E/plorin# the Curriculum

FIELD

FS4

E$i%ode &

LOOK DEEPER INTO THE CONCEPTS, NATURE AND PURPOSES OF THE CURRICULUM

Name of FS Student Course

Ralph Fael P. Lucas Year & section edina Third Year

Bachelor of Elementary Education rs. ary !race "suncion

Resource Teacher Cooperatin# School

Si#nature$$$$$ %ate Sept. &&' &())

!ordon *ei#hts + ,lon#apo City

MY TARGET

"t the end of this acti-ity' + should .e a.le to e/plain the concepts' nature and purposes ,f the curriculum and ho0 these are translated into the school community.

MY PERFORMANCE (How I will be Rated

Field St!d" #, E$i%ode & ' Loo( dee$e) i*to t+e ,o*,e$t%, *at!)e a*d $!)$o%e% o- t+e ,!))i,!l!./ Fo,!%ed o*0 T+e ,o*,e$t%, *at!)e a*d $!)$o%e% o- t+e ,!))i,!l!. a*d +ow t+e%e a)e

t)a*%lated i*to t+e %,+ool ,o..!*it"/

Tas1s

E/emplary 2

Superior 3 "ll or nearly all tas1s 0ere done 0ith hi#h 6uality

Satisfactory & Nearly all tas1s 0ere done 0ith accepta.le 6uality

4nsatisfactory ) Fe0er than half of tas1s 0ere done7 or most o.8ecti-es met .ut 0ith poor 6uality )

,.ser-ation5%ocumentation "ll tas1s 0ere done 0ith outstandin# 6uality7 0or1 e/ceeds e/pectations

2 3 y "nalysis "nalysis 6uestions 0ere ans0ered completely' in depth ans0ers7 thorou#hly #rounded on theories "nalysis 6uestions 0ere ans0ered completely

& "nalysis 6uestions 0ere not ans0ered completely "nalysis 6uestions 0ere not ans0ered !rammar and spellin# unsatisfactory

Clear connection 0ith theories

9a#uely related to the theories

E/emplary #rammar and spellin#

!rammar and spellin# are superior

!rammar and spellin# accepta.le

2 3 & ) y Reflection Reflection Reflection Reflection Reflection

statements are profound and clear' supported .y e/periences from the episode

statements are clear' .ut not clearly supported .y e/periences from the episode

statements are shallo07 supported .y e/periences from the episode

statements are unclear and shallo0 and are not supported .y e/periences from the episode )

2 y Portfolio Portfolio is complete' clear' 0ell or#ani:ed and all supportin# documentation are located in sections clearly desi#nated

3 Portfolio is complete' clear' 0ell or#ani:ed and most supportin# documentation are a-aila.le and5or in lo#ical or clearly mar1ed locations 3

& Portfolio is incomplete7 supportin# documentation is or#ani:ed .ut is lac1in# Portfolio has many lac1in# components7 is unor#ani:ed and unclear

2 & Su.mission Before %eadline ,n the %eadline " %ay after the %eadline

) T0o days or more after the %eadline )

2 Su. Totals

&

,-er;all Score

Ratin#< =Based on transmutation>

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Si#nature of FS Teacher a.o-e Printed Name

$$$$$$$$$$$$$$$$$$$$$$ %ate

T)a*%.!tatio* o- %,o)e to 1)ade2)ati*1

S,o)e 34 &95&6 &; &: &8 &# 5 5 5 5 5 5

G)ade &/4 &/38 &/8 &/;8 3/44 3/38 5 5 5 5 5 5 66 6: 67 64 9; 9#

S,o)e &35&7 && &4 956 ;5below 5 5 5 5 5

G)ade 3/84 3/;8 7/44 7/8 8/44 5 5 5 5 5 9& ;9 ;8 ;3 a*d below

MY MAP To reach my tar#et of #ettin# the different concepts' nature and purposes of the

1.

9isit the School.

&. +nter-ie0 the school community and as1 -ie0s a.out the traditional 5 pro#ressi-e curriculum.

3. +n6uire on the type of curriculum used in their school. 2. Re6uest for a sample of their curriculum<' 2.) Scope5 se6uence chart 2.& Teachin# !uide 2.3 Sample Lesson Plan
curriculum' do the follo0in# tas1s<

MY TOOLS
1. "ccomplish the * Chart. +nter-ie0 an administrator or a faculty mem.er. !et their

ideas 5 -ie0s of the curriculum. ?rite the differences on .oth sides and the similarities at the center and then 0rite your personal insi#hts.

TRADITIONAL CURRICULUM ;curriculum is ri#id ;.oo1 centered ;learners are the same ;no interest in social action

PROGRESSI<E CURRICULUM

;aims to de-elop and ;curriculum is fle/i.le educate the learners ;life e/perience
;curriculum 0ill ad8ust ;the fi-e ma8or su.8ects accordin# to the needs are included of the pupils approach

My Personal Insights:
the pro#ressi-e curriculum should .e use no0adays in e-ery school .ecause of its fle/i.ility and that the children 0ill en8oy their life as a student 0hile pro#ressi-ely learnin#.

2. Find out 0hat curriculum is .ein# used in the schools 5 colle#es 5 uni-ersities near

your place. Chec1 the correspondin# column.

T"$e% o- C!))i,!la

Name of School5Colle#e5 4ni-ersity

Recommended Curricula

?ritten Curricula

Tau#ht Curricula

Supported Curricula

"ssessed Curricula

Learned Curricula

*idden Curricula

). !ordon *ei#hts Elementary School &.@risto#ail ontessori

3.St. Aoseph colle#e 2.,lon#apo City National *i#hschool

My Personal Insights:
ost of the schools that ha-e presented here uses recommended curricula and 0ritten curricula dependin# much more on the .asis of its type of school and le-el.

MY ENRICHING ACTI<ITIES +f you are to desi#n a curriculum for your o0n school' 0hat are the thin#s you need to considerB "ccomplish the #raphic or#ani:er .elo0.

<i%io* Mi%%io* Goal%

S$e,i-i, ob=e,ti>e%

T+e lea)*e)% %o,ial 1)o!$ 2 ,la%%

T+e le>el Ele.e*ta)" Hi1+%,+ool

T+i*1% I *eed to Do to Co*%ide) i* P)e$a)i*1 M" S,+ool?% C!))i,!l!.

Lo,atio* o- t+e %,+ool

MY ANALYSIS

1. ?hy do 0e need to consider the traditional and pro#ressi-e points of -ie0 of curriculumB

The pro#ressi-e curriculum #i-es us an idea on ho0 the modern education .ecame the most fle/i.le curriculum used .ecause of its learner centered o.8ecti-es. Thou#h the traditional curriculum may .e defined as passi-e as to students approach' the discipline that the essentialist offer are hi#hly indispensa.le.
2. *o0 do the different educational philosophies relate to the curriculum in the schools you

-isitedB Cite e/amples 5 situationsB

They started to esta.lish a ne0 section of fast learners and talented students. Pupils are selected accordin# to their co#niti-e s1ills and .eha-ior.

3. ?hy is there a need to re-ise the curriculum from time to timeB

Re-ision of the curriculum depends on the pro#ress of the community' economy' and technolo#y. The curriculum must ad8ust in e-ery chan#es that occurs in order to #i-e the students proper and healthy learnin#.

MY REFLECTIONS 2 INSIGHTS

ost of the teachers' instructors and professor no0adays are a0are of the pro#ressi-e5modern dimension in teachin#' especially those are fresh #raduates from the teachin# profession' .ut still many of the teachers in elementary le-el' especially those that are -eterans are still usin# the traditional approach in teachin# the pupils. ay.e 0e cannot .lame them. ay.e they #et use to it' or tired of ma1in#

such materials' strate#ies' e/ercisin# holistic approach or ma1in# lesson plans that 0ould fit the standard of the curriculum that 0as used today. But as a ne0.ie in this field of profession' 0e must al0ays remem.er that learnin# should .e fun. "n acti-e learnin# may #i-e the pupils a .etter' healthy and a .alanced character.

MY PORTFOLIO

T+e T)aditio*al S,+ool

Fo,!% .!,+ o* ,o1*iti>e lea)*i*1

S!b=e,t ,e*te)ed

T+e P)o1)e%%i>e S,+ool

G)o!$ d"*a.i,%2.ode)* tea,+i*1 aid%

A,ti>e tea,+e)% @oi*i*1 *atio*al %,ie*,e ,o.$etitio*

E/plorin# the Curriculum

FIELD

FS4
E$i%ode 3

AHAT?S THE CURRICULUM MADE OFB

Name of FS Student Course

Ralph Fael P. Lucas Year & section Third Year

Bachelor of Elementary Education rs. !race edina

Resource Teacher Cooperatin# School

Si#nature$$$$$$$$$$$$ %ate Sept. &3' &())

!ordon *ei#hts Elementary School

MY TARGET

"t the end of this acti-ity' + should .e a.le to identify the components of the curriculum and curricular approaches.

MY PERFORMANCE (How I will be Rated

Field St!d" #, E$i%ode 3 'A+at?S t+e ,!))i,!l!. .ade o-B Fo,!%ed o*0 T+e ,o.$o*e*t% o- t+e ,!))i,!l!. a*d ,!))i,!la) a$$)oa,+e%/ Tas1s E/emplary 2 ,.ser-ation5%ocumentation "ll tas1s 0ere done 0ith outstandin# Superior 3 "ll or nearly all tas1s 0ere done 0ith hi#h Satisfactory & Nearly all tas1s 0ere done 0ith 4nsatisfactory ) Fe0er than half of tas1s 0ere done7 or

6uality7 0or1 e/ceeds e/pectations

6uality

accepta.le 6uality

most o.8ecti-es met .ut 0ith poor 6uality )

2 3 y "nalysis "nalysis 6uestions 0ere ans0ered completely' in depth ans0ers7 thorou#hly #rounded on theories "nalysis 6uestions 0ere ans0ered completely

& "nalysis 6uestions 0ere not ans0ered completely "nalysis 6uestions 0ere not ans0ered !rammar and spellin# unsatisfactory

Clear connection 0ith theories

9a#uely related to the theories

E/emplary #rammar and spellin#

!rammar and spellin# are superior

!rammar and spellin# accepta.le

2 3 & ) y Reflection Reflection statements are profound and clear' supported .y e/periences from the episode Reflection statements are clear' .ut not clearly supported .y e/periences from the episode Reflection statements are shallo07 supported .y e/periences from the episode Reflection statements are unclear and shallo0 and are not supported .y e/periences from the episode

2 y Portfolio Portfolio is complete' clear' 0ell or#ani:ed and all supportin# documentation are located in sections clearly desi#nated

3 Portfolio is complete' clear' 0ell or#ani:ed and most supportin# documentation are a-aila.le and5or in lo#ical or clearly mar1ed locations 3

& Portfolio is incomplete7 supportin# documentation is or#ani:ed .ut is lac1in#

) Portfolio has many lac1in# components7 is unor#ani:ed and unclear

2 & Su.mission Before %eadline ,n the %eadline " %ay after the %eadline

) T0o days or more after the %eadline

2 Su. Totals

&

,-er;all Score

Ratin#<

=Based on transmutation>

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Si#nature of FS Teacher a.o-e Printed Name

$$$$$$$$$$$$$$$$$$$$$$ %ate

T)a*%.!tatio* o- %,o)e to 1)ade2)ati*1

S,o)e 34 &95&6 &; &: &8 &# 5 5 5 5 5 5

G)ade &/4 &/38 &/8 &/;8 3/44 3/38 5 5 5 5 5 5 66 6: 67 64 9; 9#

S,o)e &35&7 && &4 956 ;5below 5 5 5 5 5

G)ade 3/84 3/;8 7/44 7/8 8/44 5 5 5 5 5 9& ;9 ;8 ;3 a*d below

MY MAP

1. <i%it a %,+ool a*d -i*d o!t +ow t+e" attai* t+e ai.% o- ele.e*ta)", %e,o*da)" a*d

te)tia)" ed!,atio*/

3/ I*te)>iew a %,+ool ad.i*i%t)ato) 2 -a,!lt" abo!t +ow t+e" ,o*,)etiCe t+ei) %,+ool?% >i%io* a*d 1oal% i*to t+e ,!))i,!l!./ 7/ Re,o)d t+e di--e)e*t .et+od% 2 %t)ate1ie% t+at t+e" e.$lo"ed to attai* t+ei) %,+ool?% ob=e,ti>e%/ #/ I*te)>iew o*e o) two %t!de*t% a*d a%( t+e. t+ei) %,+ool?% >i%io* 2 .i%%io*/ For this concept' #o throu#h the follo0in# steps.

MY TOOLS For this episode' -isit a school 5 uni-ersity or #et a copy of the school .rochure. Copy the school 5 uni-ersityCs -ision' mission and #oals on this pa#e.

VISION

" child;friendly school manned .y empo0ered' competent and accounta.le people committed to a culture of e/cellence in pu.lic ser-ice affirmin# the ri#hts of e-ery Filipino child as he de-elops into his full potential in a child;centered and -alue;dri-en teachin# learnin# en-ironment' supported .y the family' community and other concerned a#encies.

MISSION

To pro-ide uni-ersal access to 6uality and rele-ant education throu#h formal' non; formal' and informal channels to produce fully de-eloped learners 0ith academic' -ocational' cultural' spiritual' moral and social foundations for life s1ills.

GOALS

MY ANALYSIS

1. *o0 important is the schoolCs -ision' mission and #oals in desi#nin# the curriculumB

*a-in# a mission' -ision and #oals of a certain school determines the future outcome of its learners. This 0ill ser-e as the .ac1.one' a frame that ma1es a school curriculum stand firmly and as 0ell as a #uide for the schoolCs administration in order not to lose trac1 in the field of educatin# students' community ser-ice and life;lon# learnin#.

2. ?hat methods and strate#ies 0ere employed .y the school community to reali:e these

#oalsB

The school administration #ra..ed opportunities to tie;up in other schools' institutions and #o-ernment to meet the needs of the learners and to ha-e a pro#ressi-e' acti-e learnin#. Special education 0as also reco#ni:ed .y the school and the community to open doors for more e/cellent learnin# and ser-ice.

3. *o0 did the students manifest that they ha-e internali:ed their -ision' mission and #oalsB

The school pro-ide opportunities to students in participatin# and competin# to local' re#ional and national academic affairs such as science camp' athScia@a' redcross trainin#' 8ournalism' national milo marathon' etc. and also render ser-ices to the community such as' clean;up dri-e' feedin# pro#ram' recyclin#' coastal cleanin# etc. these acti-ities that 0ere participated .y the re#ular and special students' open;up doors to ne0 learnin# 0hich the pupils can en8oy and apply their learned s1ills to real;life daily acti-ities.

MY REFLECTIONS 2 MY INSIGHTS

The -ision' mission and #oals of the school usually determine 0hat type of curriculum to .e use. Either a pri-ate or a pu.lic school' the curriculum must fit the learnerCs needs and interest for .etter ser-ice of the institution. ?e are not to disre#ard the traditional method of teachin# and approach as the su.8ect;centered curriculum' for still it pro-ides the idea of discipline' .ut as to stir the modern and traditional approach implemented .y the school' may.e a .etter 0ay to achie-e the childrenCs learnin# and de-elopment in a more fle/i.le outcome.

MY PORTFOLIO

Paste the schoolCs .rochure on this pa#e.

Proof 5 "cti-ities 5 ?ays to help the students internali:e their schoolCs -ision' mission and #oals.

Feedi*1 $)o1)a.

Re,",li*1

Li*(a1e to ot+e) %,+ool% Go)do* Colle1e (Colle1e o- Ed!,atio* Put a sample of any of the follo0in# on this pa#e.

"cademic .ud#et Scope and se6uence chart Teachin# #uide Course #uide

E/plorin# the Curriculum

FIELD

FS4

E$i%ode 7

AHAT?S NEA IN TEACHING AND LEARNINGB

Name of FS Student Course

Ralph Fael P. Lucas Year & section Third Year

Bachelor of Elementary Education

Resource Teacher Cooperatin# School

rs. !race

edina

Si#nature$$$$$$$$$$$ %ate Sept. &&'&())

!ordon *ei#hts Elementary School

MY TARGET

"t the end of this acti-ity' + should .e a.le to discuss the teachin# and learnin# process in curriculum.

MY PERFORMANCE (How I will be Rated

Field St!d" #, E$i%ode 7 ' A+at?% New i* Tea,+i*1 a*d Lea)*i*1B Fo,!%ed o*0 T+e Tea,+i*1 a*d Lea)*i*1 $)o,e%% i* ,!))i,!l!. Tas1s E/emplary 2 ,.ser-ation5%ocumentation "ll tas1s 0ere done 0ith outstandin# 6uality7 0or1 e/ceeds e/pectations Superior 3 "ll or nearly all tas1s 0ere done 0ith hi#h 6uality Satisfactory & Nearly all tas1s 0ere done 0ith accepta.le 6uality 4nsatisfactory ) Fe0er than half of tas1s 0ere done7 or most o.8ecti-es met .ut 0ith poor 6uality ) 3 y "nalysis "nalysis 6uestions 0ere ans0ered completely' in depth ans0ers7 thorou#hly #rounded on theories "nalysis 6uestions 0ere ans0ered completely & "nalysis 6uestions 0ere not ans0ered completely "nalysis 6uestions 0ere not ans0ered !rammar and spellin# unsatisfactory

Clear connection 0ith theories

9a#uely related to the theories

E/emplary #rammar and spellin#

!rammar and spellin# are superior

!rammar and spellin# accepta.le

&

) y Reflection Reflection statements are profound and clear' supported .y e/periences from the episode Reflection statements are clear' .ut not clearly supported .y e/periences from the episode Reflection statements are shallo07 supported .y e/periences from the episode Reflection statements are unclear and shallo0 and are not supported .y e/periences from the episode ) & Portfolio is incomplete7 supportin# documentation is or#ani:ed .ut is lac1in# Portfolio has many lac1in# components7 is unor#ani:ed and unclear

2 y Portfolio Portfolio is complete' clear' 0ell or#ani:ed and all supportin# documentation are located in sections clearly desi#nated

3 Portfolio is complete' clear' 0ell or#ani:ed and most supportin# documentation are a-aila.le and5or in lo#ical or clearly mar1ed locations 3

& Su.mission Before %eadline ,n the %eadline " %ay after the %eadline

) T0o days or more after the %eadline )

2 Su. Totals

&

,-er;all Score

Ratin#< =Based on transmutation>

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$

Si#nature of FS Teacher a.o-e Printed Name

%ate

T)a*%.!tatio* o- %,o)e to 1)ade2)ati*1

S,o)e 34 &95&6 &; &: &8 5 5 5 5 5

G)ade &/4 &/38 &/8 &/;8 3/44 5 5 5 5 5 66 6: 67 64 9;

S,o)e &35&7 && &4 956 ;5below 5 5 5 5 5

G)ade 3/84 3/;8 7/44 7/8 8/44 5 5 5 5 5 9& ;9 ;8 ;3 a*d below

&#

3/38

9#

MY MAP +n order to reach my tar#et + should do the follo0in# steps usin# the #i-en pyramid.

3.?rite your insi#hts on teachin# and learnin#.

&. ,.ser-e a class.

1. ?rite your ideas on teachin# and learnin#.

MY TOOLS For this Episode' + 0ill use the acti-ity form #i-en .elo0. +nter-ie0 a teacher. "s1 if they perform these series of actions in the teachin# process.

MOTI<ATION

oti-ation is -ery much important at the .e#innin# of the lesson to ma1e the children .e interested in the topic. This 0ill help the teacher deli-er the lesson effecti-ely as the children learn.

ASKING DUESTIONS

This 0ill help the teacher to chec1 if the children are learned. The critical thin1in# of the students 0as enhanced throu#h the 6uestions #i-en .y the teacher in e-ery lesson or topic.

DEMONSTRATION

"n actual demonstration of a certain concept' idea' or content 0ill lead to .etter understandin# and learnin# for the children and ac6uire s1ills and 1no0led#e as they retain in their mind 0ith the help of concrete demonstration teachin#.

,.ser-e a class' record the situations 0here these .eha-ioral learnin# theories are applied in real classroom 0or1.

Ee+a>io)al Lea)*i*1 T+eo)ie% D emphasi:e o.ser-a.le .eha-ior such as ne0 s1ills' 1no0led#e or attitudes 0hich can .e demonstrated.

Re-erse psycholo#y approach of the teacher in classroom mana#ement.

!i-in# instruction in acti-ities 0here the children follo0 the rules and comply 0ith the re6uirements needed in the acti-ity.

The children fall in line properly 0hen .uyin# snac1s inside the classroom in recess time.

Positi-e .eha-ioral patterns of the children such as re0ardin#' appreciatin# and ac1no0led#in# the childrenCs 0or1s comin# from the teacher.

Co1*iti>e Lea)*i*1 T+eo)ie% ' uno.ser-a.le mental processes are used to learn and remem.er ne0 information or ac6uire s1ills.

TeacherCs demonstration from the content of the topic. Recitation in the class and pupilCs participation. Brainstormin# in #roup acti-ities. Pro.lem sol-in# in mathematics. Constructin# a short story .y the pupils .ased on their e/periences.

Di%,o>e)" Lea)*i*1 ' indi-idual learns from his disco-ery of the en-ironment

a1in# pro8ects #i-en .y the teacher. Conductin# e/periment acti-ities that the children 0ill 0or1 on their o0n only #uided .y the teacher and supported .y the instruction from the .oo1. "cti-e participation in science acti-ities such as recyclin# and 0ater filterin# 0ill ma1e students disco-ers the importance of science in their e-eryday li-es.

Re,e$tio* Lea)*i*1 5 learners are acti-ely in-ol-ed in their o0n learnin#

Complyin# in the classroom rules such as cleaners of the day manifest the learnin# of the children as 1no0in# their responsi.ility not only in school .ut also at home. Conser-ation of 0ater and electricity 0as e-ident performance of the children that they apply the learnin# 0hich they ac6uire from science concepts.

MY ANALYSIS

1. E/plain 0hy teachin# and learnin# #i-e life and meanin# to the curriculum.

The methods of teachin# related to the curriculum is one tool to fulfill the o.8ecti-eCs frame of the school. +f the children are learnin# .ased on the teachin# methods .ased on the curriculum such as demonstrati-e teachin# and conductin# acti-ities' 0e can say that the product of teachin# .ased on the curriculum 0as achie-ed.
2. %iscuss 0hy the delu#e of information poses a #reat challen#e to .oth teachin# and

learnin#. The flood of information and the content of e-ery su.8ect that the children must achie-e in learnin# are -ery much 0ide. The use of se6uential teachin# in e-ery le-el and su.8ect is imperati-e in order to ha-e an effecti-e teachin# that the children 0ill learn also in e-ery sta#es. The strate#y also lies on the teacher as 0ell as the curriculum on ho0 the information' learnin# and s1ills 0ill #et to the children.

MY REFLECTIONS 2 MY INSIGHTS

I Like Teaching because

E it is a no.le profession' a hard 0or1 .ut en8oya.le ser-ice' an e/pression of lo-e that can touch the li-es of e-eryone 0ho listens' and most of all' .ecause + am a Christian.

MY PORTFOLIO

a1e a colla#e of pictures of the tea,+i*1 process.

a1e a colla#e of pictures of the lea)*i*1 process.

E/plorin# the Curriculum

FIELD

FS4
E$i%ode #

LET?S CRAFT THE CURRICULUM

Name of FS Student Course

Ralph Fael P. Lucas Year & section Third Year Sept. &&' &())

Bachelor of Elementary Education rs. !race edina

Resource Teacher Cooperatin# School

Si#nature$$$$$$$$$$$$$$ %ate

!ordon *ei#hts Elementary School.

MY TARGET

"t the end of this acti-ity' + should .e a.le to differentiate the different curriculum desi#n models.

MY PERFORMANCE (How I will be Rated

Field St!d" #, E$i%ode # ' Let?% ,)a-t t+e ,!))i,!l!. Fo,!%ed o*0 T+e di--e)e*t ,!))i,!l!. de%i1* .odel% Tas1s E/emplary 2 ,.ser-ation5%ocumentation "ll tas1s 0ere done 0ith outstandin# 6uality7 0or1 e/ceeds e/pectations Superior 3 "ll or nearly all tas1s 0ere done 0ith hi#h 6uality Satisfactory & Nearly all tas1s 0ere done 0ith accepta.le 6uality 4nsatisfactory ) Fe0er than half of tas1s 0ere done7 or most o.8ecti-es met .ut 0ith poor 6uality ) 3 y "nalysis "nalysis "nalysis & "nalysis "nalysis

6uestions 0ere ans0ered completely' in depth ans0ers7 thorou#hly #rounded on theories

6uestions 0ere ans0ered completely

6uestions 0ere not ans0ered completely

6uestions 0ere not ans0ered !rammar and spellin# unsatisfactory

Clear connection 0ith theories

9a#uely related to the theories

E/emplary #rammar and spellin#

!rammar and spellin# are superior

!rammar and spellin# accepta.le

2 3 & ) y Reflection Reflection statements are profound and clear' supported .y e/periences from the episode Reflection statements are clear' .ut not clearly supported .y e/periences from the episode Reflection statements are shallo07 supported .y e/periences from the episode Reflection statements are unclear and shallo0 and are not supported .y e/periences from the episode ) & Portfolio is incomplete7 supportin# documentation is or#ani:ed .ut is lac1in# Portfolio has many lac1in# components7 is unor#ani:ed and unclear

2 y Portfolio Portfolio is complete' clear' 0ell or#ani:ed and all supportin# documentation are located in

3 Portfolio is complete' clear' 0ell or#ani:ed and most supportin# documentation

sections clearly desi#nated

are a-aila.le and5or in lo#ical or clearly mar1ed locations 3

& Su.mission Before %eadline ,n the %eadline " %ay after the %eadline

) T0o days or more after the %eadline )

2 Su. Totals

&

,-er;all Score

Ratin#< =Based on transmutation>

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Si#nature of FS Teacher a.o-e Printed Name

$$$$$$$$$$$$$$$$$$$$$$ %ate

T)a*%.!tatio* o- %,o)e to 1)ade2)ati*1

S,o)e

G)ade

S,o)e

G)ade

34 &95&6 &; &: &8 &#

5 5 5 5 5 5

&/4 &/38 &/8 &/;8 3/44 3/38

5 5 5 5 5 5

66 6: 67 64 9; 9#

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MY MAP To reach my tar#et' + should do these steps.

1 22

,.ser-e a class.

+dentify the curriculum desi#n used .y schools.

Reflect and 0rite my insi#hts 5 learnin# #ained from the acti-ities.

MY TOOLS

" curriculum can .e or#ani:ed either hori:ontally or -ertically. ?rite samples of them on the illustrations.

A)itte* ,!))i,!l!. O$e)atio*al ,!))i,!l!. Hidde* ,!))i,!l!. N!ll ,!))i,!l!. EFt)a ,!))i,!l!.

MY ANALYSIS

1. E/amine the Basic Education Curriculum. ?hat aspects do you 0ant to modify. ?hyB

The .asic education curriculum includes the fi-e ma8or su.8ects that a student must learn. This includes En#lish' ath' Filipino' Science' and a1a.ayan. Computer su.8ects in the primary and intermediate le-el 0as 8ust a pre;re6uisite in most of the schools located in rural areas and pro-inces. The BEC curriculum must also include the computer su.8ect in the curriculum in order to ma1e the students #et familiar and ha-e enou#h s1ills in technolo#y that this may help them to in-ol-e and mo-e in this fast #ro0in# trend a.out computer technolo#y. Computer literacy' s1ills and e/pertise on this field can ma1e positi-e chan#e to this country.

2. ?hat curriculum models do you preferB ?hyB

The pro.lem centered desi#n model traces the 0ea1 spots of teachin# and learnin#. This model helps to modify the teachin# approach and pro-ides solutions to the pro.lem. ?ith this model' the hindrances and .urdens of teachers' instructors and school administration may .e reduce and can create ne0 approach in teachin#. The su.8ect centered model can also .e consider as one of the .etter 0ay to use' thus' it focus on 0hat the children should learn in the content of e-ery su.8ect.

MY REFLECTIONS 2 MY INSIGHTS

Su.8ect ; Centered Pro.lem needs' interests and considered the multiple intelli#ences of D Centered %esi#n odel learners as to .e the modern approach of teachin#' the %esi#n su.8ect; odel
centered desi#n model is a traditional 0ay of teachin# that focus on the content a.out 0hat the children should 1no0. This 0ill also stren#then the discipline in teachin# methods and learnin#. ?e can a#ree that learnin# should .e fun' .ut learnin# should also .e serious.

Thou#h the learner;centered desi#n model focuses on the

Learner D Centered %esi#n

odel

?hat do + li1e .est in these curriculum desi#nsB

MY PORTFOLIO

a1e an illustration of any of the three curriculum desi#n models. Be sure to incorporate the salient features of the desi#n.

S!b=e,t5Ce*te)ed

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