculum. In addition to
materials like Power Point through the use
presentation, movies, textbooks, field trips, software,3and
of various technology, they also contain
mock-ups resources.
slides,
and models,
other imaginative new methods of
electronic
student engagement.
illustrations.

5. Assessed Quizzes, midterm and final Classroom Assessed curriculum is also known
Curriculum as a tested curriculum. It refers to
exams, pencil-and paper
quizzes, exams, and other
test, state and district tests.
techniques of evaluating student
performance. This may involve
presentations, a portfolio, a
demonstration, a state, and
standardized assessment, among
others.
6. Learned It includes the knowledge, Classrooms, It is the curriculum that students
Curriculum attitudes and skills acquired inside the school actually learn. A learned
by the student. environment. curriculum refers to the
knowledge and abilities acquired
by students upon completion of a
course. This includes the
course's content and knowledge,
as well as any improvements in
attitude and mental health. It is
necessary to close the gap
between what teachers expect
students to learn and what
students actually learn.
7. Hidden Norms, values, and Often found within
Curriculum procedures, beliefs of This is the curriculum that is
the formal unintended. This curriculum
professors, interaction of
students among peers, curriculum of a contains lessons that are not
teachers and adults school explicitly taught in schools. It
refers to the habits that students
are expected to learn and adopt
during their time in school.

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

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.
4
Elements/Components of a Curriculum Planning the Daily Lesson
I. Behavioral objectives/ Desired The following are the desired learning outcomes, according to the
Learning Outcomes lesson plan that we borrowed:
At the end of the lesson, students should be able to:
● Explain the different types of carrying and transporting of
an injured person.
● Execute the different types of carrying and transporting
methods of an injured person.
● Realize the importance of these different types of carrying
and transporting methods of an injured person.

The learning outcomes, like any other lesson plan, describe the
specific knowledge, abilities, or expertise that the learner will gain
from the entire lesson. It includes a verb that specifies an
observable action, a description of what the learner will be able to
do and under what conditions, and the performance level they
should achieve.
II. Content
The lesson plan primarily deals with different types and methods
of proper carrying and transporting an injured person. According
to the borrowed lesson plan, an activity at the start of the actual
lesson requires students to identify the missing letters to the
presented words in the ppt that will introduce the lesson. The
discussion will then begin to improve the students' understanding
of the subject. A well-organized content and well-designed lesson
plan, for example, aids students and teachers in understanding
the objectives of an instructional module, allows the teacher to
integrate the curriculum into learning activities, and aligns
instructional materials with the evaluation.
III. Teaching and Learning Methods/
Strategies The teacher has used a variety of teaching and learning strategies
based on the lesson plan. The teacher followed the Most Essential
Learning Competency (MELC), which includes the Proper
Carrying and Transporting an Injured Person. The teacher has
access to a variety of resources, according to the lesson plan,
including the self-learning module (ADM), and other Social Media
Platform. To help the students understand the subject, the teacher
also used a laptop and a Smart Tv. From the beginning to the end
of the class, the lesson plan included a variety of enjoyable
activities in which students could participate.
IV. Assessment/ Evaluation The students are asked to do a short role-play and apply the different
types and methods of carrying and transporting an injured person in
the role-play. It is a very valuable activity for students because it
assesses their ability to recognize the various interrelationships that
they have just studied.

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

Using the borrowed/ downloaded lesson plan, try to dissect parts and identify what resources including ICT were utilized
to facilitate teaching-learning process.
5

Procedure ICT and Non-ICT Resources

Motivation Sir Opiniano, first gave the students instructions during the motivating
portion of the lesson plan. During this section, the teacher made use of
both ICT. In the PPT that Sir Opiniano prepared, he presents a words that
have a missing letters. Students need to guess the word wherein these
words are connected to the topic.
Presentation of the lesson The presentation of the lesson was meticulously prepared in the lesson
plan. The teacher used ICT tools such as a Smart TV and a laptop to
present the topic to the students.
Development of the Lesson Following the selection of what to teach, Sir Opiniano considers how to
teach it most effectively and which educational method to use. The
teacher identified elements that can make up a successful lesson about
the interrelationships of organisms in the environment based on the
lesson plan and included ICT in the development of the lesson by using a
television monitor and a creative PowerPoint presentation. In addition, the
lesson was designed using a visual chart and organizer,
which will aid students' comprehension and retention.
Generalization/ Closure Sir Opiniano did not use any ICT resources during the generalization. Instead, they
asked/call the students to share their learning about the topic proper carrying
and transporting an injured person.
Application/ Enrichment/Fixing Skills Sir Opiniano used ICT Tools for enrichment activity. The students are
asked to do a short role-play and apply the different types and methods of
carrying and transporting an injured person in the role-play.
Evaluation / Assessment Based on the Lesson Plan of Sir Opiniano, the role-play enrichment activity
that they prepared serves as the basis on evaluating and assessing their
students learning about the topic.

Question:

1. After your observation, what did you notice about the flow of activities and the congruence of each activity
to the objective/intended learning outcome? Elucidate your answer.

Each activity and component follows a logical progression and flow. The activities correspond
to the desired learning outcomes. In fact, a congruent lesson implies that learning activities are
tailored to achieve the goals. Furthermore, I noticed that the activities and lesson itself were linked
to the learning outcome to be achieved at the end of the class. The lesson plan was structured in
accordance with the Most Essential Learning Competency (MELC), which covers the different types
and methods when carrying and transporting an injured person. At the end of the lesson, the teacher
provided an activity to assess the students' learning and determine whether the class met the
learning outcomes. Overall, the lesson plan was successful because it attempted to achieve the
learning objectives.

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

Analyze 6

Answer the following questions:

How did you know that there exist such curriculum in the DepEd Schools/ Laboratory schools?
The first time I heard about curriculum in DepEd schools/laboratory schools was in our
Professional Education class about teachers and school curriculum. All other strands and
departments support the delivery of a relevant, responsive, and successful basic education
curriculum, which is the organization's emphasis in curriculum and instruction. In fact, the
curriculum serves as the foundation upon which the various DepEd divisions establish the
standards for each component of the curriculum support system. The Philippine educational
system is currently undergoing curricular changes as a result of the implementation of the K-12
curriculum. The ability of DepEd teachers to teach new types of curriculum poses a significant
challenge to students' education.

How can educational experiences be effectively organized and contribute to the attainment of objectives/ intended
learning outcomes?
Every person has their own set of learning experiences. It can happen even outside of
school. One can learn in school or through their daily tasks. The learning experience is significant
because it allows the student to fully understand himself or herself. It is critical for the development
of their abilities, thoughts, and perspectives. Educational experiences can be effectively organized
to contribute to the achievement of objectives/intended learning outcomes by resolving the
underlying difficulties behind the difficulties amidst the learning experience. It must be thoroughly
evaluated in order for the student to obtain true knowledge. A successful learning experience is
achieved through a variety of forms, techniques, and relationships that allow you to absorb the
essence of whatever you want to learn.

From the lesson plan, evaluate the resources and compare it with the actual resources utilized in the classroom.

According to the lesson plan, the teacher's ICT and non-ICT materials are identical to the
typical classroom resources. The teacher will use ICT resources such as a projector and a laptop
to display video clips and relevant graphics, a speaker to produce loud and clear sounds, and other
ICT resources in accordance with the lesson plan. Non-ICT resources, on the other hand, are those
used in the classroom, such as chalk, marker, board, manila paper, and printed materials.
Furthermore, the teacher used online resources such as a self-learning module, Google, and
YouTube to help students better understand the topic.

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 Activity 4 – The Teaching-Learning Resources,
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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 future teacher, I must first understand how national and local curriculum
requirements interact. I must integrate curriculum knowledge into student-interesting learning
activities based on sound teaching and learning concepts to effectively organize and implement
a developmentally sequenced teaching and learning process. Furthermore, I must put my
professional knowledge and well-organized lessons to use. The lesson should be contextually
appropriate, student-centered, and include a variety of teaching and learning tools. To
increase student engagement, I must learn how to effectively communicate learning objectives.

2. How do you set achievable and appropriate learning outcomes which are aligned with
learning competencies?
Our primary responsibility as teachers is to translate curriculum content into learning activities that allow students
to integrate and demonstrate the skills and knowledge they have gained throughout the learning activity. To design learning
objectives that are aligned with learning competencies effectively, I must organize the lesson while carefully considering
what students should be able to do and know by the end of the class. When developing learning outcomes, we should
consider active verbs that indicate our learners' knowledge and comprehension of specific actions. As a result, it is beneficial
to investigate the various cognitive skills outlined in Bloom's Taxonomy. Furthermore, I must determine the cognitive level
of the competency and create a learning activity to reinforce the instruction based on the desired outcome.

3. How do you plan, manage, and implement developmentally sequenced teaching and
learning process to meet curriculum requirements and varied teaching contexts?
As a future teacher, I must first understand how national and local curriculum requirements interact.
I must integrate curriculum knowledge into student-interesting learning activities based on sound teaching
and learning concepts to effectively organize and implement a developmentally sequenced teaching and
learning process. Furthermore, I must put my professional knowledge and well-organized lessons to use.
The lesson should be contextually appropriate, student-centered, and include a variety of teaching and
learning tools. To increase student engagement, I must learn how to effectively communicate learning
objectives.

.
4. How do you set achievable and appropriate learning outcomes which are aligned with
learning competencies?
Our primary responsibility as teachers is to translate curriculum content into learning activities that allow students
to integrate and demonstrate the skills and knowledge they have gained throughout the learning activity. To design learning
objectives that are aligned with learning competencies effectively, I must organize the lesson while carefully considering
what students should be able to do and know by the end of the class. When developing learning outcomes, we should
consider active verbs that indicate our learners' knowledge and comprehension of specific actions. As a result, it is beneficial
to investigate the various cognitive skills outlined in Bloom's Taxonomy. Furthermore, I must determine the cognitive level
of the competency and create a learning activity to reinforce the instruction based on the desired outcome.

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

Evidence/Documents 8

Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

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