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    FS-4: Understanding CurriculumDevelopment

    Submitted To: Dr. Rhoda Amor

    Submitted !: Castel Saba

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    FS4: Understanding Curriculum Development

    A Portfolio Presented To: SEAS Department of Southland College

    In Partial Fulfillment of the Requirements in FS 4

    First Semester S.. !"#$%!"#&

    Cooperating S'hool: Southland College (igh S'hool Department

    Cooperating Tea'her: )r. )i'hael Doronila

    Su*mitted +,: Castel . Sa*a +SED III%English

    Su*mitted To: Dr. Rhoda Amor

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    Ac"no#ledgement

    I owe a debt of gratitude to those who were so generous with their time and expertise:

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    To our Almighty God for the knowledge, strength and wisdom. His guidance leads me

    to select the most desirable way to success.

    To my family who always proides financial support, loe, moral alues and adices.

    To !r. "hoda Amor as our mentor for our sub#ect $ield %tudy &. 'e really appreciate

    your utmost effort in facilitating and checking our errors. Thank you for molding us to be

    competent and knowledgeable about life. 'e are so grateful to hae you as our mentor and

    we feel so blessed.

    To my cooperating teacher (r. (ichael !oronila for your cooperation and to your

    students who also gae their cooperation. 'e wish we could express our appreciation to them

    for their warm hospitality.

    The expertise in this portfolio belongs to those listed aboe. Any errors are mine.

    Statement o$ %urpose

    The intent of this portfolio is to proide and share experiences and ideas to those who will

    undergo the same undertakings. The content of this portfolio will help future mentors design

    a model of curriculum demonstrating considerations for basic and higher education,

    appropriate community linkages and stakeholders, address the monitoring of curriculum

    implementation and assessment of curriculum, and prepare an alignment of deeloping

    ob#ecties, pedagogy and assessment. This portfolio is intended to introduce the education

    pre)serice students to effectie curriculum design and assessment.

    This portfolio will sere as a tool for information sources

    To educate is to become a better educated. It is circular process that improes with

    time* we beliee the responsibility of educators is to proide students with the necessary

    knowledge and skills to succeed in academic, business and personal arenas. +ur teaching

    philosophy is based on the belief that education is a solution to many social problems.

    ducation proides the tools to make informed decisions, synthesi-e ideas, and critically

    ealuate releant issues and to en#oy life. Therefore pursuing knowledge and working to

    improe our skills as an educator are among our highest priorities.

    As an educator, we will strie to encourage excellence in our students and

    ourseles. ourse material should be challenging, interactie and releant to current issues

    and eents. %tudents learn and retain more information if the material is presented in an

    enironment that is interesting and interactie. $or this reason, we beliee that using a

    ariety of multimedia including ideo, slides, and the internet, is an effectie way to

    complement traditional course lectures remains the foundation of the educational

    experience. 'e feel that we can encourage students to seek new knowledge and explore their

    own ideas by an enthusiastic presentation of both what is. And what is not known about

    sub#ects. 'hen appropriate, the classroom setting should be expanded to include experience

    in the field. 'hat better way to make the necessary connections among biological concepts

    than by obsering how organisms interact with their enironment/

    In our interaction with students, we will strie always to be respectful,especially when dealing with differing opinions that may arise as product of scientific

    thinking. 'e want our student to learn to think critically, not merely to accept our ideas and

    opinions* our drie to pursue higher education was due in part to seeral teachers who

    inspired catalyst for other people to pursue their dreams.

    0y 1oanna $uchs

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    !ear 2ord, bless these teachers mightily

    as they seek to teach, enrich and guide

    your precious children.

    Grant them abundant resources to do their #ob,

    intelligence, wisdom, sensitiity, kindness,and the material things that make it possible

    to turn some of these tender green plants

    into the strong, stable trees that will lead our nation,

    to transform some of these buds into brilliant flowers

    that will bring light, color and happiness

    to all who encounter them,

    and to gie eery one of them the tools

    to be creatie, and productie and to deeloptheir own kind of success in the world.

    2ord, wrap 3our loing arms around these teachers

    who gie so much of themseles to grow our youth

    into creatie, responsible adults.

    'e pray that 3ou will immerse them

    in your boundless, transcendent loe.

    'e pray that 3ou will strengthen and soothe them

    when they hae gien so much of themselesthat they need 3our extra attention, 3our extra care.

    'e loe, respect and admire these teachers, 2ord

    and we pray that you will watch oer them always4

    these special people who hold our children

    and our future in their hands.

    Amen.

    &ntroduction

    'hat is Curriculum Development(

    It is the organi-ed preparation of whateer is going to be taught in schools at a gien

    time in a gien year. They are made into official documents, as guides for teachers,

    and made obligatory by proincial and territorial departments.

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    Teachers use curricula when trying to see what to teach to students and when, as well

    as what the rubrics should be, what kind of worksheets and teacher worksheets they

    should make, among other things. It is actually up to the teachers themseles how

    these rubrics should be made, how these worksheets should be made and taught* it5s

    all up to the teachers. In a practical understanding, though, there is no concrete way

    to say what methodology is right to use. 0ut it is also true that the way in which a

    certain topic is taught habitually resoles what is actually taught. This is why it is

    re6uired to make a distinction between the official or planned curriculum and the de

    facto curriculum* the one that is formal and the one that is actually taught in schools.

    It is also one of the ma#or and re6uisite sub#ects in education. It deals with the

    theories and principles in education. These principles are the basis of lessons to be

    implemented inside or outside the four corners of the classroom.

    Tas" &

    )isit a school

    *et the cop! o$ the school+s ,ission and )ision

    Anal!e the ,ission and )ision o$ the school relative to the eisting school

    curriculum

    ,a"e anal!sis report-goals/ reasons $or eistence/ teachers/ students/

    methods /responsibilit! to communit! and #hole #orld

    *ive a brie$ histor! or description o$ the school The school+s ,ission and )ision

    Anal!sis report-support #ith photographs/ etc. report o$ !our un$orgettable

    eperiences.

    %outhland ollege High %chool !epartment is located along "i-al %t. 0rgy.7, 8abankalan ity,

    9egros +cc. It was August , ; when I started my first actual obseration for my sub#ect

    $ield %tudy)&. I was a little bit excited for the said obseration that?s why I really made some

    preparation for it, and from the fact that our teacher in this sub#ect !r. "hoda Amor always

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    reminds us to fill in eerything that corresponds to our target and goal. The target is to be

    competent in determining anything about the curriculum.

    I strolled around the campus and I #otted down my obseration in my notebook. I was

    impressed and happy to saw the new constructed building and the new added classroomsalong with it. I could say that the school has a lot of improement as the days goes by. Truly,

    %outhland ollege is a liing proof that there is nothing great that we can?t achiee unless we

    put our faith and perseerance on it.

    Mission

    Respecting the human dignity and unique talents of each person, Southland College is

    dedicated in helping its students actualize their potentials for the enhancement of their own

    lives and for national development

    @uality ducation has always been the oer)riding mission of the school. %outhland ollege

    prepares its students to be able to compete locally, nationally and globally. As education

    becomes increasingly committed to secular humanism, the mission of the school is to proide

    a strong education but from a 0iblical 'orld iew. 'isdom is the ability to apply knowledge in

    a disciplined and productie manner. The students must grow not only in knowledge but also

    in wisdom based upon God?s 'ord. The %chool proides the students with teachers haing the

    greatest skills and the most integrity the school can find. %tudents are inspired and motiatedby their teachers. The school also beliees that each person is uni6ue and special that?s why

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    it respects and caters the needs of each person. A good education along with strong character

    will afford a destiny with no limits for the progress of all. %outhlanders truly beliee that with

    the education they hae receied they hae Bndless CossibilitiesD.

    Vision

    A progressive educational community where

    the individual is the core of his own learning.

    The ision of the school is putting the students5 interests first and acknowledging student

    oice as central to the learning experience. %outhlanders choose what they will learn, how

    they will learn, and how they will assess their own learning. The school wants to perceie a

    student)centered learning which simply refer to educational mindsets or instructional

    methods that recogni-e indiidual differences in learners. In this sense, student)centered

    learning emphasi-es each student5s interests, abilities, and learning styles, placing the

    teacher as a facilitator of learning for indiiduals rather than for the class as a whole.

    %outhland ollege let %outhlanders learn on hisEher own pace.

    The (ission and ision of %outhland ollege relates to the existing curriculum such that the

    ob#ecties of the 8to=; curriculum is

    My Report

    0earners/ Teachers and %arents

    0earners as center o$ educational process

    Are the ver! reason a curriculum is made

    0earners+ eperiences should be given emphasis

    And learners+ needs and interests should be addressed.

    &n implementation o$ the curriculum

    Teachers are the most crucial persons.

    The "e! to e1ective curriculum implementation

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    &s the understanding inside the classroom.

    %arents as supporters o$ the curriculum

    ecome environment part o$ learning at home

    %arents provide materials that aren+t in home

    And especiall! the moral values and norms.

    A classroom is a miniature o$ a greater societ! because in a classroom li"e a

    greater societ! has various "inds o$ individuals #ith di1erent attitudes and

    personalities and li"e a greater societ!/ these individuals #or" together $or the

    attainment o$ a certain goals #hich are necessar! $or their living and survival. &n

    this place also #here students have di1erent "inds o$ attitude/ opinions/ interest

    and dreams. And these students are considered as individuals 2ust li"e #hat #e see

    in the societ!. &n the classroom student shares their o#n point o$ vie# as a part o$

    the communit!. Students started to as" 3uestions to other/ in classroom students

    practice good moral and right conduct. &n the classroom/ students learned a lot o$

    things $rom their teacher/ classmates and eperience. To be responsible person as

    the! 2oined in the communit! to create harmonious living/ a good person should

    $ollo# la#s and limitations as a Filipino citien in the societ!.

    %rimaril!/ #e can nd di1erent personalities inside the classroom so as in a societ!.

    )aried personalities eist and interact #ith each other and are helping each other toachieve #hatever plans that #ill be benecial to them and their societ!. Another

    thing is the materials in the classroom #hich are e3uivalent to all the resources

    available to the people in a societ!. These materials the! utilie to produce crops or

    nished products $or their living.

    The similarities that are $ound in the classroom that can be observed are

    interactions o$ di1erent "inds o$ people/ st!les and #ants. 5ver! individual have the

    right and $reedom o$ #hat the! are doing #ith responsibilities on their actions. &n

    the classroom that has a communit! 2ust li"e in the societ! people reacts

    interdependence and independentl!.

    Cooperation and %artnership in a curriculum design is ver! important because i$

    there is a partnership/ not onl! single idea can be presented but several #hich #ill

    contribute to a better concept $or curriculum design and i$ there is a cooperation/

    the tas" involved #ill be easier since the persons involved can #or" hand in hand

    $or the success o$ their #or". %artnership and cooperation is ver! important in

    Curriculum Design in a #a! that #hatever 6a#s or mista"es can be corrected or

    modied earlier. Cooperation and partnership must come together because the! are

    interrelated to each other in designing/ selecting or choosing content and activities

    and the determination o$ #hat to evaluate.

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    Brief History

    Southland CollegeFSC or %outhland ollege of 8abankalan Inc. is a priate, non)sectarian

    and coeducational institution located in the fast progressie ity of 8abankalan, 9egros

    +ccidental, Chilippines.

    stablished in (arch ;

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    hands helping shape the foundation of %outhland ollege. Amid challenges, stumbling blocks,

    and interfering forces, %outhland ollege was established 4 a shining testament of God?s

    wondrous ways and His helping hand for those who trust Him.

    !eeply saddened by the anticipated mass resignation of the faculty and staff with the change

    of leadership of a priate school where he was the former president, !r. Anecito !. illalu- 1r.

    decided to put up his own school where he could freely make use of his publicly

    acknowledged and admired managerial skills and organi-ational expertise.

    The preparations for the new school started in (arch ;

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    A teacher is one who,an enhance eery admiration,

    A teacher is one of,The true inspiration,

    A teacher is one who,Gie us our right eleation,

    A teacher is one to gie,s a chance to step in there generation,

    'ith them our life,is full of celebrations,

    They may dare to use 6uotation*And these 6uotation,

    %hould hae fixations,ery student is unsuccessful,

    'ithout there inspiration,After all a teacher is more importantThen Alfa, 0eta, Gamma and 9ewton.

    Most Unforgettable Experience:

    2ast month I highlighted $ield %tudy & obseration that 8to=; curriculum is painting an

    incredibly exciting picture of how education can Fand should extend beyond the four walls of

    the classroom and into the actiities and eents that fill the communities where students lie,

    being agile enough to ac6uire new knowledge and skills almost daily, in tune with the ery

    dynamic and uncertain global economy we hae created

    9ow I want to reflect on seeral of my own experiences that hae coninced me of theimportance of $ield %tudy & obseration. 'ith this sub#ect able to know how curriculum

    helped a lot in molding and creating a competitie and intellectual person.

    Task II

    Choose a particular sub2ect area and grade level in a school to be visited

    Re3uest copies o$ the tetboo"s/ #or"boo" and other supplementar!

    materials used in class/ laborator! pla!ground/ instructional materials etc.

    5amine these resources materials in relation to the eisting curriculum o$the school

    Re6ect on ho# these resource materials support the implementation o$ the

    curriculum

    ,a"e a #ritten report o$ these tas"s.o ,a"e a brie$ description o$ each supplementar! materials used7

    present in the schoolo ,a"e a report on !our re6ection $eel-$ree to ma"e recommendations/

    cite strengths/ #ea"nesses $or each.o Support #ith photographs o$ these materials

    o ,a"e a #ritten report o$ !our intervie# #ith the sub2ect teacher on this

    tas"/

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    o 'ritten report o$ !our un$orgettable eperience.

    The grade level that caught m! attention during m! actual observation is the *rade-

    8 acon. This class reall! made an impression on me

    Student-to-student &nteractions %attern:

    The student groups themselves according to their se/ girls and girls and bo!s and

    bo!s. For the girls the! #ant to pla! a hand game/ #hile the bo!s are pla!ing ball

    games. Student to student interactions are the simplest interactions/ the! have

    their o#n #a! o$ understanding/ and students are nois! #hen the! interact.

    Sometimes the! tal" nonsense/ boisterous topic to ma"e them laugh/ the! have

    man! topics about their love li$e/ li"es and disli"es/ inspiration/ and motivation.

    Student to student interactions are the interactions ta"es long period o$ time #henthe! see each other.

    Student-to-Teacher &nteractions %atterns:

    Student to teacher interactions can be observed in ever! classroom during

    discussions. Teacher is the $acilitator and the students are the learners. Student to

    teacher interactions are e1ective because students give their thought and ideas

    during lectures. Student must respect the teacher as their mentor in learning.

    Teacher-to-Student interactions:

    Teacher considered the students as their children9 the! sho# care and love to them/

    teachers are concerned o$ the student+s needs that is #h! the! never stop teaching

    ever! da! about the things the! #ant to share about their "no#ledge to educate

    each student. Teacher is the most respective person in the classroom9 students

    should $ollo# the rules and regulations implement b! the teacher and student

    should per$orm activities that the teacher assigned to them.

    Student-to-non-teaching &nteractions:

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    Student to non teaching interactions are happened to the other person in our

    learning environment/ these are the 2anitors/ canteen personnel/ securit! guard and

    vendors $ound in school. Student interact #ith them #ith little respect/ Student

    considered them as an ordinar! people in the learning environment.

    Teacher-to-Teacher &nteractions:

    Teacher to teacher interactions are the pro$essional t!pe o$ interactions because o$

    their pro$ession. Teachers interact #ith teacher during their school meetings/

    programs and sessions. 'hen the! interact/ it is di1erent because the! tal" 3uietl!

    not 2ust li"e student/ and teachers don+t have long period o$ interactions it depends

    onl! on their availabilit! o$ schedule because teachers are so bus! #ith their

    commitment to the learners. & can see them onl! interact during their meal time

    #ere the! have a $ormal conversation 2ust li"e the other people do.

    A classroom is a miniature o$ a greater societ! because in a classroom li"e a greater

    societ! has various "inds o$ individuals #ith di1erent attitudes and personalities and

    li"e a greater societ!/ these individuals #or" together $or the attainment o$ a certain

    goals #hich are necessar! $or their living and survival.

    Classroom is the miniature o$ a greater societ! because in the classroom students

    have di1erent "inds o$ attitude/ opinions/ interest and dreams. And these students

    are considered as individuals 2ust li"e #hat #e see in the societ!. &n the classroom

    student shares their o#n point o$ vie# as a part o$ the communit!. Students started

    to as" 3uestions to other/ in classroom students practice good moral and right

    conduct. &n the classroom/ students learned a lot o$ things $rom their teacher/

    classmates and eperience. To be responsible person as the! 2oined in the

    communit! to create harmonious living/ a good person should $ollo# la#s and

    limitations as a Filipino citien in the societ!.

    %rimaril!/ #e can nd di1erent personalities inside the classroom so as in a societ!.

    )aried personalities eist and interact #ith each other and are helping each other to

    achieve #hatever plans that #ill be benecial to them and their societ!.

    Another thing is the materials in the classroom #hich are e3uivalent to all the

    resources available to the people in a societ!. These materials the! utilie to

    produce crops or nished products $or their living.

    The similarities that are $ound in the classroom that can be observed are

    interactions o$ di1erent "inds o$ people/ st!les and #ants. 5ver! individual have the

    right and $reedom o$ #hat the! are doing #ith responsibilities on their actions. &n

    the classroom that has a communit! 2ust li"e in the societ! people reacts

    interdependence and independentl!.

    v Cooperation and %artnership in a curriculum design is ver! important because i$

    there is a partnership/ not onl! single idea can be presented but several #hich #ill

    contribute to a better concept $or curriculum design and i$ there is a cooperation/

    the tas" involved #ill be easier since the persons involved can #or" hand in hand

    $or the success o$ their #or".%artnership and cooperation is ver! important in

    Curriculum Design in a #a! that #hatever 6a#s or mista"es can be corrected or

    modied earlier.Cooperation and partnership must come together because the! are

    interrelated to each other in designing/ selecting or choosing content and activities

    and the determination o$ #hat to evaluate.

    The Clarit! !ou gave to me/

    &t shone li"e Angel ra!s/

    0i"e #ater rushed on golden sands/

    And crashed along the ba!s.

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    The 3uestions deep #ithin m! heart/

    Con$used m! humble mind/

    et #hen !ou spo"e !our #ords aloud

    &t seemed/ no longer & #as blind.

    The ans#ers all came 6ooding in/The! touched m! inner soul/

    The "no#ledge that !ou gave to me

    'ithin m! heart & hold.

    & understood that the events

    That troubled me someho#/

    'as nothing to be $rightened o$/

    &nstead & should be %roud.

    & Than" ou Sir most graciousl!/

    These #ords & sa! aloud/

    For the Clarit! !ou+ve given me/

    ;as made me $eel 3uite proud.

    Dee ,cdonald

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    v Dialogue is ver! important in curriculum design because through this/ all the

    persons involved can epress their ideas/ opinions and insights #hich ma!

    contribute in designing curriculum and that all the aspect li"e the advantages and

    the disadvantages #ill be addressed and properl! handled or presented.

    v ;aving a dialogue in curriculum design is a good idea to implement. &n order $or

    us to design a curriculum/ #e need all the ideas #e can get and that is b! having a

    dialogue #ith ever!one. Communication is important #hen ma"ing an important

    pro2ect such as curriculum design because sometimes #e ma! not see an! de$ect or

    #ea"ness in the design but i$ others concerned are around the! ma! notice it.

    & have had no#here to turn

    & had a lot to learn

    not 2ust about math science and 5nglish

    about li$e

    ut !ou listen and never told

    & have never "no#n #hat that $elt li"e be$ore

    & remember #hen & #ould sit and sob on the 6oor

    Then !ou came and guided me

    To bad this is m! last !ear at this school

    Seems 2ust li"e !esterda! & #al"ed into !our 8th grade class

    o! that #as a blast

    To bad #al"ing do#n the hall #ill be m! last

    ut no# &+m going to ?th grade

    going to a #hole ne# school

    ut & #ill al#a!s "eep that simple rule

    live !our li$e

    but #hen & #al" into that brand ne# place

    & al#a!s remember !our s#eet smiling $ace

    the $ace that gave me strength and courage

    to "eep going "eep moving don+t let an!thing stop me

    & hope this doesn+t mean that #e can never tal"

    & hope #e "eep in touch

    so & #on+t end up alone

    sitting on the 6oor again

    and all & could do #as moan

    So than" !ou $or being m! $riend

    & am so sad that our trust ma! have to end

    Darb!

    The 0earning

    5nvironment

    Sub2ect

    ,atters

    Covered

    0ibrar! And7

    =r &nternet

    Resources

    %leasant and $ree @ouns Using oo"

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    $rom noise and

    the atmosphere

    #as cool.

    The learning

    environment isclean and

    pleasant. ;as

    di1erent pictures

    and posters

    placed on the

    bulletin board.

    The classroom is

    properl! cleaned

    and #ith proper

    ventilation

    because o$ the

    #ell $unctioning

    #all $ans

    installed.

    Appropriate

    %articiples

    &diomatic

    5pressions

    Using

    %articiple

    Changing

    Direct Speech

    To &ndirect

    Speech

    present tense7

    declarative

    sentencesB

    oo"/

    3uotes $rom

    movies7lms

    oo"

    The 0earning

    5nvironment

    Sub2ect ,atters

    Covered

    0ibrar! And

    7=r &nternet

    Resources

    &$ the

    learning

    environment

    is pleasant

    and $ree

    $rom

    distractions/

    the students

    can $ocus

    their $ull

    attention to

    the

    discussion o$

    the teacher.

    The learning

    environment

    is o$ vital

    $actor in

    motivating

    students to

    learn/ thus it

    should be

    pleasant and

    com$ortable

    The learner must

    have a prior

    "no#ledge o$ the

    sub2ect matter

    that #ill be

    tac"led. The!

    should have an

    understanding o$

    #hat a noun is/

    in order $or them

    to properl!

    associate it #ith

    other parts o$

    the sentence so

    that it #ill be

    grammaticall!

    correct.

    Since idiomatic

    epressions do

    not have eact

    meaning as the

    #ords the!

    represent/

    there$ore the!

    &nstructional

    materials li"e

    boo"s help the

    teacher in

    teaching the

    lesson to the

    students and

    the

    trans$erring to

    them the

    "no#ledge and

    the principles

    associated in

    the topic.

    Using boo"s is

    help$ul to the

    teacher in

    teaching the

    idiomatic

    epressions

    because it

    gives various

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    enough to

    be sta!ed in.

    The learning

    environment

    is o$ vital

    $actor in

    motivating

    students to

    learn/ thus it

    should be

    pleasant and

    com$ortable

    enough to

    be sta!ed in.

    should be

    eplained

    care$ull! to the

    students $or

    them to arrive at

    the accurate

    meaning and

    avoid

    misconceptions.

    &n discussing

    direct speech to

    indirect speech

    sub2ect matter/

    the student

    should rst "no#

    #hat is sub2ect

    and #hat the

    predicate is so

    that the! #ill

    "no# ho# to

    rearrange the

    sentence directl!

    and indirectl!

    based on the

    sub2ect and the

    predicate.

    eamples and

    situations $or

    the students to

    understand.

    0i"e#ise/ using3uotes $rom

    movies7 lms

    #ill be easier

    $or the teacher

    in conve!ing

    the meaning o$

    the idiomatic

    epressions

    because

    students #illinterpret the

    meaning based

    on the

    situation in the

    movie.

    oo"s are

    appropriate

    instructional

    materials $or

    the sub2ect

    matter

    because it

    provides

    eplanations

    and eamples

    in elaborate

    manner.

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    >. 'hat do most principles and theories o$ curriculum development have in

    common( ;o# this commonalit! epressed or spelled out in the curriculum o$ the

    class !ou have observed(

    The commonalit! #as also epressed through the learning activities that the

    teacher provides/ through this/ the teacher gives emphasis on the per$ormance o$the students. The curriculum is deemed to be success$ul i$ the per$ormance o$ the

    learners is higher than the target set. ;o#ever i$ the per$ormance o$ the students is

    lo# then it $ollo#s that the curriculum has $ailed. A good curriculum is one that

    results in high or ecellent per$ormance o$ students.

    The principles and theories o$ curriculum development contain common aspects

    #hich are the #el$are o$ the students. This commonalit! #as epressed in the class

    through the e1ort o$ the teacher to teach the students/ to provide them the

    "no#ledge o$ their lesson and ma"ing sure that the! understand the lesson #ell b!

    as"ing those 3uestions and b! giving tests.

    From our FS eperience/ #e "eep in touch #ith our most meaning$ul learning and #e

    epress it through abstract visual representation. 'e use appropriate colors to

    represent our $eelings and signicant learning.

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    & remember the times #hen !ou #ere there $or me

    through m! man! tears !ou helped me reall! see

    that !ou al#a!s there $or me

    !ou stood close to me li"e a $riend/ there $or me

    until the end

    & #ill never $orget !ou/ the things

    !ou helped me through/ & sa# m! inspiration

    it is !ou

    !ou #ere al#a!s there #hen & needed !ou

    & no# #ill al#a!s have great memories o$ !ou

    ou #ould as" me ho# are !ou doing(

    & #ould sa! &+m ne

    as tears start to $orm in m! e!es

    !ou al#a!s "ne# that & #as reall! not ne

    ou help me through it all

    coming to save me ever! time & $all

    &$ & could sa! one #ord that #ouldn+t

    tell it all

    &$ & sa! goodb!e to !ou & #ill 2ust $all apart

    because !ou have al#a!s been in m! heart

    & don+t #ant to lose !ou

    !ou care about me and & care about !ou too

    & remember the da! & rst met !ou and !ou met me

    it #as li"e it #as reall! meant to be

    !ou are someone & hold close to m! heart

    there & "no# that #e #ill never be apart

    Asha Coo"

    Based On Calendar of cti!ities

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    find out if the actiity or program proposed is necessary or not. %ince they hold the highest

    position, they are the ones who allocate the budget for the proposals. %takeholders need to

    understand perfectly the goals of these proposals because if not, they could #ust turn down a

    ery important program because of the high cost or sometimes, it could go the other way

    around* they could implement unnecessary programs because of low cost, it does not only

    waste effort but time and money as well. Also by being inoled in these eents, parents seehow much the school is dedicated for their children?s learning. If eeryone in the school is

    inoled in the learning of the students, it reflects a good school.

    ooperation fosters learning. Two heads are better than one. Ceople en#oy, functioning

    interdependently but they also en#oy functioning independently. The interactie process

    appears to people?s curiosity, potential and creatiity, thus as people inest themseles in

    collaboratie group approaches they deelop a firmer sense of their own identification. They

    begin to reali-e that they count, that they hae something to gie and to learn.

    The school stakeholders must be able to maintain a good working relationship with each

    other. That is why there must be no room for any mistakes in an enironment where student?s

    learning might be #eopardi-ed. 'e are all aware that no one is really perfect, that is why we

    must #oin our heads together to come up with ideas for the betterment of the school.

    The school cannot function solely as a single entity without the help and support of the

    people around it. In order to be effectie and sere the purpose the school aimed for in the

    first place, it should consider the expectations, the needs and aspirations of the society and

    the learners themseles proide learning experiences and actiities and skills of the student.

    In the same manner, agencies and other institutions outside the school should work hand in

    hand with the school, proiding insights and opportunities and support, updating the schoolwith the current trends in the society.

    & had no#here to turn/ had no#here to go.

    this is 2ust something & thin" !ou need to "no#

    & don+t "no# #hat made me trust !ou

    & still remember the da! #hen & told !ou #hat &+ve been through

    & thought & should run a#a!/ go hide in a hole

    but then !ou reall! brought out m! true soul

    As each da! gre# longer

    our trust became stronger

    each time & #anted to cr!

    !ou sta!ed there right b! m! side

    then & moved to the net grade

    o! #as & a$raid

    that our trust #ould slo#l! $ade

    but & #as #rong

    #e are still strong

    even though sometimes !ou don+t have time

    !ou at least as" me i$ & am ne

    even though sometimes & am not

    & $eel li"e & have 2ust been shot

    & smile and sa! !es &+m alright

    then & #al" a#a! and !our out o$ sight

    &+ll 2ust have to #ait

    & still have m! $ate

    & am so gladthat !ou #ere there #hen & #as sad

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    and this is #hat ma"es !ou

    @ot 2ust m! 8th grade teacher/ m! $riend

    Darb!

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    Easmine Si$el ;. Sanche and Ea! Ar . Aspero

    ou told me to listen to m! heart

    ut it #asn+t spea"ing

    ou told me to #ait

    ut soon & got impatient

    ou told me to $eelut & didn+t "no# ho# to $eel be!ond m! bod!

    ou told me to see through it

    ut it #asn+t made o$ glass

    ou told me read bet#een the lines

    ut there #as nothing there

    ou told me to be care$ul

    Does it mean & #as too careless(

    ou told me & #as blind

    ut still & could see

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    ou told me #e don+t have time to spare

    ut #ho #ere #e giving our time to(

    ou told me stop being so closed

    ut & #asn+t a door

    ou told me don+t cr! 'as & suppose to $orce m!sel$ to be happ!

    ou told me to $orgive $orget

    ut its not eas!

    ou told me to l o v e

    ut #hat is that (

    ou don+t "no# #hat it is until !ou nd it

    'here is it (

    @obod! "no#s

    ou told me a lot o$ things

    And & didn+t reall! "no# #hat the! meant

    ut &+ve gro#n no#

    our gone & #ish !ou #ould tell me some more

    &mani ,iller

    Describe the strategies:

    The teaching strateg! used #as discover! method and it #as

    accompanied b! a data retrieval chart. &t allo#s students to brea" do#n a concept

    or idea into its components and eplain the concept. &t #as best suited to the needs

    and interest o$ the students/ and it #as highl! e1ective to achieve the ob2ectives

    success$ull!.

    Describe the assessment tools used:

    The assessment method used #as a $ormative test/ specicall! a

    short 3ui and it #as administered a$ter the discussion. The intent #as to measure

    the retention o$ the students. The other assessment method used #as a seat#or"

    and it #as administered be$ore giving a short 3ui. The intent #as to give

    opportunit! to the students to practice their s"ills ac3uired.

    Objectives Strategies

    ssessment !emarks

    To deneparticiples

    Todi1erentiatepresent$rom pastparticiple

    To giveeamples$or eacht!pe o$participle

    Discover!methodwas used as ateachingmethod. Itwas bestsuited tothestudentsand it washighlyefective toachieve theobjectivesand itbenetsthestudentsneeds andinterests.

    Theassessmentmethodused wasseatworkand a shortquiz. Theintent wasto measuretheretention othestudentsand to giveoortunityto thestudents to

    racticetheiracquiredskills.

    Theormulatedobjectiveswereobservableto thebehaviorso thestudents.Theselectedteachingmethodwasaroriateandalicableto theobjectives.Theselected

  • 7/25/2019 Fs4 Understanding Curriculum

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    assessmentmethodwasaroriatebecause it

    erectly t

    on theobjectives!teachingmethodsand to theneeds andinterest ostudents.

    To deneparticipleinidiomaticepressions

    To useappropriateparticiples in

    idiomaticepressions

    &n3uir!methodwa

    s used as ateachingmethod. Itwasaroriateor thelesson andwasefective inarousingthestudentsmind in

    understanding thelesson.

    Theassessmentmethodused was aormativetye oassessmentthrough

    giving aquiz duringthediscussionin order todeterminewhetherthestudentsgainedunderstanding o thelesson

    beoreending thelesson.

    The

    ormulatedobjectivesweremeasurableand secicandattainable!thestrategywasaroriatein teachingthe subject

    matter andheled thestudents tothinkcritically.Theassessmentmethodadotedwasaroriatesince thelevel o

    understanding o thestudents onthe lessonswasdeterminedbeore thelesson beended! therevision otheteachingstrategy

    can bemade onecessary.

    'h! do teachers need to align the ob2ectives/ strategies/ and assessment(

    'hen there is alignment in our ob2ectives/ strategies and assessment/ #e are

    assured that #e are doing the right thing in educating our students. Sometimes

    because o$ eternal pressures/ teachers tend to stra! $rom their ob2ectives/ teachers

    tend to prepare strategies that #ill not benet ever!one in the class #hen students+

    needs and interests are too diverse $rom one another/ and lastl! #hen doing

    assessment/ teachers $orget that not all assessments can cover all students in

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    demonstrating their achievements. That statement #as according to the idea o$ FSG

    Student 55DG in San Eose Christian Colleges/ but in contrar! #ith this statement/

    teachers should strictl! observed their ob2ectives/ prepare strategies that #ill

    benet the students+ needs and interest/ and lastl! teachers should use an

    appropriate assessment method that can help them provide $eedbac"/ guidance

    and mentoring the students so as to help them ma"e a better plan and eecutetheir educational program. %lanning is a crucial part o$ teaching so be$ore #e go out

    to teach students/ #e have to ma"e sure that #e have done our best in planning our

    instructions.

    >. ;o# should teachers align their ob2ectives/ strategies and assessment(

    Suggest some strategies.

    &n aligning ob2ectives #ith the strategies/ the! must be planned together. =b2ectives

    #ill be the basis o$ the instruction/ so prepare an ob2ectives that are observable to

    the behaviors o$ the students. Then/ select teaching strategies that can benet he

    needs and interests o$ the students/ and that are suited and e1ective to accomplish

    the ob2ectives. 0astl! is the assessment/ this should not be ta"en $or granted. A high

    3ualit! assessment must be clear/ appropriate/ valid/ reliable/ $air/ practical/

    eHcient and ethical/ and must have positive conse3uences. &$ those characteristics

    are present in the assessment/ it #ill be eas! $or the teachers to evaluate i$ the!

    have accomplished their ob2ectives and i$ the! had used appropriate teaching

    strategies. ! this/ #e do not #aste time and e1ort in tr!ing to teach our students/

    and soon #e can provide a competent/ productive and a student that is responsive

    to the needs o$ the societ!.

    'hat #as been !our most meaning$ul eperience in this episode( 'hat

    ma"es it meaning$ul to !ou( ;o# could such an eperience help !ou become a

    better teacher(

    Failures are 2ust learning eperiences/ the onl! $ailure is the one $rom #hich !ou

    have learned nothing.

    =ur most meaning$ul eperience in this episode and mostl! in this FS4 #as

    #hen #e observe a class. &ts signicance helps us to understand the principles and

    theories o$ curriculum development that lead us to become more eager to be in the

    eld.

    The eperience opened our e!es to the hardships a teacher undergoes 2ust

    to teach students e1ectivel!. 'e realied that to be e1ective teacher/ #e should

    have an outstanding personal 3ualities such as passion that re$ers to our

    dedication and love to our #or" and to our students/ humor in such a #a! that

    has relation to the topic so that none o$ the students lose interest in listening/

    values and attitude that can eliminate discriminations thus #e must be unbiased

    and ob2ective in 2udging our students #or" and per$ormance/ sincerit! and

    honest! #hich is ehibited in #ords and actions/ patience re$ers to our sel$-control and persistence/ enthusiasm and $ull o$ energ!/ and lastl! 6eible #ith our

    schedule #henever the situation demands it so.

    & #as on the edge

    tr!ing to get through li$e

    listened to m! $riend

    and started cutting

    over t#o in a hal$ !ears o$ cutting

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    loo"ing $or attention $rom an! one

    a teacher #as there

    #illing to help

    & #as in the dump

    and #ell & got all plumed $or

    a #a! to ma"e it through li$e.& $ound a #a! to ma"e m! li$e s#eet/

    than"s to a s#eet teacher #ho cared/

    and $or no# on & li$e m! li$e/

    $or all the right reasons/

    & live m! li$e $or the children o$ the #orld

    #ho are helpless and sic" and #ant to be loved.

    Irist! )ernillion

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    Share this:

    I know we can do better. The good news is that there are more and more examples of learning

    environments and tools that are far more appropriate for adult learners and for the complex,

    uncertain, and rapidly changing world we are attempting to survive in.

    Next time well look at several contemporary examples as we focus on designing unforgettable

    learning experiences ! and develop new skills that enable us to take charge of the future.