294738049-FS-4-Learning-Activities.pdf

Episode 1: The meaning Of curriculum

1.2. Visit school library/surf the internet or consult the dictionary. Write two (2) meanings of curriculum taken from authoritative sources. Meaning of Curriculum 1. Curriculum refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes. 2. Curriculum is broadly defined as the totality of student experiences that occur in the educational process.

Reference(s)  education.com by: Edward S. Ebert II; Christine Ebert; Michael L. Bentley (07/09/13)

 wikipedia.com

My analysis:  In my analysis, based from the meaning of curriculum that I got from the internet, curriculum is the set of learning goals that the students should be achieved in order to finish or advanced to the next level.

1.3. Evolve your own definition of curriculum. Consider all the meanings you have taken from the different sources and from authoritative sources.

 For me, curriculum is the guiding stars in education, because curriculum is a set of plans for learning that guides the students to attain the predetermined goals and the teachers to identify the learning outcomes that students should demonstrate before they advanced to the next level.

How did I feel after the activities?  After accomplishing this activity, I felt motivated because as a future teacher, I will be part of the curriculum as the implementer, planner, and writer.

Reflections/insights Why is Curriculum important? Curriculum is important because:  The curriculum identifies the learning outcomes, standards and core competencies that students must demonstrate before advancing to the next level.  Administrators follow detailed curriculum to help students achieve state and national standards of academic performance.  School’s curriculum informs teachers what skills must be taught at each grade level to ultimately prepare students for postsecondary education or a job.  Curriculum outlines for students a sequence of courses and tasks that must be successfully completed to master a subject and earn a diploma or degree.  Curriculum is also intended to teach students the importance of responsibility, hard work and responsible citizenship.

How can one enrich the curriculum in every school? We can enrich the curriculum in every school if we:  Extend the regular curriculum by providing students a wide range of activities to experiences.  Make learning more meaningful and enjoyable, by making the content and process learned in a context of real and present problems.  Let the students to construct their own meaning through knowledge and skills application.

Episode 2: The types of Curricula in schools

3. Jose rizal university (jru)

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Hidden Curriculum

Plaridel campus

CurriculumLearned

2. Arellano university –

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CurriculumAssessed

school (ilis)

CurriculumSupported

1. Isaac Lopez integrated

CurriculumTaught

Name (s) of Schools/Colleges/Universities

CurriculumWritten

Visit the schools near your place or your Alma Mater. Interview a teacher, administrator or former teacher in that school. Find out what curriculum is being used in the school/colleges/universities in your place. Check the corresponding column. CurriculumRecommended

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– hs division

2.2. Interview a teacher from a school. Ask this question: “Why must the teacher be aware and sensitive to the hidden curriculum?” According to mkoren, a social study middle school teacher. Teachers must be aware and sensitive to hidden curriculum because;

 Hidden curriculum often supports a viewpoint of the majority group or of influential individuals. It also may be based on specific religious views. This would support the actions of a religious group (usually the majority religious group) while ignoring or downplaying those of other religious groups. The hidden curriculum is dangerous because it often presents a biased or stereotypical view of events, people, and actions. As our diversity grows in our country and in our classrooms, teachers must be aware of this bias so they don’t falsely portray a group of people, a religion, or specific events in history.

2.3. List down some of the tools used by the school to assess their curriculum.

Tools used by the school to assess their curriculum. Paper-and-pencil Strategy

Observational Strategy

Reflective Strategy

Personal Communication Strategy

Performance based Strategy

My Reflection Why do I need to know the different the different types of curricula?  In my opinion, we need to know the different types of curricula because it was inter-connected to each other, and all the types of curriculum helps us, teacher to make a total quality education. Where education can touch the heart, teach the mind, and transform lives.

Episode 3: the teacher

As a curricularist

1.1

Interview a teacher on the specific role he/she plays as a curricularist.

Level Early Childhood Ana Eva Jimenez Hulo Day Care Center Elementary Roland C. Dalloran Jr. JRU-Elementary Division Secondary Level Segundo T. Mañoza Isaac Lopez Integrated School

Role as a Curricularist  I play the role of curriculum planner, because I write and master the daily lesson plan. I also play the role of curriculum implementer, as I teach the content of curriculum to my students.  My role is to implement the prescribe curriculum by the DepEd as well as the university at limit in the classroom level.  My role is to design, enrich, and modifies the curriculum to suit the learners’ needs.

3.3. Research in the library and look for the role of a teacher as a curricularist. Research Title: The “Voice of the Teacher” in curriculum development: a voice crying in the wilderness Researcher(s): Arend Carl ([email protected]) Findings: In her/his research and survey, she/he found out that:  The teacher clearly shows a strong desire to become involved in the earlier stage of decision-making processes of curriculum development.  Most of the teacher he/she interviewed, stated that as a professional and owing to their hands-on contact with daily teaching practiced, they can make a creative contribution to relevant curriculum development.  The actual participation of the teachers is an illusion, because the final decision have already been taken elsewhere, and by the time they become involved they experienced curriculum as perspective and imposed upon the “from the top down.”  The responding teacher felt that their opinion and needs should be accommodated beforehand, seeing that in the main policy-makers and curriculum agents have already lost contract with classroom and school practice.

Episode 4: Teacher as a knower of curriculum

4.1. Interview an administrator, a student, a parent, and a teacher. Find out their view points on the traditional and progressive curriculum.  Student Name: Eullah Veronica Magboo School: Rizal Technological University (RTU) Aspects Role of Teacher Role of Pupils Modes of Instruction Instructional Materials

Modes of assessment

Traditional Dispenser of knowledge; Soloist Receptor of knowledge Teacher-centered Manila paper, Cartolina, and other teacher made materials. Objective type of test

Progressive Facilitator; Coach Initiator of knowledge Learner-centered Slide presentation, projector Subjective type of test; outcome-based

 Faculty Member Name: Ms. Bernadette Galang School: JRU Subject Area Taught/Handled: CHED, English, Science Aspects Role of Teacher Role of Pupils

Modes of Instruction

Instructional Materials Modes of assessment

Traditional Progressive Controller of the learning Facilitator, guides the environment pupils to think Passive absorbers of Active Participant, information and problem solvers, and authority. planners. Textbook, lecture, and Experimentation, project, individual written group works, and role assignments. play Blackboard, chalk, manila Computer, internet, and paper, and cartolina projector Pre-test, post-test, Rubrics, project, quizzes, and periodic activities, portfolios, exam results summative and formative exam.

 Administrator Name: Nida David School: Headstart pre-school of Mandaluyong No. of years of administrative experience: 33 years Aspects Role of Teacher Role of Pupils Modes of Instruction

Traditional Teacher-centered Receptacle Chalk and talk method

Instructional Materials

Blackboard and manila paper Paper and pencil

Modes of assessment

Progressive Learner-centered Constructor of knowledge Inquiry based and reflective 21st century materials Authentic and performance based

 Parent Name: Ana Eva Jimenez Highest Educational Attainment: College Level

Aspects Role of Teacher Role of Pupils Modes of Instruction Instructional Materials Modes of assessment

Traditional Give all information Students take notes, mastery of skills Guided instruction Cartolina, Blackboard, and manila paper Paper and pencil

Progressive Guide the students Student performance to demonstrate learning Discovery and experiential Multimedia, internet, slide presentation Performance outcome

My Reflection: After interviewing the different stakeholders, I learned their opinion about the traditional and progressive curriculum. I also was able to compare my own opinion about the topic and I have the opportunity to debate my beliefs, and some educational issues. Having a conversation and little debate with them, strengthen and enhance my knowledge and my beliefs.

4.2 Research on the difference of the traditional and progressive curriculum. Accomplish the H-chart given below. Write the similarities at the center and the difference on each side.

Traditional Curriculum

Progressive Curriculum

 More reflection  Rubrics  Student evaluation Similarities  Focused on the application of ᴥ Teacher-Student the acquired interaction. knowledge ᴥ Both have ways  Task focused of measuring &  Student evaluating centered learning  Performance ᴥ Both aim for students to test  More on reasoning and open-ended questions.  More on group activities  Less teacher talking  Focused on the process of the learning In accomplishing this activity, I was able to distinguish the similarities and difference of the traditional and progressive curriculum. However after learning the difference and similarities of the two point of views in curriculum, I was convinced that we need both viewpoints of the curriculum to further enhance our curriculum.  More individual work  Focused on defining and recall of information.  Teacherdominant  Skill focused  More on memorization for mastery  Paper-andpencil  External evaluation  Spoon feeding  Focused on learning outcome  External evaluation  More on My Personal Insight:

Episode 5: Approaches About School Curriculum

5.1. Accomplish the template given below by following the given sample. Subjects Sample: Curriculum Development with Field Study 4

Content Definition of Curriculum

1. English Part of Speech

2. Social Studies

History

3. Science

Part of Speech

4. Filipino

Panitikan

Process  Clustering  Read Post Categorize  Interview

Product Evolved a contextualized definition of curriculum.

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Effective and creative writing skills.

Read poems Analyse Categorize Create

 Identify  Compare life in the past to life today  Explain  Create chronologica l sequence  Identify  Familiarize  Draw  Pagbasa  Pag-unawa  Pagsasadula

Acquiring knowledge about significant events, developments, individuals, groups, documents, places, and ideas to support investigations Draw the function of different parts of the body. Mapanuri at masusing pagunawa sa teksto at babasahin.

My Reflection: In accomplishing this activity, I was able to apply the different approaches about school curriculum, and also I learned how to identify the process of curriculum and its possible outcomes. Also, I was able to learn the importance of this approaches to the curriculum and to the learning process.

5.2 There are six criteria in the selection of knowledge/subject matter. Interview a teacher, the indicators for each of the criteria by answering the given question. Criteria 1. Significance

Questions  How do you know the significance in the content of the curriculum?

2. Validity

 How do you know if the curriculum is valid?

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3. Usefulness

 When do we know that the curriculum is useful?

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4. Learnability

 When do you know that the content is within the range of your learner’s experience?  When do you know that the content is within the time, resources and expertise of teacher and experiences of the learners?  When do you know that the learners are

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5. Feasibility

6. Interest

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Indicators It’s significant if it will develop the cognitive, affective, and psychomotor skills of the students and also the cultural aspects. The content of the subject matter is authentic. You’ll know if the content is authentic if the students create a tangible, useful product to be shared with their world. The content of the subject matter may relative to the learners who is going to use it. The subject matter in the curriculum should be within the range of experiences of the learners. Less teaching efforts and educational resources but more efficient result and effective outcomes.

 The learners are interested in the topic

interested in content?

if he/she is actively participating to the discussion.

Reflection: After interviewing some of the faculty teachers in JRU, I was able to indicate whether the knowledge or subject matter is significant, valid, useful, learnable, feasible, and interesting to my students. Also, while I was interviewing them, they gave me some useful advices and strategies that I can use, they also give me some techniques to on how to use the six criteria in selection of knowledge or subject matter. 5.3 B.A.S.I.C. is an acronym to state the principles of curriculum content. Principle 1: Curriculum Development Balance Equitable assignments of contents, time, experiences, and other elements. Write the contents in one subject area for the first grading period.

Sample

First Grading: 1. Branches of earth science 2. Realms of the earth a. Meteorology 1. Element of weather 2. Earth’s atmosphere 3. Biochemical cycle Articulation Grade 1 Grade 2 Grade 3 1. Add & 1. Apply 1. Add & subtract arithmeti Curriculum is arranged vertically or subtract decimals c horizontally. Integers 2. Multiply & 2. Multiply & operation divide divide s to solve Write a sample content of one topic in decimals integers problems a subject from level to level or grade to . Scope 1. General subject: History of Western Music Specific Topic: Renaissance musical Content, topics, learning experience instruments. and organizing the threads of an 2. Module 1: Curriculum concepts, nature educational plan. and purposes Write a sample topics in a subject area. Lesson 1: Concept nature and purpose of curriculum Integration Curriculum is integrated and interconnected. Cite a lesson which is integrated in other subjects.

Math (arithmetic operations) Physics (law of motions):

Continuity Vertical repetition and recurring approaches of content Grade three: Adding thousands Grade two: Adding Hundreds Grade one: Adding Tenths

Write sample topics in a subject area where content is organized in spiral fashion in breadth and depth.

Episode 6: Curriculum Development: Process and models 6.2. There are steps in the model of Hilda Taba. Interview a teacher and inquire how these steps are applied by accomplishing the given chart by giving concrete examples. Steps 1. Diagnosis of learners’ needs and expectations of larger society. 2. Formulation of learning objectives. 3. Selection of learning content.

4. Organization of learning content.

5. Selection of learning experience.

6. Modes of evaluation.

Application to Real Teaching  Teachers identify the needs of the students (pre-test)  Teachers will specify objectives based to the student needs and to the DepEd curriculum guide.  The objective suggests the curriculum’s content. The objective and content should match, also the validity and significance of the content area are also determined.  The teacher organize the content into a sequence, taking into consideration of learners’ maturity, academic achievements and interest.  Teacher select instructional methods that will engage the students with the content.  The teacher will develop means of evaluation. They will determined which objectives have been accomplished.

Step 4: Evaluation of objectives. Ex. The teacher could have the students write an essay without assistance.

Step 3: Organizing the 6.3 Complete the staircase of the curriculum development process experience. according to Tyler. Write the answer in the steps. Give examples for each steps.

Step 1: Determine the school’s purpose. Ex. A school is developing an English curriculum may create an objective that

Step 2: Identify educational experiences related to purpose. Ex. The students need to meet the objective of writing an essay.

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Ex. The teacher needs to determine a logical order of experience for the students.

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Episode 7: Foundation of Curriculum development 7.2. Interview an administrator, a faculty and cite specific examples in each of the items given below. Complete the table.

Foundation of curriculum 1. Philosophical Foundation

2. Historical Foundation 3. Psychological Foundation 4. Social Foundation

My Personal Insight

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Sample/ situation Learning by doing, by John Dewey The constructivism through experiments or laboratory works. Field trips, historical tour, outbound/ Behaviourism, case study Peer teaching, mentoring and small group discussion

The philosophical, historical, psychological and social foundation contributes to the better understanding of what a curriculum is, these are also the basis of knowledge that provides the foundation of curriculum.

7.3 Evolve your philosophy based on the existing philosophies of education. Illustrate through a graphic organizer. Explain how this will be applied, if you are going to put your As a teacher, I believed that my task is: own school.

I were going to put my own school I will believed that every child:    

Is special. Has different learning styles. Has different interests and intelligences. Can choose what she wants to be.

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To ask open-ended questions. To make a distinction between psychological questions and moral questions. To inculcate good value and ethics through modelling. To facilitate learning and development, considering multi-culturalism and diversity.

Episode 8: Crafting the Curriculum: the teacher as a designer

8.1 Accomplish the matrix by interviewing an administrator and a teacher to explain how the ten axioms are realized in the school setting. The teacher or the administrator has the option to choose the axiom that he/she wishes to explain. Ten axioms for curriculum Designers

1. Curriculum change is inevitable, necessary and desirable. 2. Curriculum reflects its own time. It is a product of its time. 3. Curriculum changes made

Situations/Samples on how these axioms are realized in the school setting  Formulating and implementing new curriculum designs.  As the time changes the curriculum also changes.  The new curriculum is in use while

earlier can exist concurrently with newer curriculum changes. 4. Curriculum change depends on people who will implement the change. 5. Curriculum development is a cooperative group activity.

6. Curriculum development is a decision-making process made from choices or alternatives. 7. Curriculum development is an on-going process. 8. Curriculum development is more effective if it is a comprehensive process not piecemeal. 9. Curriculum development is more effective when it follows a systematic process. 10. Curriculum development starts from where the curriculum is.

the old is functioning. 

The lesson plans of the teachers are aligned with the new curriculum.

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To help promote the curriculum, parents, teachers, learners and other stakeholders cooperate and supports the curriculum. The curriculum developer will design the curriculum and decide on the contents and strategies to use. Curriculum is always changing.

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Curriculum design is SMART— Specific, Measurable, achievable/available, relevant and time bound. Curriculum is carefully planned and not just from a guess work. The existing curriculum is used as the basis in creating new curriculum.

8.2 Observe a class or get a sample lesson. Using the elements/components, write a sample curriculum using the template given below.

Intended Learning Outcomes A. Identify the sounds each –ed ending

Subject Matter or Learning Content 1. Topic: a. Words with -/ed/ ending b. Understandi

Teaching or Learning Methods A. Preparatory Activities a. Daily Routine

Assessment/Evalua tion WWF1: Categorize the words according to the sound the –ed

words ng stands for inference. 2. Reference -/d/, -/z/ or  Phonics -/ed/ B. Make Readers judgement Scholastic Inc. 3. Materials on the  Slide actions/ solutions Presentation given by  Multimedia the characters in the story.

b. Review c. Motivation B. Lesson Development a. Presentatio n b. Discussion c. Generalizati on (summarize the topic for the day) C. Application a. Drill on reading words that contains – ed ending.

ending sounds for.

Episode 9: approaches to Curriculum design 9.1 These are types of curriculum design models. Complete the template given below by citing their best features.

Curriculum Design Models 1. Subject-Centered Design 1.1 Subject Design 1.2 Discipline Design 1.3 Correlation Design

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1.4 Scrap field Design/ Interdisciplinary Design 2. Learner-Centered Design

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2.1 Child-Centered Design

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2.2 Experience-Centered Design

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2.3 Humanistic Design

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3. Problem-Centered Design

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3.1 Life Situation Design

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3.2 Core Problem Design

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Best Features Focused on the content of curriculum Corresponds mostly to the books. Easy to deliver. Focused on the academic discipline. Links separate subject designs in order to reduce fragmentation. It integrate the subject contents that are related to each other. Learner is the centered of the educative process. Focused on the needs and interests of the child. Learners’ experiences become the starting points of curriculum. Learners’ are made to choose from various activities that the teacher provide. The development of self is the ultimate objective of learning. It focus on the development of positive self-concept and interpersonal skills. Various problem are given emphases. Allows students to clearly view problems area clearly. Use the past and the present experience of the learners’. It centers on general education and the problem are based on common human activities.

My Personal Insights In completing this activity, I was able to distinguish the best features of the different curriculum design models and as a teacher I was able to learn different ways to delivery my lesson. Also, upon accomplishing this activity I was able to choose what curriculum design suited for me and also for my future students, because with this knowledge, I may able to formulate a strategies, method, and techniques that will help my students to enhance their skills.

Episode 10: implementing the curriculum: the teacher as curriculum implementer and manager

10.2 These are the categories of curriculum change. Get sample/situations for these categories from the school you visited. Categories of Curriculum Changes 1. Substitution Replace the present with a new one. 2. Alteration Introduce minor changes or modification on the current one. 3. Restructuring Introduce major modification of the current curriculum. 4. Perturbation Changes happen within a fairly short time.

5. Value Orientation Responds to shift in emphasis within the vision/mission of the school.

Situation/ Samples  One element is substitute by the other, example one course paper, one unit is replaced with another.  If some material, content, item or procedure is introduced into the existing materials and adopted.  Modification of the system itself for instance, team teaching, project method or competency, based teaching and evaluation.  Some changes when introduced disturb the programme for some time and later on they get adjusted or adopted into the programme.  The change basically brings a shift from one’s philosophy or basis ideology towards a particular.

10.3 Answer the question briefly. Why do we need to change the curriculum from time to time?  In my opinion, we have to change curriculum because our society change over time and we should have our education system

meet this changes or else it will cause chaos, because of lack of knowledge and misunderstanding. We prevent those things to happen, that’s why we revise the curriculum from time to time to cope with the dynamic society.

Episode 11: stakeholders in curriculum development

11.1 Interview different stakeholders and inquire about their roles in curriculum development. Stakeholders of the Curriculum Development

Roles in Curriculum Development

1. Learners

 Everything in the curriculum should revolve around her interests, needs, abilities, and capacities.

2. Teachers

 They holds the key in operationalizing what activities have been planned.

3. School Leaders/ Administrator

 They provide necessary leadership in evaluating teaching personnel and school programs.

4. Parents

 They are the best supporters of the school.

5. Community

 They provide the necessary materials and resources for learning.

6. Other Agencies

 They review the curriculum because professional organization have better view of the industry.

My Reflection In this activity, I further understand the role of the different stakeholders in developing curriculum and it was great to know that

everyone in the society participate in developing the curriculum because in that way we can assure the validity, reliability, and significance of the content of our curriculum.

Episode 12: curriculum evaluation and the teacher 12.1 Ask at least six teachers, why there is a need to evaluate the curriculum.

1. To allow the curriculum developers and implementers to be certain about the functions of the curriculum put in place. 6. it gives information on the relevancy of the curriculum in the society.

2. it provides evidence to tell how well the students have learned.

Why do we need to evaluate the curriculum? 3. meeting accreditation standards by measuring student and program performance.

5. it give information on effectiveness of the curriculum.

4. it detemines the worth of the curriculum to the institution.