LEARNING EPISODE 8

CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM

Activity 8.1 Curricula in the School Setting

1. Locate where you can find the following curriculum in the school setting.
Secure a copy and make observations 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 School Official guidelines and
12 Guidelines) Administration office standards provided by
the Department of
Education for K to 12
education.
2. Written Curriculum( Teacher’s Resource Teacher Teaching methods
Lesson Plan) and student
interaction deliver the
written curriculum.
3. Taught Curriculum (Teaching In the classroom The detailed lesson
Learning Process) during lessons plan, prepared by the
resource teacher,
specifies what will be
taught in the
classroom.

4. Supported Curriculum (Subject School library

Used to support the
text book) taught curriculum.
5. Assessed Curriculum Quizzes, and Assessment methods
(Assessment Process) assignment s with and tools used to
teacher measure student
learning and
comprehension of the
taught curriculum.
6. Learned Curriculum (Achieved Students report card The knowledge and
Learning Outcomes) skills that students
have acquired as a
result of the taught
and assessed
curriculum
demonstrate the
effectiveness of
teaching methods and
learning experiences.
7. Hidden Curriculum( Media) School environment It's an unplanned
and media lesson, learned
displayed in school through discussion,
that can encompass
values, perspectives,
and school culture.
1.Which of the seven types of curriculum in the school setting is easy to find?
Why?
 For me, it is the written curriculum since it is provided by the teacher itself,
making it easy to access, unlike the hidden curriculum which is more
subtle and often learned through experience..

2. Which is difficult to observe? Why?

 It is the hidden curriculum which is often learned through experience.

3. Are these all found in the school setting? How do curricula relate to one
another?
 Yes, they are all found in school setting. Which they have different role or
functions in educational progress.

4. Draw a diagram to show the relationship of one curriculum to the other. And
make a reflection.

Recommende Written Supported

Taught
d curriculum curriculum curriculum
curriculum

Assessed Learned Hidden

curriculum curriculum curriculum

REFLECTION:
The diagram shows how different parts of learning work together to help
students learn. There are different types of curriculum, which are like plans for
learning. The Recommended Curriculum is like the big picture, setting the
goals for what students should learn. The Written Curriculum is like a detailed
plan, showing teachers exactly what to teach. The Taught Curriculum is what
happens in the classroom, where teachers use the plan to teach students.
The Supported Curriculum is like extra help for teachers, giving them books
and other resources to use. The Assessed Curriculum is like a test, to see
how much students have learned. The Learned Curriculum is what students
actually learn, which might be different from what was planned. The Hidden
Curriculum is like things that students learn without realizing it, like how to
behave in school or what's important in life. All these parts of learning work
together to create a good learning experience for students. Even though it's
not always obvious, the Hidden Curriculum is important because it shapes
how students think and act.
 Activity 8.2 The Minuscule School Curriculum: The Lesson A
Closer Look

Observe and Record Observation on the following Aspects

Major Curriculum Key Guide for Observation ( Carefully look for the indicators/
Components behavior of the teacher along the key points. Write your
observation and description.)
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?
 Identify cause and effect;
 Appreciate the relationship of cause and effect; and
 Give example of cause and effect.

b. What are included in the subject matter?

 Topic: Cause and effect
 References: Essential English for active learners 3
 Materials: Laptop, Television, Worksheet

c. What procedure or method will the teacher use to

implement the plan?
 First, the teacher begins with an interactive game where
students identify a picture as a form of motivation.
Second, she introduces the new topic by asking
students to connect it to the game. Then, she discusses
the topic in detail and provides more examples of cause
and effect. After that, she allows students to share their
own examples and call student one by one to answer as
a recitation.

d. Will the teacher assess or evaluate the lesson? How will

this be done?
 Yes, the teacher evaluates the lesson by conducting
both formative and summative assessments.
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 lesson?

 The teacher begin the lesson by showing picture of
cause and effect to identify.

b. What procedure or steps were followed?

 Identifying, discussion, recitation, generalization, and
evaluation thru quiz.

c. How did the teacher engage the learners?

 The teacher engaged learners by maintaining an
interactive classroom and encouraging students to
answer and recite during the discussion.

d. Was the teacher a guide at the side?

 Yes, she guides them.

e. Were the learners on task?/Or were they participating in

the class activity?
 Yes, they are participating intelligently and organize
during class.

f. Was the lesson finished within the class period?

 Yes, the teacher finish the lesson within the class
period.

C. Evaluating/ Assessing Did learning occur in the lesson taught?Here you make
observations to find evidence of learning.

a. Were the objectives as learned outcomes achieved?

 Yes, the learning objectives were met, and the learners
showed good results in their activities.

b. How did the teacher assess/evaluate it.

 The teacher gave a quiz at the end of the discussion to
check the learners' understanding of the lesson.

c. What evidence was shown? Get pieces of evidence.

 Their paper quizzes would have been evidence, but I
unfortunately forgot to take pictures.

1. How does the teacher whom you observed compare to the ideal
characteristics or competencies of global quality teachers?
 From my observation, the teacher showed important qualities of a great
educator. They were well-prepared with a clear lesson plan that covered
the key concepts of rational functions. The lesson was organized and
 easy to follow, with a mix of explanations and examples. Overall, the
teacher was focused on helping students understand the main points of
the topic.

2. Was the lesson implemented as planned?

 Yes, the lesson was implemented as planned and finished within the
allotted time frame.

3. Can you describe the disposition of the teacher after the lesson was
taught?
happy and eager? Satisfied and contented? Disappointed and exhausted?
 They were happy and eager to learn more about cause and effect. After
the discussion, they created their own examples and shared them with
their classmates. This not only helped reinforce their understanding of the
concept but also encouraged collaboration and active participation in the
class. It was clear that they were engaged and excited to apply what they
had learned.

4. Can you describe the majority of students’ reactions after the lesson was
taught? Confused? Happy and eager? Contented? No reactions at
all.
 The majority of the students were engaged and actively participated in the
lesson. They appeared content and eager to learn, showing genuine
interest in the material. However, the pace of the lesson may have been a
bit too fast for a few students, leaving them struggling to keep up. It might
be helpful to slow down or provide additional support for those who need
it, ensuring that everyone can follow along comfortably.

REFLECTION:
Based on your observations and task in Activity 2 how will you prepare your
lesson plan? Make a short paragraph on the topic.
 Based on my observation, I plan to use some of the strategies I saw to
create my own lesson plan. First, I will incorporate interactive games to
maintain a fun and inclusive environment. Next, I will adopt the approach
the teacher used when delivering the lesson—she always provided
examples and encouraged students to share their own examples. This
strategy promotes critical thinking, which is beneficial for the learners.
Finally, during the application phase, the teacher called on students
individually for recitation to check if they were paying attention. This
strategy is useful for assessing students' progress and ensuring active
participation.
 Activity 8.3 Constructive Alignment of the Components of a
Lesson Plan

Using the diagram below fill up the component parts of a lesson plan.
I. Title of the lesson: Cause and Effect
II. Subject area: English
III. Grade level: Grade 3

Outcomes Teaching Method Assessment

Fill this up Fill this up Fill this up

 Students  The teacher's  During the

will be able teaching observation,
to identify method I noted the
the cause of involves use of
an event or showing practice
the effect of flashcards activities, a
something with pictures short quiz,
that has that illustrate and a
happened. cause and recitation.
By the end effect, making These
of the it easier for methods
lesson, they students to helped
should be identify. She reinforce the
able to also asks material and
clearly students to allowed the
explain how explain the teacher to
different cause and assess
factors are effect of the students'
connected pictures and understandin
and encourages g of the
recognize them to share lesson.
the impact their thoughts
of one and
action on responses
another. with the
class.
Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

 Yes, the outcome, teaching methods, and assessments are all connected.
The goal of simplifying rational expressions helps guide both the teaching
and the assessments, making sure everything works together to help
students succeed.

2. Will the outcomes be achieved with the teaching methods used? Why?
 Yes, from my observation, the teaching methods were effective because
they led to great results. The students were engaged and demonstrated a
clear understanding of the lesson. This shows that the teaching approach
was successful and helped achieve the desired learning outcomes.

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

 To know if the outcomes have been achieved, we can look at things like
quizzes or tests, how involved the students are during lessons, and their
feedback. Also, watching how well they can use what they've learned in
practice exercises and whether they meet the lesson goals, like
simplifying rational expressions, can show if they’ve reached the
outcomes.

REFLECTION
What lessons have you learned in developing or writing a lesson plan?
What value will it give to the teacher if the three components are aligned?

 When developing a lesson plan, I’ve learned that it’s important to clearly
define the learning goals and ensure the activities, teaching methods, and
assessments are all connected. This alignment helps create a smooth
flow for the lesson and makes it easier for students to understand the
objectives. If these three components are aligned, the teacher can stay
focused on the goals, assess student progress more effectively, and
increase the chances of student success by providing clear direction and
support.