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Bicol University
College of Education
Daraga, albay
Field Study 4
Exploring the Curriculum development
Name of the center Observed:
Bicol University Integrated Laboratory School
Date Observed: October 7 and 9, 2014
Observers:
Joan P. Convocar
Mabille R. Longavela
Hersey Debbie A. Dumagcao
Mark Jushua D. Atutubo
Carlo John M. Nicol
Christian Rey A. Escultura
Course/Year/College: BSED III-R, College of Education
General Objectives:
1. Design a model of curriculum demonstrating considerations for basic and higher education,
appropriate community linkages, and stake holders;
2. Address the monitoring of curriculum implementation and assesment of curriculum;
3. Prepare an alignment of developing objectives, pedagogy and assesment.
EPISODE 1: “Thermometer Check”
Objective:
At the end of this activity, you should be able to describe how the school promotes partnership
and dialogue.
Tasks:
1. Visit a school and study its mission, vision, and goals in relation to its curriculum
2. Observe the interaction between and among the students, teachers, and other school
personnel
3. Write down your observation and discuss with your classmates and FS teacher
4. Generate insights from your observation and discussion
5. Reflect on your experiences
Activity Form
My Observation Report on Interaction
Name: Maria Yvonne Narvaez Year/Course: BSEd III-R
Mika Espinas
Jeyro Cervantes
Kent Lexinn Ian Cantal
School Observed: St. Raphael’s Academy
Grade level: Grade 8 Section: Temperance
Observations
Student-to-Student Interaction Patterns:
The interaction among students were always active because they used to share their
knowledge in the class. They are comfortable with each other because they can even integrate real
life experiences in the topic. They are also having an advance reading that is why they can easily
cope with the topic. This interaction pattern simply proves that students are comfortable with each
other
Student-to-Teacher Interaction Patterns:
Teacher-to-Student Interaction Patterns:
Student-to-Non Teaching Personnel Interaction Patterns:
Teacher-to-Teacher Interaction Patterns:
EPISODE 2. “Come, Let’s Talk”
Objective:
At the end of this activity, the students should be able to describe the interaction pattern that
occurs between the teachers and the learners as provided in the curriculum.
Tasks:
1. Visit a school and observe how the teacher provides the opportunity to the learners to interact
with one another in doing one’s roles.
2. Record how roles are performed by the teacher and the learners.
3. Make your own documentation of the dialogue or conversation based on the observation roles
that each one performs which you feel could have been livelier.
4. Highlight the aspect of the dialogue that indicates the teacher as a role model in developing
the values in the process of learning.
My Observation Report
Name: Year/Course:
School Observed:
Grade level: Section:
Subject Observed:
Observations:
Situation (e.g. during recitation) The Dialogue
(Describe how the teacher communiccates the lesson and how the learners are responding to the
teacher. Take note of the manner the teacher accepts or rejets the responses of the learners. You
may present your obseravtion through direct quotes from the teachers and learners in the dialouge.)
EPISODE 3: “Tell Me”
Objective:
At the end of this episode, you should be able to deliberate on the principles involved in
designing the curriculum and the learning activities provided.
Tasks:
1. Critique the information from the curriculum theory and practice3 through the observation of
the
a.) Learning Environment
b.) Subject Matter
c.) Books and Internet Sources used
2. Write your observations including the information you have gathered
3. Reflect on your experience.
My Observation Report
Name: Date of Observation:
School Observed:
Subject Observed:
The Learning Environment Subject Matter Covered Library and/or Internet Sources
EPISODE 4: “Bridging Educational Processes”
Objective:
At the end of this activity, you should be able to identify the educational programs that connect
the school with the larger historical, social, cultural, and political processes.
Tasks:
1. Visit a school and examine their calendar of activities. See how the students and community
stakeholders are involved.
2. Identify the programs where the leaders create rewards for certain practices in delivering
services to the stakeholders. Record the observations on the calendar of activities, programs,
and awards as well as the participation of the stakeholders.
3. Reflect on how the stakeholders participate in the school activities.
My Observation Report
Name: Date of Observation:
School: Subject Observed:
Activities Date Participants Mechanics
Awards given:
Recipients:
Remarks:
EPISODE 5: Collect and Critique”
Objective:
At the end of this episode, you should be able to explain the importance of the curriculum
through reflections from observations made about it as used by the teacher.
Tasks:
1. Revisit the school and request the teacher to show a syllabus of a particular subject.
2. Analyze the syllabus in term of the following:
a.Topic
b. Learning Activities
c. Assessing of Learning
3. Interview a teacher on the process of preparing the syllabus giving attention to the following:
a. Challenges
b. Resources needed
c. Planning Strategies
4. Examine the assessment tools used by critiquing whether or not it is product-based or
performance-based.
My Analysis Report
(Analysis of the Topic, Learning Activities, and Assessing Tools used in relation to Curriculum Elements)
Name: Date of Observation:
School: Subject Observed:
The Topic Learning Activities Assessment of Learning
My Interview Report
(Analysis of the Topic, Learning Activities, and Assessing Tools used in relation to Curriculum Elements)
Name of Teacher Interviewed: Interviewer:
Grade/Year Level and Section of Class Handled: Date of Interview:
School:
Challenges Resources Needed Planning Strategies
EPISODE 6: “Check Points”
Objective:
At the end of this activity, you should be able to give some principles involved in designing a
curriculum
Tasks:
1.) Visit a school and choose a class to be observed. Then arrange with the teacher that you are
going to conduct an observation.
2.) Take note of the different learning environment provided in the lesson plan for specific subject
area. Generate information on the following: Objectives, Strategies, and Assessment tools used.
3.) Find out whether or not strategies are aligned with the objectives and assessment of learning.
Make a matrix of information from the observations made.
4.) Reflect on your FS experience and share thoughts, insights, and feelings in the class.
My Observation Report
Name: Year/Course:
School Observed: Grade/Level/Section:
Subject Observed:
Observations (General):
Teacher’s Objectives:
Describe the Strategies:
Describe the Assessment Tools Used:
OBJECTIVES
(Write down the
teacher’s learning
objectives)
STRATEGIES
(Describe the strategies
used by the teacher) ASSESSMENT
(Describe the
assessment method/s
and tool/s used)
REMARKS
(Write your personal
judgment on the
alignment of the
Objectives, Strategies,
and Assessment)
Fs 4

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Fs 4

  • 1. Bicol University College of Education Daraga, albay Field Study 4 Exploring the Curriculum development Name of the center Observed: Bicol University Integrated Laboratory School Date Observed: October 7 and 9, 2014 Observers: Joan P. Convocar Mabille R. Longavela Hersey Debbie A. Dumagcao Mark Jushua D. Atutubo Carlo John M. Nicol Christian Rey A. Escultura Course/Year/College: BSED III-R, College of Education General Objectives: 1. Design a model of curriculum demonstrating considerations for basic and higher education, appropriate community linkages, and stake holders; 2. Address the monitoring of curriculum implementation and assesment of curriculum;
  • 2. 3. Prepare an alignment of developing objectives, pedagogy and assesment. EPISODE 1: “Thermometer Check” Objective: At the end of this activity, you should be able to describe how the school promotes partnership and dialogue. Tasks: 1. Visit a school and study its mission, vision, and goals in relation to its curriculum 2. Observe the interaction between and among the students, teachers, and other school personnel 3. Write down your observation and discuss with your classmates and FS teacher 4. Generate insights from your observation and discussion 5. Reflect on your experiences Activity Form My Observation Report on Interaction Name: Maria Yvonne Narvaez Year/Course: BSEd III-R Mika Espinas Jeyro Cervantes Kent Lexinn Ian Cantal School Observed: St. Raphael’s Academy Grade level: Grade 8 Section: Temperance
  • 3. Observations Student-to-Student Interaction Patterns: The interaction among students were always active because they used to share their knowledge in the class. They are comfortable with each other because they can even integrate real life experiences in the topic. They are also having an advance reading that is why they can easily cope with the topic. This interaction pattern simply proves that students are comfortable with each other Student-to-Teacher Interaction Patterns: Teacher-to-Student Interaction Patterns: Student-to-Non Teaching Personnel Interaction Patterns: Teacher-to-Teacher Interaction Patterns: EPISODE 2. “Come, Let’s Talk” Objective: At the end of this activity, the students should be able to describe the interaction pattern that occurs between the teachers and the learners as provided in the curriculum. Tasks: 1. Visit a school and observe how the teacher provides the opportunity to the learners to interact with one another in doing one’s roles. 2. Record how roles are performed by the teacher and the learners.
  • 4. 3. Make your own documentation of the dialogue or conversation based on the observation roles that each one performs which you feel could have been livelier. 4. Highlight the aspect of the dialogue that indicates the teacher as a role model in developing the values in the process of learning. My Observation Report Name: Year/Course: School Observed: Grade level: Section: Subject Observed: Observations: Situation (e.g. during recitation) The Dialogue (Describe how the teacher communiccates the lesson and how the learners are responding to the teacher. Take note of the manner the teacher accepts or rejets the responses of the learners. You may present your obseravtion through direct quotes from the teachers and learners in the dialouge.) EPISODE 3: “Tell Me” Objective: At the end of this episode, you should be able to deliberate on the principles involved in designing the curriculum and the learning activities provided. Tasks: 1. Critique the information from the curriculum theory and practice3 through the observation of the a.) Learning Environment b.) Subject Matter c.) Books and Internet Sources used
  • 5. 2. Write your observations including the information you have gathered 3. Reflect on your experience. My Observation Report Name: Date of Observation: School Observed: Subject Observed: The Learning Environment Subject Matter Covered Library and/or Internet Sources EPISODE 4: “Bridging Educational Processes” Objective: At the end of this activity, you should be able to identify the educational programs that connect the school with the larger historical, social, cultural, and political processes. Tasks:
  • 6. 1. Visit a school and examine their calendar of activities. See how the students and community stakeholders are involved. 2. Identify the programs where the leaders create rewards for certain practices in delivering services to the stakeholders. Record the observations on the calendar of activities, programs, and awards as well as the participation of the stakeholders. 3. Reflect on how the stakeholders participate in the school activities. My Observation Report Name: Date of Observation: School: Subject Observed: Activities Date Participants Mechanics Awards given: Recipients: Remarks:
  • 7. EPISODE 5: Collect and Critique” Objective: At the end of this episode, you should be able to explain the importance of the curriculum through reflections from observations made about it as used by the teacher. Tasks: 1. Revisit the school and request the teacher to show a syllabus of a particular subject. 2. Analyze the syllabus in term of the following: a.Topic b. Learning Activities c. Assessing of Learning 3. Interview a teacher on the process of preparing the syllabus giving attention to the following: a. Challenges b. Resources needed c. Planning Strategies 4. Examine the assessment tools used by critiquing whether or not it is product-based or performance-based. My Analysis Report (Analysis of the Topic, Learning Activities, and Assessing Tools used in relation to Curriculum Elements) Name: Date of Observation: School: Subject Observed: The Topic Learning Activities Assessment of Learning
  • 8. My Interview Report (Analysis of the Topic, Learning Activities, and Assessing Tools used in relation to Curriculum Elements) Name of Teacher Interviewed: Interviewer: Grade/Year Level and Section of Class Handled: Date of Interview: School: Challenges Resources Needed Planning Strategies
  • 9. EPISODE 6: “Check Points” Objective: At the end of this activity, you should be able to give some principles involved in designing a curriculum Tasks: 1.) Visit a school and choose a class to be observed. Then arrange with the teacher that you are going to conduct an observation. 2.) Take note of the different learning environment provided in the lesson plan for specific subject area. Generate information on the following: Objectives, Strategies, and Assessment tools used. 3.) Find out whether or not strategies are aligned with the objectives and assessment of learning. Make a matrix of information from the observations made. 4.) Reflect on your FS experience and share thoughts, insights, and feelings in the class. My Observation Report Name: Year/Course: School Observed: Grade/Level/Section: Subject Observed: Observations (General): Teacher’s Objectives: Describe the Strategies:
  • 10. Describe the Assessment Tools Used: OBJECTIVES (Write down the teacher’s learning objectives) STRATEGIES (Describe the strategies used by the teacher) ASSESSMENT (Describe the assessment method/s and tool/s used) REMARKS (Write your personal judgment on the alignment of the Objectives, Strategies, and Assessment)