FS4: Exploring the Curriculum

Credit: 1 unit
Duration: 17 hours
COURSE DESCRIPTION

This course is intended to introduce the education pre-service students to effective

curriculum design and assessment. The course topics include curriculum models, principles and
approaches in designing, delivering and addressing the curriculum.

It emphasizes familiarity with contemporary curriculum policies and framework and

their relevance or planning, pedagogy and assessment at the classroom level.

The course in the curriculum development shall develop teachers who can adjust and
be flexible in designing and implementing curricula in learning environments for different
students in different context.

It can also apply a wide range of teaching process skills (including curriculum development,
lesson planning, material development, educational assessment and pedagogy).

Field Study 4 is anchored on Curriculum Development and Educational Technology.

GENERAL OBJECTIVES

1. Design a model of curriculum demonstrating considerations for basic and higher

education, appropriate community linkage and stakeholders
2. Addressing and monitoring of curriculum implementation and assessment of curriculum.
3. Prepare an alignment of developing objectives, pedagogy and assessment.
FS4: Exploring the Curriculum
Episode 1:

LOOK DEEPER INTO THE CONCEPTS, NATURE AND PURPOSES OF

THE CURRICULUM
Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature:
Cooperating School:

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

Field Study 4 Episode 1- Look Deeper into the concepts, nature and purposes of the
curriculum
Focused on: The concepts, nature and purposes of the curriculum and how these are
translated into the school community.
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation / All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality, work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely in completely completely.
depth answers;
thoroughly Clear connection Vaguely related Grammar and
grounded on with theories to the theories spelling
theories unsatisfactory
Grammar and
Exemplary Grammar and spelling are
grammar and spelling are acceptable
spelling superior
4 3 2 1
My Reflections Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
 profound and clear, but not shallow, unclear and
clear, supported clearly supported supported by shallow and are
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete, many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is incomplete.
documentation documentations lacking.
are located in are available and/
sections clearly or in logical and
designated clearly marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals

Rating
Over-all Score Based on
Transmutation

Transmutation of score to grade/rating

Score Grade Score Grade

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
 -------
-------
-------
My Map
To reach my target of getting g the different concepts, nature and purposes of the
curriculum, do the following tasks:

4. Request for a
sample of their
3. Inquire on the curriculum:
type of curriculum
2. Interview the used in their school. 4.1. Scope/
school community sequence chart
and ask views about
1. Visit the the traditional/ 4.2 Teaching
school progressive Guide
curriculum
4.3 Sample lesson
plan
My Tools

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

Traditional Curriculum Progressive Curriculum

Similarities

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

Types of Curricula

Name of Recommended Written Taught Supported Assessed Learned Hidden

school/ curricula Curricula Curricula Curricula Curricula Curricula Curricula
college/
university
     

     

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

to Do to
My Analysis

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

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

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

My Reflections/ My Insight

My Portfolio

Pictures of a Traditional School

Pictures of a Progressive School
FS4: Exploring the Curriculum
Episode 2:

WHAT’S THE CURRICULUM MADE OF?

Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature:
Cooperating School:

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

Field Study 4 Episode 2-What’s the Curriculum Made Of?

Focused on: The components of the curriculum and curricular approaches

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation / All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality, work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely in completely completely.
depth answers;
thoroughly Clear connection Vaguely related Grammar and
grounded on with theories to the theories spelling
theories unsatisfactory
Grammar and
Exemplary Grammar and spelling are
grammar and spelling are acceptable
spelling superior
4 3 2 1
My Reflections Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow, unclear and
clear, supported clearly supported supported by shallow and are
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
 the episode.
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete, many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is incomplete.
documentation documentations lacking.
are located in are available and/
sections clearly or in logical and
designated clearly marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals

Rating
Over-all Score Based on
Transmutation

Transmutation of score to grade/rating

Score Grade Score Grade

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
 My Map

For this concept, go through the following steps:

1. Visit a school and find 2. Interview a School

out how they attain the administrator/ faculty
aims of elementary, about how they
secondary and tertiary concentrate their school’s
education vision and goals into the
curriculum.

3. Records the different

4. Interview one or two methods/ strategies that
students and ask them they employed to attain
their school’s vision/ their school’s objectives.
mission.
MY TOOLS

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

VISION

MISSION
 GOALS

MY ANALYSIS

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

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

3. How did the students manifest that they have internalized their vision, mission and goals?
FS4: Exploring the Curriculum
Episode 3:

WHAT’S NEW IN TEACHING AND LEARNING?

Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature:
Cooperating School:

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

Field Study 4 Episode 3: What’s new in the Teaching and Learning?

Focuses on : The teaching and learning process in curriculum
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation / All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality, work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely in completely completely.
depth answers;
thoroughly Clear connection Vaguely related Grammar and
grounded on with theories to the theories spelling
theories unsatisfactory
Grammar and
Exemplary Grammar and spelling are
grammar and spelling are acceptable
spelling superior
4 3 2 1
My Reflections Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow, unclear and
clear, supported clearly supported supported by shallow and are
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
 4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete, many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is incomplete.
documentation documentations lacking.
are located in are available and/
sections clearly or in logical and
designated clearly marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals

Rating
Over-all Score Based on
Transmutation

Transmutation of score to grade/rating

Score Grade Score Grade

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
 MY MAP

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

3. Write
your insight

learning
 MY TOOLS

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

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

PLAN

IMPLEMENT

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

Behavioral Learning Theories-

Cognitive Learning Theories-

Discovery Learning –
 Reception Learning-

MY ANALYSIS

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

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

MY REFLECTIONS/ MY INSIGHTS

I LIKE TEACHING BECAUSE…

FS4: Exploring the Curriculum
Episode4:

LET’S CRAFT THE CURRICULUM

Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature:
Cooperating School:

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

Field Study 4 Episode 4: Let’s craft the curriculum

Focused on: The different curriculum design models.
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation / All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality, work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely in completely completely.
depth answers;
thoroughly Clear connection Vaguely related Grammar and
grounded on with theories to the theories spelling
theories unsatisfactory
Grammar and
Exemplary Grammar and spelling are
grammar and spelling are acceptable
spelling superior
4 3 2 1
My Reflections Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow, unclear and
clear, supported clearly supported supported by shallow and are
 by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete, many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is incomplete.
documentation documentations lacking.
are located in are available and/
sections clearly or in logical and
designated clearly marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals

Rating
Over-all Score Based on
Transmutation

Transmutation of score to grade/rating

Score Grade Score Grade

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
MY MAP

To reach my target, I should do these steps.

Observe a class.

Identify the curriculum design used by schools.

Reflect and write my insights/ learning

Gained from the activities.
 MY TOOLS

A curriculum can be organized either horizontally or vertically. Write samples of

them on the illustrations.

Horizontal Articulation
 MY ANALYSIS

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

2. What curriculum models do you prefer? Why?

 MY REFLECTIONS
I

Subject-Centered Problem-centered
Design Model Design Model

What do I like the best

in these curriculum
designs?

Learner-Centered
Design Model
FS4: Exploring the Curriculum
Episode5:

WHAT’S THE BASIC OF THE CURRICULUM?

Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature:
Cooperating School:

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

Field Study 4 Episode 5: What’s the basic of the curriculum?

Focused on: cite the dimensions of curriculum design.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation / All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality, work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely in completely completely.
depth answers;
thoroughly Clear connection Vaguely related Grammar and
grounded on with theories to the theories spelling
theories unsatisfactory
Grammar and
Exemplary Grammar and spelling are
grammar and spelling are acceptable
spelling superior
4 3 2 1
My Reflections Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow, unclear and
clear, supported clearly supported supported by shallow and are
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
 the episode.
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete, many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is incomplete.
documentation documentations lacking.
are located in are available and/
sections clearly or in logical and
designated clearly marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals

Rating
Over-all Score Based on
Transmutation

Transmutation of score to grade/rating

Score Grade Score Grade

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
 MY MAP

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

Examine a Identify the Give some

curriculum dimensions of the situation samples
curriculum of each dimension
design

MY TOOLS

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

Basic
Equitable assignment of content, time, experiences and other elements.

Write the contents in one (1) subject area for the first grading period.
Example:
Subject Area: Science 4 (Science for Daily Use)

1. Our Body System

2. The Skeletal System
3. Parts and Function
4. The joints
5. The Muscular System
6. Parts and Function
7. Proper Care of Bones and Muscles
8. Bone and Muscle Injuries
9. Caring for the Persons with Disabilities
10. The Digestive System
11. Parts and Functions
12. Keeping the Digestive System Healthy
13. Eating Habits
14. Common Ailments of the Digestive System

Scope The contents, topics, learning experience and organizing threads of

an educational plan.

Write sample topics in a subject area.

Example:

Subject Area: English (Language 4)

Content: Letter Writing

Topics:
1. Reading a Letter
2. Parts of a Letter
3. Writing a Letter of Invitation
4. Addressing an Envelope Correctly
5. Preparing an Envelope
Sequence Content and experiences are arranged in a hierarchical order.

Example:

Grade I - The Philippines

Grade II - The Philippines and Its Cultures
Grade III- The Filipino Community
Grade IV- Regions in the Philippines
Grade V - Philippines as Part of the World

Continuity Vertical repetition and recurring approaches of the content provide

continuity

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

Example:

Subject: English
Topics: Parts of Speech
Noun
Pronoun
Verb
Adverb
Adjective
Preposition and so on…
 MY ANALYSIS

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

MY REFLECTIONS/ MY INSIGHTS

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

because…
FS4: Exploring the Curriculum
Episode6:

TELL ME YOU’RE FEATURES

Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature:
Cooperating School:

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

Field Study 4 Episode 6: Tell Me Your Features

Focused on: The six (6) features of a curriculum
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation / All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality, work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely in completely completely.
depth answers;
thoroughly Clear connection Vaguely related Grammar and
grounded on with theories to the theories spelling
theories unsatisfactory
Grammar and
Exemplary Grammar and spelling are
grammar and spelling are acceptable
spelling superior
4 3 2 1
My Reflections Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow, unclear and
clear, supported clearly supported supported by shallow and are
by experiences by experiences experiences from not supported by
 from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete, many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is incomplete.
documentation documentations lacking.
are located in are available and/
sections clearly or in logical and
designated clearly marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals

Rating
Over-all Score Based on
Transmutation

Transmutation of score to grade/rating

Score Grade Score Grade

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84
 MY MAP

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

O teaches?

O do teachers teach?

at do teachers teach?

ow do teachers teach?

ow much of the teachers'

lessons were learned?

om do we teach?
 My Tools

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

My Analysis

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

My Reflections
FS4: Exploring the Curriculum
Episode7:

THE Wh- OF THE CURRICULUM

Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature:
Cooperating School:

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

Field Study 4 Episode 7- The Wh- of the curriculum

Focused on: The concepts, nature and purposes of the curriculum and how these are
translated into the school community.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation / All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality, work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely in completely completely.
depth answers;
thoroughly Clear connection Vaguely related Grammar and
grounded on with theories to the theories spelling
theories unsatisfactory
Grammar and
Exemplary Grammar and spelling are
grammar and spelling are acceptable
spelling superior
4 3 2 1
My Reflections Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow, unclear and
clear, supported clearly supported supported by shallow and are
by experiences by experiences experiences from not supported by
 from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete, many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is incomplete.
documentation documentations lacking.
are located in are available and/
sections clearly or in logical and
designated clearly marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals

Rating
Over-all Score Based on
Transmutation

Transmutation of score to grade/rating

Score Grade Score Grade

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84

- ----
------
 My Map

To attain my target, I should do the following.

1. Identify the various

implementers of the
2. State the role of
curriculum.
technology in delivering 3. Explain the different
the curriculum. ways of assessing the
curriculum.

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

Learner:

Other Stakeholders:

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

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

MY PORTFOLIO

Write an acronym for curriculum assessment.

A
S
S
E
S
S
M
E
N
T

FS4: Exploring the Curriculum

Episode8:

WHAT’S NEW IN THE CURRICULUM?

Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature:
Cooperating School:

At the end of this activity, I should be able to discuss different curricular issues and concerns.
My Performance (How will I be Rated)
Field Study 4 Episode 8- What’s New in the Curriculum?
Focused on: Curricular issues and concerns
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation / All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality, work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely in completely completely.
depth answers;
thoroughly Clear connection Vaguely related Grammar and
grounded on with theories to the theories spelling
theories unsatisfactory
Grammar and
Exemplary Grammar and spelling are
grammar and spelling are acceptable
spelling superior
4 3 2 1
My Reflections Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow, unclear and
clear, supported clearly supported supported by shallow and are
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete, many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is incomplete.
documentation documentations lacking.
are located in are available and/
sections clearly or in logical and
designated clearly marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
 4 3 2 1
Sub Totals

Rating
Over-all Score Based on
Transmutation

Transmutation of score to grade/rating

Score Grade Score Grade

20 1.0 99 12-13 2.50 81
19-18 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7-below 5.00 below
14 2.25 84

My Map

To attain my target, I should do the following.

3. Write insights/ reflections

on these innovations.

2. Interview faculty members on the

merits and demerits of these
innovations.

1. Visit DepEd or interview school

administrators on various curricular
issues and concerns
 My Tools

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

Curricular Advantages (Merits) Disadvantages My Insights

Innovations (Demerits)
1. Revised Basic
Education Curriculum
RBEC(2002)

2. Secondary
Education Curriculum
UBD Model 2010
(UBD)

3. K-12
 My Enriching Activities

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

K-12 Program
YES NO

Do we
really
need to
innovat
e?
Pictorial
Comments from the Critic

Cooperating Teacher
 Rubric for Field Study Portfolio
Name: Orlando L. Peralta BSED – 3rd Year
Direction: Check ( ) the appropriate column that best describe the FS Student’s work
Description
Criteria 5 4 3 2 1
Contents of the Has 90-100% Has 75-89% of Has 60-74 % of Has less than Has less than
portfolio of the needed the needed the needed 59% of the 40% of the
content content content needed needed
content content
5 4 3 2 1
Objectives of Objectives are Objectives are Objectives are Some Most
the portfolio smart and smart but smart but objectives are objective are
cover the cover only cover only less not smart and not smart and
whole course minimum of of 75% of the do not cover cover only
75% of the whole course the whole minimum of
whole course course the course
5 4 3 2 1
Quality of Entries are Entries are not Entries are of Some entries Few entries
entries best quality, better quality, acceptable are of are of
well selected many are well quality, some acceptable acceptable
and very selected and are well quality, limited quality, not
substantial substantial selected and selection and well selected
substantial substantial and very
minimal
substance
5 4 3 2 1
Presentation of Creative, neat Creative, neat Creative, neat Minimal No creativity in
entries and has very and has strong and an average creativity, neat disarray, no
strong impact/appeal impact/appeal with minimal impact/appeal
impact/appeal impact/appeal
5 4 3 2 1
Promptness of Submitted Submitted on Submitted Submitted Submitted 32
submission ahead of schedule after 10 days from 11-30 days or more
schedule after the after schedule after the
schedule schedule
5 4 3 2 1

Cooperating Teacher
 SELF- COMPETENCY RATING CHECKLIST FOR FS 4
Name: Orlando L. Peralta BSED – 3rd Year
Direction: Check ( ) the appropriate column that best describe your current level of mastery of
each listed competency
I cannot do I am learning I can do this I can do this
this yet how to do this but I need to very well
Competency learn more
and improve
1. Determines teaching
approaches and techniques
appropriate to the learners.
2. Uses variety of teaching
approach and techniques
appropriate to the subject
matter and to the learner.
3. Identifies and classifies
resources and facilitate teaching
and learning process.
4. Appraises the effectiveness of
displays as learning resources.
5. Designs a bulletin board
display.
6. Determines the appropriateness
of teaching aids to learning
tasks.
7. Prepares instructional materials
that are appropriate to the
learning content.
8. Develops and utilizes materials
which involve students in a
meaningful learning.
9. Recognizes strengths and
weakness of slide presentations
in facilitating teaching-learning
process.
10. Determine the appropriateness
of the internet resources to the
learning tasks.

Date Accomplished: Rater’s Signature:

_______________
Cooperating Teacher
 SELF- COMPETENCY RATING CHECKLIST FOR FS4
Name: Orlando L. Peralta Course: BSED – 3rd Year
Direction: Check ( ) the appropriate column that best describe your current level of mastery of
each listed competency
I cannot do I am learning I can do this I can do this
this yet how to do this but I need to very well
Competency learn more
and improve
1. Determines teaching
approaches and techniques
appropriate to the learners.
2. Uses variety of teaching
approach and techniques
appropriate to the subject
matter and to the learner.
3. Identifies and classifies
resources and facilitate teaching
and learning process.
4. Appraises the effectiveness of
displays as learning resources.
5. Designs a bulletin board
display.
6. Determines the appropriateness
of teaching aids to learning
tasks.
7. Prepares instructional materials
that are appropriate to the
learning content.
8. Develops and utilizes materials
which involve students in a
meaningful learning.
9. Recognizes strengths and
weakness of slide presentations
in facilitating teaching-learning
process.
10. Determine the appropriateness
of the internet resources to the
learning tasks.

Date Accomplished: Rater’s Signature:

_______________
Cooperating Teacher
 TABLE OF CONTENT

Episode 1 Page

PRINCIPLES OF LEARNING ............................................................... 1

My Target .............................................................................. 1
My Performance (How I Will Be Rated) .................................. 1-2
My Map .................................................................................. 3
My Tool (My Observation Sheet) ............................................ 3-4
My Analysis ............................................................................. 4-5
My Reflections ....................................................................... 5
My Portfolio (Principles of Learning on My Own Words) ....... 6

Episode 2

LESSON OBJECTIVES AS MY GUIDING STAR ...................................... 7

My Target ............................................................................... 7
My Performance (How I Will Be Rated) ................................. 7-8
My Map ................................................................................. 8-9
My Tool (My Observation Sheet) ............................................ 9-10
My Analysis ............................................................................ 10
My Reflections ........................................................................ 11
My Portfolio (My research quotation that state the signifi-
cance of goals and objectives) ............................................. 11

Episode 3

ORGANIZING CONTENT FOR MEANINGFUL LEARNING .................... 12

My Target .............................................................................. 12
My Performance (How I Will Be Rated) ................................. 12-13
My Map ................................................................................. 14
My Tool (My Observation Sheet) ........................................... 14
A. For the Cognitive Lesson ............................................... 14-15
B. For the Skill Lesson ........................................................ 15
 C. Value/Affective Lesson .................................................. 15-16
My Analysis ............................................................................ 16
A. For the Cognitive Lesson ............................................... 16
B. For the Skill Lesson ........................................................ 16
C. For the Affective Lesson ................................................ 16
My Reflections ....................................................................... 17
My Portfolio (My Lesson Plan) ............................................... 17-18

Episode 4

GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING

STRATEGIES .................................................................................................... 19
My Target ............................................................................... 19
My Performance (How I Will Be Rated) ................................. 19-20
My Map .................................................................................. 21
My Tool (My Observation Sheet) ............................................ 21-22
My Analysis ............................................................................. 22
My Reflections ........................................................................ 22
My Portfolio ........................................................................... 22

Episode 5

ON TEACHING APPROACHES AND METHODS ................................... 23

My Target ............................................................................... 23
My Performance (How I Will Be Rated) .................................. 23-24
My Map ................................................................................. 25
My Tool (My Observation Sheet) ............................................ 25-26
My Analysis ............................................................................. 26-27
My Reflections ........................................................................ 27
My Portfolio (Characteristics of Constructivist approach and
Metacognitive Approach; My research on Teaching of
 Methods) .......................................................................... 28-29

Episode 6

GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING

STRATEGIES ................................................................... 30
My Target ............................................................................... 30
My Performance (How I Will Be Rated) .................................. 30-31
My Map .................................................................................. 32
My Tool (My Observation Sheet) ............................................ 32-33
My Analysis ............................................................................. 33
My Reflections ........................................................................ 34
My Portfolio (Lesson Plan) ...................................................... 34-35

Episode 7

EFFECTIVE QUESTIONING AND REACTING TECHNIQUES ................... 36

My Target ............................................................................... 36
My Performance (How I Will Be Rated) .................................. 36-37
My Map .................................................................................. 38
My Tools ( My Score’s to My Resource Teacher Questioning
Behavior ) ......................................................................... 38
My Tools (My Observation Sheet) .......................................... 39
My Analysis ............................................................................. 40
My Reflections ....................................................................... 40
My Portfolio .......................................................................... 41

PICTORIAL ........................................................................ 42
COMMENT OF THE CRITIC .................................................... 43