FS 4

FIELD STUDY
Exploring the Curriculum

In formal educ ation,

a curriculum (/kəˈrɪkjʉləm Episode 1
/;
plural: curricula /kəˈrɪkjʉlə
LOOK DEEPER INTO THE CONCEPTS, NATURE
/ or curriculums) is the
planned interac tion of pupils AND PURPOSES OF THE CURRICULUM
with ins truc tional c ontent,
materials , res ourc es , and Name of FS Student__James Robert Pebida Villacorteza______________________
proc es ses for evaluating the
attainment of educ ational Course __Bachelor of Elementary Education_ Year & Section _____III – I_________
objec tives .
O ther definitions c ombine Resource Teacher ___________________ Signature ________ Date ____________
various elements to
des c ribe c urric ulum as Cooperating School _______Bayawan City East Central School_________________
follows :
 A ll the learning whic h
is planned and guided
by the s c hool, whether
it is c arried on in
groups or individually,
ins ide or outs ide the
s c hool. (John Kerr)
 O utlines the s kills ,
performanc es ,
attitudes , and values
pupils are expec ted to
learn from s c hooling.
I t inc ludes s tatements
of des ired pupil
outc omes, des criptions
of materials , and the
planned s equence that
will be us ed to help
pupils attain the
outc omes .
 T he total learning
experienc e provided
by a s c hool. It
inc ludes the c ontent of
c ours es (the s yllabus),
the methods employed
(s trategies), and other
as pec ts , like norms
and values , whic h
relate to the way the
s c hool is organized.
 T he aggregate of
c ours es of s tudy given
in a learning
environment. T he
c ours es are arranged
in a s equence to make
learning a s ubjec t
eas ier. I n s c hools , a
c urric ulum s pans
s everal grades .
 C urric ulum c an refer
to the entire program
provided by a
c las s room, s c hool,
dis tric t, s tate, or
c ountry. A c las s room
is as
2 s igned
FIELD SsTUDY
ections
4 of
the c urric ulum as
defined by the s c hool.
FIELD STUDY 4 3
4 FIELD STUDY 4
1. Accomplish the H Chart. Interview an administrator or a faculty member. Get their ideas/views of the
curriculum. Write the differences on both sides and the similarities at the center and then write your personal
insights.
Traditional Progressive

Curriculum Curriculum

Teacher Dominant __ Student Centered __

More on memorization for _ More on reasoning and open- _
mastery__________________ ended questions_________ ___
Paper and pencil Test _  Teacher Students interaction Performance Test _
Skilled-focused _  Both have ways of measuring Rules are both student and _
Rules are teacher structured _ teachers _
and evaluating learning
Focused on the learning___ _ Rules are teacher structured _
Outcomes________ _  Both include assignment Focused on the process of the _
Focused on defining and recall_  Both aim for students to learn learning outcomes___ _
of information________ _____ Less teacher talking time _
More on individual work __ Similarities Focused on the application of__
A lot of effort from teacher _ the acquired information____ _
with giving information (spoon Task focused _
feeding)__________________ Students’ self evaluation _
Public criteria (rubrics) _
More on group activities _
More on reflection _

My Personal Insights:

There are a lot of differences when it comes to traditional and progressive curriculum.
Away to distinguish this type of curriculum in the traditional in teaching a particular lesson like in TLE in
food technology by teaching or giving only and information about that particular lesson, while in
progressive instead of teacher will do the work for example in preserving salted egg but the teacher will
allow the students do the practicum in order that the students will learn more because th e activity is done
by them. Traditional curriculum is really far if we compared this to progressive curriculum. In progressive
curriculum, there is a quality of education – the teachers are competitive and ready to compete to our
globally competitive world.

The students in progressive curriculum, and eager to learn unlike in traditional curriculum.

FIELD STUDY 4 5
2. Find on what curriculum is being used in the schools/colleges/universities near your place. Check the
corresponding column.

Name of School / Recommended Supported

College / University Curricula Written Curricula Taught Curricula Curricula Assessed Curricula Learned Curricula Hidden Curricula

1. Negros Oriental
State University

2. Guisocon
Elementary School

3. Nangka Elementary
School

4.

5.

6.

7.

8.

My Personal Insights:

The different types of curricula for me should that curriculum has its own
diversity. I find it challenging to exactly know what type of curriculum a certain
school is using. The hidden curriculum is quite intriguing for me because this type
of curriculum is not deliberately planned but may modify behavior or influence
learning outcomes. Honestly, I find it difficult for me to determine whether the
curriculum operating in schools is either recommended, written, taught,
supported, assessed, learned and hidden curriculum.

6 FIELD STUDY 4
If you are to design a curriculum for your own school, what are the things you need
to consider? Accomplish the graphic organizer below.

Strategies/ Methods to
be used

The support of
The learner’s needs teacher, staff and
and interest other School personas.

Things I Need to
Do to Consider in
Preparing My
School’s
Curriculum

The School’s Vision,

Mission, Goals,
Ideology of Nation
Objective and
Corporate Values

1. Why do we need to consider the traditional and progressive of view of curriculum?

We need to consider the traditional and progressive points of view of curriculum
because in a classroom, a diverse student could be found. As future teachers, we must see
to it that whatever we are teaching, is suits the needs and learning capabilities of the
learners. We need to utilize and organize various teaching methodologies so that our
learners may learn better. Aside from that a wide understanding on what these two views
of the curriculum is all about giving information on what view is beneficial.

FIELD STUDY 4 7
2. How do the different educational philosophies relate to the curriculum in the schools
you visited? Cite examples / situations.
The different Educational philosophies relate to the curriculum in the schools
I’ve visited by providing curriculum creator with framework for planning,
implementing and evaluating curriculum in schools. Ex. Cooperative learning and
curriculum that emphases on group activities and learner centered is based on
progressivism.

3. Why is there a need to revise the curriculum from time to time?

I firmly believe that there’s a need to revise the curriculum from time to time in
order to suit to the demands of the present generation. we have to accept or adapt
the different changes in our curriculum rather still remain on the same curriculum.
To make more advantageous curriculum we will take. Upgrading the standard of our
teaching area might be the past is not so effective compared to the new one.

The society that we are in can be described as ever dynamic. It is a source of so many drastic
changes that are very difficult to cope with and to adjust to. In relation to this, school curricula should
address diversity, explosion of knowledge, school reforms and education for all.

The relationship of curriculum and society is natural and encompassing. Therefore, the curricula
should refuel and preserve the culture of society and its aspirations.

8 FIELD STUDY 4

Pictures of a Traditional School

FIELD STUDY 4 9

Pictures of a Progressive School

10 FIELD STUDY 4

FS 4
FIELD STUDY
Exploring the Curriculum

Episode 2
WHAT’S THE CURRICULUM MADE OF?
Name of FS Student__James Robert Pebida Villacorteza______________________
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________
Resource Teacher ___________________ Signature ________ Date ____________
Cooperating School _______Bayawan City East Central School_________________
At the end of this activity, I should be able to identify the components
of the curriculum and curricular approaches.

FIELD STUDY 4 11
12 FIELD STUDY 4
FIELD STUDY 4 13

For this Episode, visit a school / university or get a copy of the school brochure. Copy the
school / university’s vision, mission and goals on this page.
VISION

We dream of Filipino who passionately love their country and whose

values and competencies them to realize their full potential and contribute
meaningfully to building the nation.
As a learner-centered public institution, the Department of education
continuously improves itself to better serve its stakeholders

MISSION

To protect and promote the right of every Filipino to equality, equitable, culture -
base complete basic education where:

 Students learn in a child-friendly, gender-sensitive, safe and motivating environment.

 Teachers facilitate learning and constan tly nurture every learner.
 Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment learning to happen.
 Family community and other stakeholders are relatively engage and share
responsibility for developing life-long learners.
1. How important is the school’s vision, mission, and goals in designing the curriculum?
The school’s mission is comparable to constitution which is the way in which someone or
something is composed and it sets the tone for everything else. It helps in guiding of how the
school will be run.

3. What methods and strategies were employed be the school community to realize these goals?
The methods and strategies employed by the school community to realize these goals were
they oriented the students to the schools vision, mission, so that students will be guided on the
aims of the school. Aside from that the school community ads as a role models to the students.
They must first internalize in the relevance of the schools vision, mission to the curriculum.

2. How did the students manifest that they have internalized their vision, mssioin and goals?
The students manifest that they have internalized their vision, mission and goals by being
able to show in their minds and hears what they have learned. It’s not en ough that they were
bable to memorize their vision and mission but rather it must also be depicted in their actions.

FIELD STUDY 4 15
The first component of the curriculum is the learning goals and objectives
which are based on school’s mission, vision and goals which are based schools
larger vision and mission but of course this school’s vision and mission is also
aligned on the goals of education as stated on the Philippine Constitution.
Just like in our lesson plan our vision and mission serves as our guiding
stars for it allows us to decide what to be included in our curriculum and what is
to be omitted, it is also important that students must be aware of the schools
vision and mission so that they can internalized it and for them to set their
personal objectives.
When I was still in High school I wasn’t even of my alma matter vision and
mission and I didn’t even know the importance of thes e goals but now that I am
a future teacher and maybe a future curriculum maker someday I’ve realized the
importance of the school goals. I’ve also learned that the school objectives
should also reflect the needs and specialization of the whole educationa l
community. At the same time, the school goals should be supported with quality
educational experiences and learning content. And finally there should be an
evaluation to know whether our aim which is to develop a well balanced individual
is attained or not.

16 FIELD STUDY 4
Paste the school’s brochure on this page.

FIELD STUDY 4 17
Proof / Activities / Ways to help the students internalize their school’s vision,
mission and goals.

18 FIELD STUDY 4
Put a sample of any of the following on this page.

 Academic budget
 Scope and sequence chart
 Teaching guide
 Course guide

FIELD STUDY 4 19
enormous
Today 's schools f ace
challenges. In
FS4
FIELD STUDY
Exploring the Curriculum

response to an increasingly
complex society and a rapidly
changing technology -based Episode 3
economy , schools are being
asked to educate the most
WHAT’S NEW IN TEACHING AND LEARNING?
div erse student body in our
history to higher academic
standards than ev er bef ore. This
task is one that cannot be Name of FS Student__James Robert Pebida Villacorteza______________________
"teacher-proof ed" through
management sy stems, testing Course __Bachelor of Elementary Education_ Year & Section _____III – I_________
mandates, or curriculum
Resource Teacher ___________________ Signature ________ Date ____________
packages.
Cooperating School _______Bayawan City East Central School_________________
Acquiring this
sophisticated knowledge and
dev eloping a practice that is
dif f erent f rom what teachers
themselv es experienced as
students requires learning
opportunities f or teachers that
are more powerf ul than simply At the end of this activity, I should be able to identify the teaching and
reading and talking about new
pedagogical ideas. (Ball and learning process in curriculum.
Cohen, in press.) Teachers learn
best by study ing, doing, and
ref lecting; by collaborating with
other teachers; by looking
closely at students and their
work; and by sharing what they
see. This kind of learning cannot
occur in college classrooms
div orced f rom practice or in
school classrooms div orced f rom
knowledge about how to
interpret practice.

Growing ev idence
suggests that this kind of
prof essional dev elopment not
only makes teachers f eel better
about their practice, but it also
reaps learning gains f or
students, especially in the kinds
of more challenging learning that
new standards demand.
(Darling-Hammond, 1997; NFIE,
1996.) Creating a prof ession of
teaching in which teachers hav e
the opportunity f or continual
learning is the likeliest way to
inspire greater achiev ement f or
children, especially those f or
whom education is the only
pathway to surv iv al and success.

20 FIELD STUDY 4
FIELD STUDY 4 21
22 FIELD STUDY 4

For this Episode, I will use the activity form given below.

The needs of the learners.

The achievable goals and objectives to meet the needs.

The selectin of the content to be taught.

PLAN
The motivation to carry out the gaol.

The strategies and the evaluation process to meet/measure the learning

outcome.
Requires the teacher to implement what has been planned. The different

activities should be put into actions in order to achive the objectives

through the subject matter.

IMPLEMENT

A match of the objectives with the learning outcomes will be mad. This should

be determined so that the type of evaluation should be choosen to fit the

EVALUATE pupose. The evaluation and implementation have been successfully

achieved.

FIELD STUDY 4 23

Observe a class, record the situations where these behavioral learning theories
are applied in real classroom work.

Behavioral Learning Theories – emphasize

observable behavior such as new skills,
knowledge or attitudes which can be
demonstrated.

When the teacher gives activity such as research work, experimentations,

demonstraton of a certain things and the like. This will help the teacher to
examine the learner’s behavior for the certain activity.

Cognitive Learning Theories – unobservable

mental processes are used to learn and
remember new information or acquire skills.

Cognitive learning Theory is seen during recitation, quizzes, exams,

24 FIELD STUDY 4

Discovery Learning – individual learns from

his discovery of the environment.
Behaviorism is an
approach
to psychology based on the
proposition that behavior can
be researched scientifically
without recourse to inner
mental states. It is a form of
materialism, denying any
Discovery learning can be seen during the
independent significance for
experimentation, thesis, research and the like. Wherein the mind.

The behaviorist
students are able to explore and could get ideas out of what school of thought ran
concurrent with the
they saw in their surroundings or in their environment.
psychoanalysis movement in
psychology in the 20th
century. Its main influences
were Ivan Pavlov, who
investigated classical
conditioning, John B. Watson
Reception Learning – learners are actively
(1878-1958) who rejected
involved in their on learning. introspective methods and
sought to restrict psychology
to experimental laboratory
methods. B.F. Skinner,
sought to give ethical
Learners are actively involved in their learning. We grounding to behaviorism,
relating it to pragmatism.
should say that it will be seen during performances like drama,
Discovery
role plays, poem, reciting, singing, etc. the learners are actively learning is a technique
of inquiry-based
participating and learn a lot through socializing with other instruction and is considered
a constructivist based
mates. If activities are on their needs or their capacity to do approach to education. It is
supported by the work of
such thing and if it is based on their skills and abilities. learning theorists and
FIELD STUDY 4 25

1. Explain why teaching and learning give life and meaning to the curriculum.
Well, the curriculum is just a set of broad guidelines, a blueprint of sorts, an Intention, a direction . This has to be
Implemented, Operationalized, converted into Action, Interpreted, .... It is done by the teacher through her year & lesson pl ans & then
operationalized 'in the field' with her students. The broad goals are interpreted into Achievable objectives & put into action. Feedback
from students & the dynamics of & within the classroom, help the teacher to modify/tweak the curriculum or convey sugg estions to
the theoreticians or planners. Thus curriculum building is a continuous, ongoing process.However, a curriculum is a dead plan if it is
not put into practice. And each teacher, while largely following & working within the parameters set by the cu rriculum, modifies,
changes, adapts, uses, objectifies the details as per the demands, dynamics, demographics of her class. These little customiz ations are
what make the curriculum come alive, & help achieve/attain the goals & objectives set therein. Hence, while the broad direction &
parameters are set by the curriculum, the Individuals [teachers & learners] interpret it in their own way & go about achievin g the
goals in their own way, factoring in the resources, time, labour involved, etc. ; how to make e ach topic more interesting, interactive,
relevant, usable, ....

2. Discuss why the deluge of information poses a great challenge to both

teaching and learning.
Because you can't learn everything, yet in order to choose what to learn, much material must be evaluated in a
fairly shallow manner. Now both teachers and students have to teach and learn already in primary and secondary education how to
critically evaluate and compare online sources, instead of waiting to teach and learn those skills until after high school.

I LIKE TEACHNG BECAUSE…

… it is one of the many ways of imparting knowledge of the previous mind of

individual. It means molding their hearts, minds and hands for them to become a
good citizen and a good manipulating for in and efficient teacher, you could touch
your students lives. You will be an inspiration and they will never forget you for the
rest of their lives.
26 FIELD STUDY 4

Make a collage of pictures of the teaching process.

FIELD STUDY 4 27

Make a collage of pictures of the learning process.

28 FIELD STUDY 4
FS 4
FIELD STUDY
Exploring the Curriculum

Episode 4
LET’S CRAFT THE CURRICULUM
Name of FS Student__James Robert Pebida Villacorteza______________________
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________
Resource Teacher ___________________ Signature ________ Date ____________
Cooperating School _______Bayawan City East Central School_________________

At the end of this activity, I should be able to differentiate the different

curriculum design models.

FIELD STUDY 4 29
30 FIELD STUDY 4
FIELD STUDY 4 31

After observing
the class of Mrs.
A curriculum can be either horizontally or vertically. Write samples of
Dizon, I was able
them on the illustrations.
to pinpoint that
that the
curriculum used
was in the
vertical design
because the
broad topic
Vertical Articulation

1st year Grammar: Use indirect discourse to

report request to commands and advice.

Activities:

 Divide the class into small groups and

have them give the advice, commands
or requests they would give or make in
these situation (direct discourse). The
other groups are to give in reported
speech what was said.
 Transformation drill on direct and
indirect discourse (Imperatives:
requests, commands, advice) in problem
situations.

32 FIELD STUDY 4

1. Examine the Basic Education Curriculum. What aspects do you want to modify.
Why? I still lack experience to give any input to a curriculum made by experts, but I will try my best to convey my ideas. Since there are still non-readers
when students reach high school, then part of it must be because of the curriculum. If I were the one to modify, I would sugg est the allotted time for the
subjects be changed and the number of topics should be lessen for the lower grades and give more focus on the major subjects such as Language, Science and
Mathematics. If this is done, I believe more time will be spent on learning the 4 language arts namely, Speaking, Reading, Listening and Writing. It is also vital
to give more emphasis on basic Mathematics for mastery development to avoid wasting time with remedial classes in high school .
This is really a great demand to all teachers because we can only comply with what the curriculum requires. Produci ng non-readers is not
acceptable and is considered a failure on the part of the teacher. The distribution of time for each learning area should be reconsidered because this is what
our learners need at the moment.
When it comes to each subject the topics should be lessen because according to my research, the evaluation showed that
 An overcrowded curriculum results in students’ poor performance in Grades I-III. Students need more time in Science and Mathematics.
 Our students are deficient in reading ability and have not yet developed higher order thinking skills at Grade V.
There is a danger of reverting back to illiteracy if the student drops out even before completing Grade VI. Teachers should a ll be aware of this and
try to act now before it is too late.

Our country ranked 39th among 58 countries in the 2010 World Competitive Yearbook (WCY), but remained the least competitive o f the 13
economies in the Asia-Pacific region that were included in the study. This is the second time that the Philippines ende d up at the bottom of the list of
2. What curriculum models do you prefer? Why?
I personally prefer the learner-centered design model, particularly the experience-centered because I want to give activities to my students which
they are comfortable with and when they are proficient with their strengths, the next step is to take th em out of their comfort zone to test their weaknesses
and provide experiences for them to overcome these things.
I want to give my experience as an example with F.S. 4. I was comfortable with having to do tasks in this subject with a lot of time in my hands,
but suddenly I only have half of the days than what my classmates have to finish this episode. It was August 2 when the episo de was given and August 3-5
will be my seminar in Assumption. I was nervous and sweaty hoping on that same day, August 2, I w ill find a resource teacher who will be willing to let me
observe without prior notice. If this fails, then I can only observe on Monday, the day before submission and that would be r eally hard. Luck was on my side
and I was able to see a teacher who was just starting their opening prayer, I was relieved that she was even glad that I came to observe her class. I’m
thankful that I was able to get out of my comfort zone and I was able to come out alive and hopefully victorious. This was re ally a working under pressure
scenario and I really had to pull out all my resources including human resources such as teachers to provide my copy of BEC, and PSSLC in English so I can
better understand the Horizontal and Vertical articulation. It was seminar by day and typin g by night. Research here and there and ofcourse putting together
my observation report from Mrs. Dizon’s class activities.
My point is, if I never had this experience, I wouldn’t know that I can pass this hurdle and even pass my report ahead of sch edule. I discovered
something about myself that I never expected. I just want to share this feeling with my future students. The feeling of accom plishing something and gaining
experiences for personal growth and finding out that I can do things that I never kne w I could.

FIELD STUDY 4 33

Subject-Centered Problem-Centered
Design Model Design Model

• Easy access to resource

materials • It is a unique design
• Various problems are
• It is the most familiar
given emphasis
design
• Focuses on real life
• Easy to deliver experiences of the

• Aims for mastery in learner

every subject • Aims for social betterment
• Includes the common
• Provides a solid
foundation for the next needs and concerns of the
What do I like best in these
Learner-Centered Design Model

• Recognizes the importance of the learner in the

curriculum
• C ognitive, affective and psychomotor
development is emphasized
• Develops interpersonal skills
• Stresses the development of positive self-
concept

34 FIELD STUDY 4

Make an illustration of any of the three curriculum design models. Be

sure to incorporate the salient features of the design.
Why I Like All 3 Designs

Just like with the methods and strategies, there is also no single best
Curriculum Design because the designs are all needed for each characteristic
of a learner to be improved. The development of a child cannot rely on only
one of the designs. They all work well in combinat ion to serve the needs of
the students better.

First, I want to state why I like the subject -centered design. This
design is easy to deliver because the materials or the textbooks will be the
guide of the teacher. This design is the most familiar to every one. This is also
a strong foundation for the implementation of the other designs in class. It
serves as the students’ background knowledge of a subject. So when other
designs such as problem-centered and learner-centered are implemented the
student will easily adapt to them.

Second is the problem-centered design. This is suitable for the higher

level students since this is the time when they need to start being mature
people, stop daydreaming and face reality. The issues they will be facing when
they graduate and become workers will be much bigger so it’s a good time to
practice in school by starting to face the problems they encounter in their life
and how to solve or overcome them.

Though I said in the title that I like them all, the learner-centered
design is what I like the best. Teachers have it hard because they are
supposed to correct mistakes but we have to be ready of the consequences as
students may take it the wrong way and stop participating. We must find
ways of dealing with errors because t he path to fluency must include a lot
of mistakes. The only way to make no mistakes is to say nothing and one
FIELD STUDY 4 35

FS 4
FIELD STUDY
Exploring the Curriculum

Episode 5
WHAT’S THE BASIC OF THE CURRICULUM?
Name of FS Student__James Robert Pebida Villacorteza______________________
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________
Resource Teacher ___________________ Signature ________ Date ____________
Cooperating School _______Bayawan City East Central School_________________

At the end of this episode, I should be able to cite the dimensions of

curriculum design.
36 FIELD STUDY 4
FIELD STUDY 4 37

38 FIELD STUDY 4
Borrow a curriculum from the school near your place. Accomplish the
samples to show the dimensions of curriculum design.

BASIC
Equiptable assignment of content, time, experiences and other elements.
Write the contents in one (1) subject are for the first grading period.
Earth Science is one year introductory course for basic earth science, offers three times
a weak to first year high school students science high schools.

First Grading Period

INTRODUCTION
A. Branches of Earth Science
B. Realms of the Earth.
I. Meteorology
1. Elements of Weaher
2. Earth’s Atmosphere
3. Biogeochemical Cycle
4. Weather conditions in the Philippines

ARTICULATION
VERTICAL ARTICULATION

Write a sample of content of one (1) topic in a subject are from level to
level or grade to grade.

GRADE 1 GRADE 2 GRADE 3

1.1 Add and Subtract 2.1 Add and Subtract 3.1 Apply arithmetic
integers Decimals operations to solve
problems
1.2 Multiply and Divide 2.2 Multiply and Divide 3.2 Apply Arithmetic
Integers decimals operations to Fractions
2.3 recognize Negative 3.3 Define Rational and
Numbers Irrational Numbers

3.4 Understand Basic Rules

of Exponents

FIELD STUDY 4 39
HORIZONTAL ARTICULATION
Association happens among or between elements that happens at the
same time.
Example:

Social Studies in grade six is related to science in grade six

SCOPE The contents, topics, learning experience and

organizing threads of an educational plan.

Write sample topics in a subject area.

1. General Subject: History of Western Music

Specific Topic: Renaissance musical instruments
2. Module 1 Curriculum : Concepts, nature and purposes\
Lesson 1. Concepts, Nature and purposes of curriculum
Lesson 2. Elements/Components of Curriculum\
Lesson3. Teaching learning process and curriculum development

40 FIELD STUDY 4

SEQUENCE Content and experiences are arranged in a

hierarchical order.
Main Lesson: Bloom’s Taxonomy

I. Knowledge IV. Analysis

a. definition a. definition
b. sample verds b. sample verds
c. sample behaviors c. sample behaviors
II. Comprehension V. Synthesis
a. definition a. definition
b. sample verds b. sample verds
c. sample behaviors c. sample behaviors
III. Application VI. Evalaution
a. definition a. definition
b. sample verds b. sample verds
c. sample behaviors c. sample behaviors
INTEGRATION Everything is integrated and interconnected.

In the basic Education Curriculum (BEC) a cluster of subjects is assigned

under MAKABAYAN. These include among others, Social Studies, Physical
Education, Health and HELE. In its implementation, MAKABAYAN subjects
may choose to have a common theme.

FIELD STUDY 4 41

CONTINUITY Vertical repetition and recurring approaches of

the content provide continuity.

Examples of topics in a subject area where content is organized in a spiral

fashion increasing in a breath and depth.
When grade I lesson in living things is repeated in the next grade
level with higher complexity, a construction should be made. In high school,
the same content heading as living things is included but linked to the
content taken in the elementary level.
1. Why is there a need to articulate the lessons from grade school to high school?

There is a need to articulate the lessons from grade school to high school because
this can provide for a continuous flow of knowledge. There must be consistency and fluency
during this period of transition.____________________________________________________________
In addition to that, educators must be sure to provde the conceptual base and
experiences needed so that students will be able to understand new and more difficult
concepts. Research also has verified the importance of building on students prior knowledge
when helping them learn new concepts. _______
____

42 FIELD STUDY 4

As a teacher, I need to understand fully the dimensions of curriculum

design because …
I believe that no individual including teachers can predict the future with
any certainty. Teachers therefore need to plan their curriculum according to the more
likely future their students face while at the same time acknowledging that the
students have a future.
It will also be beneficial for teachers to understand fully the dimensions of
curriculum design in order for her to internalize the curriculum that her school is
using.
___________________________________________________________________________________________________
______________________________________________________________________________________________________________
________________________________________
FIELD STUDY 4 43
44 FIELD STUDY 4

FS 4
FIELD STUDY
Exploring the Curriculum

Terms I Need to
Unlock
Episode 6
TELL ME YOUR FEATURES
Name of FS Student__James Robert Pebida Villacorteza______________________
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________
Resource Teacher ___________________ Signature ________ Date ____________
Cooperating School _______Bayawan City East Central School_________________
At the end of this episode, I should be able to enumerate the six (6)
features of a curriculum.

FIELD STUDY 4 45
46 FIELD STUDY 4
FIELD STUDY 4 47

Interview a teacher in the school you visited and inquire how they have
utilized their parents as school partners in education.

Effective parental involvement in school affairs may be linked

to parent educational programs which is central to high quality
educational experiences of the children.

The parents become part of the environment of leaning at

home. Parents follow up the lesson of their children especially in
basic education.

Parents provide curriculum materials that are not provided in

the schools.

They provide permission for their children to participate in

various activities outside the school campus.

In most cases parents associations have strengthen the

curriculum by giving support to various activities and assisting in the
accomplishment of the schools curriculum.
48 FIELD STUDY 4

1. As a future teacher, I need to know and understand the six (6) features of the
curriculum because…
most curricula start to gain life from the time it is conceived and written. Curriculum is the
larger blueprint, the broad guidelines and areas/topics of study. A teacher ‘interprets’, plans and executes
the curriculum on a day to day basis. Resources are being generated, teaching and learning aids, activities,
projects are identified according to the needs of the learners. Only the teacher knows the demographies,
abilities of her student. It is the teacher who can “customize” it in order to cater individual ne eds. It is
important that teachers should have collaboration efforts to the parents, faculty members,
administrators, community members and other stakeholders.

Teachers are the most crucial persons in the implementation

of the curriculum. He/she holds the key in operationalizing what
activities have been planned. With the full support of the principal,
supervisor and other school administrators, the teachers who are
empowered will be able to select, organize carry out and evaluate
learning experiences.

Teachers shape the school curriculum by sharing experiences

that they have and the resources they are cpable of giving or
imparting to the learners.
FIELD STUDY 4 49

Make two (2) posters/placards on the features/approaches of the

curriculum.

50 FIELD STUDY 4
FIELD STUDY 4 51

FS 4
FIELD STUDY
Exploring the Curriculum
THE Wh- OF THE CURRICULUM
Name of FS Student__James Robert Pebida Villacorteza______________________
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________
Resource Teacher ___________________ Signature ________ Date ____________
Cooperating School _______Bayawan City East Central School_________________

52 FIELD STUDY 4
FIELD STUDY 4 53
54 FIELD STUDY 4

State the roles of the

following in
curriculum
1. Identify ways on how to effectively implement the curriculum. Interview the
school administrator / principal. implementation:

1. Learner
The learners are very
reason why a
LEARNER: Primary stakeholder curriculum is developed
in the curriculum. They make the center of education
curriculum alive by their active and process
direct involvement.
2. Parents
The success of the
PARENTS: (supporters to the FACULTY MEMBERS: by curricula would
curriculum) best supporters of the designing, enriching and modifying somehow depend on
school because they are the one’s the curriculum to suit the learner their support
paying for their child’s education. characteristics.
3. Faculty Members
Curriculum developers
and implementers and
teacher are architects
of school curriculum,
CURRICULUM guiding, facilitating, and
IMPLEMENTATION directing activities
which will be done by
the students.
4. Administrators
Curriculum manager
and supervise
OTHER STAKEHOLDER: by
contributing to curriculum review.

FIELD STUDY 4 55

2. Visit the Learning Resource Center of a school. Interview the media /

learning resource staff. How does technology help in delivery the
curriculum?

The role of technology finds its place at the onset of curriculum implementation, namely at the
stage of instructional planning. Technology offers various toolf of learning and these range from non -
projected and projected media form which the teacher can choose, depending on what he sees fit with the
intended instructional setting.
Media or technology helps in achieving the set learning objectives.

3. Interview a faculty member or an administrator. Ask what criteria they use in

evaluating their school curriculum.
The objectives of the curriculum or teaching plan are te most important curriculum criteria.
The criteria are stated in the form of questions as follows:

1. Have the goals of the curriculum plan been clearly stated; and are they used by teachers and
students in choosing content, materials and activities for learning?
2. Have teacher and students engaged in student-teacher planning in defining the goals and in
determining how they will be implemented or teacher will be done?
3. Do some of the planned goals relate to the society or the community in which the curriculum
will be implenmented or teaching will be done?
4. Do some of the planned goals relate to the individual learners and his/her needs, purposes,
interest and abilities.
56 FIELD STUDY 4

Complete the graffiti wall and ask students to write what tools they
learned in assessing the curriculum.
FIELD STUDY 4 57

Write an acronym for curriculum assessment.

A TTAINABLE

S PECIFIC

S TUDENT – CENTERED

E CONOMICAL

S TANDARDIZED

S YNTACTIC CORRECTNESS

M EASURABLE

E VALUATION

N ORM REFERENCE

58 T
FIELD STUDY 4
IME BOUNDED
FS 4
FIELD STUDY
Exploring the Curriculum

Episode 8
WHAT’S NEW IN THE CURRICULUM?
Name of FS Student__James Robert Pebida Villacorteza______________________
Course __Bachelor of Elementary Education_ Year & Section _____III – I_________
Resource Teacher ___________________ Signature ________ Date ____________
Cooperating School _______Bayawan City East Central School_________________

At the end of this activity, I should be able to discuss the different

curricular issues and concerns.

FIELD STUDY 4 59
60 FIELD STUDY 4
FIELD STUDY 4 61

Interview school officials, faculty members or read education journals

and magazines to complete the matrix.

C urricular Innovations Advantages (Merits) Disadvantag es (Demerits) My Insig hts

1. 2002 BASIC Develop students BEC will reduce The BEC has its
EDUCATION into skilled Filipinos the number of hours own advantages
CURRICULUM capable of working devoted to social which is the reduction
creatively in a rapidly studies and values of time allocated in
changing world. education and values education.
Helps the continue the use of It is the teachers
country complete in defective textbooks. obligation to integrate
an era of Vacanc y of job is values to every
globalization. lesson. lesson, may it be
science, math, etc.

2. THIRD Access to equality The project only According to my

ELEMENTARY elementary has been focused on the research on Policy
EDUATION achieved. elementary level. must first
- DEPeD Implications,
PROGRAM Advocate principal targeting has to be
(TEEP) empowerment in all solve the lack of reconsidered sample
the education shows poor facility
classrooms, furniture
component. schools in Non- TEEP
and equipment, areas
qualified, teachers
and error free text

3. Secondary Strengthened the Limited divisions The program

Education planning and were participants of lasted only for 6
Improvement management the projects. years. Although it
and capacity. contributed to some
Development Initial results changes but a much
Program showed gains and better curriculum
(SEDIP) best practices have innovation must be
been replicated in done.
other divisions which
were not participants
in the project.

62 FIELD STUDY 4

Select one innovation and complete the discussion web below. Interview
Education students to get their ideas on curricular innovations.
Books.
- the drop rates will
increase because
NO extra two years.

Do we really
need to
innovate?

K to 12
- Enhancing the basic
education is urgent
and critical.
- International test
results consistently
show Filipino lagging
My Conclusions
way behind practically

everybody else in the

world.

Therefore I conclude that the K-12 program has its

own pros and cons. I firmly believe that before making a stand
FIELD STUDY 4 63
on the K to 12 program, each of us must carefully study the

possible effects or impact of this curriculum innovations to the

learners.

In my own views, the Philippine Government is not

yet equipped with the necessary requirements to run the K

to 12 program effectively. I just hope that the Department of

State your commitment as a stude

Education will be responsive to pending problems of K to 12

program will be facing in the future.

PLEDGE OF COMMITMENT

I James Robert Pebida Villacorteza an

64 FIELD STUDY 4