fs4 - orlando peralta

FS4: Exploring the Curriculum

Credit: 1 unit Duration: 17 hoursCOURSE DESCRIPTION

This course is intended to introduce the education pre-service students to effective curriculum design and assessment. The course topics include 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 the 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 on Curriculum Development and Educational Technology.

GENERAL OBJECTIVES

1. Design a model of curriculum demonstrating considerations for basic and higher education, appropriate community linkage and stakeholders

2. Addressing and monitoring of curriculum implementation and assessment of curriculum.3. Prepare an alignment of developing objectives, pedagogy and assessment.

FS4: Exploring the CurriculumEpisode 1:

LOOK DEEPER INTO THE CONCEPTS, NATURE AND PURPOSES OF THE CURRICULUMName of FS Student:Course: Year and Section:Resource Teacher: Signature:Cooperating School:

At the end of this activity, I should be able to explain the concepts, nature and purposes of the curriculum and how these are translated into the school community. My Performance (How will I be Rated)

Field Study 4 Episode 1- Look Deeper into the concepts, nature and purposes of the curriculumFocused on: The concepts, nature and purposes of the curriculum and how these are translated into the school community.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

Observation /Documentation

All tasks were done with outstanding quality, work exceeds expectations 4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

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

My Analysis Analysis questions were answered completely in depth answers; thoroughly grounded on theories

Exemplary grammar and spelling 4

Analysis questions were answered completely

Clear connection with theories

Grammar and spelling are superior 3

Analysis questions were not answered completely.

Vaguely related to the theories

Grammar and spelling are acceptable

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory

1My Reflections Reflection

statements are Reflection statements are

Reflection statements are

Reflection statements are

profound and clear, supported by experiences from the episode.

4

clear, but not clearly supported by experiences from the episode.

3

shallow, supported by experiences from the episode.

2

unclear and shallow and are not supported by experiences from the episode. 1

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

4

Portfolio is complete, clear, well-organized and most supporting documentations are available and/ or in logical and clearly marked locations. 3

Portfolio is incomplete, supporting documentation is organized but is lacking.

2

Portfolio has many lacking components; is unorganized and incomplete.

1Submission Before deadline

4

On the deadline

3

A day after the deadline

2

Two days or more after the deadline 1

Sub Totals

Over-all ScoreRatingBased onTransmutation

Transmutation of score to grade/rating

Score Grade Score Grade20 1.0 99 12-13 2.50 8119-18 1.25 96 11 2.75 7817 1.5 93 10 3.00 7516 1.75 90 8-9 3.5 72 and15 2.00 87 7-below 5.00 below14 2.25 84

My Map To reach my target of getting g the different concepts, nature and purposes of the curriculum, do the following tasks:

------------------------

1. Visit the school

2. Interview the school community and ask views about the traditional/ progressive curriculum

3. Inquire on the type of curriculum used in their school.

4. Request for a sample of their curriculum:

4.1. Scope/ sequence chart

4.2 Teaching Guide

4.3 Sample lesson plan

My Tools

1. Accomplish the H-chart. Interview an administrator or a faculty member. Get their ideas/views of the curriculum. Write the differences on both sides and the similarities at the center and then write your personal insights.

My Personal Insights:

Traditional Curriculum Lack of instructional

materials Parents are outsiders

and uninvolved Crowded classroom Knowledge is

absorbed through lectures, worksheets and text

The teachers do not have enough knowledge on technologies for effective and meaningful teaching

Similarities Prepare the learners to

engage in honest and gainful work

Both of them teach students with their needs

Both uses syllabus or course of study in teaching

gives the students a good process of learning style

Progressive Curriculum They are updated Gives all the learner’s

needs and interest Parents are primary

teachers and goal setters

Knowledge is constructed through play , direct experience and social interaction

The teachers are globally competitive and has a total learning experiences among the students/learners

2. Find out what curriculum is being used in the schools/colleges/universities near your place. Check the corresponding column.

Types of Curricula

Name of school/ college/ university

Recommended curricula

Written Curricula

Taught Curricula

Supported Curricula

Assessed Curricula

Learned Curricula

Hidden Curricula

San Jose Christian Colleges

Kita-kita Elementary School

My Personal Insights

My Enriching Activities

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

---------------

Things I Need to Do to

Consider in Preparing My

School’s

Strategies/Methods to be

used

Best instructional materials for

teaching

The support of my personnel,

teachers and other staff of my

The school’s Vision, Mission and Core Values

The learner’s needs and

interest

My Analysis

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

2. How do the different educational philosophies relate to the curriculum in the schools you visited?

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

My Reflections/ My Insight

My Portfolio

Pictures of a Traditional School

The room has no sign of new technologies used for teaching and lack of visual aids, academic pictures, posters, school rules and regulations posted in the walls.

Pictures of a Progressive School

The room is supported with instructional devices like new technologies, visual aids, academic pictures, posters, rules and regulations that are displays and posted to the walls.

FS4: Exploring the Curriculum

Episode 2:

WHAT’S THE CURRICULUM MADE OF?Name of FS Student:Course: Year and Section:Resource Teacher: Signature:Cooperating School:


Field Study 4 Episode 2-What’s the Curriculum Made Of?Focused on: The components of the curriculum and curricular approaches

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1




3


2










2




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

4

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

3

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

2

Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1


4



2



4

On the deadline

3


2


Sub Totals




My Map

For this concept, go through the following steps:

1. Visit a school and find out how they attain the aims of elementary, secondary and tertiary education

2. Interview a School administrator/ faculty about how they concentrate their school’s vision and goals into the curriculum.

3. Records the different methods/ strategies that they employed to attain their school’s objectives.

4. Interview one or two students and ask them their school’s vision/ mission.

MY TOOLS

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

VISION

We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.

MISSION

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

Students learn in child friendly, gender sensitive, safe, and motivating environment

Teachers facilitate learning and constantly nurture every learner

Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen

Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners

MY ANALYSIS

1. How important is the school’s vision, mission and goals in designing the curriculum?

2. What methods and strategies were employed by the school’s community to realize these goals?

3. How did the students manifest that they have internalized their vision, mission and goals?

GOALS

CORE VALUES

Maka-Diyos Maka-tao Makakaliksan Makabansa

FS4: Exploring the CurriculumEpisode 3:

WHAT’S NEW IN TEACHING AND LEARNING?Name of FS Student:Course: Year and Section:Resource Teacher: Signature:Cooperating School:


Field Study 4 Episode 3: What’s new in the Teaching and Learning?Focuses on : The teaching and learning process in curriculum

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1




3


2










2







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

4 3 2 1My Portfolio Portfolio is

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

4



2



4

On the deadline

3


2


Sub Totals




MY MAP

In order to reach my target I should do the following steps using the given pyramid.

3. Write your

insight on

teaching and

learning

2. Observe a class.

1. Write your ideas on teaching and learning.

MY TOOLS

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

Interview a teacher. Ask if they perform these series of actions in the teaching process.

PLAN

Includes decision about:

the needs of the learners the achievable goals and objectives to meet the needs the selection of the content to be taught the motivation to carry out the goals the strategies that are suited to carry out the goals /objectives the evaluation process to measure learning outcomes

IMPLEMENT

Requires the teacher to implement what has been planned. Based on the objectives, implementation means to put into action the different activities in order to achieve the goals through the subject matter.

EVALUATE

A match of the objectives with the learning outcomes will be made. The kind of information should be determined so that the type of evaluation should be chosen to fit the purpose.

It will answer the question if the plans and implementation has been successfully achieved.

When the teacher gives activity such as research work, experimentations, demonstration of a certain thing and the like. This will help the teacher to examine the learner’s behavior for the certain activity.

This is seen during recitation, quizzes, exams, projects, ect. Wherein, the teacher could be able to measure the learning capacity of an individual.

Learning by doing. This is seen during the experimentation, thesis, and research and like. Wherein the students are students are able to explore and could get ideas out of what they saw in their surroundings/environment.

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

Behavioral Learning Theories- emphasize observable behavior such as new skills, knowledge or attitudes which can be demonstrated.

Cognitive Learning Theories- unobservable mental processes are used to learn and remember new information and acquire skills

Discovery Learning – individual learns from his discovery of the environment.

We could say that it will be seen during performances like drama, role plays, poem, reciting, ect. The learners are actively participating and learn a lot through mingling with others.

If the activities are on their needs or their capacity to do such thing. And if it is based on their skills and abilities

MY ANALYSIS

1. Explain why teaching and learning give life and meaning to the curriculum.

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

MY REFLECTIONS/ MY INSIGHTS

I LIKE TEACHING BECAUSE…

Reception Learning- learners are actively involved in their own learning.

FS4: Exploring the CurriculumEpisode4:

LET’S CRAFT THE CURRICULUMName of FS Student:Course: Year and Section:Resource Teacher: Signature:Cooperating School:


Field Study 4 Episode 4: Let’s craft the curriculumFocused on: The different curriculum design models.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1




3


2










2




statements are profound and clear, supported

Reflection statements are clear, but not clearly supported

Reflection statements are shallow, supported by

Reflection statements are unclear and shallow and are

by experiences from the episode.

4

by experiences from the episode.

3

experiences from the episode.

2

not supported by experiences from the episode. 1


4



2



4

On the deadline

3


2


Sub Totals




MY MAP

To reach my target, I should do these steps.

Observe a class.

Identify the curriculum design used by schools.

Reflect and write my insights/ learning Gained from the activities.

1

2

3

MY TOOLS

A curriculum can be organized either horizontally or vertically. Write samples of them on the illustrations.

Horizontal Articulation

Grammar Lesson

Example: past Tense/ Vocabulary/ or Sentence

Structure

HISTORY

LITERATURE

SCENCE

ARTS OR MUSICAPPRECIATION

In the horizontal articulation, as shown in the illustration at the page previous page, grammar lessons can be taught using other subjects as content like History, Literature, Science, and Music or Art Appreciation.

Example in History: The teacher can use a part of the Philippine history to be used as apart of the grammar lesson.

In 1321, Ferdinand Magellan arrived in the Philippines. He claimed the islands for Spain. Colonization begun when a Spanish explorer arrived from Mexico. Miguel Lopez de Legaspi arrived from Mixeco in 1565. He formed the European settlements in Cebu. In 1571, the Spanish established Manila as the capital of the Spanish East Indies.

The student can now try to identify which is the subject and predicate. Get examples of past tense usage and even unlock vocabulary words such as.

colonization explorer settlements capital established

Example in Science:

Condensation is the change of the physical state of matter from gaseous phase. Condensation is the reverse of evaporation. Deposition is when the transition happens from the gaseous phase into solid phase directly.

Words such as of, on, from and into are good examples of prepositions.

Example in Art Appreciation:

Select some pictures to show the class and place them around the room, like gallery. Using a worksheet or letting students works freely. Ask them to:

describe the picture orally speculate what the painter was thinking or feeling or doing when she/he painted it how does the painting make them feel

Let the student write a few sentences on their feelings about the paintings. 3-5 sentences will do. Task-based learning of the language is being done here.

Example in Literature: Let the students read a short story and let them retell the story in their own words using questions as guide for their grammar lesson. If it’s for the past tense then make sure the questions given to the students will lead them to producing the output wanted which is the past tense.

Vertical Articulation

1st year 2nd year 3rd year 4th yearLiterary types(Philippines Literature)

Literary Genre(Afro-Asian Literature)

Literature Genre(British and American Literature)

Literary Techniques and Styles (Word Literature)

Understanding Understanding Understanding UnderstandingAppreciation Appreciation Appreciation AppreciationExpress one’s identity and cultural heritage

Relationship between man and his environment and the need to protect the latter.

React to the experiences of other cultures or actions of characters in relation to real life situations.State the effect of a literary piece in one’s value system.

Expresss the belief that people can make a difference as highlighted in literature and show a keener sense of value for what is worthwhile trough exposure to literature. Indicate commitment to values and humanity.

MY ANALYSIS

1. Examine the Basic Education Curriculum. What aspects do you want to modify?

2. What curriculum models do you prefer? Why?

MY REFLECTIONSI Subject-Centered

Design Model

This model focuses on the content of the corriculum.

Correspondents mostly to the textbook, written for the specific subject

Problem-centeredDesign Model

Draw on social problems, nneds, interests, and abilities of the learners. Various problems are given emphasis.

Content cuts across subject Boundaries and must be based On the needs, concerns and Abilities of the students.

Learner-CenteredDesign Model

The learner is the center of the educative process. It focuses on the learners, their needs and the learnings that they should acquire from the teachers and from their activities and experiences as well.

and the learnings

What do I like the best in these

curriculum designs?


WHAT’S THE BASIC OF THE CURRICULUM?Name of FS Student:Course: Year and Section:Resource Teacher: Signature:Cooperating School:


Field Study 4 Episode 5: What’s the basic of the curriculum?Focused on: cite the dimensions of curriculum design.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1




3


2










2







Reflection statements are unclear and shallow and are not supported by experiences from

4 3 2the episode. 1


4



2



4

On the deadline

3


2


Sub Totals




MY MAP

To hit my map, I must do the following task.

MY TOOLS

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

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

Examine a curriculum

Identify the dimensions of the curriculum design

Give some situation samples of each dimension

Basic

Example: Subject Area: Science 4 (Science for Daily Use)

1. Our Body System2. The Skeletal System3. Parts and Function4. The joints5. The Muscular System6. Parts and Function7. Proper Care of Bones and Muscles8. Bone and Muscle Injuries9. Caring for the Persons with Disabilities10. The Digestive System11. Parts and Functions12. Keeping the Digestive System Healthy13. Eating Habits14. Common Ailments of the Digestive System

The contents, topics, learning experience and organizing threads of an educational plan. An educational plan.

Write sample topics in a subject area.

Example:

Subject Area: English (Language 4)Content: Letter Writing

Topics: 1. Reading a Letter2. Parts of a Letter 3. Writing a Letter of Invitation4. Addressing an Envelope Correctly5. Preparing an Envelope

Scope

Content and experiences are arranged in a hierarchical order.

Example:

Grade I - The PhilippinesGrade II - The Philippines and Its CulturesGrade III- The Filipino CommunityGrade IV- Regions in the PhilippinesGrade V - Philippines as Part of the World

Vertical repetition and recurring approaches of the content provide continuity

Examples of topics in a subject area where content are organized in a spiral fashion increasing in breadth and depth.

Example:

Subject: EnglishTopics: Parts of Speech

Noun Pronoun

Verb Adverb Adjective Preposition and so on…

Sequence

Continuity

MY ANALYSIS

1. Why is there a need to articulate the lessons from grade school to high school?

MY REFLECTIONS/ MY INSIGHTS

As a teacher, I need to understand fully well the dimensions of curriculum design because…


TELL ME YOU’RE FEATURESName of FS Student:Course: Year and Section:Resource Teacher: Signature:Cooperating School:


Field Study 4 Episode 6: Tell Me Your FeaturesFocused on: The six (6) features of a curriculum

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1




3


2










2




statements are profound and clear, supported by experiences

Reflection statements are clear, but not clearly supported by experiences

Reflection statements are shallow, supported by experiences from

Reflection statements are unclear and shallow and are not supported by

from the episode.

4

from the episode.

3

the episode.

2

experiences from the episode. 1


4



2



4

On the deadline

3


2


Sub Totals




MY MAP

To get on the task, I should know the answers to the questions.

O teaches?

O do teachers teach?

at do teachers teach?

ow do teachers teach?

ow much of the teachers' lessons were learned?

om do we teach?with

My Tools

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

My Analysis

As a future teacher, I need to know and understand the six (6) features of the curriculum because…

My Reflections


THE Wh- OF THE CURRICULUMName of FS Student:Course: Year and Section:Resource Teacher: Signature:Cooperating School:


Field Study 4 Episode 7- The Wh- of the curriculumFocused on: The concepts, nature and purposes of the curriculum and how these are translated into the school community.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1




3


2










2




statements are profound and clear, supported by experiences

Reflection statements are clear, but not clearly supported by experiences

Reflection statements are shallow, supported by experiences from

Reflection statements are unclear and shallow and are not supported by

from the episode.

4

from the episode.

3

the episode.

2

experiences from the episode. 1


4



2



4

On the deadline

3


2


Sub Totals




- ------------

My Map

To attain my target, I should do the following.

My Tools

1. Identify the various implementers of the curriculum.

2. State the role of technology in delivering the curriculum.

3. Explain the different ways of assessing the curriculum.

1. Explain ways how to effectively implement the curriculum. Interview the school administration/principal.

Learner:

By being good follower of the rules of a curriculum.

Administrators:

By making rules and regulations that will help children to be better person

Faculty Members:

By having unity to each other, teach the children the Do’s and Don’ts.

Parents:

By supporting their children to engage in whatever activities of curriculum.

Curriculum Implementation

Other Stakeholders:

Help the curriculum to be more effective for the improvement of it.

Community Members:

They are partners of the school. They give also support to the school.

2. Visit the Learning Resource Center of the school. Interview the media/ learning resource staff. How does technology help in delivering the curriculum?

3. Interview a faculty member or an administrator. Ask what criteria they use in evaluating their school curriculum.

MY PORTFOLIO

Write an acronym for curriculum assessment.

A ttainable

S pecific

S tudent-centered

E nvironment-concerned

S tandardized

S yntactic correctness

M easurable

E valuative

N orm-reference

T ime bound


WHAT’S NEW IN THE CURRICULUM?Name of FS Student:Course: Year and Section:Resource Teacher: Signature:Cooperating School:

At the end of this activity, I should be able to discuss different curricular issues and concerns. My Performance (How will I be Rated)

Field Study 4 Episode 8- What’s New in the Curriculum?Focused on: Curricular issues and concerns

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1




3


2










2





4


3


2

Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1


4



2


1Submission Before deadline On the deadline A day after the

deadlineTwo days or more after the

4 3 2deadline 1

Sub Totals




My Map

To attain my target, I should do the following.

3. Write insights/ reflections on these innovations.

2. Interview faculty members on the merits and demerits of these

innovations.

1. Visit DepEd or interview school administrators on various curricular issues and concerns

My Tools

Interview school officials, faculty members or read educational journals and magazines to complete the matrix.

Curricular Innovations

Advantages (Merits) Disadvantages (Demerits)

My Insights

1. Revised Basic Education Curriculum RBEC(2002)

- The advantages of the revised basic education curriculum are that they outline the easiest possible paths for creating a severely under-educated student as to follow the current trend.

- The disadvantage is that we have allowed the teachers union to have control over this and education in general for 40 years; producing the result of virtually illiterate children after graduation.

We cannot facilitate learning well in a fast way, learning is an evolution. As a teacher we want our students to be the brightest kid ever not an illiterate one.

2. Secondary Education Curriculum

- UBD Model emphasis on

-other countries view the 10-year education

This enhances the participation of the

UBD Model 2010 (UBD)

“backward design”, the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction.- Students being able to explain, interpret, apply, have perspective, empathize and have self-knowledge.

cycle as sufficient. students in the learning activities.

3. K-12 - The program aims to uplift the quality of education in the Philippines in order for graduates to be easily employed.- The program also aims to meet the standards required for professionals who would want to work abroad.- Most importantly, the system aims to fully enhance and develop the students in order for them to be well-prepared especially in emotional and cognitive aspects

- longer years in school- unprepared school and faculty.

At this moment we cannot see the advantages and disadvantages of this innovation at hand, for how it will really go through. Although the DepEd are experiencing some difficulties on what will be the best they can do for the teachers to be fully equip especially for the preparation of Grade 11 and Grade 12.

My Enriching Activities

i Select one innovation and complete the discussion below. Interview Education students to get their ideas on curricular innovations.

K-12 ProgramYES

Do we really

need to innovat

e?

NO

Pictorial

The School’s Mission and Vision

The School’s Gym

Comments from the Critic

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MS. LOVE F. ORDONIA Cooperating Teacher

Rubric for Field Study Portfolio

Name: Orlando L. Peralta BSED – 3rd YearDirection: Check ( ) the appropriate column that best describe the FS Student’s work

Criteria Description5 4 3 2 1

Contents of the portfolio

Has 90-100% of the needed

content

5

Has 75-89% of the needed

content

4

Has 60-74 % of the needed

content

3

Has less than 59% of the

needed content

2

Has less than 40% of the

needed content

1Objectives of the portfolio

Objectives are smart and cover the

whole course

Objectives are smart but cover only

minimum of 75% of the

Objectives are smart but

cover only less of 75% of the whole course

Some objectives are not smart and do not cover

the whole

Most objective are

not smart and cover only

minimum of

5whole course

4 3course

2the course

1Quality of

entriesEntries are

best quality, well selected

and very substantial

5

Entries are not better quality, many are well selected and substantial

4

Entries are of acceptable

quality, some are well

selected and substantial

3

Some entries are of

acceptable quality, limited selection and

substantial

2

Few entries are of

acceptable quality, not

well selected and very minimal

substance1

Presentation of entries

Creative, neat and has very

strong impact/appeal

5

Creative, neat and has strong impact/appeal

4

Creative, neat and an average impact/appeal

3

Minimal creativity, neat with minimal

impact/appeal2

No creativity in disarray, no

impact/appeal

1Promptness of

submissionSubmitted ahead of schedule

5

Submitted on schedule

4

Submitted after 10 days

after the schedule

3

Submitted from 11-30

after schedule

2

Submitted 32 days or more

after the schedule

1

MS. LOVE F. ORDONIA Cooperating Teacher

SELF- COMPETENCY RATING CHECKLIST FOR FS 4

Name: Orlando L. Peralta BSED – 3rd YearDirection: Check ( ) the appropriate column that best describe your current level of mastery of each listed competency

Competency

I cannot do this yet

I am learning how to do this

I can do this but I need to learn more

and improve

I can do this very well

1. Determines teaching approaches and techniques appropriate to the learners.

2. Uses variety of teaching approach and techniques appropriate to the subject matter and to the learner.

3. Identifies and classifies

resources and facilitate teaching and learning process.

4. Appraises the effectiveness of displays as learning resources.

5. Designs a bulletin board display.

6. Determines the appropriateness of teaching aids to learning tasks.

7. Prepares instructional materials that are appropriate to the learning content.

8. Develops and utilizes materials which involve students in a meaningful learning.

9. Recognizes strengths and weakness of slide presentations in facilitating teaching-learning process.

10. Determine the appropriateness of the internet resources to the learning tasks.

Date Accomplished: Rater’s Signature: MS. LOVE F.

ORDONIA Cooperating Teacher

SELF- COMPETENCY RATING CHECKLIST FOR FS4

Name: Orlando L. Peralta Course: BSED – 3rd YearDirection: Check ( ) the appropriate column that best describe your current level of mastery of each listed competency

Competency

I cannot do this yet

I am learning how to do this

I can do this but I need to learn more

and improve

I can do this very well

1. Determines teaching approaches and techniques appropriate to the learners.

2. Uses variety of teaching approach and techniques appropriate to the subject

matter and to the learner.3. Identifies and classifies

resources and facilitate teaching and learning process.

4. Appraises the effectiveness of displays as learning resources.

5. Designs a bulletin board display.

6. Determines the appropriateness of teaching aids to learning tasks.

7. Prepares instructional materials that are appropriate to the learning content.

8. Develops and utilizes materials which involve students in a meaningful learning.

9. Recognizes strengths and weakness of slide presentations in facilitating teaching-learning process.

10. Determine the appropriateness of the internet resources to the learning tasks.

Date Accomplished: Rater’s Signature: MS. LOVE F.

ORDONIA Cooperating Teacher

TABLE OF CONTENT

Episode 1

PRINCIPLES OF LEARNING ............................................................... My Target .............................................................................. My Performance (How I Will Be Rated) .................................. My Map .................................................................................. My Tool (My Observation Sheet) ............................................

Page

111-233-4

My Analysis ............................................................................. My Reflections ....................................................................... My Portfolio (Principles of Learning on My Own Words) .......

Episode 2

LESSON OBJECTIVES AS MY GUIDING STAR ...................................... My Target ............................................................................... My Performance (How I Will Be Rated) ................................. My Map ................................................................................. My Tool (My Observation Sheet) ............................................ My Analysis ............................................................................ My Reflections ........................................................................

My Portfolio (My research quotation that state the signifi- cance of goals and objectives) .............................................

Episode 3

ORGANIZING CONTENT FOR MEANINGFUL LEARNING .................... My Target .............................................................................. My Performance (How I Will Be Rated) ................................. My Map ................................................................................. My Tool (My Observation Sheet) ...........................................

A. For the Cognitive Lesson ...............................................B. For the Skill Lesson ........................................................C. Value/Affective Lesson ..................................................

My Analysis ............................................................................A. For the Cognitive Lesson ...............................................B. For the Skill Lesson ........................................................C. For the Affective Lesson ................................................

My Reflections ....................................................................... My Portfolio (My Lesson Plan) ...............................................

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777-88-99-101011

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121212-13141414-151515-16161616161717-18

Episode 4

GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES .................................................................................................... My Target ............................................................................... My Performance (How I Will Be Rated) ................................. My Map .................................................................................. My Tool (My Observation Sheet) ............................................ My Analysis ............................................................................. My Reflections ........................................................................ My Portfolio ...........................................................................

Episode 5

ON TEACHING APPROACHES AND METHODS ................................... My Target ............................................................................... My Performance (How I Will Be Rated) .................................. My Map ................................................................................. My Tool (My Observation Sheet) ............................................ My Analysis ............................................................................. My Reflections ........................................................................ My Portfolio (Characteristics of Constructivist approach and Metacognitive Approach; My research on Teaching of Methods) ..........................................................................

Episode 6

GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES ................................................................... My Target ............................................................................... My Performance (How I Will Be Rated) .................................. My Map .................................................................................. My Tool (My Observation Sheet) ............................................ My Analysis ............................................................................. My Reflections ........................................................................

191919-202121-22222222

232323-242525-2626-2727

28-29

303030-313232-33333434-35

My Portfolio (Lesson Plan) ......................................................

Episode 7

EFFECTIVE QUESTIONING AND REACTING TECHNIQUES ................... My Target ............................................................................... My Performance (How I Will Be Rated) .................................. My Map .................................................................................. My Tools ( My Score’s to My Resource Teacher Questioning Behavior ) ......................................................................... My Tools (My Observation Sheet) .......................................... My Analysis ............................................................................. My Reflections ....................................................................... My Portfolio ..........................................................................

PICTORIAL ........................................................................ COMMENT OF THE CRITIC ....................................................

363636-3738

3839404041

4243

fs4 - orlando peralta

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