Exploring the curriculum

A Portfolio Presented To: Teacher Education Department Northern Negros State College of Science
And Technology Old Sagay, Sagay
City Negros Occidental
In Partial Fulfillment of the Requirements in FS 4
First Semester S.Y 2012-2013
Submitted By: Jasmine Sifel Sanchez & Jay Ar Aspero
BSED III-A
Submitted To: Mr. Rudy Alipin
Subject Instructor
We owe a debt of gratitude to those who were so generous with their time and expertise:
To our Almighty God for the knowledge, strength and wisdom. His guidance leads us to select the
most desirable way to success.
To our parents who provided us their financial support, love, moral values and advices.
To Mr. Rudy Alipin as our mentor for our Field Study 4. We really appreciate your utmost effort in
facilitating and checking our errors. Thank you for molding us to be competent and knowledgeable about
Technology in the Learning Environment. We are so grateful to have you as our mentor and we feel so
blessed.
To Mrs. Marites A. Alvarez for your cooperation and to your students who also gave their
cooperation. We wish we could express our appreciation to them for their warm hospitality.
The expertise in this portfolio belongs to those listed above. Any errors are ours.

Teacher Prayer .1
Students Resume (Jay Ar Aspero) 2
Student Resume (Jasimine Sifel Sanchez) 3
Statement of Purpose 4
Our Teaching Philosophy .5
You Are One (Poem) 6
Organization of Portfolio Entries
1.

Thermometer Check (Episode 1) ..7

A.

Our Observation Report ..8

B.

Enriching Activities 10

C.

Our Analysis 12

D.

Peace Concept on Focus: COOPERATION 13

Clarity (Poem) 14
1.

Come Lets Talk (Episode 2) 15

A.

Our Observation Report ..16

B.

Our Analysis 17

C.

Peace Concept on Focus: DIALOGUE 18

A Teacher Like You (Poem) .19

1.

Tell Me (Episode 3) ..20

A.

Our Observation Report ..21

B.

Insights and Reflection 22

C.

Our Analysis 23

D.

Our Reflection .24

Dont Want To Say Good Bye (Poem) .25

1.

Bridging Educational Processes (Episode 4) 26

A.

Our Observation Report ..27

B.

Our Analysis 28

C.

Peace Concept on Focus: INTERCONNECTEDNESS .29

Not Just a Teacher, But a Friend 30

1.

Collect And Critique (Episode 5) .31

A.

Our Analysis Report .. 32

B.

Our Interview Report . 33

C.

Our Analysis .. 35

D.

Our Reflection 37

You Told Me (Poem) .. 38

1.

Check Points (Episode 6) . 38

A.

Our Observation Report . 40

B.

Our Analysis .. 42

C.

Our Reflection 43

On The Edge (Poem) 44

Additional Entries
1.

Entries of Evidences .45

2.

Rubric for FS Portfolio .47

3. Comments of the Faculty ..48

By Joanna Fuchs
Dear Lord, bless these teachers mightily
as they seek to teach, enrich and guide
Your precious children.
Grant them abundant resources to do their job,
intelligence, wisdom, sensitivity, kindness,
and the material things that make it possible
to turn some of these tender green plants
into the strong, stable trees that will lead our nation,
to transform some of these buds into brilliant flowers
that will bring light, color and happiness
to all who encounter them,
and to give every one of them the tools
to be creative, and productive and to develop
their own kind of success in the world.
Lord, wrap Your loving arms around these teachers
who give so much of themselves to grow our youth
into creative, responsible adults.

We pray that You will immerse them

in your boundless, transcendent love.
We pray that You will strengthen and soothe them
when they have given so much of themselves
that they need Your extra attention, Your extra care.
We love, respect and admire these teachers, Lord
and we pray that you will watch over them always
these special people who hold our children
and our future in their hands.
Amen.

The intent of this portfolio is to provide and share experiences and ideas to those who will undergo the
same undertakings. The content of this portfolio will help future mentors design a model of curriculum
demonstrating considerations for basic and higher education, appropriate community linkages and
stakeholders, address the monitoring of curriculum implementation and assessment of curriculum, and
prepare an alignment of developing objectives, pedagogy and assessment. This portfolio is intended to
introduce the education pre-service students to effective curriculum design and assessment.
This portfolio will serve as a tool for information sources.

To educate is to become a better educated. It is circular process that improves with

time; we believe the responsibility of educators is to provide students with the necessary knowledge and
skills to succeed in academic, business and personal arenas. Our teaching philosophy is based on the
belief that education is a solution to many social problems. Education provides the tools to make informed
decisions, synthesize ideas, and critically evaluate relevant issues and to enjoy life. Therefore pursuing
knowledge and working to improve our skills as an educator are among our highest priorities.
As an educator, we will strive to encourage excellence in our students and ourselves.
Course material should be challenging, interactive and relevant to current issues and events. Students
learn and retain more information if the material is presented in an environment that is interesting and
interactive. For this reason, we believe that using a variety of multimedia including video, slides, and the

internet, is an effective way to complement traditional course lectures remains the foundation of the
educational experience. We feel that we can encourage students to seek new knowledge and explore
their own ideas by an enthusiastic presentation of both what is. And what is not known about subjects.
When appropriate, the classroom setting should be expanded to include experience in the field. What
better way to make the necessary connections among biological concepts than by observing how
organisms interact with their environment?
In our interaction with students, we will strive always to be respectful, especially when
dealing with differing opinions that may arise as product of scientific thinking. We want our student to learn
to think critically, not merely to accept our ideas and opinions; our drive to pursue higher education was
due in part to several teachers who inspired catalyst for other people to pursue their dreams.

A teacher is one who,

Can groom every creation,
A teacher is one who,
Can enhance every admiration,
A teacher is one of,
The true inspiration,
A teacher is one who,
Give us our right elevation,
A teacher is one to give,
Us a chance to step in there generation,
With them our life,
is full of celebrations,
They may dare to use quotation;
And these quotation,
Should have fixations,
Every student is unsuccessful,
Without there inspiration,
After all a teacher is more important
Then Alfa, Beta, Gamma and Newton.
Simran Arora

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education

Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School
Our Target
At the end of this activity, we should be able to describe through our reflection of how the
school promotes partnership and dialogue.

Name:

Sanchez Jasmine H. & Aspero, Jay Ar B.

Year/Course:

BSED III-A

School Observed:
Year level:

Sagay National High School Extension

Third Year Section Kamagong

Subject Observed:

English

Student-to-student Interactions Pattern:

The student groups themselves according to their sex, girls and girls and boys and boys. For the girls they
want to play a hand game, while the boys are playing ball games. Student to student interactions are the
simplest interactions, they have their own way of understanding, and students are noisy when they
interact. Sometimes they talk nonsense, boisterous topic to make them laugh, they have many topics
about their love life, likes and dislikes, inspiration, and motivation. Student to student interactions are the
interactions takes long period of time when they see each other.
Student-to-Teacher Interactions Patterns:

Student to teacher interactions can be observed in every classroom during discussions. Teacher is the
facilitator and the students are the learners. Student to teacher interactions are effective because students
give their thought and ideas during lectures. Student must respect the teacher as their mentor in learning.

Teacher-to-Student interactions:
Teacher considered the students as their children; they show care and love to them, teachers are
concerned of the students needs that is why they never stop teaching every day about the things they
want to share about their knowledge to educate each student. Teacher is the most respective person in
the classroom; students should follow the rules and regulations implement by the teacher and student
should perform activities that the teacher assigned to them.
Student-to-non-teaching Interactions:
Student to non teaching interactions are happened to the other person in our learning environment, these
are the janitors, canteen personnel, security guard and vendors found in school. Student interact with
them with little respect, Student considered them as an ordinary people in the learning environment.
Teacher-to-Teacher Interactions:
Teacher to teacher interactions are the professional type of interactions because of their profession.
Teachers interact with teacher during their school meetings, programs and sessions. When they interact, it
is different because they talk quietly not just like student, and teachers dont have long period of
interactions it depends only on their availability of schedule because teachers are so busy with their
commitment to the learners. I can see them only interact during their meal time were they have a formal
conversation just like the other people do.

Script
Dialogue of student-student interaction
(Students talking at the classroom after the flag ceremony)

Linda: Good morning, Jenny. How are you?

Jenny: Im fine, Linda, thank you. How about you?
Linda: Just fine. Anyway, I just wanted to ask you what I will bring as a contribution for our project for
the second grading.
Jenny: Ah since, we will be making a poster depicting the theme for the Buwan ng Wika, I will just let
you bring articles about President Manuel Quezon.
Linda: Sure Jenny. Thank you
Mary: What about me, Jenny? What can I bring?
Jenny: You will be the one to bring cartolina.
Mary: Okay
Jester: I will be bringing art materials Jenny.
Jenny: Okay, thank you. I will just be the one to provide a plastic cover
Glen: So, then all the materials we need are already assigned. How about making the poster? Who will
draw it?
Linda: Do you have ideas who among our group members have a talent in drawing?
Mary: Hey, Victor. Didnt you a contestant of art-making contest in our elementary years?
Victor: Yes, but Im not very good at it.
Mary: No, I think you were great. You just have to believe in yourself.
Glen: Yes, Victor. Mary is right. I know you have the talent because I have seen your sketches in your
notebook.
Victor: But Im afraid I will just disappoint you all.

Jenny: No, Victor. Dont judge yourself yet. We, your co-members believe in your talent.
Linda: Yes, you can do it, Victor.
Jester: Im sure you can do it, Victor. Good luck.
(CHORUS): We are sure you can, Victor. Good luck!
Victor: Okay guys. I will accept the task. Thank you for encouraging me and believing in me.
(CHORUS): Youre welcome.
Jenny: So, all is settled. Thank you for your cooperation classmates. We should come early tomorrow so
that we can start early.
1.

1.

Why is a classroom a miniature of a greater society?

A classroom is a miniature of a greater society because in a classroom like a greater society has various
kinds of individuals with different attitudes and personalities and like a greater society, these individuals
work together for the attainment of a certain goals which are necessary for their living and survival.
Classroom is the miniature of a greater society because in the classroom students have different kinds of
attitude, opinions, interest and dreams. And these students are considered as individuals just like what we
see in the society. In the classroom student shares their own point of view as a part of the community.
Students started to ask questions to other, in classroom students practice good moral and right conduct.
In the classroom, students learned a lot of things from their teacher, classmates and experience. To be
responsible person as they joined in the community to create harmonious living, a good person should
follow laws and limitations as a Filipino citizen in the society.
1.

2.

What are found in the classrooms that are similar to what can be

observed in society?
Primarily, we can find different personalities inside the classroom so as in a society. Varied personalities
exist and interact with each other and are helping each other to achieve whatever plans that will be
beneficial to them and their society.
Another thing is the materials in the classroom which are equivalent to all the resources available to the
people in a society. These materials they utilize to produce crops or finished products for their living.

The similarities that are found in the classroom that can be observed are interactions of different kinds of
people, styles and wants. Every individual have the right and freedom of what they are doing with
responsibilities on their actions. In the classroom that has a community just like in the society people
reacts interdependence and independently.
v Cooperation and Partnership in a curriculum design is very important because if there is a partnership,
not only single idea can be presented but several which will contribute to a better concept for curriculum
design and if there is a cooperation, the task involved will be easier since the persons involved can work
hand in hand for the success of their work.

v Partnership and cooperation is very important in Curriculum Design in a way that whatever flaws or
mistakes can be corrected or modified earlier.

v Cooperation and partnership must come together because they are interrelated to each other in
designing, selecting or choosing content and activities and the determination of what to evaluate.

The Clarity you gave to me,

It shone like Angel rays,
Like water rushed on golden sands,
And crashed along the bays.
The questions deep within my heart,
Confused my humble mind,
Yet when you spoke your words aloud
It seemed, no longer I was blind.
The answers all came flooding in,
They touched my inner soul,
The knowledge that you gave to me
Within my heart I hold.

I understood that the events

That troubled me somehow,
Was nothing to be frightened of,
Instead I should be Proud.
I Thank You Sir most graciously,
These words I say aloud,
For the Clarity youve given me,
Has made me feel quite proud.
Dee Mcdonald

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education

Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School
Our Target
At the end of the activity, we should be able to describe the interaction pattern that occurs
between the teachers and learners as provided in the curriculum.
School Observed:
Year level:

Sagay National High School

Third Year

Subject Observed:

English

Section:

Kamagong

Observations:
The error of the student in answering was properly corrected by the teacher by explaining to the class the
correct answer, thus the student who answered was not ashamed.
Situation

The Dialogue

TEACHER

STUDENT

Identify what is the

Discussion of the

participle in the

Lesson about

sentence.

Noun using

Ah, huh are you

Student 1: Gathered

appropriate

sure?

his things, maam.

participle.

Student 2:

Sentence 1:

Okay, correct.
Always remember

Disappointed, the

that a participle is

applicant gathered

always located near

his things and left.

the subject.

Disappointed,
maam.
(All Students): Yes,
maam.

Personal Reflections on the dialogue:

Because of the dialogue of the teacher and the students, things which are
important for the subject- matter being discussed were clarified and the errors of the students were
corrected.
1.

1.

How important are dialogue and substantive conversation in the

classroom in terms of students learning?

Dialogue and substantive conversation in the classroom are very important to students learning in a way
that dialogue and substantive conversation enable the teacher to see if the students are capable of
analyzing and synthesizing material. The reality of the situation is that it can become a reason for
students to avoid more class work. Students love to discuss, but the teacher should know when it is time
to stop the conversation and move on. One of the advantages is that some students will use this time to
take a mental rest while some students are contributing to the dialogue. One of the disadvantages is that
when a student is not willing or not interested to the conversation will become a distraction and ruins the
flow of the dialogue.

Dialogue is important but the teacher should have a control of the time allotted to it. Interactions will be
produced between students and teacher and it gives way to both teacher and students to express their
thoughts, thus there will be a harmonious relationship in the classroom.
1.

2.

What learning benefits could teachers and students draw from

intentional classroom dialogue?

The dialogue will greatly assist both students and teachers abilities to speak publicly and privately. It will
develop their thought processes and make for much more engaging and intriguing conversation as well as
improve vocabulary and speaking confidence of both students and the teacher. When the student are
engaged in the dialogue there is a great chance to improve their own listening skills as well as it produces
a much more attentive class and makes the job of the teacher easier.
Classroom dialogue produces interaction in the discussion. It develops self-confidence of students to
freely express their ideas toward others. It also helps students to develop or exercise their comprehension
and critical thinking skills.

v Dialogue is very important in curriculum design because through this, all the persons involved can
express their ideas, opinions and insights which may contribute in designing curriculum and that all the
aspect like the advantages and the disadvantages will be addressed and properly handled or presented.

v Having a dialogue in curriculum design is a good idea to implement. In order for us to design a
curriculum, we need all the ideas we can get and that is by having a dialogue with everyone.
Communication is important when making an important project such as curriculum design because
sometimes we may not see any defect or weakness in the design but if others concerned are around they
may notice it.

I have had nowhere to turn

I had a lot to learn
not just about math science and English
about life
But you listen and never told
I have never known what that felt like before

I remember when I would sit and sob on the floor

Then you came and guided me
To bad this is my last year at this school
Seems just like yesterday I walked into your 7th grade class
Boy that was a blast
To bad walking down the hall will be my last
But now Im going to 9th grade
going to a whole new school
But I will always keep that simple rule
live your life
but when I walk into that brand new place
I always remember your sweet smiling face
the face that gave me strength and courage
to keep going keep moving dont let anything stop me
I hope this doesnt mean that we can never talk
I hope we keep in touch
so I wont end up alone
sitting on the floor again
and all I could do was moan
So thank you for being my friend
I am so sad that our trust may have to end

Darby

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education
Resource Teacher: Mrs. Marites A. Alvarez

Year & Section: III-A

Cooperating School: Sagay National High School

Our Target
At the end of this episode, we should be able to deliberate on the principles involved in designing the
curriculum and the learning activities provided.

Library And/
The Learning

Subject Matters

Or Internet

Environment

Covered

Resources

Pleasant and free from

noise and the atmosphere
was cool.

Nouns Using

The learning environment is

Appropriate

clean and pleasant. Has

Participles

different pictures and

Idiomatic

posters placed on the

Expressions Using

bulletin board.

Participle
Book

The classroom is properly

Changing Direct

Book, quotes

cleaned and with proper

Speech To Indirect

from

ventilation because of the

Speech (present

movies/films

well functioning wall fans

tense/ declarative

installed.

sentences)

Book

The Learning

Subject Matters

Library And /Or

Environment

Covered

Internet Resources

If the learning

The learner must

Instructional materials

environment is

have a prior

like books help the

pleasant and

knowledge of the

teacher in teaching the

free from

subject matter that

lesson to the students

distractions, the

will be tackled. They

and the transferring to

students can

should have an

them the knowledge

focus their full

understanding of

and the principles

attention to the

what a noun is, in

associated in the topic.

discussion of

order for them to

the teacher.

properly associate it
with other parts of the
sentence so that it
will be grammatically
correct.

The learning

Using books is helpful to

environment is

the teacher in teaching

of vital factor in

the idiomatic

motivating

expressions because it

students to

Since idiomatic

gives various examples

learn, thus it

expressions do not

and situations for the

should be

have exact meaning

students to understand.

pleasant and

as the words they

Likewise, using quotes

comfortable

represent, therefore

from movies/ films will

enough to be

they should be

be easier for the teacher

stayed in.

explained carefully to

in conveying the

the students for them

meaning of the

to arrive at the

idiomatic expressions

accurate meaning and

because students will

avoid misconceptions.

interpret the meaning

based on the situation in

The learning

the movie.

environment is
of vital factor in
motivating
students to
learn, thus it
should be

Books are appropriate

pleasant and

instructional materials

In discussing direct
speech to indirect
speech subject
matter, the student
should first know
what is subject and
what the predicate is
so that they will know
how to rearrange the

for the subject matter

sentence directly and

because it provides

comfortable

indirectly based on

explanations and

enough to be

the subject and the

examples in elaborate

stayed in.

predicate.

manner.

1.

1.

Why should teachers know about curriculum design?

It is the teachers who develop and implement the curriculum. Planning and writing the curriculum are the
primary roles of teachers. He/she writes a curriculum daily through a lesson plan, a unit plan or a yearly
plan. Teachers are the ones who prepare activities for the students to do and the ones who designs,
enrich and modify the curriculum to suit the learners characteristics. Teachers are empowered to develop
their own school curricula taking into consideration their own expertise, the context of the school and the
abilities of the learners.
Teachers should know about curriculum design because through their knowledge on what a curriculum
must contain or must cover, the needs of the learners would be addressed by the time they will undergo
experiences associated in that curriculum and he can provide better learning to every student by using
appropriate techniques which correspond to the needs and inclinations, interest and understanding of the
student.
1.

2.

What do most principles and theories of curriculum development have

in common? How this commonality expressed or spelled out in the

curriculum of the class you have observed?

The commonality was also expressed through the learning activities that the teacher provides, through
this, the teacher gives emphasis on the performance of the students. The curriculum is deemed to be
successful if the performance of the learners is higher than the target set. However if the performance of
the students is low then it follows that the curriculum has failed. A good curriculum is one that results in
high or excellent performance of students.
The principles and theories of curriculum development contain common aspects which are the welfare of
the students. This commonality was expressed in the class through the effort of the teacher to teach the
students, to provide them the knowledge of their lesson and making sure that they understand the lesson
well by asking those questions and by giving tests.

From our FS experience, we keep in touch with our most meaningful learning and we express it through
abstract visual representation. We use appropriate colors to represent our feelings and significant
learning.

I remember the times when you were there for me

through my many tears you helped me really see
that you always there for me
you stood close to me like a friend, there for me
until the end
I will never forget you, the things
you helped me through, I saw my inspiration
it is you
you were always there when I needed you
I now will always have great memories of you
You would ask me how are you doing?
I would say Im fine
as tears start to form in my eyes
you always knew that I was really not fine
You help me through it all
coming to save me every time I fall
If I could say one word that wouldnt
tell it all

If I say goodbye to you I will just fall apart

because you have always been in my heart
I dont want to lose you
you care about me and I care about you too
I remember the day I first met you and you met me
it was like it was really meant to be
you are someone I hold close to my heart
there I know that we will never be apart
Asha Cook

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education

Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School
Our Target
At the end of this activity, we should be able to identify educational programs that connect the school with
the larger historical, social, cultural and political processes.

Date of Observation:

August 30, 2012

School:

Sagay National High School

Subject Observed:

English

Calendar of Activities
ACTIVITIES

DATE

PARTICIPANTS

National Schools Maintenance

Week (Brigada Eskwela)

May 21-26, 2012

All stakeholders

Registration of 5-6 years old

Children for Kindergarten and
Grade 1 at Barangay Centers

May 28, 2012

Teachers, Parents & Children

Oplan Balik Eskwela

May 28-31, 2012

Teachers, Parents, Students

Oplan Balik Eskwela

June 1-8, 2012

Teachers, Parents, Students

June 4, 2012

Teachers and Students

June 4-8, 2012

Teachers and Students

Beginning of Classes for School

Year 2012-2013
Orientation of Students on
The Enhanced Basic Education
K to 12 Program Implementation
Distribution of Textbooks and

Other Learning Resources

June 4-8, 2012

Teachers and Students

General Assembly
Orientation of Parents
And other Stakeholders
On the K to 12 Program
Enhanced Basic Education
Program (BEP) Implementation
(Saturday)

June 9, 2012

Teachers, Parents and other

Stakeholders
1.

1.

How important is involvement of all stake holders of the school in the

schools programs and activities?

The involvement of teacher, students, parents, curriculum administrators and managers, and community
members has a powerful influence to the success of the schools programs and activities. When parents
are involved in schools programs and activities, they can help in giving brilliant ideas on how the
programs and activities become more intellectual and challenging for the students. They can also help in
covering some of the expenses in the programs and activities.
The involvement of teachers and students is highly needed because teachers could serve as a facilitator
and students are the key participants in schools programs and activities. The choice of the activities, the
methods to be utilized, and the materials to be used is one of the considerations that the teachers should
have in curricular implementation.
The involvement of a curriculum administrators and managers is of great help in approving the schools
programs and activities. They have a great concern about what kind of curriculum their schools offer and
how these are implemented.
1.

2.

What specific principle of curriculum development justifies the

importance of cooperation and collaboration among all stakeholders of the

school?

Stakeholders have the power to grant or decline all programs in the school. If they do not get involved in
the activities and programs, there are probably no activities that will be implemented at all. It is important
that they participate in the planning so that they would find out if the activity or program proposed is
necessary or not. Since they hold the highest position, they are the ones who allocate the budget for the
proposals. Stakeholders need to understand perfectly the goals of these proposals because if not, they
could just turn down a very important program because of the high cost or sometimes, it could go the
other way around; they could implement unnecessary programs because of low cost, it does not only
waste effort but time and money as well. Also by being involved in these events, parents see how much
the school is dedicated for their childrens learning. If everyone in the school is involved in the learning of
the students, it reflects a good school.
v Cooperation fosters learning. Two heads are better than one. People enjoy, functioning
interdependently but they also enjoy functioning independently. The interactive process appears to
peoples curiosity, potential and creativity, thus as people invest themselves in collaborative group
approaches they develop a firmer sense of their own identification. They begin to realize that they count,
that they have something to give and to learn.

v The school stakeholders must be able to maintain a good working relationship with each other. That is
why there must be no room for any mistakes in an environment where students learning might be
jeopardized. We are all aware that no one is really perfect, that is why we must join our heads together to
come up with ideas for the betterment of the school.

v The school cannot function solely as a single entity without the help and support of the people around
it. In order to be effective and serve the purpose the school aimed for in the first place, it should consider
the expectations, the needs and aspirations of the society and the learners themselves provide learning
experiences and activities and skills of the student. In the same manner, agencies and other institutions
outside the school should work hand in hand with the school, providing insights and opportunities and
support, updating the school with the current trends in the society.

I had nowhere to turn, had nowhere to go.

this is just something I think you need to know

I dont know what made me trust you

I still remember the day when I told you what Ive been through
I thought I should run away, go hide in a hole
but then you really brought out my true soul
As each day grew longer
our trust became stronger
each time I wanted to cry
you stayed there right by my side
then I moved to the next grade
Boy was I afraid
that our trust would slowly fade
but I was wrong
we are still strong

even though sometimes you dont have time

you at least ask me if I am fine
even though sometimes I am not
I feel like I have just been shot
I smile and say yes Im alright
then I walk away and your out of sight
Ill just have to wait
I still have my fate
I am so glad
that you were there when I was sad
and this is what makes you
Not just my 7th grade teacher, my friend

Darby

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education

Year & Section: III-A

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School
Our Target
At the end of this episode, we should be able to explain the importance of curriculum through
reflections from the observations made about it as used by the teacher.

Date of Observation: August 28, 2012

School: Sagay National High School

Subject Observed: English

Name of
Teacher

The Topic
Assessment of
Learning Activities

v Interaction with the

Nouns

Learning

Formative

teacher during class

type of

discussion. Students were

assessment

volunteering to answer by

through a short

raising their hands long

quiz.

Participles in

Using

before the teacher could call

Appropriate

certain students to give the

an Idiomatic

Participle

answer.

Expressions

v Interaction of teacher and

students during class

Question

discussion. Students were

and Answer

participating by answering

during

the teachers question and

discussion and

participating in board works.

after the lesson

before dismissal

Interviewed:

time.

Elenita B. Englis

Grade/Year Level & Section of Class Handled:

School:

Grade III- 2

Bulanon Elementary School

Date of Interview:
Interviewer:

September 09, 2012

Aspero, Jay Ar B. & Sanchez, Jasmin Sifel H.

Challenges
Resources Needed

Planning Strategies

Implementing
these materials or
utilizing these
materials at the

Making the

start of the class

students focus

v Colorful

especially in the

or be attentive

instructional

morning.

as the teacher

materials like

is still on the

different shapes and

students interest

motivation

drawings of objects

to answer teachers

phase.

related to the topic.

questions.

Arousing

Starting from
the topic that has
been already
discussed so that
the students have
already an idea.

v Proper construction
of the questions on
the visual aid by
providing examples.

Coming to

v Class record.

Releasing of

cards only to the

parents and not to

v Communication or
correspondence to
the students parents.

the students.

The students
getting high scores
on tests especially

school every

during periodical

day.

examination.

Giving short
quiz after the
discussion every
day.

Providing
several test

v Results of the test.

exercises for the

v Improvement or

students to master

modification or

the topic before

revision of teaching

moving on to the

strategy basing upon

next topic.

the test results.

1.

1.

How important is it for teachers and curriculum planners to anchor

their curricular plans to specific theories and principles of curriculum

development?
Theories and principles of curriculum development serve as the basis of learning and how it should be
taught. It gives the teachers the ideas on how to implement their curricular plans in order to achieve their
desired outcomes which is learning. It is not necessary that all the time teachers would always rely on a
specific theories and principles of curriculum development because some theories and principles may not
be applicable for the enhancement of students learning due to the changing needs and interest of the
students.
If teachers and curriculum planners ignore the importance of these theories and principles, they could
make a mistake of missing some important aspects in learning. With this reason, students must be given
the chance to construct their own knowledge or ideas and as much as possible, mistakes must not be an
option.
1.

2.

Aside from the teachers, who else should be involved in the

curriculum planning? Expound your thoughts.

Aside from the teachers, there are still many individuals that should be involved in the curriculum planning,
that is, the parents, the people in the community surrounding the school institution, the school
administrators and most of all, the learners. These different stakeholders must be involved in the
curriculum planning in order that the curriculum will be relevant and will be a functioning and useful tool in
attaining the success of the society through educating individual student.

The learners should take part in the planning of the curriculum so that their needs and concerns will be
addressed, and they will be provided the appropriate experiences and activities useful for their subject
areas. In the same manner, the parents should also be involved in curriculum planning so that they would
have the knowledge or ideas on what means they will adopt in supporting their children who will undergo
such curriculum; they will have the knowledge on how to adjust and how to seek means in supporting their
child financially.

Learners, Teachers and Parents

Learners as center of educational process
Are the very reason a curriculum is made
Learners experiences should be given emphasis
And learners needs and interests should be addressed.

In implementation of the curriculum

Teachers are the most crucial persons.

The key to effective curriculum implementation
Is the understanding inside the classroom.

Parents as supporters of the curriculum

Become environment part of learning at home
Parents provide materials that arent in home
And especially the moral values and norms.

Jasmine Sifel H. Sanchez and Jay Ar B. Aspero

You told me to listen to my heart

But it wasnt speaking
You told me to wait
But soon I got impatient
You told me to feel
But I didnt know how to feel beyond my body
You told me to see through it
But it wasnt made of glass
You told me read between the lines
But there was nothing there

You told me to be careful

Does it mean I was too careless?
You told me I was blind
But still I could see
You told me we dont have time to spare
But who were we giving our time to?
You told me stop being so closed
But I wasnt a door
You told me dont cry
Was I suppose to force myself to be happy
You told me to forgive & forget
But its not easy
You told me to l o v e
But what is that ?
You dont know what it is until you find it
Where is it ?
Nobody knows
You told me a lot of things
And I didnt really know what they meant
But Ive grown now
Your gone & I wish you would tell me some more
Imani Miller
Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.
Course: Bachelor Of Secondary Education
Resource Teacher: Mrs. Marites A. Alvarez
Cooperating School: Sagay National High School
Our Target

Year & Section: III-A

At the end of this activity, we should be able to give some principles involved in designing
the curriculum.

School observed:
Year level:

Sagay National High School

Third Year

Section:

Kamagong

English

Subject observed:
Observations:

The subject matter was about Participles

Teachers objectives:
To define participles
To differentiate present from past participles
To give examples for each type of participles
Describe the strategies:
The teaching strategy used was discovery method and it was accompanied by a data
retrieval chart. It allows students to break down a concept or idea into its components and explain the
concept. It was best suited to the needs and interest of the students, and it was highly effective to achieve
the objectives successfully.

Describe the assessment tools used:

The assessment method used was a formative test, specifically a short quiz and it was
administered after the discussion. The intent was to measure the retention of the students. The other
assessment method used was a seatwork and it was administered before giving a short quiz. The intent
was to give opportunity to the students to practice their skills acquired.

Objectiv
es

Strategies

Assessment

Remarks

The formulated
objectives were
observable to the
behaviors of the
students. The
Discovery

The

selected teaching

method was

assessment

method was

used as a

method used

appropriate and

To define

teaching

was seatwork

applicable to the

participles

method. It

and a short

objectives. The

To

was best

quiz. The

selected

differentia

suited to the

intent was to

assessment

te present

students and

measure the

method was

from past

it was highly

retention of

appropriate

participle

effective to

the students

because it

achieve the

and to give

perfectly fit on

To give

objectives

opportunity to

the objectives,

examples

and it benefits

the students

teaching methods

for each

the students

to practice

and to the needs

type of

needs and

their acquired

and interest of

participle

interests.

skills.

students.

participle

Inquiry

The

The formulated

in

method was

assessment

objectives were

idiomatic

used as a

method used

measurable and

expressio

teaching

was a

specific and

To define

attainable, the
strategy was
appropriate in
teaching the
subject matter
and helped the
students to think
critically. The
formative type

assessment

of assessment

method adopted

through giving

was appropriate

method. It

a quiz during

since the level of

was

the discussion

understanding of

ns

appropriate

in order to

the students on

To use

for the lesson

determine

the lessons was

appropriat

and was

whether the

determined

effective in

students

before the lesson

participles

arousing the

gained

be ended, the

in

students mind

understanding

revision of the

idiomatic

in

of the lesson

teaching strategy

expressio

understanding

before ending

can be made of

ns

the lesson.

the lesson.

necessary.

1.

Why do teachers need to align the objectives, strategies, and assessment?

When there is alignment in our objectives, strategies and assessment, we are assured that we are doing
the right thing in educating our students. Sometimes because of external pressures, teachers tend to stray
from their objectives, teachers tend to prepare strategies that will not benefit everyone in the class when
students needs and interests are too diverse from one another, and lastly when doing assessment,
teachers forget that not all assessments can cover all students in demonstrating their achievements. That
statement was according to the idea of FS3 Student BEED3 in San Jose Christian Colleges, but in
contrary with this statement, teachers should strictly observed their objectives, prepare strategies that will
benefit the students needs and interest, and lastly teachers should use an appropriate assessment
method that can help them provide feedback, guidance and mentoring the students so as to help them
make a better plan and execute their educational program. Planning is a crucial part of teaching so before
we go out to teach students, we have to make sure that we have done our best in planning our
instructions.

1.

2.

How should teachers align their objectives, strategies and

assessment? Suggest some strategies.

In aligning objectives with the strategies, they must be planned together. Objectives will be the basis of the
instruction, so prepare an objectives that are observable to the behaviors of the students. Then, select
teaching strategies that can benefit he needs and interests of the students, and that are suited and
effective to accomplish the objectives. Lastly is the assessment, this should not be taken for granted. A
high quality assessment must be clear, appropriate, valid, reliable, fair, practical, efficient and ethical, and
must have positive consequences. If those characteristics are present in the assessment, it will be easy
for the teachers to evaluate if they have accomplished their objectives and if they had used appropriate
teaching strategies. By this, we do not waste time and effort in trying to teach our students, and soon we
can provide a competent, productive and a student that is responsive to the needs of the society.

What was been your most meaningful experience in this episode? What makes it
meaningful to you? How could such an experience help you become a better teacher?
Failures are just learning experiences, the only failure is the one from which you have learned nothing.
Our most meaningful experience in this episode and mostly in this FS4 was when we observe a
class. Its significance helps us to understand the principles and theories of curriculum development that
lead us to become more eager to be in the field.
The experience opened our eyes to the hardships a teacher undergoes just to teach students
effectively. We realized that to be effective teacher, we should have an outstanding personal qualities such
as passion that refers to our dedication and love to our work and to our students, humor in such a way
that has relation to the topic so that none of the students lose interest in listening, values and attitude
that can eliminate discriminations thus we must be unbiased and objective in judging our students work
and performance, sincerity and honesty which is exhibited in words and actions, patience refers to our
self-control and persistence, enthusiasm and full of energy, and lastly flexible with our schedule
whenever the situation demands it so.

I was on the edge

trying to get through life
listened to my friend

and started cutting

over two in a half years of cutting
looking for attention from any one
a teacher was there
willing to help
I was in the dump
and well I got all plumed for
a way to make it through life.
I found a way to make my life sweet,
thanks to a sweet teacher who cared,
and for now on I life my life,
for all the right reasons,
I live my life for the children of the world
who are helpless and sick and want to be loved.

Kristy Vernillion

1.

1.

100%

95%

90%

85%

80%

Has the

Has 95%

100% of

of the

Has 90% of

Has 85% of

Has 80% of

of the

the needed

needed

the needed

the needed

the needed

portfolio

content.

content.

content.

content.

content.

Objectives

Objectiv

Objectives

Some

Most

es of the

are smart

es are

are smart

Objectives

objectives

portfolio

and cover

smart

but cover

are not

are not

the whole

but

only less

smart and

smart and

course.

cover

than 80%

do not

cover only

only a

of the

cover the

a minimum

minimu

course.

whole

of the

course.

course.

Content

Objectiv

m of
80% of

the
course.
Entries

1.

Quality
of entries

are

Entries are

Some

Few entries

better

of

entries are

are of

Entries are

quality;

acceptable

of

acceptable

best

many

quality,

acceptable

quality, not

quality,

are well

some are

quality.

well

well

selected

well

Limited

selected

selected

and

selected

selection

and very

and very

substanti

and

and

minimal

substantial.

al.

substantial.

substantial.

substantial.

Minimal

No

Creative,
neat and

Creative,

Creative,

creativity,

creativity,

has a very

neat and

neat and an

neat with

In disarray

strong

has a

average

minimal

and no

tion of

impact/app

strong

impact/app

impact/app

impact/app

entries

eal.

impact.

eal.

eal.

eal.

1.

Presenta

Submitter 3
1.

Promptn

Submitted

Submitte

Submitted

Submitted

weeks or

ess in

ahead of

d on

a week

2 weeks

more after

submissio

the

schedule

after the

after the

the

schedule.

schedule.

schedule.

schedule.