Field Study 4 - 6

Module # 1

Course Description:

This module on Field Study 4-6 aims to align teacher education with the CHED –
prescribed new teacher education curriculum, this closely adheres to the Experiential Learning Courses
Handbook, a project of the Teacher Education Council (TEC), Department of Education. The classroom
observations and activities for the analysis, reflection and application phases of the Episodes are meant
to bridge the gap between theory and practice. These activities also serve as an advocacy for current
trends in education such as reflective education, multiple intelligences, multicultural education,
interactive and brain – bases teaching and authentic assessment.

I. MAIN TOPIC/S:

Learning Episode 1 - The Meaning of Curriculum

II. OBJECTIVES:
At the end of this lesson, the students are expected to:
 give the meaning of curriculum from different points of view;
 analyze the different meanings of curriculum;
 prepare/accomplish matrix on the evolving meaning of curriculum

III. PERFORMANCE CRITERIA

The students will be rated along the following:
 quality of observations and documentation,
 completeness and depth of analysis,
 depth and clarity of classroom observation – based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio.

IV. INTRODUCTORY ACTIVITY:

ACTIVITY 1:
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Directions: Interview people in various disciplines and levels. Get their opinions
on the meaning of curriculum.
Names Designation Meaning Signature
1.

2.

3.
 Conclusions (After analyzing the results of the interview, what can you
conclude?

ACTIVITY 2:
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Directions: Visit the school library/surf the internet or consult the dictionary. Write
two (2) meanings of curriculum taken from authoritative sources.

My Analysis
Meaning of Curriculum Reference(s)

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

ACTIVITY 3:
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 Directions: Evolve your own definition of curriculum. Consider all the meanings you
have taken from the different sources and from authoritative sources.

What is
Curriculum?
My Key Learning Points

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

How did I feel after the activities?

V. EVALUATION:

ACTIVITY A:
Answer the following substantially:
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Why is curriculum important?

______________________________________________________________
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______________________________________________________________
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How can one enrich the curriculum in every school?

______________________________________________________________
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

ACTIVITY B:
Directions: Read the items given below and encircle the correct answer.

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1. In a curriculum development class, the teacher asked the students to give an enriched
definition of the curriculum. Which among the following encompasses the true essence of
the term?

A. Curriculum is a list of subjects to take to complete a course.

B. Curriculum is the sum total of all the learning experiences in the teaching –
learning process.
C. Curriculum is a list of courses in order to graduate.
D. Curriculum is a never ending process in education.
 2. Ordinary people consider curriculum as ________.

I. A list of subjects
II. Courses to complete
III. Subjects to undertake

A. I only
B. II only
C. III only
D. I, II, and III

3. Curriculum may be defined in many ways. What does this prove?

A. The concept of curriculum is based on those given by experts.

B. The concept is limited and narrow in scope.
C. The curriculum is characterized as fragmentary, elusive and confusing.
D. The concept of curriculum may be defined from different perspectives.

ACTIVITY C:
Directions: Prepare a learning portfolio for each lesson of this subject that includes the
following:
 Pieces of Evidence
 Documents
 Records
 Pictures
 Other Learning Proofs

Prepared By
Prof. Teresita D. Querimit

Field Study 4 - 6
Module # 2

Course Description:

This module on Field Study 4-6 aims to align teacher education with the CHED –
prescribed new teacher education curriculum, this closely adheres to the Experiential Learning Courses
Handbook, a project of the Teacher Education Council (TEC), Department of Education. The classroom
observations and activities for the analysis, reflection and application phases of the Episodes are meant
to bridge the gap between theory and practice. These activities also serve as an advocacy for current
trends in education such as reflective education, multiple intelligences, multicultural education,
interactive and brain – bases teaching and authentic assessment.

I. MAIN TOPIC/S:

Learning Episode 2 - The Types of Curricula in Schools

II. OBJECTIVES:
 At the end of this lesson, the students are expected to:
 summarize the existing types of curricula in various schools;
 reflect on the importance of the different types of curricula;
 complete the matrix on the types of curricula.

III. PERFORMANCE CRITERIA

The students will be rated along the following:
 quality of observations and documentation,
 completeness and depth of analysis,
 depth and clarity of classroom observation – based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio.

VI. INTRODUCTORY ACTIVITY:

ACTIVITY 1:
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Directions: Interview teachers, administrators or former teachers of schools or your Alma Mater.
Find out what curriculum is being used in the schools/colleges/universities in your place. Check the
corresponding column.
Recommended
Curriculum

Curriculum

Curriculum

Curriculum

Curriculum

Curriculum

Curriculum
Supported

Assessed

Learned
Written

Hidden
Taught

Name(s) of Schools/
Colleges/Universities

1.

2.

3.

IV. LESSON PROPER:

Types of Curricula In Schools

1. Recommended Curriculum These are recommendations in the form of memoranda
or policy, standards and guidelines that came from
government agencies such as DepEd, CHED and
TESDA and professional organizational or
international bodies such as UNESCO.
2. Written Curriculum This includes documents based on the recommended
curriculum. They come in the form of course of study,
syllabi modules, books, instructional guides among
others. Example of written curriculum is the teacher’s
lesson plan.
3. Taught Curriculum The teacher and the learners will put life to the written
curriculum. The skill of the teacher to facilitate
 learning based on the written curriculum with the aid
of instructional materials and facilities is necessary.
4. Supported Curriculum These are support materials that the teacher needs.
This includes print materials like books, charts,
worksheets and non – print materials like PowerPoint
presentation and other electronic illustration. It also
includes facilities like science laboratory and
playground.
5. Assessed Curriculum This is the curriculum that is evaluated after it has
been taught. It can either be assessment for learning,
assessment as learning or assessment of learning. If
the process is to find the progress of learning, then
assessed curriculum is for learning, but if it is to find
out how much has been learned or mastered, then it is
assessment of learning.
6. Learned Curriculum These are measures by tools in assessment, which can
indicate the cognitive, affective, and psychomotor
outcomes. Learned curriculum also demonstrates
higher order and critical thinking and lifelong skills.
7. Hidden/Implicit Curriculum This is the unwritten curriculum – peer influence,
school environment, media, parental pressures,
societal changes, cultural practices, natural calamities
are some factors that create hidden curriculum.

ACTIVITY 2:
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Directions: Interview a teacher from a school. Ask this question:

Why must the teacher be aware and sensitive to the hidden curriculum?

______________________________
Signature of the Interviewee
Over Printed Name
 ACTIVITY 3:
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Directions: List down some of the tools used by the school to assess their curriculum.

Tools used by the

School to assess their
Curriculum

I. EVALUATION:

ACTIVITY A:
Answer the following substantially:
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ACTIVITY B:
Directions: Read the items given below and encircle the correct answer.

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1. The Philippine Association for Teachers and Educators (PAFTE) proposed a new
curriculum for Teacher Education to make the graduated globally competitive. What type
of curriculum is this?
 A. Supported Curriculum
B. Hidden Curriculum
C. Assessed Curriculum
D. Recommended Curriculum

2. In order to have an effective teaching and learning, there must be an adequate utilization
of learning materials. What type of curriculum is this?

A. Assessed Curriculum
B. Hidden Curriculum
C. Recommended Curriculum
D. Supported Curriculum

3. When teachers conduct a series of evaluation to determine the extent of teaching, what
must be implemented?

A. Hidden Curriculum
B. Taught Curriculum
C. Learned Curriculum
D. Assessed Curriculum

ACTIVITY C:
Directions: Prepare a learning portfolio for each lesson of this subject that includes the following:
 Pieces of Evidence
 Documents
 Records
 Pictures
 Other Learning Proofs

Why do I need to know the different types of

curricula?

______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________
My Learning Rubric

Field Study 4, Episode ____ Lesson _______________________________

Name of FS Student: __________________________________________ Date Submitted: ________________

Year & Section: ______________________________________________Course:________________________

Exemplary Superior Satisfactory Needs Improvement

Learning Episodes
4 3 2 1
All or nearly all tasks
All task were done with Nearly all tasks were Fewer than half of tasks
were done with high
outstanding quality; done with acceptable were done; or most
quality.
Leaning Activities work exceeds quality. objectives were met but
expectations need improvement
4 2 1
3
Analysis of the All questions/episodes Analysis questions were Analysis questions Analysis questions were not
Learning Episode were answered answered completely. were not answered answered.
completely; in depth completely.
answers; thoroughly Clear connections with Grammar and spelling
grounded on theories. theories Vaguely related to the unsatisfactory
Exemplary grammar theories
and spelling Grammar and spelling
 are superior Grammar and
spelling acceptable
4
3 2 1
Reflection statements are
Reflection statements Reflection statements Reflection statements
unclear and shallow and are
are profound and clear; are clear, but not clearly are shallow;
not supported by
supported by supported by supported by
experience from the
Reflections/ Insights experiences from the experiences from the experiences from the
learning episodes
learning episodes learning episodes learning episodes

4 3 2
1
Portfolio is Analysis questions were not
Portfolio is complete, Portfolio is complete
incomplete; answered
clear, well – organized clear, well – organized;
supporting
and all supporting; most supporting
documentations are Grammar and spelling
documentations are documentations are
organized but are unsatisfactory
Learning Portfolio located in sections available and logical
lacking
clearly designated and clearly marked
locations

4 3
2 1
Submitted before the Submitted on the Submitted a day after
Submitted two days or
Submission of Learning deadline deadline the deadline
more after the deadline
Episode
1
4 3 2

COMMENTS: Over – All Score Rating:

(Based on Transmutation)

TRANSMUTATION OF SCORE TO GRADE / RATING

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

____________________________________ __________________________
Signature of FS Teacher above Printed Name Date