Field study 4

Some of the information are not genuine

FS 4 Episode 1 THERMOMETER CHECK

Name: Carie Justine P. Estrellado

Course: BSEd

Resource teacher: Mrs Estrella Roño

Signature:

My target

At the end of this activity, I should be able to describe through my reflection of how the school promotes partnership and dialogue.

My map

1. Visit s school and study its mission, vision, and goals in relation to the school’s curriculum.

2. Observe the interaction between and among students, teachers, and other school personnel.

3. Write down my observation and discuss with my classmates and FS teacher.4. Generate insights from my observation and discussion.5. Reflect on my experiences.

Note: The observer is not evidently subdued any proscribed detailed or unacceptable actions documented regarding the school had observed... Strictly for their welfare.


My observation report on interaction

Name: ________________________________________ Year/Course: ____________School observed: ________________________________________________________Year level: ____________ Section: ______________ Subject observed: ____________

OBSERVATIONS:

Student – to – student interaction patterns: The patterns of interaction between student to student are being usual, having peer

relation, based on folkways’ societal pattern – peculiarity is less observed, since they do what they wanted to do so and it seems they or it clearly show their autonomy on how they behave w/ the same stuffs sometimes its effects of being unconsciousness to the preference or rights of others (maturity are concisely observed).

Student – to – teacher interaction patterns: The student – teacher interaction merely depends on the level of difference because it

shows that the lower section or group are ghastly forgetting respect and quite IMPULSIVE, few are stubborn, some students treat their teacher as fellow student and no doubt aftermath a quarrel is expected. Outside the school premises students seems to be polite as if the teacher’s personality can redeem easily.

Teacher – to student interaction patterns: The sympathy of teacher to his/her students are quite from tolerance, they hard to manage

the students, since they are angel – like to respect but they strongly show how to respect and to be respect in return. In class when a teacher calls a student to answer some teacher interacts in depressing the student, still likely at the end the teacher evaluates with students.

Student – to non - teaching personnel interaction patterns: Their interactions are not usually seen but the student creates cooperation and harmony

with a good intention working with personnel however some are hard – headed that freaks them out follow.

Teacher – to – teacher interaction patterns: A strong relation is common to teacher to teacher patterns, without the views of

supervisors the gossip and communication about unrelated issues even then their interaction w/ each other are sometimes difficult to understand, since not all teachers (accdg. To my observation) want to linger with someone they only stranspire if only there is a common interest had discussed.

The insights were drawn on JULY 4 – 7, 2011


Enriching activities

My script

A scenario where any of the above interactions occur in the school.This is a script of their dialogue, that bears the observer’s mind partnership is built on developing a climate of respect, harmony and cooperation.

Resource teacher: “magandang hapon po”Personnel: “hapon din po ma’am” (the teacher walks unto the faculty) ( after a joyful greetings and preparation of materials the teachers goes to class)Resource teacher: “magandang hapon!”Students: “ magandang hapon din po”Resource teacher: “class kuhanin ang assignments and exchange papers”(the class follow their teacher and listen carefully until the lecture – and the end of the lesson)Resource teacher: “pakitulungan nga ako kung maari na iihatid ito sa faculty”Students: “sige po ma’am”Resource teacher: “wag n’yong kalimutan ang assignments nyo ha?”Students: “ opo, ma’am”

<a simple scenario undergone by 3 – A>

Principal: “ma’am naayos niyo po ba yung letter?”Guidance counsellor: “ay opo sir!”Principal: “ sige ipaalam na natin sa mga supervising teachers ‘yan”Guidance counsellor: “ipapahatid ko na lang po sa inyo pagkatapos”

<a short dialogue between the head and its staffs (June 29, 2011.Wed.)>


Analysis

Why is a classroom a miniature of a greater society?

Classroom is the shelter of innocent child, that every individual molds and sculpted by a teacher particularly the institution and a youngster’s mind develop inside the classroom with different differences he sees. It also the stepping ground of freezing the ideals of being a man of others yet a beginning for someone to know that the world means and that proceeds to the person he will be in a community

What are found in the classrooms that are to similar to what can be observed in society? Sameness of attitudes Dynamic individual Partial injustice (as in inequal competency) Debate Issues-centrism concerning child Reasonable rule of action Lack of availability of resources Logical disputes (especially parent – teacher interaction)

Peace concept on focus:Cooperation

You are able to find pleasure in working with another person because you consider this person as partner not

a competitor.Through partnership, the task is done

cooperatively and more easily.

Cooperation needs a wavering stems of a pumpkin to create the minds and faces


FS 4 Episode 2 “Come, Let’s TALK”


Course: BSEd


Signature:

Your target

At the end of this activity, the students should be able to describe the interaction pattern that occurs between the teachers and learners as provided in the curriculum.

Your Map

1. Visit a school and observe how the teacher provides the opportunity to the learners to interact with one another in doing one’s role.

2. Record how roles are performed by the teacher and the learners.3. Make your own documentation of the dialogue or conversation based on the observed

roles that each one performs which you feel could have been livelier.4. Highlight the aspect of the dialogue that indicates the teacher as a role model in

developing the process of learning.


Your Tools

For this episode, please use the Activity Form provided for you below.

My Observation Report

Name: Carie Justine P. Estrellado Year/course: BSEd, 4TSchool observed: Del Remedio National High SchoolYear level: _________________________________ Section: ____________

Observations: <Direct Quotes>

Teacher: “magsisimula na ang ating talakayin”Student: “ma’am anu po an gating subject?”Teacher: “aba’y History”...(Mrs. Roño is preparing her visual materials on board)Student: “ma’am alam nap o naming ang topic tungkol po sa sinaunang sibilisasyon”

As the teacher preparing her materials some students were impulsive and some are not properly observing the ethical standard since we can see in this line the “hidden curricula” – transpire to the school.

Personal Reflections on the dialogueIn a classroom setting teachers I mean some of them are lack of “Discipline Design”, but the usual thing that I observed is the manner of development of self in humanism even though not experience – centered the communication still has the core design which include the following:

Needed information is listed and discussed Information is obtained and analyzed. Tentative conclusions are stated.

However, the dialogue is very limited to reflect as such Socratic method was obvious connecting with the designs and communication patterns.

1Note : supervision was presented in every manuscript to point the corresponding view of authority.

1 Almeda, R. And Bilbao, P. (2003) Curriculum Development: Course Module. 2nd. Ed. WVSU Printing Press.Glattorn, A (1994) Developing A Quality Curriculum. Alexandria, VA. Association for Supervision and Curriculum Development.


YOUR ANALYSIS

1. How important are dialogue and substantive conversation in the classroom in terms of students’ learning?

Through dialogue and open conversation there will be a communication and interaction between teachers and students, it is the bridge on how to get through such meanings also conversation there is always be ‘understanding’ mostly in the class that will make it to be conducive. And if we think there will be little or no conversation at all, the class in particularly may not cope the problem – deter is possible.

2. What learning benefits could teachers and students draw from intentional classroom dialogue?

Freewheeling participative interaction might firmly happen, and like there could be a maturity drawn in an intentional classroom dialogue inasmuch as angle of perpective and operational corrective actions will be talk considerably.

REFLECTION

About Curriculum Designs...

Generally speaking, a curriculum can be organized either horizontal or vertically. Horizontal organization means, that the direction of the curriculum elements is sideways. And pertaining to the dimensions of curriculum design scope does not rely refer to the cognitive content, but also to the affective and psychomotor content.

PEACE CONCEPT ON FOCUS:

Curriculum design is not only a matter of brilliant planning. It needs a constant effort to unite al diverse aspects of learning. This effoert is successful when the people involved believes in the

power of dialogue.


FS 4

Episode 3 “TELL ME”


Course: BSEd


Signature:

Your Target

At the end of this episode, you should be able to deliberate on the principles involved in designing the curriculum and the learning activities provided.

Your Map

In your observation, please do the following steps:

1. Critique the information from the curriculum theory and practice through observation of the: a. Learning environmentb. Subject matterc. Books & internet resources used

2. Write your observations including the information you gather.3. Reflect on your experience.

Preparation tips

For my task:

1. Prepare worksheets

2. Contact group mates

3. Talk with FS teacher

4. Library work @45. Refresh your

understanding of the theories and principles of curriculum development. To do this, look for brief reading from books and or internet.

6. Note down your questions and confusions regarding the principles and theories of curriculum development and find time to discuss them with your classmates and or FS teacher.

7. Write in bullets your clear understanding and insights on the right – hand column of the next page.


Your tools

For this episode, please use the activity form provided for you below.

My observation report

Name: _______________________________________ Date of Observation: _______________School: ______________________________________ Subject Observed: _________________

The learning environment Subject matter/s covered Library and/or internet resources

The learning environment is sanitary

Properly maintaining for cleanliness

Vividly see the different learned curriculum

Conducive In accordance to the

foundation of humanism

Congruence to the capacity of learners

Most of the rooms are convertable to different educational room activities

Based on the planned curriculum

Has the Articulation, Basis, Continuity, Sequence, Balance.

Follows the important criteria for content

Self – sufficiency Significance Validity Interest Utility Learnability

(based on Scheffler, 1970 prime guiding principle)

It is conducive Materials are properly

utilized by the students Doesn’t show much

innovation Based on practicality Learner – centered The learner but not all

can access to the said facilities

Lack of personal maintenance related to expertise

Some of the references were obsolete


Analysis

Why should teachers know about curriculum design?

Knowledge of curriculum design is important for understanding the arc of the educational year. If teachers have some experience of this they will better understand the importance of each unit they are teaching during the year and how it relates to other units both past and present. It is also good for them to understand the reasons behind the model for the curriculum they are teaching. Most employers will be impressed if a teacher has done some curriculum design in the past as this indicates the teacher has shown initiative and interest in the wider scope of their job. Administration is a large part of teaching and so any experience in this area is usually favourable

What do most principles and theories of curriculum development have in common? How is this commonality expressed or spelled out in the curriculum of the class you have observed?

Felt that the curriculum should ultimately produce students who would be able to deal effectively with the modern world. Therefore, curriculum should not be presented as finished abstractions, but should include the child’s preconceptions and should incorporate how the child views his or her own world. Dewey uses four instincts, or impulses, to describe how to characterize children’s behaviour any given curriculum in place in a school for a new academic year is highly important. It provides the whole programme for the year for each and every class level and every educational stage. It gives stability to a school's planning for the year and gives teachers a main idea of where they are heading with their students during that year. It provides a overview for the head of the school, and provides an important foundation for yet further planning for both educational supervisors and teachers. In correlation of Social Meliorists theory believe that education is a tool to reform society and create change of the better. This socialization goal was based on the power of the individual's intelligence, and the ability to improve on intelligence through education. An individual’s future was not predetermined by gender, race, socio-economic status, heredity or any other factors. “The corruption and vice in the cities, the inequalities of race and gender, and the abuse of privilege and power could all be addressed by a curriculum that focused directly on those very issues, thereby raising a new generation equipped to deal effectively with those abuses

Once a curriculum is in place, breakdowns can be made of this. These are called syllabuses and gives teachers an idea of what is to be taught in a given month, week etc. And correlated to the theory of meriolists in response to the commonality. Once the teachers receive these, they can then can start to break them down further in the form of lesson plans. This also makes sure all the teachers are keeping on the same educational stages. After having referred to the syllabuses, each week the teachers will follow the lesson plans they have prepared writing down the given objectives, educational methods to be used, time period, list of teaching aids and work sheets to be used or books pages to be read along with any other reinforcement activities etc.. They will also write an

http://en.wikipedia.org/wiki/Heredity


evaluation at the end of the day. The Lesson Planner keeps them organized, on the same track, and keeps the school's academic year organised, stable and running efficiently.

Your Reflections

From your FS experiences, keep in touch with your most meaningful learning and express it through abstract visual representation. Please use appropriate colors to represent your feelings and significant learning.


FS 4 Episode 4 “Bridging Educational Processes”

Carie Justine P. Estrellado

BSEd

Mrs. Estrella Roño

Your Target

At the end of this activity, you should be able to identify educational programs that connect the school with the larger historical, social, cultural, and political processes.

Your Map

For this episode, go through the following ramps:

Ramp 1. Visit a school and examine their calendar of activities. See how the students, community stakeholders are involved.

Ramp 2. Identify the programs where the leaders create rewards for certain practices in delivering services to the stakeholders. Record the observations on the calendar of activities, programs and awards and the participation of the stakeholders.

Ramp 3. Reflect on how the stakeholders participate in school activities.

Your Tools



My observation report

Carie Justine P. EstrelladoDel Remedio National High SchoolDate of Observation: August 1, 2011(note: the information was obtain on july)

Calendar of Activities and stakeholders:

Observation: when I observed their activities like a Quiz Bee last week there I clearly see on how every learners and teachers and any stakeholders participate.

Note: the other events that are mentioned below were already done, I only relate these mechanics to identify the programs hold by different stakeholders

The draft of upcoming activities are presented next to these.

STAKEHOLDERSThe Soaring Del Remedians

Students on trackDel Remedio National High school recognized where ever it goes. Not only because of its unique color but also because the quality of education it offers. It was proven by the different awards of its student took home. Also the Del Remedians serve its community through the Clean and Green Program it implements. (note: commonly held on November)C.A.T. on the go!Serving the Community:The Del Remedio National High school C.A.T. leaders and members conduct weekly community service to maintain its cleanliness. Mark Anthony Maghirang the over-all group leader together with his group leaders and platoon leaders help the school in maintaining the cleanliness not only of the school but also its community. It is with the coordination of the C.A.T. facilitator Mr. Emmanuel Vincent Ilagan.Leaders of all leadersThe Vice-President of the Supreme Student Limarc Intia together with the Over-all Group Leader Mark Anthony Maghirang and some students joined the Leadership Training together with the adviser of S.S.G. Mrs. Anilene Valencia. It is a two day training aiming to help the students to become the leaders of leaders.. (this year 2011 a new officer shall be made)

Barangay Fiesta Traditionally they celebrate Fiesta on the 26th Day of November and before the day of Fiesta the different schools in Del Remedio perform every night to show their devotion to their Patron Nuestra Señora Delos Remedios.All participants give their best shots to show their hidden talents. It is led by our Brgy.Chairman Napoleon "Nap" Calatraba together with the Councilors.They are the one who is responsible for maintaining the peace and order during and even after the program. (note: this is always done by the students of Del Remedio National High


School)

Del Rem Gazzette The English and Filipino news paper of Del Remedio National High School,"Del Rem Gazzette" won 2nd place and 3rd place respectively on the Division School Press Conference. English and Filipino Staffers were now preparing for the Regional School Press Conference.A big thanks for our city councilor for helping the school in its expenses for publishing the school paper. (note: the EIC and other staffs of school media affairs joined many curricular activities and it is still ongoing.)

The Bridge for Higher Education Del Remedio National High School is soon to finish its New School Building to give its students a comfortable room for better learning.Mayor Vic Amante and the City Government released the needed money for the materials of the said building.It is expected to be finish this coming December.

Here are the draft for the calendar of activities

Draft: Calendar of ActivitiesAugust – Buwan ng wikaSeptember – STRAAOctober – Acquaintance and extra – curricular activitiesNovember – unfilled (maybe the curricular planners are still working for it maybe festivities is present) December – December 16 – 18 end of classJanuary – Fiesta Gallore February – Junior and Senior Prom and completing the graduation requirements.

courtesy by:Mr. Roldan C. AcquinPrincipal

Your Analysis

How important is involvement of all stakeholders of the school in the school’s programs and activities?

without the stakeholders the school programs may not achieved, first the learners as center of the curriculum, teachers as curriculum developers and implementers, principal as manager and the administrators, parents as supporters to the curriculum, and the community members as curriculum resources. If we look the


angles of a school as a village the stakeholders are considered the pot of curriculum.

What specific principle of curriculum development justifies the importance of cooperation and collaboration among all stakeholders of the school?

Principle of Mutual aid it describe and justifies the cooperation among members in a school curriculum, cooperation is meant by proper guidance and group interest that binds to achieve their desired goals or aims.\\\

The moment of cooperation was clearly describe when we the social science majors hold a seminar regarding family planning I strictly adhere the fun and excitement because we plan and implement the curriculum and to achieve it with good outcomes despite the enjoyment we, especially I share the burden of handling responsibilities.

Thoughts: I now appreciate the role of every stakeholders that compose the schools, and regarding stakeholders they also have proper planning on how to execute such activities, and as a learner I’m also a stakeholder, I enrolled in this institution and doing my role as a student of LSPU.

Peace Concept on Focus:

Interconnectedness

All life forms on earth are connected to each

other for mutual support.

This is recognition that

each one of us, being members

of the society needs other people for our own needs.

No one can claim that he does not need

other people to survive as a human person.


FS 4

Episode 5 “Collect & Critique”


Course: BSEd

Resource teacher: Mr. Eric Valladolid

Your Target

At the end of this episode, you should be able to explain the importance of the curriculum through reflections from the observations made about it as used by the teacher.

Your Map

In your observation, please do the following steps:

1. Revisit the school and request the teacher to show you a syllabus of a particular subject.

2. Analyze the syllabus in terms of the following:a. Topicb. Learning activitiesc. Assessment of learning

3. Interview a teacher on the process of preparing the syllabus, giving attention to the following:a. Challengesb. Resources neededc. Planning strategies

4. Examine the assessment tools used by critiquing whether or not it is a product – based or performance – based.

Your Tools

For this episode, please use the Activity Form provided for you below.

Preparation tips

For my task:

8. Contact groupmates

9. Talk with FS teacher

Preparation tips :

1. Review your understanding of the principles and theories of curriculum development by reading your bulleted notes in episode 3 of this FS.

2. Note down the curriculum elements you wish to give more attention to when you will soon analyze the syllabus.

3. Share your notes with your classmates and FS teacher, and get their comments or suggestions.


My Analysis Report(analysis of the Topic, Learning Activities, and Assessment used in relation to

curriculum elements)

Date of Observation: August 11 - 12, 2011, Thursday & FridaySubject observed: 2 - A

The Topic Learning of activities Assessment of learning

ASIAN HISTORY

Aralin 14 – Israel, Lebanon, Jordan, Syria, Afghanistan, pp. 101 – 107

Layunin Naipapaliwanag

ang isang pahayag tungkol sa kapaligiran

Nailalarawan ang kinalaman ng nabanggit na pahayag sa mga bansang Israel, Lebanon, Jordan, Syria, at Afghanistan

Naiibigay ang kaalaman hinggil sa pagkakaiba ng Israel sa iba pang bansang nabanggit

Naiibigay ang opinion hinggil sa katayuan ng Israel sa Rehyon.

On my analysis, the topic is very oriented and it does not focus on one idea, since

Note: this topic is not yet utilized by the Resource teacher because he just want us to know and see the content of syllabus or lesson , yet it is a plan and also ready for revision, because the lesson was not available because they recently passed it to the principal.

But sir, Valladolid gives us a cues on how he will utilized this particular lesson

Motivation: students will be divided into 5 groups, heterogeneous type of collaboration

And they will present their ideas regarding their choice and write down in the board

Then, he will get draw 3 students to deliver the report and likely

Socratic – Method

And 1 – 10 items objective – type of test

Ipaliwanag ang pahayag na... “Ang Israel ay

isang Disyerto”

The method of assessing is not clearly define

maybe because the learning

activities is so broad but through assessment it is to

narrowed

And as I examine the whole scenario the topic is performance based.


cluster is sometimes good but it will consume adequate time and broad

they will explain it And the additional

information of the topic will be lay down by the teacher through discussion.

(e.g. itanong sa mga mag – aaral ang kahulugan ng terorismo, sabay sa pagpapakita ng mga larawang dulot ng terorismo)If we analyze the learning activities, I think it will suit to the interest of the learners since 2 – A are less in spoon – feeding, interactions are necessary to them, so I agree with his plan.

My Interview Report(analysis of the Topic, Learning Activities, and Assessment used in relation to

curriculum elements)

Name of Teacher Interviewed: Mr. ValladolidGrade/Year Level & Section of Class Handled: 4 - CSchool: Del Remedio National High SchoolDate of Interview: August 12, 2011, FridayInterviewer: Carie Justine P. Estrellado

(the interview hold on 2:55 p.m.)

NOTE: the observer laid on the quoted verbatim of the interviewee to emphasize the thoughts and authenticity of report.

Challenges Resources Needed Planning Strategies


“Para mai – stablish ang lesson kailangan talagang i- monitor yung interest at ideology ng mga bata”“Kailangan pate ora Mismo may ideya ka nang isasalpak bago mo Makita yung particular topic, kasi kung mag aaral ka pa, well expect that it will be time consuming on your part”‘Congruency’ ang iniaa – lot ko para mabilis yung paggawa

“Sa paggawa naman ng lesson plan, resources must also meet para ma – determine mo yung mga ‘instructional materials’ na gagamitin”“May values ngang tinatawag na ‘resourcefulness’ which yung teacher as a guidance ay meron din instruments na kailangan hawakan dahil isa rin yung determinants o ebidensya ng pagkatuto”

“Ito ang pinaka – interest ko dahil sa paggawa ko ng lesson plan pati yung materials na gagamitin ay dapat magkakonekta. Kalimitan ng nilalagay ko sa plano ay hindi rin naman na susunod kaya on – the – spot ako kung mag – isip kasi maganda rin yun para may choices ka”

Your Analysis

How important is it for teachers and curriculum planners to anchor their curricular plans to specific theories and principles of curriculum development?

In a straight answer, when the teacher and other curriculum planners made a plan with respect to the connections to the principles and theories then we expect that the outcome will be meet the desirable conditions.

Aside from the teachers, who else should be involved in the curriculum planning? Expound your thoughts.


Certainly, the school staffs; the guidance counsellor, librarian the heads, principals, parents, LEARNERS and all members of the faculties and through this ever – evolving planning that what makes a school to be. Curriculum is not as simple as it gets as a learner we do not consider the norms as curriculum but curriculum as a norm in an institution, other stakeholders are also involved without noticing like the DENR, LGU, PRC, etc. And some NGOs, the Engineer particularly of designing various buildings, nurses and medical employess, business, because school has many business to do financially even doing the revenues of firm.

Reflection

From your FS experiences, take a look into your significant learning and personal reflection. Express it in a simple poem. Then share it with your classmates and your FS teacher.

Look and analyze with ease

By : Cariedad

I

From ounce a prosecutor stood

He compel to look someone

As a dash of pen

He write some awkward.

II

Then again, the prosecutor mentioned

A bad to critique

He swear to bully

With no feeling risk.

III

He walk, lay his hand straight upward


He ask a child

Why you so behave wayward?

I may give you black reward.

IV

As he made home

The prosecutor remember

He forgot to mention

To ask sober.

Explanation: in central concept it is hard to administer a plan without clarifying important moral impediments. And it is a great challenge in assessment of learning and some learning activities, the prosecutor was blind in restraining someone’s competencies and likely he finally realize it when he felt in comfort – home describe the enjoyment and relaxation.

Thoughts: would be this is my one of favourite poem since I made FS 3 last semester well I readily mentioned that this episode is my favourite because it retaliates the things I wish to consider like making poem and interview a teacher


FS 4 EXPLORING THE

CURRICULUM

EPISODE 6 “CHECK POINTS”

CARIE JUSTINE P. ESTRELLADO

BSED, Social Science major

Resource Teacher: Mrs. Estrella Roño

Your Target

At the end of this activity, you should be able to give some principles involved in designing a curriculum.

Your Map

1 visit a school and choose a class to be observed. Then arrange with the

2, take note of the different learning environment provided in the lesson plan for specific subject area. Generate information on the following:

3. find out whether or not strategies are aligned with the objectives and assessment of learning. Make a matrix of information from the

4. reflect on your FS experience and share thoughts, insights, and feelings in class


teacher that you are going to conduct a class observation.

objectives, strategies, and assessment tools used.

observations made.

ur

Your Tools


\

For my FS task:

1. Contact groupmates2. Talk with FS teacher

Preparational tips:

1. Review your understanding of the principles and theories of curriculum development by reading your bulleted notes in episode 3 of this FS.

2. Note down the curriculum elements you wish to give more attention to when you will soon analyze the syllabus.

3. Share your notes with your classmates and FS teacher, and get their comments or suggestions.


MY OBSERVATION REPORT

Carie Justine P. EstrelladoDel Remedio National High SchoolYear level: 2 – ASubject observed: Araling Panlipunan II

Teacher’ Objectives: (batayang aklat, pp. 69 – 73, takdang panahon: 2 araw)

1. Nailalarawan ang kalagayan pang – ekolohiya ng asia;2. Nailalahad ang kasalukuyang katayuan ng yamang likas ng

asia;3. Naiipaliwang ang kahalagahan ng sustinableng paglilinang

ng kapaligiran;4. Naihahayag ang mga salik na sanhi ng mga suliraning

pangkapaligiran.

Describe the Strategies:

The teacher used discussion and inquiry approach to stabilize students’ interest, however it still made boring to them since the environment is not conducive enough for learning and the strategies is not directly emphasizing the core topic because some students are shifting the topic from non – sense discussion still Mrs. Rono took the discussion simple to complex , and focusing on how students will generalize the problem.

Describe the assessment tools used:

The teacher used paper – pencil test, it is compose of 15 items, moderately difficult and teacher made test. She used identification (1 – 5), explanation not more than 2 sentences (6 – 10), and illustrative test (11 – 15) in where students will illustrate a clean environment). Limited time for 15 minutes.


Objectives(write down the

teacher’s learning

objectives)

Strategies(describe the

strategies used by the

teacher)

Assessment(describe the assessment method/s & tool/s used)

Remarks(write your personal

judgment on the objectives,

strategies, and

assessment

1. Nailalarawan ang kalagayan pang – ekolohiya ng asia;

2. Nailalahad ang kasalukuyang katayuan ng yamang likas ng asia;

On first minute the teacher used discussion to aware the students about the environment in Del Remedio, then she took to bridge the topic in the Philippines that eventually transfer to inquiry approach which also the teacher’s technique in

My cooperating teacher utilized also some assessment procedure first she asks students if they really understood the lesson If I remember she asked more than 3 questions then a teacher made test was used she said that students should get ½ sheet of paper

In direct answer regarding personal views on objectives – it was concise and definite and I don’t have to question it since it is articulated in the subject curriculum.

About the strategies, well all I can say she picked the suitable

I just don’t understand why teacher’s need to have

objectives, strategies, and assessment tools.


3. Naiipaliwang ang kahalagahan ng sustinableng paglilinang ng kapaligiran;

4. Naihahayag ang mga salik na sanhi ng mga suliraning pangkapaligiran.

delivering social science matters, after then, some students especially in the front seats participate since Mrs. Rono ask many question for the students to expound further the problem then my cooperating teacher shift to more complex problem about ecology on asia, also she introduce a little concept teaching even students are not aware that they are doing conversation or argumentative solving, moreover Mrs. Roño facilitated the discussion fairly without

and before she started she arranged the seating arrangements because some students might cheat. Then with a total of 15 items paper – pencil test, it is compose of 15 items, moderately difficult and teacher made test. She used identification (1 – 5), Explanation not more than 2 sentences (6 – 10), and illustrative test (11 – 15) in where students will illustrate a clean environment). Limited time for 15 minutes. After then they check there own paper most students got the

strategy but it did not took effect sincerely I respect my cooperating teacher but in this condition on how she used the strategy - lack of coordination and management so I rarely she deals with it.

And about the assessment procedure my only comment is that ‘checking their own paper’ is not mentioned in the objectives and it decreases the consistency of scores and invalid in nature. No offense.


hesitating the different opinions of her learners. Inasmuch she never forgets to prepare paraphernalia so for those students who don’t have a book can follow the discussion.

perfect score.

Your Analysis

Why do teachers need to align the objectives, strategies, and assessment?

A teacher needs to have an objective, strategies and assessment to make valid, just and reliable to learning conditions:

Objectives is the learning target;

Strategies & Techniques is how the subject will be deliver to the learner and;

Assessment is a systematic process of getting information about students’ performance.

Without it there will be no learning and it will end up in worthless.

How should teachers align their objectives, strategies, and assessment? Suggest some strategies.


It is better to consider some aspects like the environment,

level of behaviour, intellectual achievements of learner and

the resources’ availability, my style of preparing those

systems are simple, we should vision or infer what will be

the outcome and brainstorm will be a great help and write

down in a neat paper and that’s it ready to rear.

REFLCETIONS

What has been your most meaningful experience in this episode? What makes it meaningful to you? How could such an experience help you become a better teacher?

Well first and foremost I would like to thank the reality the teachers, classmates, and the institution that I had hold this observation. This question marks the most difficult question I ever answered of all the field study units so when it comes to the meaningful experience being observed also by my cooperating teacher is worth a great wonderful experience since through wandering the sacrifices and hindrances in this subject I stood as helding myself as a teacher in response to the observation and comments of the faculty and it helped me a lot ascertaining that this profession that I taken is the right choice. And as the end of all F.S. and episode as well those experience will reflect in time and there will come that the episodes that I took will reiterate on my in – service time.

Thoughts: the final episode is a seed that I sowed in my premier career, so I really expect that to know, to gain, to train and to understand what ponders most during and after this profession. And exploring the curriculum is not new to everyone the case is


that not all are aware of it so it is a challenge… to be one of the curriculum planners.

Documents

Field study 4