EPISODE 1

THERMOMETE
R CHECK

OBSERVATIONS
Student to Student Interaction Pattern

The interactions between students observed were always playful and mischief
filled due to the fact that they are still children. Boys at this age level always
play with other boys. The same can be observed with girls.

Student to Teacher Interaction Pattern

The students have high respect for their teacher. They always show their best
while she was around. They always give respect to their teacher by way of
greetings, paying attention during discussion, obeying what the teacher asks and
answering politely.

Teacher to Student Interaction Patterns

The teacher-student interactions can be likened to that of a parent to his child.
Loving and caring, but sometimes stern when the situation demands so. As
observed she always tried to make her students behave by reminding them
proper behavior a student should have.

Teacher to Non-Teaching Personnel Interaction Patterns

Students interaction with non-teaching personnel as observed was just plain and
casual. Usually it is observable during break time at the canteen where nonteaching personnel were in charge. They greet them with courtesy even outside
the classroom and of the school.

Teacher to Teacher Interaction Patterns

Teacher to teacher interactions observed was friendly with lots of smile and
chat. This interaction can also be best observed during break time at the
canteen where teachers regularly gather
for snacks.
MY
SCRIPT

Teacher : Ok class,mag-aaral naman tayo ng math para naman may ma-observe yung mga kasama
natin ditto sa classroom. Ok nasaan ang ipina-assignment ko sa inyong popsicle sticks?
Class: Maam wala po kaming dala (in chourus)
Teacher: Oh sige dahil sa wala kayong dala, gagamitin natin ang inyong mga daliri. Bago yan, umawit
muna tau ng Chikading,chikading lilipad lipad. (Umawit ang buong klase)
Chikading Song
May Sampung Chikading na dumapo sa sanga, lumipad ang isa. Siyam ang natira.
*the song goes until.
May isang chikading na dumapo sa sanga, lumipad ang isa. Wala ng natira.

Teacher: Noong nakaraan ang ating pinag-aralan ay pagsubtract na 1 at 2, ngayon naman ay sa 3. Oh

james, pumunta ka dito sa harapan at ipakita mo ang iyong sampung daliri. Ok bawasan natin ng 3, ilan
ang natira?
103=
9-3=
8-3=
7-3=
6-3=
5-3=
4-3=
3-3=

Ito ang nakasulat sa pisara, kapag nagtanong ang guro ay ipasasagot

sa estudyante sa pamamagitan ng pagsulat sa sa pisara

Class: (nagbilang muna sa daliri) 7 po maam

Hanggang sa matapos ang pinasasagutan ng guro.

ANALYSIS
Why is a classroom a miniature of a greater society?
The teacher plays the role of the leader, while the students are the citizens. The
citizens are supposed to follow the rules and laws of the society (class) that the leaders
(teachers) set.
In
who play
kinds of
groups in

every classroom, there are different kinds of people: Those who work hard, those
hard, those who do both, and those who do neither. In society, you also get these
people. There will probably be little cliques, in this case, representative of small
society.

What are found in the classrooms that are similar to what can be observed in the society?
Discussion and interaction among the learners and the teachers in promoting knowledge,
unity, cooperation and creativeness in accomplishing given tasks and responsibilities; having a
harmonious relationship on each and every member of the class and the facilities and
equipment for learning and development.

DISCUSSION

Discuss with your FS classmate 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.
In designing a curriculum we need the help of others most especially experts in order to come
up with an effective, progressive and helpful curriculum. There must be a warm and harmonious
relationship among them to make sure that these curriculums must be properly and actively
implemented. There should be a smooth flow of cooperation in everybody who designs the curriculum
in order to make it more organized.

Researches
What Can You Do to Help Make Your Classroom a Harmonious Place?
Teachers and their students spend hours a day sharing a room. An optimal learning environment is
possible only when relations between the two are calm and harmonious. Achieving balance is
something both sides will have to work at; teachers need to release some of their preconceived
notions about leadership and learning styles, and students have to learn how to cooperate and work
together while cultivating independence and self-esteem. The result will be a positive, innovative
atmosphere.

Open Communication
o

Open communication in the classroom promotes peace and harmony. You can help your
students feel comfortable by encouraging them to share their feelings with you and their peers.
Declare your classroom a safe space; take a small amount of class time every day to have students
come together in a circle and express pressing emotions or thoughts. You should also share your
feelings and thoughts; this will show students you trust them, and will let them know they can trust
you as well. Explain to students the importance of keeping to themselves the information that is
shared in the circle.

Cooperative Activities
o

Group activities that require students to work together will facilitate a harmonious
class environment. Activities can be academic or creative in nature, or both. Suggestions include
singing songs together related to various tasks (cleaning up, for example), putting on a dramatic
performance, reading in a circle, taking care of living beings in the classroom (like a class pet or
plant), activities designed to raise money or awareness, or building things together.

Quiet Time
o

Daily mediation also helps to create a harmonious class environment. Teachers should
turn the lights off for five to 10 minutes every day and encourage their students to sit quietly with
their eyes closed. Instruct students to pay close attention to what they are thinking and feeling.
Helping your students remain in touch with their own thoughts and feelings will help them practice
mindfulness when dealing with others.

Classroom Design
o

Teachers can promote harmony through classroom design and organization. Avoid the
color red, as it promotes aggression. Arrange desks in a way that facilitates the type of learning you
prefer. If you want students to work independently, keep desks separate. If you want students to
work together on most assignments, arrange desks in clusters. Keep walkways clear and keep one
area of the room clear of furniture, so students feel free to move around. Arrange the classroom
decorations and displays so that there is no one specific focal point, but rather an interrupted flow
of items for the eyes to land on.

Positive Reinforcement
o

Promote classroom harmony by making students feel appreciated. Take time to

acknowledge positive behavior, no matter how small. Keep student work on display throughout the
classroom, give out awards for academic and non-academic achievements, and put up pictures of your
students happily working together.

Read more: http://www.ehow.com/info_10025038_can-make-classroom-harmoniousplace.html#ixzz2uJD9BOJs

Classroom Interaction and The Role of Teacher in Classroom Interaction

To practice critical thinking, students need to participate in the discourse of the
discipline to think, speak, and be listened to as they participate in the discipline's particular mode
of inquiry. Students will not get enough practice just by talking to the instructor, and very little by
just listening to the instructor. Students develop competency and become critical thinkers in
classroom that provides opportunities for intensive, structured interaction among students. The
interaction between the teacher and the students is an essential part of teaching and learning
process.

Classroom interaction stimulates the student involvement in the classroom. It fuels

student motivation and help the students see the relevance of teachers' topic. It increases
participation as all students are involved. The interaction can be between the teacher and the
students. This form of classroom interaction teaches the students to respect their superiors. They
are given a chance to air their opinion in the class.

The other form of classroom interaction is between the student and students. This
one allows the student to learn and understand how to work with partners. It develops and improves
the skills of team work. It improves peer relationship. By encouraging students in the classroom to
work together they learn the importance of working cohesively with others.

Whether by small groups or whole-class discussion, teachers can do much to create

an interactive classroom. Chet Meyers suggests some basic rules for consistently encouraging
student interaction. The other method is whole class interaction. Learners interacting this way in a
classroom learn the importance of patience and to value the point of view of others.

By asking the student to raise their to speak or calling student by randomly the
teacher teaches the students that when someone else is speaking, they should let them have their
say without interruption as their voices are as equal as that of anyone else.
Classroom interaction also other method like role playing, conversation, reading around, and
questions and answer. Reading aloud includes a situation whereby one person read while others

listen.
Role playing is whereby the students take on given role and act out on scene with
other. This allows students to demonstrate creativity and knowledge and help them to outside the
constraints of classroom.
In conversation, the students in a class discuss a given topic. A conversation can
involve the whole class or among small groups of students in the class. In question and answer
method, the teacher or student poses a question to assess the learner. The student may pose a
question to the teacher meant to obtain more or new information.

The Role of Teacher in Classroom Interaction

The teacher acts as a facilitator. Since students do not always spontaneously interact
well with one another they hence need encouragement. To cultivate interaction, the teacher may
divide the learners into small groups and give them tasks, projects or assignments. Soon all the
students will be communicating with each other role playing and offering ideas; shyness will be
forgotten in the excitement of accomplishing the group project. The teacher has the role to create
a classroom environment. Students often mimic a teachers actions. If the teacher prepares a warm,
happy environment, students are more likely to be happy. An environment set by the teacher can
either be positive or negative. The students sense the mode of the teacher; if the teacher is angry,
they may react negatively hence the learning is impaired.
The teacher acts a role model. Teachers typically do not think of themselves as role
models, however, inadvertently they are. Students spend a great deal of time with their teacher and
therefore, the teacher becomes a role model to them. This maybe a positive or negative effect
depending on the behaviors of the teacher.
The teacher acts as a mentor. It can be intentional or not. It encourages the
students to work hard to achieve the best. It can be positive or negative depending on the
character of the teacher. The teacher can mentor learners by taking time to listen to them. By
doing so, the students build courage.
The teacher should be aware of the elements that prevent good classroom interaction. By knowing
them, the teacher will be able to avoid them hence create proper classroom interaction. For
example, some teachers discourage students by criticizing their answers. Criticizing mostly shuts
the students down hence affecting the interaction negatively. Peer pressure or when some students
have overpowering personalities that cause other students keep quiet in class.

Some Suggestions To Have An Effective Interaction With Students

Ongoing interaction or communication between students and teachers is often difficult to achieve.
When classroom interaction occurs, a teacher may not be able to identify all the relevant factors
that were used to develop a meaningful dialogue. Furthermore, there are class sessions in which an
instructor receives minimal feedback from students in spite of following a lesson plan that elicited a
great discussion in a previous class.
To improve your ability to communicate with students you must set the tone early. Start by giving
your students some ground rules for discussion, and engage them with comfortable, simple
discussion topics and tasks early in the semester. Later, when effective class rapport is
established, you can move more easily to more challenging problems, subjects, and discussion
formats. The following are some beginning suggestions for getting your students to interact more
often and move effectively in your class:
Before class, write out questions that you are going to ask students so that the inquiries are
not vague.
Be sure that your silent (or wait) time exceeds ten seconds.
Be prepared to break you question down to more simple questions in the event that students
do not answer the first time.
Call on those who do not participate.
Have students write out an answer to a problem or question.
Become aware of and watch facial and body gestures as you ask/answer questions.
Develop a language of respect so that you do not alienate students when you disagree with or
misunderstand them.

EPISODE 2
COME
LETS TALK

OBSERVATION
The dialogue between the teacher and students was observed during the first subject in the
morning. After discussing the lesson about parts of speech, the teacher starts asking the students
about the lesson for the day. But as it was about time, she decided to give the students some
homework.
Situation: Interaction between the teacher and the learners during the discussion.
Teacher: Kindly give me just one part of speech?

Students: Maam (almost all raised their hands)

Teacher: Ok Lisa, kindly give an example.
Lisa: Noun maam!
Teacher: Noun is correct, but you should give me an example of a noun.
Jean: Tables and chairs maam!
Teacher: Very good, another part of speech?
Student1: Verb maam!
Teacher: Yes, verb is correct, and what is a verb?
Student2: Verbs are action words maam.
Teacher: Correct. Give me an example.
Student2: Eating, maam!
Teacher: Looks like youre hungry class.
Students: Yes, maam!
Teacher: Ok class, it is almost time, Ill dismiss you a little bit early to clean up the classroom, ok?
But before that, kindly write down your assignment for tomorrow. What are the different parts of
speech? Give at least 10 examples each.
Students: Maam thats too many

Teacher: Ok make it 20 then.

Students: Maam?????!!!!!
Teacher: Ok 10 each and place it in a one whole sheet of paper, understand?
Students: Yes Maam!!!
Teacher: Ok, youre dismissed.
Students: Thank you maam, goodbye!

PERSONAL REFLECTIONS ON THE DIALOGUE

As observed and based from the dialogue, the class discussion has a good interaction wherein
the students shared their ideas on the different parts of speech, and were able to give an example
for each. I also observed that all the students were attentive and were participating in the class
discussion.

ANALYSIS
How important are dialogue and substantive conversation in the classroom in
terms of students learning?
Theyre very important because they enable the teacher to see if the students are capable of
analyzing the lesson. The reality of the situation is that it can become a vehicle for students to
avoid more class work. Students love to discuss, but we have to know when its time to stop the
conversation and move on. Many students just want to be heard, so kids will start repeating what
someone else has said just so they can get class participation recognition. They realize that if they
dont keep the conversation going, we might actually get back to doing some work. One of the
disadvantages is that some kids will use this time to be idle mentally. While everyone else is
contributing to the dialogue, someone will silently be silent and would not care at all. You could try
all you want to draw the student into the conversation, but if hes unwilling it becomes a distraction
and ruins the flow of the dialogue. Yes, dialogue is important, but the teacher has to control the
amount of time dedicated to it.
What learning benefits could teacher and student draw from intentional dialogue?
It will greatly assist both students and teachers abilities to speak publicly and privately. It
will develop their thought processes and make for much more engaging and intriguing conversation as
well as to improve the vocabulary and speaking confidence of both the students and the teacher.

DISCUSSION

Discuss with your FS classmates your thoughts on Dialogue in Curriculum Design. Then write
down your thoughts as well as those of your classmates. Please use the space below.
Having a dialogue in curriculum design is a good idea. So in order for us to design a curriculum
we need all the inputs we can get and that is by having a dialogue with everyone concerned.
Communication is important when making an important project such as curriculum design because
sometimes we may not see the wrongs of the design but if others concerned are around they may
notice it.

RESEARCH
Dialogue (sometimes spelled dialog in American English[1]) is a literary andtheatrical form
consisting of a written or spoken conversational exchange between two or more ("dia" means
through or across) people. Its chief historical origins asnarrative, philosophical or didactic device
are to be found in classical Greek andIndian literature, in particular in the ancient art of rhetoric

EPISODE
3 TELL
ME
The Learning

Subject Matter/s

Library and/or Internet

Environment

Covered

Resources

The learning environment

observed was the
classroom of Grade 2Rose. Tables and chair
are properly maintained
for proper learning and
sitting arrangement. It
is well lighted,
ventilated and has a
toilet of its own. The
room was equipped with
audio and video
equipments such radio
and television. The
walls are decorated with
learning materials like
bulletin boards, graphs,
and pictures.

The subject matter

The class does not yet

covered includes all the

have an internet access

subjects being taught in

in their classroom or a

the school curriculum

computer. But as

such as English, Filipino,

observed they have

Mathematics, Science,

brand new computer

Hekasi

equipments in their ICT

room with the
interactive whiteboard.
They have access to the
library but have to be
supervised when using it
due to their age.

MY OBSERVATION REPORT

MY INSIGHTS AND REFLECTIONS

The Learning
Environment
The students were so
blessed to have a
classroom that is

Subject Matter/s

Library and/or Internet

Covered

Resources

The subject matters are

in current curriculum so
there is no problem.

Concerning the library,

the children are slowly
introduced to it. But

conducive to learning

since some of them are

compared to other

just beginning to realize

schools in rural areas

the importance of books,

because it lacks of
learning tools and

they should be guided

more

equipments which can

greatly aid in students
learning

ANALYSIS
Why should teachers know about curriculum design?
Knowledge of curriculum design is important for understanding the emphasis of the teaching
every year. If teachers will understand better the importance of each period they are teaching
during the year and how it relates to other period both past and present. It is also good for them
to understand the reasons behind the model for the curriculum they are teaching. Teachers must
show initiative and interest in the scope of their job to make remediation, adjustment and
improvement to their class.

What do most principles and theories of curriculum development have in common?

How is this commonality expressed or spelled out in the curriculum of the class
you have observed?
I used to have subject about curriculum design. From what I have learned, principles and
theories about curriculum development revolves around learning holistically and how the students
were the center of learning. The curriculum, unlike before is designed based on the needs of the
students. It is no longer designed for the ease of the teachers implementation. In the class
observed, the instruction is modified for every student. If they think that the students cannot cope
up with their classmates in doing the same task, they provide another task for this student. If a
student fails to do a task because he simply cannot do it, learning must be continuing.

RESEARCHES

ELEMENTS / COMPONENTS OF THE CURRICULUM

COMPONENT 1: Curriculum Aims, Goals and Objectives

Aims : Elementary, Secondary, and Tertiary
Goals: School Vision and Mission
Objectives: Eduacational Objectives
Domains:
1. Cognitive- knowledge, comprehension, application, analysis, synthesis, evaluation
2. Affective- receiving, responding, valuing, organization, characterization
3. Psychomotor- perception, set, guided response, mechanism, complex overt response, adaptation,
origination
Component 2 : Curriculum Content or Subject Matter
Information to be learned in school, another term for knowledge ( a compendium of facts,
concepts, generalization, principles and theories.
1. subject centered view of curriculum: the fund of knowledge represents the repository of
accumulated discoveries and inventions of man down the centuries, due to mans exploration of his
world.
2. learner -centered views of the curriculum: relates knowledge to the individuals personal and
social world and how he or she defines reality.

CRITERIA USED IN SELECTION OF SUBJECT MATTER FOR THE CURRICULUM

1. selfsufficiency- less teaching effort and educational resources, less learners effort but more
results and effective learning outcomes- most economical manner
2. significance contribute to basic ideas to achieve over all aim of curriculum, develop learning
skills
3. validity- meaningful to the learner based on maturity, prior experience, educational and social
value
4. utility- usefulness of the content either for the present or future
5. learnability- within the range of the experience of the learners
6. feasibility- can be learned within the tile allowed, resources available, expertise of the teacher,
nature of learner.

PRINCIPLES TO FOLLOW IN ORGANIZING THE LEARNING CONTENTS

1. BALANCE- Content curriculum should be fairly distributed in depth and breadth of the
particular learning or discipline. This will ensure that the level or area will not be overcrowded or
less crowded.
2. ARTICULATION Each level of subject matter should be smoothly connected to the next,
glaring gaps or wasteful overlaps in the subject matter will be avoided.
3. SEQUENCE- this is the logical arrangements of the subject matter. It refers to the deepening
and broadening of content as it is taken up in the higher levels.
4. INTEGRATION- The horizontal connections are needed in subject areas that are similar so that
learning will be elated to one another.
5. CONTINUITY- Learning requires a continuing application of the new knowledge, skills, and
attitudes or values so that these will be used in daily living. The constant repetition, review and
reinforcement of learning.
Component 3 Curriculum Experience
Instructional Strategies and methods will link to curriculum experiences, the core,
and the heart of the curriculum. The instructional strategies and methods will put into action the
goals and use of the content in order to produce an outcome.
Teaching strategies convert the written curriculum to instruction. Among these are
time-tested methods, inquiry approaches, constructivist and other emerging strategies that
complement new theories in teaching and learning. Educational activities like field trips, conducting
experiments, interacting with computer programs, and other experiential learning will also form part
of the repertoire of teaching.
Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for
the selection and use, here are some of them:
1. teaching methods are means to achieve the end
2. there is no single best teaching method
3. teaching methods should stimulate the learners desire to develop the cognitive, affective,
psychomotor, social and spiritual domain of the individual
4. in the choice of teaching methods, learning styles of the students should be considered
5. every method should lead to the development of the learning outcome in three domains

6. flexibility should be a consideration in the use of teaching method

Component 4 Curriculum Evaluation
To be effective, all curricula must have an element of evaluation. Curriculum
evaluation refers to the formal determination of the quality, effectiveness or value of the program,
process and product of the curriculum. Several methods of evaluation came up. The most widely use
is Stufflebeams CIPP Model

Source: Curriculum Development by Purita Bilbao, et.al. LoreMar Pub.,2008

EPISODE
4 BRIDGING
EDUCATIONA
L PROCESS
Calendar of Activities: Month of January
Activities

Date

Participan
t

Awards
Given

Remarks

Kindergarten

January 24,

Gian Glenn

Medal and

He won the

Festival

2014

Biacora

Certificate

story telling
category on
that contest
held at Sariaya
Quezon

Analysis
How important is environment of all stakeholders of the schools programs and
activities?
Family and society is a powerful influence on the process programs and activities. When
families are involved, they can help in giving ideas on how the programs and activities can be more
beneficial. Their support can make their children cooperate well in school. They can also help in some
of the expenses in the programs and activities. A public schools budget is just enough for academic
programs. So a little amount donated from community can do more for a public school. Because sad
to say, maintenance of the school are rarely covered by the schools budget. Many times, public
schools manage to maintain their facilities by support and donations from the community and from
funds coming from politicians. This also helps to make the children more interested in their studies
and have more positive attitudes and behaviors. For this reasons, increasing family involvement is an
important goal for the school.

What specific principles of curriculum development justify the importance of

cooperation and collaboration among all stakeholders of the school?
Stakeholders have the power to approve and disapprove the programs in the school. If
they do not get involved in the activities and programs, there are would be no activities that will be
done at all. It is important that they participate in the planning so they would find out if the activity
or program is necessary or not. Since they are the stakeholders, they are the one who gives the
budget for the proposals. They need to understand perfectly the goals of these proposals because
if not, they could just turn down a very important project because of the high cost. Or sometimes,
it could go the other way around, they could compliment unnecessary programs because of low cost,
it does not only waste effort but time and money as well. Also, by being involved in these events,
parents see how much the school is dedicated for their childrens learning. This is a positive point
for the school. If everyone in the school is involved in the learning of the students, it reflects a
good school.

Discussions
What are your thoughts on Cooperation and Collaboration among the schools
stakeholders? Write down your thoughts.

TEAM WORK DEVIDES THE EFFORT AND MULTIPLIES THE EFFECT

It is the same with the school stakeholders; they all must be able to maintain good
relationships with each other. In an environment where young childrens learning might be in danger,
there is no room for adults mistakes. We are all aware that no one is really perfect. That is why we
must join our hands, head and hearts together to come up with ideas for the better.

Researches
Collaboration is working with each other to do a task and to achieve shared goals. It is
a recursive process where two or more people or organizations work together to realize shared
goals, (this is more than the intersection of common goals seen in co-operative ventures, but a deep,
collective, determination to reach an identical objective
Cooperation is a situation in which people work together to do something. The actions of someone
who is being helpful by doing what is wanted or asked for
Cooperation and collaboration is often important for school stakeholders, to communicate
effectively, discuss issues, and solve problems. School stakeholders are usually invested and
interested in the success of the schoot.Through cooperation and collaboration with the
stakeholders the school can give the strong foundation of knowledge regarding to the development.

EPISODE
5
COLLECT
AND
CRITIQUE

My Interview Report
Name of Teacher Interviewed: Mrs. Anita de Castro
Grade of the Class: Grade 5
School: Pagbilao East Elementary School
Date of Interviewed: February 18, 2014

CHALLENGE
To teach the
students how to
use the computer

RESOURCES
NEEDED
visual aids
guide books
computer

PLANNING
STRATEGIES
It is best first to
familiarize the
students with the
parts and use of
the computer. next
is to do an
assessment test
such as recitation
if they really are
knowledgeable
enough to handle
the computers.

Last is the actual practice to determine if students can be trusted in handling computers properly.

Analysis
How important it is for the teachers and curriculum planners to anchor their
curricular plans to specific theories and principles of curriculum development?
Theories and principles of curriculum development serve as the basis of learning and
how it should be taught. If teachers and curriculum planners ignore the importance of these

theories and principles, they could make a mistake of missing someone important things in learning
for example that learning is not only a way traffic of imparting knowledge from the teacher but
students must be given the chance to construct to their own knowledge and ideas. As educators,
there is no room for mistakes. If in case we designed a curriculum that is not based on these in
principles and theories, we cannot ask the learners to repeat the level to learn everything again .

Aside from the teacher, who else should be involved in the curriculum planning?
Expand your thoughts.
The school administrators should participate in curriculum planning because they can
provide the essentials in planning in terms of changes, materials, and the like. The students
performances should also be taken into consideration. The experts should be consulted as they can
provide some vulnerable inputs especially it concerns their field of specialization.

RESEARCHES

THE ROLE OF STAKEHOLDERS IN CURRICULUM

Stakeholders

are individuals or institution that is interrelated in the school curriculum.

They are the one who put into action and give life to the curriculum. They shape the curriculum
implementation.
Learners as the Center of the Curriculum
They are the very reason a curriculum is developed. They make and unmake the curriculum by their
active and direct involvement. How each individual learner contributes to the realization of a
planned curriculum would depend on the interaction and internalization of the different learning
activities.
Teachers as Curriculum Developers and Implementers

Planning and writing are the primary goals of teacher. A teacher is a curriculum maker. Teacher
writes the curriculum daily through a lesson plan, unit plan or a yearly plan.
Teachers address the goals, needs and interests of the learner by creating experiences from
where he students can learn. Teachers design enriches and modifies the curriculum to suit the
learners characteristics.
Teachers are part of textbook committee, faculty selection boards, school evaluation
committees or textbook writers themselves. Teachers therefore become architects of school
curriculum.
On the other hand a developed curriculum remains inactive if it is not implemented. At this point,
the teachers role now shifts from DEVELOPER to IMPLEMENTER.
Curriculum implementation is now giving life to the written material with the help of learning. The
teachers role now shifts from PLANNING to DOING.
Doing here implies guiding, facilitating and directing activities. Some would say that the root of
the educational problem is the teacher. It just point out to the inability of the teacher to
implement well a curriculum.
Curriculum Managers and Administrators
They supervise curriculum implementation, select and recruit new teachers, admit students, and
procure equipments and materials needed for the effective learning.
They also plan for the improvement of school facilities and physical plans. They have privilege to
command but at the same time to lead the institution. They are responsible for the final decision
making in terms with the school purpose.
They are the responsible to the kind of curriculum their school will offer and how these are
implemented.
Parents as Supporters to the Curriculum
My child and my money go to this school. It simply means that the parents are the best supporters
of the school, especially because they are the ones paying for their child education.
Effective parental involvement in school affairs may be linked to parent educational program which
is central to high quality educational experiences of the children.
It results to better communication between home and school, in this case there will be lesser
disciplinary problems, greater student motivation and more responsibility for learning
Community Members as Curriculum Resources

The community members may provide materials in the existing local community can be very well
substitute for what we are needed to implement the curriculum. Respected community members may
be included in school boards.
Some can be resource speakers that can provide local and indigenous knowledge in the school
curriculum. It can provide books, material and facilities in the school.
Other Stakeholders in Curriculum Implementation
Professional Organization they are being asked by the curriculum especially to contribute in
curriculum review because they have voice in licensure examination, curriculum enhancement and
others.
Government- it has a great stake in the curriculum implementation. It is represented by Deped for
the basic education curricula and CHED for tertiary and graduate education curricula
Professional Regulation Commission the third agency that has high stake in schools curricula,
because graduates of the different tertiary degrees must be certified as professionals. The PRC
through the Professional Regulatory Board conducts examination for some degree programs, such as
Let.

EPISODE
6
CHECKPOIN
TS

My Observation Report
OBJECTIVES

STRATEGIES

ASSESSMEN
T

REMARKS

To get a good

The teacher

Recitation, fill in

The alignment of

result of students

reviews the pupils

the blanks on the

the Objectives,

learning

about their

board and quiz

Strategies, and

previous lessons

Assessments are

and she gives

just appropriate.

them an oral and

The teachers

written exams

objective is to get
a good result of
the students
learning so she
must make sure
that her students
are in good
condition to learn.

Analysis
Why do teachers need to align the objectives, strategies, and assessment?
When there is alignment in our objectives, strategies and assessment, we are sure that we
are doing the right thing in teaching the students. Sometimes because of pressures, we tend to go
away from our objectives. When our students needs are too diverse from one another, we tend to
prepare strategies that will not benefit everyone in the class. And lastly, when we do our
assessment, we forget that not all assessments can cover all students achievements. Planning is a
vital part of teaching that before you go out to teach the students, we have to make sure that we
have done our best in planning.

How should teachers align their objectives, strategies and assessment? Suggest
some strategies.
In aligning objectives with the strategies, they must be planned. Objective will be the
basis of your instruction, so prepare a good one. After this, consider what you want your student to
develop with your objective. How will you be able to motivate more students during the instruction?
Will that strategy would make the students focused?. Lastly is the assessment, this should not be
taken for granted. To align assessment with the objective and strategies, it should be appropriate.
If we are able to do all the steps we prepared, ask the students what have they learned. Recheck
the objectives and see if the class is able to accomplish it. And we do not waste time and effort in
trying to teach our students.

Reflections
What has been your most meaningful in this episode? What makes it meaningful
to you? How could such an experience help you become a better teacher?
One of the most meaningful experiences in this episode is that when I observed a class on
their periodical test. That experience opened my eye to the hardship a teacher does just to teach. I
realized that to be an effective teacher, I should be patient, understanding and flexible with the
demands of this profession.

Researches
Why should assessments, learning objectives,

and

instructional strategies be aligned?

Assessments should reveal how well students have learned

what we want

them to learn while instruction ensures that they learn it.

For this to

occur, assessments, learning objectives, and instructional

strategies

need to be closely aligned so that they reinforce one

another.

To ensure that these three components of your course are aligned, ask yourself the following
questions:
Learning objectives: What do I want students to know how to do when they leave this course?
Assessments: What kinds of tasks will reveal whether students have achieved the learning
objectives I have identified?
Instructional strategies: What kinds of activities in and out of class will reinforce my learning
objectives and prepare students for assessments?

What if the components of a course are misaligned?

If assessments are misaligned with learning objectives or instructional strategies, it can undermine
both student motivation and learning. Consider these two scenarios:
Your objective is for students to learn to apply analytical skills, but your assessment measures
only factual recall. Consequently, students hone their analytical skills and are frustrated that the
exam does not measure what they learned.
Your assessment measures students ability to compare and critique the arguments of different
authors, but your instructional strategies focus entirely on summarizing the arguments of different
authors. Consequently, students do not learn or practice the skills of comparison and evaluation that
will be assessed.

I owe a debt of gratitude to those who were so generous with their time
and expertise:
First and foremost to our Almighty God for the knowledge, strength and wisdom.
To my parents who provided me their financial support, love, moral values and advices.
To Mr. Orlando V. Ornedo as my mentor for Field Study 4. I really appreciate your
utmost effort in facilitating and checking our errors. Thank you for molding us to be

competent and knowledgeable student. I am so grateful to have you as our mentor and
we feel so blessed.
And to Mrs. Anita de Castro, Mrs. Tita Pabellosa and Ms. Marie Rose Castillo
and to their students who gave their cooperation. I wish I could express my
appreciation to them for their warm hospitality.

- Kathrine

ACKNOWLEDGEMENT
COURSE SYLLABUS
EPISODE 1: THERMOMETER CHECK
EPISODE 2: COME, LETS TALK
EPISODE 3: TELL ME
EPISODE 4: BRIDGING EDUCATIONAL PROCESS
EPISODE 5: COLLECT AND CRITIQUE
EPISODE 6: CHECKPOINTS
Daily Time Record

MRS. TITA PABELLOSA

MS. MARIE ROSE CASTILLO

GRADE 2 ADVISER
RESOURCE TEACHER

PRE SCHOOL TEACHER

RESOURCE TEACHER

MRS ANITA DE CASTRO

GRADE 5 ADVISER
RESOURCE TEACHER

COURSE SYLLABUS
DESCRIPTIVE TITLE: FIELD STUDY 4(EXPLORING THE CURRICULUM)
COURSE CODE: FS 4
UNITS: 2 UNITS
COURSE DESCRIPTION
This course is intended to introduce the education pre-service students to effective
curriculum design and assessment. The course topics include the curriculum models, principles and
approaches in designing, delivering, and addressing the curriculum.
It emphasizes familiarity with contemporary curriculum policies and framework and their
relevance or planning, pedagogy and assessment at the classroom level.
The course in curriculum development shall develop teachers who can adjust and be flexible
in designing and implementing curricula in learning environments for different students in different
context.
It can also apply a wide range of teaching process skills (including curriculum development,
lesson planning, material development, educational assessment and pedagogy)
Field Study 4 is anchored to Professional Education subject on Curriculum Development.
GENERAL OBJECTIVES
1. Design a model of curriculum demonstrating considerations for basic and higher education,
appropriate community linkages, and stakeholders.
2. Address the monitoring of curriculum implementation and assessment of curriculum.
3. Prepare an alignment of developing objectives, pedagogy, and assessment.