Exploring the Curriculum

A Portfolio Presented to:

COLLEGE OF EDUCATION
In Partial Fulfillment of the Requirements in:

Field Study 4
First Semester
Academic Year: 2019-2020

Submitted by:
Mary Joy P. Escuadro
Joan M. Hinojales
Jessa T. Azucena
May D. Agapuyan
BSED-3A

Submitted to:

Ma’am Judy Ann Catañeda

Instructor, Field Study 4
Exploring the Curriculum
A Portfolio Presented to:

COLLEGE OF EDUCATION
In Partial Fulfillment of the Requirements in:

Field Study 4
First Semester
Academic Year: 2019-2020

Submitted by:
Maripom A. Lamoste
Jean S. Patpat
Jhoana M. Perez
Jecelyn S. Herbolingo
BSED-3A

Submitted to:

Ma’am Judy Ann Catañeda

Instructor, Field Study 4
FS 4 Exploring the Curriculum
Field Study 4

EPISODE
Episode 1 1 “Thermometer Check”

Name of FS Students : Mary Joy P. Escuadro

Joan M. Hinojales

Jessa T. Azucena

May D. Agapuyan

Course : Bachelor of Secondary Education Major in

Technology and Livelihood Education – 3A
Resource Teacher : Sir Jehu T. Bigcas Signature:
School : Sagay National High School

Our Target
At the end of this activity, we should be able to describe through our
reflection of how the school promotes partnership and dialogue.
Our Map
For this process, go through the following steps:

Step 1. Visit a school and study its vision, mission and goals in relation to
the school's curriculum.

Step 2. Choose the interaction between among students, teachers and

other school personnel.

Step 3. Write down your observation and discuss with your classmates
and FS teacher.

Step 4. Generate insights from your observation and discussion.

Step 5. Reflect on your experience.

 Our Tools

For this episode please use the activity form provided for you
below.

Our Observation Report on Interaction

Names : Mary Joy P. Escuadro
Joan M. Hinojales
Jessa T. Azucena
May Agapuyan
Course : Bachelor of Secondary Education Major in Technology
and Livelihood Education – 3A
School Observed : Sagay National High School
Grade level : Grade 10
Subject Observe : Electronics

Observations:

Student-to-Student Interaction Patterns:

Students communicated and collaborated to each other. They followed the
instructions and do the task assigned by their teacher. Since it is hands–on
activity, they asked their seatmate if they forgot what to do. Student-to-
student interaction as we observed in the class, it is more on reality because
the students can relate the topic.

Student-to-Teacher Interaction Patterns:

Student to teacher interaction was very alive in the way that the students
answered the questions directly to their teacher. Mr. Bigcas gave realistic
situation that the students can relate and answer the question using their
schema.
Teacher-to-Student Interaction Patterns:
Teacher to student interaction is that the teacher used his expertise about the
topic and asked realistic question that can make classroom a learners centered.
Sometimes the interaction happened when the teacher demonstrated and gave
instruction to the students.

Student-to-Non-Teaching Personnel Interaction Patterns:

As what we observed in the school, student to non-teaching personnel
interaction happened in the library, they asked questions about where they can
find the books that they need. And also the students asked help to the librarian
about their research in the computer. Interaction also happened in the canteen
and the security guard.

Teacher-to-Teacher Interaction Patterns:

Teacher interaction happened when the head of TLE department teacher gave
the instructions to the assign teacher for the FS students then the teacher
responded. Sometimes, when teachers met in the whole way they smile and
greet to each other and asked for their next class.
 Enriching Activities
Create a scenario where any of the above interactions occur in the
school. Make a script of their dialogue, bearing in mind that this
partnership is built on developing a climate of respect, harmony and
cooperation.

Our Script
The scenario is the teacher to student interaction in classroom
setting, when the teacher asked the students to determine if the starter is
good or defective.

Teacher: What tool we use to check the starter?

Students: Multi-tester!
Teacher: Correct! Now, how can you determine the starter if it is good?
Students: The needle didn’t move.
Teacher: Very good! How about if the starter is defective?
Students: The needle will move.
Teacher: Excellent!

Our Analysis
Why is a classroom a miniature of a greater society?
The classroom is a miniature of a greater society because, like in the society,
there are interaction to any person with different behavior, ability and
knowledge. In the classroom, students need to cooperate and share their ideas
and opinions to achieve their goal. In society, we need to communicate people
to fulfill our goal. Sharing ideas and opinions is very important to achieve our
goal in order to improve our society.

What are found in the classrooms that are similar to what can be
observed in society?

The interaction between students to teacher and students to students, like in

the society there is a leader. In the classroom, the facilitator or the teacher is
the leader of the students. And in order to achieve the goals, the teacher should
always facilitate and guide the students. And the students should cooperate
their co-students to achieve their goals inside the classroom and the same with
the society because, the success is on our own way.
 Peace
Concept
on Focus

COOPERATION

You are able to find pleasure in working

with another person because you consider this
person as partner not competitor.
Through partnership, the task is done
cooperatively and more easily.

Discuss with your FS classmates your thoughts on

Cooperation and Partnership in Curriculum Design. Then
write down your thoughts as well as those of your
classmates. Please use the space below.

If there are more curriculum that will done this is much better because a
lot of concept will be formulated and the outcomes will be better which
it’s also lead to the student’s development and improvement to students
learning.
FS 4 Exploring the Curriculum
Field Study 4

EPISODE
Episode 1 2 “COME LET’S TALK”

Name of FS Students : Mary Joy P. Escuadro

Joan M. Hinojales

Jessa T. Azucena

May D. Agapuyan

Course : Bachelor of Secondary Education Major in

Technology and Livelihood Education – 3A
Resource Teacher : Sir Jehu T. Bigcas
School : Sagay National High School

Our Target
At the end of this activity, the students should be able to describe the interaction
pattern that occurs between the teachers and learners as provided by the curriculum.

Our Map
For this process, go through the following steps:

Step 1. Visit a school and observe how the teacher provides the opportunity to the
learners to interact with one another in doing one’s role.

Step 2. Record how roles are performed by the teacher and the learners

Step 3. Make your own documentation conversation based on the observed roles that
each one performs which you feel could have been livelier

Step 4. Highlight the aspect of the dialogue that indicates the teacher as a role model
in developing the values in the process of learning

Our Tools
 For this episode please use the activity form provided for you below.

My Observation Report

Names : Mary Joy P. Escuadro

Course : Bachelor of Secondary Education Major in Technology
and Livelihood Education – 3A
School Observed : Sagay National High School
Grade level : Grade 10
Subject Observe : Electronics

Observations:
As what I observed inside the classroom, the interaction between students and teacher
were really meaningful because, the teacher asked questions to the students and gave examples
which is related about their topic. The students were really active to participated by sharing their
ideas and opinion. The class was really alive because, the teacher used an instructional material
that caught the attention of the students and in the same time they could relate the topic.
Therefore, the interaction between the students and teacher can help to achieve good outcomes in
learning.

Situation:
“An approachable teacher, can boast the confidence of the learner”

-by: Our FS Group

The teacher asked the students to give their ideas about what were the reason why the bulb
suddenly lights off. One students answered “brownout” but the brownout was very common
reason of lights off. The teacher did not tell anything or reject the answer of the students instead,
the teacher asked again and another student answered “the starter is defective”. The teacher gave
clarification to the first student that brownout was the common reason of the lights off. And the
main reason of lights off was that the starter is defective. Then the student realized that not only
brownout is the reason why the lights off.

Dialogue:
During the discussion about the defective lights

Teacher: Good morning class

Students: Good morning sir

Teacher: Our topic for today is about the defective lights

What is the reason why the lights off or defective?

Student 1: Brownout

Teacher: Another answer

Student 2: The bulb is defective

(The teacher explain and gave clarification)

My Personal Reflection on the Dialogue:

The answers or ideas of the student must be accepted rather than rejected it
directly. It is very important that the teacher must give clarification or facilitate the
answer of the students about the topic, so that the students realized the correct
answer.

By: Mary Joy P. Escuadro

My Observation Report

Names : Joan M. Hinojales

Course : Bachelor of Secondary Education Major in Technology
and Livelihood Education – 3A
School Observed : Sagay National High School
Grade level : Grade 10
Subject Observe : Electronics
Observations:

Before the teacher begun the class, he asked the students what was the last
topic he discuss, the students answered in chorus. the teacher had already drawn
and wrote the topic that will discuss to the students in the blackboard. The
teacher gave an activity but before that he demonstrates first how to checked the
starter if it is good or defective using multitester.

Situation:

The teacher demonstrated in checking the starter if it is good or defective.

Dialogue:

Teacher: good morning class

Students: Good morning sir

Teacher: Our topic for today is about checking the starter if it is good or defective.

What are the materials in checking the starter?

Student 1: Multi tester

Teacher: how can you say that the starter is good?

Student 2: The needle will move

Teacher: how about when the starter is defective?

Student 3: The needle doesn’t move

My Personal Reflection

Giving positive feedback of the teacher can help the students to boast their self-
confidence in sharing their own opinions. At this point, the students will not hesitate to
answer the questions and asked question to the teacher for clarification.

By: Joan M. Hinojales

 The teacher had a big impact in terms of learning of the students inside
the classroom. It is very important that the teacher must be flexible in dealing the
students learning. The interaction between the students and the teacher must be
clear and had a specific goal to achieve.

By: May D. Agapuyan

It is important that the teacher must be approachable in dealing their students because,
there are cases that the students had difficulties in their learning, so the students will share it
to the teacher confidently. By this time the teacher will give guidance to help the students
problem.

By: Jessa T. Azucena

 Our Analysis

How important are dialogue and substantive conversation in the

classroom in terms of student learnings?

The dialogue and substantive conversation of the teacher and the students inside the
classroom is very important most especially to students learning. It helps the students to build
their self-confidence and for social interaction. The dialogue between the teacher and the
students inside the classroom were very substantial because, it will help the students to boast
their self-esteem in learning and they can acquire more knowledge from their teacher and in
the same time from their peers.

What learning benefits could teachers and students draw from

Intentional classroom dialogue?
The learning benefits could teachers and students draw from Intentional classroom
dialogue is that it enriches the skills and critical thinking of the students. In this situation the
teachers will know the different intelligences of their diverse students. The learning style of
the students and the teaching strategies of the teacher will develop. Additionally, the teacher
and the students can form good relationship inside the classroom.

Peace
Concept
on Focus
DIALOGUE
Curriculum design is not
only a matter of brilliant
 Discuss with your FS classmates your thought on dialogue in
curricular design then write down your thoughts as well as those of your
classmates. Please use the space below.

“Collaboration is for better outcomes”

To come up with an effective, progressive and helpful curriculum it needs the help of
the teacher, parents, students, peers, society and the experts of designing the curriculum.

A good relationship between the students and the teacher is very necessary to help
them ensure their curriculum designed to be clearly and properly organized, so that it will
actively implemented. It must have actively flow of cooperation in each individual to have an
effective and successful curriculum designed.

It is important that the teacher must be approachable in dealing their students because,
there are cases that the students had difficulties in their learning, so the students will share it
to the teacher confidently. By this time the teacher will give guidance to help the students
problem.

By: Jessa T. Azucena