fs-4-episode-5.doc

Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION

EPISODE 5: WHAT’S THE BASIC OF THE CURRICULUM? Name of FS Student: ________________________________ Course, Year & Section: _______________________________ Resource Teacher: _____________________________ Signature: _________________ Date: _________________ Cooperating School: ______________________________________________ My Performance Focused on: Cite the dimensions of curriculum design. Task

Exemplary (4) All tasks were done with outstanding quality; work exceeds expectations

Superior (3)

Satisfactory (2)

Unsatisfactory (1) Fewer than half of tasks were done; or most objectives met but with poor quality

All or nearly all tasks were done with high quality

Nearly all tasks were done with acceptable quality

Analysis questions were answered completely

Analysis questions were not answered completely.

Clear connection with theories

Vaguely related to the theories

Grammar and spelling are superior

Grammar and spelling acceptable

Reflection statements are profound and clear, supported by experiences from the episode.

Reflection statements are clear; but not clearly supported by experiences from the episode.

Reflection statements are shallow, supported by experiences from the episode.

Reflection statements are unclear and shallow and are not supported by experiences from the episode.

My Portfolio

Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.

Portfolio is complete, clear, well-organized and most supporting documentations are available and/or in logical and clearly marked locations.

Portfolio is incomplete; supporting documentation is organized but lacking.

Portfolio has many lacking components; is unorganized and unclear.

Submission

Before deadline

On the deadline

A day after the deadline

Two days or more after the deadline

Observation/ Documentation:

My Analysis

My Reflection

Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/exemplary grammar and spelling.

Analysis questions were not answered. Grammar and spelling unsatisfactory

Sub Totals

MRS. NORMA T. TAGLE

FS 4 Instructor

______________________ Date

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Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION

MY TOOLS Borrow a curriculum from the school near your place. Accomplish the samples to show the dimensions of curriculum design.

BASIC Equitable assignment of content, time, experiences and other elements. Write the contents in one (1) subject area for the first grading period.

ARTICULATION

Curriculum is arranged vertically or horizontally.

VERTICAL ARTICULATION Write a sample content of one (1) topic in a subject area from a level ti level or grade to grade.

HORIZONTAL ARTICULATION Association happens among or between elements that happen at the same time. Example: PAGE | 2

Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION

SCOPE

The content, topics, learning experiences and organizing threads of an educational plan.

Write sample topics in a subject area.

SEQUEN

Content and experiences are arranged in a hierarchical order.

CE Write a topic arranged from sample to complex.

INTEGRATIO

Everything is integrated and interconnected.

N

CONTINUI

Vertical repetition and content provide continuity.

recurring

approaches

of

the

TY Examples of the topics in subject area where content is organized in a spiral fashion increasing I breadth and depth.

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Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION MY ANALYSIS 1. Why is there a need to articulate the lessons from grade school to high school?

Articulation Agreements with Destination High Schools Just as elementary students fear the changes involved in moving to middle school, some middle grades students may develop anxieties about moving on to high school. [ However, in non-K-12 unified districts, open enrollment agreements often mean that middle school students transition to high schools in a different district in which there may be little, if any, articulation with the feeder middle school. If this is the case, the middle school will need to initiate articulation with the most likely destination high schools. Again, counselors can work with students to develop personalized learning plans that help narrow the choice of a potential high school to one that will best meet individual student needs and goals. In spite of the difficulties, there are many ways middle grades staff members can develop transition programs that will help students make a successful move to high school. Researchers find that social, emotional, and academic factors contribute to the difficulties associated with students’ transition from middle school to high school. Among other things, students worry about: Having friends Feeling comfortable in a large school Finding classrooms Succeeding in difficult classes Understanding teacher expectations Interacting with older, more mature students Interpreting block schedules Managing time Finding time for social activities1 In one survey, former middle grades students listed four things that would have helped with their transition to high school: Regular connections with high school students so they could learn more about what to expect. Preparation with the skills and strategies needed for high school success. Development of strong connections with adults (for planning and goal setting). Summer bridge options during the eighth-grade summer.2 The following sections include some of the many creative ways that middle grades teachers and administrators work with area high schools to help their students prepare for success. ]

MY REFLECTIONS / MY INSIGHTS As a teacher, I need to understand fully well the dimensions of curriculum design because…..

Without understanding the dimensions of curriculum design, [ the teacher does not know :, the aims and objects of the course, where they fit in the overall design, the range of methods used to teach the syllabus, the measuring instruments used to assess PAGE | 4

Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar, Batangas COLLEGE OF TEACHER EDUCATION

students' performance.etc This sounds like an assignment question to me. ] MY PORTFOLIO Make a curricular web to illustrate that content in the curriculum has no boundary.

Curriculum theory and practice.The organization of schooling and further education has long been associated with the idea of a curriculum. [ The idea of curriculum is hardly new – but the way we understand and theorize it has altered over the years – and there remains considerable dispute as to meaning. It has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, ‘All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (quoted in Kelly 1983: 10; see also, Kelly 1999). This gives us some basis to move on – and for the moment all we need to do is highlight two of the key features: Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson. In what follows we are going to look at four ways of approaching curriculum theory and practice: 1. Curriculum as a body of knowledge to be transmitted. 2. Curriculum as an attempt to achieve certain ends in students – product. 3. Curriculum as process. 4. Curriculum as praxis. It is helpful to consider these ways of approaching curriculum theory and practice in the light of Aristotle’s influential categorization of knowledge into three disciplines: the theoretical, the productive and the practical. ]

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