FIELD STUDY 1 LEARNING EPISODE

FS 1 5 Creating an Appropriate Learning

Environment

SPARK YOUR INTEREST

This learning Episode provides an opportunity to examine how classrooms

are structured or designed to allow everyone’s maximum participation for effective
learning. You should be able to examine how classroom management practices
affect learning. This Episode enhances the application of the theories learned in the
following professional subject such as Facilitating Learner-Centered Teaching and
The Child and Adolescent Learners and Learning Principles.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to:
 Plan how to manage time, space, and resources; and
 Provide a learning environment appropriate to the learners and conducive to
learning.

REVISIT the Learning Essentials

These are the time-tested principles of teaching and learning

1. Effective learning begins with setting clear expectations and learning
outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember;
what I do, I understand”
REVISIT THE LEARNING ESSENTIALS
The classroom climate that is conducive for learning is one that is non-
threatening yet business-like. It is a classroom where, when creating audio-visual
presentations, the following are observed:
 Specific classroom rules and procedures are clear.
 Classroom rules and procedures are discussed within the first few days of the
school.
  Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are
established and negative consequences for such are communicated.
 Classroom practices are democratic.

OBSERVE, ANALYZE, REFLECT

Managing Time, Space and Learning Resources

Activity 5.1

Resource Teacher: ____________________ Teacher’s Signature: ____________ School:

_________
Grade/Year Level: ____________________ Subject Area: ____________________ Date:
_____________

OBSERVE

Observe and use the observation sheet provided for you to document tour
observations.

1. As you observe the class, look into the characteristics of the learners.
Note their ages.

2. How many boys are there? How many girls?

3. Focus on their behavior. Are they able to manage their own behavior?

4. Can the learners already work independently?

5. Describe their span of attention.

 ANALYZE

Analyze the answer these questions on observed classroom management

practices. It is also good to ask the teacher for additional information, so you can
validate your observation. Write your notes below; then organize your data in the
Table that follows.

1. Are the areas in the classroom for specific purposes (storage of teaching
aids, books, students’ belongings, supplies, etc.) describe the areas. Will it
make a difference if these areas for specific purposes are not present?

2. Are there rules and procedures posted in the room? List them down. Do
these rules reinforce positive behavior?

3. Did the students participate in making the classroom rules? If the resource
teacher is available, ask him/her to describe the process. What’s the effect
of students’ participation in rule-making on students’ behavior?

4. What are the daily routines done by the Resource Teacher? (Prayer,
Attendance, Assignment of monitors, Warm-Up Activities, etc.) How are
they done?

5. Is there a seating arrangement? What is the basis of this arrangement?

Does this help in managing the class?

6. Observe the noise level in the Classroom. How is this managed?

7. If a learner is not following instruction or is off-task, what does the

Resource Teacher do? Describe the behavior strategy used.

8. What does the Resource Teacher do to reinforce positive behaviors?

(behavior strategies)
 REFLECT

Reflection as a future Teacher.

1. Why do you need to enforce positive discipline?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_____
Identifying the Different Aspects of Classroom Management
Activity 5.2

Resource Teacher: ____________________ Teacher’s Signature: ____________ School:

_________
Grade/Year Level: ____________________ Subject Area: ____________________ Date:
_____________

OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Effect on the Learners
Aspects of Classroom Description (to be filled out after you
Management answered the analysis
questions)

1. Specific Areas in the

Classroom
2. Classroom Rules

3. Classroom Procedures

4. Daily Routines

5. Seating Arrangements

6. Handling misbehavior/off-
task behavior
7. Reinforcement of Positive
Behavior
8. Others

9. Others

10. Others

ANALYZE

1. How did the classroom organization and routines affect the learner’s
behavior?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in
mind?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____
3. Which behavior strategies were effective in managing the behavior of the
learners? In motivating students? Why were they effective?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____

REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade level
do you see yourself? What routines and procedures would you consider for
this level why?
 ________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
2. Make a list of the rules you are likely to implement in this level. Why would
you choose these rules?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___
3. Should learners be involved in making the class rules? Why?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

LINK THEORY TO PRACTICE

Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students’ behavior develops more self-
regulation in the students. Which of the following teacher statements
demonstrates focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be allowed
to play games in the computer later”
B. “If it takes you longer to finish the seatwork because time is
wasted with chatting, then we won’t have time to go to the
playground anymore”
C. “Those who are well-behaved in class will be given plus 5 points
in the quiz”
D. If you get grade of 95mor higher in the first two assignment, you
will be exempted from the third assignment.
2. Learners are more likely to internalize and follow classroom rules
when______.
A. The teacher clearly explains the rules she prepared
B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the rules
 3. For a teacher to establish and maintain consistent standards of learners’
behavior, they should do all EXCEPT ____________________________.
A. Give immediate feedback to reinforce appropriate behavior of
learners
B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures clearly
and consistently
D. Handle behavior problems promptly and with due respect to
learners’ rights

SHOW Your Learning Artifacts

Paste pieces of evidences of classroom rules that work in class. You may
also put pictures of the physical space and learning stations which contribute
to the effective implementation of classroom management.
 EVALUATE Performance Task

Evaluate your work task Field Study 1, Episode 5 – Creating an Appropriate

Learning Environment
Learning Outcomes: Plan on how to manage time, space, and resources • Provide a
learning environment appropriate to the learners and conducive to learning.
Name of FS Student:
Date Submitted:
Year and Section:
Course:
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes; context of the learning outcomes; not
Complete; well- Complete; well- learning outcomes; complete; not organized,
organized, highly relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
 outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
Comments: Over-all Rating:
Scores (Based on
Transmutation)

FIELD STUDY 1 LEARNING EPISODE

FS 1 6 Classroom Management and

Classroom Routines

SPARK YOUR INTEREST

This Episode focuses on the classroom structure and routines performed by

teachers in class to provide a safe, friendly non-threatening and caring environment.
Effective classroom routines ensure order and discipline to help the students to stay
calm and focused on their daily tasks.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to:
 Identify the classroom routines set by the teacher; and
 Observe how the students execute the various classroom routines.


REVISIT the Learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching
and learning Routines don’t just make the life of the teacher easier. They save
valuable classroom time. Efficient routines make it easier for students to learn and
achieve more.
Establishing routines early in the school year:
 Enable you to run your daily activities run smoothly;
 Ensure you to manage time effectively;
  Helps you maintain order in the classroom;
 Makes you more focused in the teaching because you spend less time
in giving directions/instructions; and
 Enables you to explain to the learners what are expected of them.

OBSERVE, ANALYZE, REFLECT

Activity 6.1
Observing Classroom Management and Routines

Resource Teacher: __________________ Teacher’s Signature: _______________ School:

________
Grade/Year Level: ____________________ Subject Area: ___________________ Date:
_____________

OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing

the given checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes (√) if observed and (x) if not observed.
Classroom Routines Observed Not Observed
(√) (x)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories / comfort room / washrooms
5. Passing of papers
 6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of Materials
11. Submission of Projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill / emergencies
18. Movement between classroom activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify
21.
22.
23.
24.
25.

ANALYZE

Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class?
Why? Why not?
 ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Which of those routines were systematic and consistently implemented?
Explain your answer.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

REFLECT

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why
not?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

Activity 6.2
Listing Down Classroom Rules

Resource Teacher: __________________ Teacher’s Signature: _______________ School:

________
Grade/Year Level: ____________________ Subject Area: ___________________ Date:
_____________

OBSERVE

Observe a class and list down rules formulated by the Resource

Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners’ safety
and security. Rules also teach discipline and self-control. Rules eliminate stress and
will provide a more pleasant, secured and non-threatening environment. Rules
ensure the students’ engagement and focus on their classroom activities.
Classroom Rules Importance
1.
2.
3.
4.
5.
6.

ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of

the rule?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

2. Are classroom rules really important?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

REFLECT

Reflect on the various classroom rules set by the Resource Teacher.

Will you have the same rules? If not, what rules are you going to employ? Explain
your answer.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
 ________________________________________________________________________________________
_____

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource

Teacher which are worth emulating. Tell something about the pictures.
 EVALUATE Performance Task

Evaluate your work task Field Study 1, Episode 6 –Classroom Management

and Classroom Routines
Learning Outcomes: Identify the classroom routines set by the teacher; and Observe
how the students execute the various classroom routines.
Name of FS Student:
Date Submitted:
Year and Section:
Course:
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes; context of the learning outcomes; not
Complete; well- Complete; well- learning outcomes; complete; not organized,
organized, highly relevant organized, very Complete; not and not relevant to the
 to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
Comments: Over-all Rating:
Scores (Based on
Transmutation)

LINK THEORY TO PRACTICE

1. What term applies to the established ways of managing a classroom into a

more organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management

2. When is the best time to establish classroom routines?

A. At the start of the year
B. At the end of the classroom
C. At the start of the activity
D. At the start of class discussion

3. What is the primary reason for the establishment of classroom routine?

A. To ensure order
B. To eliminate stress
C. To be fair all times
D. To control the class

4. To ensure order in the transition activities, what must be done?

A. Assign a leader.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.

5. What routine must be set to guarantee the safety of the students?

A. Assign a leader.
B. Let them work in pairs.
 C. Let them work individually
D. Set the do’s and don’ts in every activity.

FIELD STUDY 1 LEARNING EPISODE

Physical and Personal Aspects of

FS 1 7 Classroom Management

SPARK YOUR
INTEREST
This Episode tackles classroom management and discipline. It focuses on the
personal and physical aspects of classroom management which are central to
teaching and therefore must be consistently implemented.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to:
 Identify the two (2) aspects of classroom management; and
 Determine the classroom management strategies that the Resources Teacher
employed in his/her class.

REVISIT the Learning Essentials

Classroom management refers to the wide variety of skills and techniques that
teachers use to keep students organized, orderly, focused, attentive on tasks and
academically productive in class.

Ref: edglossary.org
Importance of Effective Classroom Management
 Increases chance of student success
 Paves the way for teacher to engage students in learning
 Helps create an organized classroom environment
 Increases instructional time
 Creates consistency in the employment of rules and regulations
  Aligns management strategies with school wide standards
 Decrease3 misbehavior in the classroom
 Gives student boundaries as well as consequences
Ref.
http://www.ehow.com
Two aspects of Classroom Management.
1. Personal Classroom Management consist of managing your own self to
ensure order and discipline in your class. Includes:
1.1 Voice
1.2 Personal grooming
1.3 Attendance
1.4 Punctuality
1.5 Personal graciousness

Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning
environment.
Attending to these physical elements of the learning environment ensures the
safety, security and order in the class. It includes:
3.1 Ventilation
3.2 Lighting
3.3 Acoustics
3.4 Seating arrangement
3.5 Structure/ design of the classroom
3.6 Physical space/ learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Documents the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
 14. Assign open-ended project.
15. Write group contracts.
Ref. prodigygame.com

OBSERVE, ANALYZE, REFLECT

Identifying Personal and Physical Aspects of Classroom Management

Activity 7.1

Resource Teacher: ____________________ Teacher’s Signature: __________________ School:

___________
Grade/Year Level: ____________________ Subject Area: ___________________________ Date:
_____________
Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observation.

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the personal
and physical aspects of classroom management ensur4e proper classroom
management and discipline.
Check if these aspects were observed in the classroom.

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from
the learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
 1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space / learning station clear from obstruction?

ANALYZE

Analyze the different elements of personal/physical classroom management

and answer the following questions?

1. How does the voice of the teacher affect classroom instruction?

2. How does the punctuality of the teacher affect classroom discipline?

3. Why do we need to check on the physical aspects of classroom management?

REFLECT

Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain. “No
amount of good instruction will come out without effective classroom
management.”

2. What are your plans in ensuring effective classroom management?

Identifying Personal and Physical Aspects of Classroom Management
Activity 7.1

Resource Teacher: ____________________ Teacher’s Signature: __________________ School:

___________
Grade/Year Level: ____________________ Subject Area: ___________________________ Date:
_____________

OBSERVE

Observe the classroom management strategies that your Resources Teacher

employs in the classroom. You may also conduct an interview to
substantiate your observation.
Check the management strategies employed by the Resources Teacher.
Check (√) observed, put an (×) if not observed and о for no opportunity to observe.
Effective Classroom Management Strategies Observed Not No
Observed opportunity
to observe
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3. Documents the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
 6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Other (please specify)
16.
17.
18.
19.
20.

ANALYZE

Analyze the checklist you have accomplished and answer the given
questions:
1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.

2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.
 REFLECT

As a future teacher, reflect on the observations then answer the given

question.
1. What classroom management strategies do I need to employ to respond to
diverse types of learners?

SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.
 EVALUATE Performance Task
Evaluate Your Work Field Study 1. Episode 2. Learner Diversity:
Development Characteristics, Needs, and Interest
Learning Outcome: Determining the characteristics of a school environment that
provides social, psychological and physical environment
supportive of learning.
Name of FS Student __________________________________________________ Date
Submitted_____________
Year and Section
___________________________________________Course__________________________________

Learning Episode Excellent Very Satisfactory Need Improvement

4 Satisfactory 2 1
3
Accomplished All observation One (1) to two Three (3) Four (4) or more
observation Sheet questions tasks (2) observation observation
completely observation questions/ questions/ tasks not
answered/ questions/ tasks not answered/
accomplish tasks not answered/ accomplished.
 answered/ accomplished
accomplished.
Analysis All questions were All questions Questions were Four (4) or more
answered were not answered observation
completely, answered completely, questions were not
answers are depth completely, answers are answered. Answers
and are answers are not clearly nit connected to
thoroughly clearly connected to theories; more than
grounded on connected to theories one four (4)
theories; grammar theories, (1) to (3) grammatical/
and spelling are grammar and grammatical/ spelling errors.
free from error. spelling are spelling wrong
free from
errors.
Reflection Profound and Clear but lacks Not so clear Unclear and shallow,
clear supported by depth and shallow, rarely supported by
what were supported by somewhat what were observed
observed and what were supported by and analyzed.
analyzed. observed and what were
analyzed. observed and
analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on in the reflected on in reflected on in reflected on in the
context of the the context of the context of context of the
learning the learning the learning learning outcomes;
outcomes. outcomes. outcomes. not complete, not
Complete, well Complete well Complete not organized, not
organized highly organized very organized very relevant.
relevant to the relevant to the relevant to the
learning outcome. to the learning to the learning
outcome outcome
Submission Submitted before Submitted Submitted a Submitted two (2)
the deadline before the day after the days or mote after
deadline deadline the deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
Signature of FS Teacher above Printed Name
Date

LINK THEORY TO PRACTICE

1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.

2. What will be the most effective way of dealing with non-participative

students?
A. Let them do what pleases them.
B. Refer the matter to the guidance counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.

3. How will you help the shy and timid students in your class?
A. Treat them naturally.
 B. Let them be as they are.
C. Refer them to the Guidance Office
D. Encourage them to join as many activities in class.

4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.

5. To discipline unruly students, teacher Helen always tells her students

“Remember I am the person in authority here. I have the power to pass or fail
you.” Do you agree with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.

FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum

FS 1 8 Close Encounter with the School

Curriculum

SPARK YOUR
INTEREST
Formal education begins in school. Schools are institutions established to
resign total learning activities appropriate for each learner in each grade level. Thus
schools have recommended curriculum which is the enhanced K to 12 curriculum.
The recommended curriculum was translated into written curriculum like books,
modules, teachers’ guides and lesson places which are the basis of the taught
curriculum. A teacher who implements the curricula needs support materials
(support curriculum) to enhance teaching and learning so that the written and the
taught curricula can be assessed (assessed curriculum) in order to determine if
learning took place (learned curriculum). However, there are so many activities that
happen in school but are not deliberately planned. This refers to the hidden
curriculum.
A classroom teacher plans, implements and evaluates school learning
activities by preparing a miniscule curriculum called a lesson plan or a learning
plan. The teacher then puts life to a lesson plan by using it as a guide in the teaching-
learning process where

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this episode. I must be able to:
 Identify the different curricula that prevail in the school setting;
 Describe how the teacher manages the school curriculum by planning,
implementing lesson through different strategies and assessment of learning
outcomes; and
 Analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.

REVISIT the Learning Essentials

School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning process
and outcomes as in lifelong learning. However, school curriculum in this course
limits such definition of total learning outcomes to com fine to a specific learning
space called school. School are formal institutions of learning where the two major
stakeholders are the learners and the teachers.
Basic education in the Philippines is under the Department of Education or
DepEd and the recommended curriculum in the K-12 or Enhanced Basic Education
Curricula of 2013. All basic education schools offering kindergarten (K) elementary
(Grades 1 to 6) and secondary (Grades 7-10, Junior High School and Grades 11to 12,
Senior High School) adhere to this national curriculum as a guide in the
implementation of the formal education for K to 12.
 What are the salient features of the K to 12 Curriculum? Here are the
features. It is a curriculum that:
1. Strengthen the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the leaners. The use of contextualized lessons
and addition of issue like disaster preparedness, climate change and
information and communication technology (ICT) are included in the
curriculum. Thus, in-depth knowledge, skills and values, attitude through
continuity and consistency across every level and subject.
3. Builds skills in literacy. With the use of mother tongue as the main language in
studying and learning tools from K to 1Grade 3, learners will become ready for
higher level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study
the complex ones in the next grade level. The progression of topics matches
with the development and cognitive skills. This process strengthens the
mastery and retention.
5. Gears up for the future. It is expected that those who finished education in
Grade 12 will be ready for college or tech voc careers. Their choice of careers
will be defined when they go to Grade 11 to 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will
be ready to embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten to
Grade 12 in the country.
 The enhanced curriculum K to 12 curriculum is the Recommended
Curriculum. It is to be used nationwide as mandated by Republic Act
10533.
 When the curriculum writers began to write the content and
competency standards of the K to 12 Curriculum it became a Written
Curriculum. It reflects the substance of RA 10533 or enhanced Basic
Education Act of 2013. In the teacher’s class it is the lesson plan. A
lesson plan is a written curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is
putting life to the written curriculum, which is referred to as the
Taught Curriculum. The guidance of the teachers is very crucial.
 A curriculum that has been planned, and taught needs materials,
objects, gadgets, laboratory and many more that will help the teacher
implement the curriculum. This is referred to as the Supported
Curriculum.
 In order to find out if the teacher has been succeeded in implementing
the lesson plan, an assessment shall be made. It can be done in the
middle or end of the lesson. The curriculum is now called the
Assessed Curriculum.
  The result of the assessment when successful is termed as Learned
Curriculum. Learned curriculum whether small or big indicates
accomplishment of learning outcomes.
 However, these are unplanned curriculum in schools. These are not
written, nor deliberately taught but they influence learning. These
includes peer influence, the media, school environment, the culture
and tradition, natural calamities and may more. This curriculum is
called Hidden Curriculum or Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with the
school curriculum, especially in the K to 12 or enhanced curriculum for the basic
education?
Teachers then should be multi-talented professionals who:
 Know and understand the curriculum as enumerated above;
 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Initiate the curriculum which is being introduced;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned; and
 Evaluate the written, planned and learned curriculum.

OBSERVE, ANALYZE, REFLECT

Curricula in the School Setting

Activity 8.1
It’s time to look around. Discover what curriculum is operating in the
school setting. Recall the types of curriculum mentioned earlier. Can you spot where
these are found? Lets do a hunting game!

OBSERVE
Resource Teacher: ____________________ Teacher’s Signature: __________________ School:
___________
Grade/Year Level: ____________________ Subject Area: ___________________________ Date:
_____________

1. Locate where you can find the following curriculum in the school setting.
Secure a copy make observation of the process and record your information
in the matrix below. Describe your observations.

Type of curriculum Where Found Description

1. Recommended
Curriculum (K to 12
Guidelines)

2. Written curriculum
(Teacher’s Lesson Plan)

3. Taught Curriculum
(Teaching Learning
Process)

4. Supported Curriculum
(Subject Textbook)

5. Assessed Curriculum
(Assessment Process)

6. Learned Curriculum
(Achieved Learning
Outcomes)

7. Hidden Curriculum
(Media)
 ANALYZE

Which of the seven types curriculum in the school setting is easy to find? Why?

Which is difficult to observe? Why?

Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.

REFLECT
Make a reflection on the diagram that you have drawn.
 Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: ____________________ Teacher’s Signature: ______________ School:

_______
Grade/Year Level: ____________________ Subject Area: ____________________ Date:
_____________

OBSERVE

This activity requires a full lesson observation from Motivation to

Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a
particular grade/year level.
2. Keep a close watch on the differenr components of the miniscule curriculum:
the lesson
3. Follow the three major components of a curriculum (Planning, Implementing
and Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points.
Write your observation and description in your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major
parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How
will this be done?
B. Implementing Now it’s time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lessson?
b. What procedure or steps were followed?
c. How did the teacher enaged the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ or were they
participating in the class activity?
f. Was the lesson finished within the th class preriod?
C. Evaluating/ Did learning occur in the lesson taught? Here you make
Assessing observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/ evaluate it?
c. What evidence was shown? Get pieces of evidence.
 ANALYZE

Write a paragraph based on the date you gathered using these key questions?
1. How does the teacher whom you observe compare to the ideal
characteristics or competencies of global quality teachers?

2. Was the lesson implemented as planned? Describe.

3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?
 4. Can you describe the majority of student’s reactions after the lesson was
taught? Confused? Happy and eager? Contented? No reactions at all.

REFLECT

Based on your observation and tasks in activity 2 how will you prepare
your lesson plan? Make a short paragraph on the topic.

Activity 8.3 Comctructive Alignment of the Components of a Lesson Plan

Resource Teacher: ____________________ Teacher’s Signature: _____________ School:

________
Grade/Year Level: ____________________ Subject Area: ___________________ Date:
_____________

OBSERVE

Using the diagram below fill up the components parts of a lesson

 I. Title if the Lesson:
II. Subject area:
III. Grade Level:

Outcomes Teaching Methods Assessment

Fill this up Fill this up Fill this up

ANALYZE

Answer the following questions based on the diagram.

1. Are three components constructively aligned? Explain.
 2. Will the outcomes be achieved with the teaching methods used? Why?

3. What component would tell if the outcomes have been achieved?

REFLECT

What lesson have you learned in developing or writing a lesson plan?

What value will it give to the teacher if the three components are aligned?
 SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, 3.

Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school
setting. This can be in pictures, realia, documents or others.

Activity 2. Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
 Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components
of a lesson plan.
a. Example:
Lesson Title: ________________________________________
Subject Area: _______________________________________
Grade Level:________________________________________

Lesson Outcomes Teaching Methods Evaluation

EVALUATE Performance Task

Evaluate Your Work Field Study 1. Episode 2. Learner Diversity:
Development Characteristics, Needs, and Interest
Learning Outcome: Determining the characteristics of a school environment that
provides social, psychological and physical environment
supportive of learning.
Name of FS Student _________________________________________ Date Submitted_____________
Year and Section __________________________________Course__________________________________

Learning Episode Excellent Very Satisfactory Need

4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or
observation questions tasks (2) observation more
Sheet completely observation questions/ observation
answered/ questions/ tasks not questions/ tasks
accomplish tasks not answered/ not answered/
answered/ accomplished accomplished.
accomplished.
Analysis All questions All questions Questions Four (4) or
were answered were were not more
completely, answered answered observation
answers are completely, completely, questions were
depth and are answers are answers are not answered.
thoroughly clearly not clearly Answers nit
grounded on connected to connected to connected to
theories; theories, theories one theories; more
grammar and grammar and (1) to (3) than four (4)
spelling are free spelling are grammatical/ grammatical/
from error. free from spelling wrong spelling errors.
errors.
Reflection Profound and Clear but Not so clear Unclear and
clear supported lacks depth and shallow, shallow, rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes. outcomes. outcomes. outcomes; not
Complete, well Complete well Complete not complete, not
organized organized organized very organized, not
highly relevant very relevant relevant to the relevant.
to the learning to the to the to the learning
outcome. learning outcome
outcome
Submission Submitted Submitted Submitted a Submitted two
before the before the day after the (2) days or mote
deadline deadline deadline after the
deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

Signature of FS Teacher above Printed Name

Date

LINK THEORY TO PRACTICE

Choose the correct answer from the options given.

1. When we say school curriculum it refers only to the K to 12 curriculum.
A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the
need for a curricularist EXCEPT one. Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of curriculum
D. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement in
technology, though not deliberately taught in the lesson, will influence the
curriculum. This is referred to as ____________.
A. Written curriculum
B. Recommended curriculum
C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson (as a miniscule curriculum) should be
aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Method
III. Outcomes and Teaching Method
A. I only
B. B. II only
C. C. III only
D. D. I, II, III
5. What is the most important reason why there should be constructive
alignment of the components of the curriculum?
A. For ease of correcting by the school principal
B. To assure that each components contributes to the attainment of the
learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.

FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum

FS 1 9 Preparing for Teaching and

Learning

SPARK YOUR
INTEREST
This episode gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which
set the direction of the lesson. They must be (SMART) Specific, Measurable,
Attainment, Realistic, and Time-bound) formulated in accordance with time-tested
principles. It also determines the teaching method used by the Resource Teacher
whether (inductive or inductive) which is the practical realization or application of
an approach. This episode dovetails with the course on Facilitating Learner-
Centered Teaching.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this episode, I must be able to:
 Identify the teaching-learning practices that apply or violate the principles of
teaching learning;
 Determine the guiding principles on lesson objectives/learning outcomes
applied in instruction;
 Judge if lesson objectives/intended learning outcomes are SMART;
 Determine whether or not the intended learning outcomes are achieved at
the end of the lesson.
 Observe the teaching methods used by the Resource Teacher; and
 Differentiate the different methods of teaching.

REVISIT the Learning Essentials

These are the time-tested principles of teaching and learning

3. Effective learning begins with setting clear expectations and learning
outcomes.
4. Learning is an active process. “What I hear, I forget; what I see, I remember;
what I do, I understand”
5. Learning is the discovery of the personal meaning of ideas. Students are
given the opportunity to connect what they learn with the other concepts
learned, with real world experiences and with their own lives.
6. Learning is cooperative and a collaborative process.

A teaching method consist of systematic and orderly steps in the teaching-learning

process. It is the practical realization of an approach. All methods of teaching can be
classified either deductive (direct) or inductive (indirect).
 INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concrete,
generalization, of experience,
abstraction and Teaching details,
ends with concrete, examples and
experience, details, ends with a rule,
examples generalization,
abstraction.

OBSERVE, ANALYZE, REFLECT

Demonstrating an Understanding of Research-Based Knowledge

Activity 9.1
Principles of Teaching and Learning
Resource Teacher: __________________ Teacher’s Signature: _____________ School: _________
Grade/Year Level: ____________________ Subject Area: ____________________ Date:
_____________
 OBSERVE

Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the
principles of learning. I can cite more than one evidence per principle of learning.

Principles of Learning What did the Resources Teachers do to

apply the principle of learning

1. Effective learning begins with the

setting of clear and high expectations
of learning outcomes.

2. Learning is an active process

3. Learning is the discovery of personal

meaning and relevance of ideas.
 4. Learning is cooperative and
collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.

ANALYZE

1. What principles of learning were most applied? Least applied?

Most Applied

Least Applied

Give instances where this/these principle/s could have been applied?

 REFLECT

From among the principles of learning, which one do you think is the most
important?
Activity 9.2 Identify Learning Outcomes that are Aligned with Learning
Comptencies
Resource Teacher: ___________________ Teacher’s Signature: ______________ School:
________
Grade/Year Level: ____________________ Subject Area: __________________ Date: _____________

OBSERVE

Observe a class, this time focusing on how the learning outcomes were
stated. Determine if the learning outcome/s was/were achieved or not. Give
evidence.
1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Objectives) Achieved

Yes No Yes No

1.

2.

3.

4.

5.

2. Cite pieces of evidence that these learning outcomes were achieved.

1.
2.

3.

4.

5.

ANALYZE

Do SMART objectives make the lesson more focused?

REFLECT

Reflect on the

Lesson learned in determining SMART learning outcomes.

 Distinguishing Between Inductive and Deductive
Activity 9.3
Methods of Teaching
Resource Teacher: __________________ Teacher’s Signature: _____________ School: _________
Grade/Year Level: ____________________ Subject Area: ____________________ Date:
_____________
 OBSERVE

I will observe one Resource Teacher with the use of this observation sheet.
Using the guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered

Did teacher lecture all the time? Were students involved in the
teaching-learning process? How? Or
were they mere passive recipients of
instruction?

Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life?
Give Proofs.

Was class atmosphere competitive? Why? Was class atmosphere collaborative?

Why?
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? discipline subjects?

What teaching-learning practice shows that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners constructed
new lesson meanings

b) Inquiry-based

c) Developmentally appropriate – learning activities fit the developmental stage of

children

d) Reflective

e) Inclusive – No learner was excluded; teacher taught everybody.

f) Collaborative – Students work together.

 g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were
taught.

ANALYZE

1. What are possible consequences of teaching purely subject matter for

mastery and for the test?

2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?

REFLECT
 Reflect Principles of teaching worth applying on

LINK THEORY TO PRACTICE

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning
outcome of her lesson. She proceeds to her learning activities at once without
letting them know what they are supposed to learn for the day. Principle of
learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning
outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drill out of context. She gives-world Math problems for
students to drill on. Teacher Lil is very much convinced of which principle of
learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning
outcomes.

3. For Meaningful teaching and learning, it is best to connect the lesson to the life
of students by integrating a relevant value in the lesson. Which principle is
applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3
domains – cognitive, skill and affective or cognitive and affective or skills
and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.

4. Teacher Ruben wanted his students to rate their own work using the scoring
rubric which he explained to the class before the students began with their
task. Based on revised Bloom’s taxonomy, in which level of cognitive
processing are the students?
A.
B. Evaluating D. Applying
C. Synthesizing E. Analyzing

5. You are required to formulate your own philosophy of education in the course,
The Teaching Profession. Based on bloom’s revised taxonomy, in which level of
cognitive processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating

SHOW Your Learning Artifacts

Post proofs of learning that you were able to gain in this Episode. You may attach
the lesson plan(s) used by your Resources Teacher to show the intended learning
outcomes and the method used in class.

EVALUATE Performance Task

Evaluate your work task Field Study 1, Episode 5 – Creating an Appropriate
Learning Environment
Learning Outcomes: Plan on how to manage time, space, and resources • Provide a
learning environment appropriate to the learners and conducive to learning.
Name of FS Student: ____________________________________ Date Submitted:
__________________
Year and Section: _______________________________________ Course:
____________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes; context of the learning outcomes; not
Complete; well- Complete; well- learning outcomes; complete; not organized,
organized, highly relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.

Comments: Over-all Rating:

Scores (Based on
Transmutation)

TRANMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below