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FS 4 – Episode 1 – Portfolio

FS 3 – Episode 3 – Activity 2
FS4 – Episode 5 - Activity 3

Principle 1: Curriculum Sample


Content

Balance Grade 9 – Living Things and Their Environment FIRST QUARTER/


FIRST GRADING PERIOD
Equitable assignment of
contents, time, experiences Content: Biodiversity and Evolution
and other elements
 Causes of Species Extinction
Write the contents in one  natural
subject area for the first  anthropogenic
grading period.
Students were able to relate the species extinction to the failure of
populations of organisms to adapt to abrupt changes in the environment

Articulation At the end of Grade 8, learners can describe the factors that affect the
motion of an object based on the Laws of Motion. They can differentiate
Curriculum is arrange
the concept of work as used in science and in layman’s language. They
vertically or horizontally
know the factors that affect the transfer of energy, such as temperature
Write a sample content of difference, and the type (solid, liquid, or gas) of the medium. Learners
one topic in a subject from can explain how active faults generate earthquakes and how tropical
level to level or grade to cyclones originate from warm ocean waters. They recognize other
grade. members of the solar system. They have delved deeper into the process
of digestion as studied in the lower grades, giving emphasis on proper
nutrition for overall wellness. They can participate in activities that
protect and conserve economically important species used for food.

At the end of Grade 9, learners have gained a deeper understanding of


the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that
introduce desired traits in economically important plants and animals.
Learners can explain how new materials are formed when atoms are
rearranged. They recognize that a wide variety of useful compounds
may arise from such rearrangements. Learners can identify volcanoes
and distinguish between active and inactive ones. They are familiar
with climatic phenomena that occur on a global scale. They can explain
why certain constellations can be seen only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real
life applying the laws of conservation of energy and momentum.

At the end of Grade 10, learners realize that volcanoes and earthquakes
occur in the same places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce
damage during earthquakes, tsunamis, and volcanic eruptions.
Learners can explain the factors affecting the balance and stability of
an object to help them practice appropriate positions and movements to
achieve efficiency and safety such as in sports and dancing. Learners
will have completed the study of the entire organism with their deeper
study of the excretory and reproductive systems. They can explain in
greater detail how genetic information is passed from parents to
offspring, and how diversity of species increases the probability of
adaptation and survival in changing environments. Learners can
explain the importance of controlling the conditions under which a
chemical reaction occurs. They recognize that cells and tissues of the
human body are made up of water, a few kinds of ions, and biomolecules.
These biomolecules may also be found in the food they eat.

Scope General Subjects: Heredity

Content, topics, learning Specific Topic: Inheritance and Variation


experiences and organizing
 Location of genes on chromosomes
the threads of an educational
plan.  Non-Mendelian inheritance
 Incomplete dominance
Write sample topics in a  Sex-linked traits
subject area.  Multiple alleles
 Multiple genes

Learning Experiences: Students were able to describe the


location of genes in chromosomes.
Students were able to explain the different patterns of non-
Mendelian inheritance.

Integration The teachers explained the limiting factors extension of species and cite
an example and asked the students to why do the birds coming from the
Curriculum is integrated
China fly over in Pampanga or in Bulacan from month of N0vember to
and interconnected.
January? It is because of the temperature of the area (China) that the
Cite a lesson which is bird cannot take into their bodies and find warm weather.
integrated in other subjects.
Another topic, teacher also teaches the story of King Arthur. King
Arthur was a popular King in England. The teacher also integrates the
lesson into the news nowadays where Chinese tried to conquer or own
the Spratley Island.

Continuity Topic: ECOSYSTEM

Vertical repetition and Grade 9 Learners learn how plants capture energy from the Sun and
recurring approaches of store energy in sugar molecules (photosynthesis). This stored energy is
content. used by cells during cellular respiration. These two processes are
related to each other.
Write sample topics in a
subject area where content Grade 10 Learners learn how plants capture energy from the Sun and
is organized in spiral store energy in sugar molecules (photosynthesis). This stored energy is
fashion in breadth and used by cells during cellular respiration. These two processes are
depth related to each other.
FS 4 – Episode 7 – Activity 1

Franklin Bobbit 1876-1956 - presented curriculum as a science that emphasizes on students' need.

Werret Charters 1875-1952 - considered curriculum also as a science which is based on students' need, and
the teachers plan the activities.

William Kilpatrick 1875–1952 - Viewed curriculum as purposeful activities which are child-centered.

Harold Rugg 1886–1960 - Emphasize-zed social studies in the curriculum and the teacher plans the lesson in
advance.

Hollis Caswell 1901–1989 - curriculum as organized around social functions of themes, organized knowledge
and earner's interests.

Ralph Tyler 1902–1994 - curriculum is a science and an extension of school's philosophy. Based on students'
need and interests.

Hilda Taba 1902–1967 - Social processes, including socialization of human beings, are not linear, and they
cannot be modeled through linear planning.

Peter Oliva 1992–2012 - Peter Oliva's Ten General Axioms of Curriculum Development

FS 4 – Episode 7 – Activity 3 - Explanation

This graphical organizer illustrates the functions of my school using the philosophical in education.
First is rationalism where reality is constructed by the teacher and students. Where both are rational people
which they give ideas or construct their own ideas, cognitive theory or learning will function and it will process
the information through mind mapping and that’s the time you can identify the learning styles of the students.
Pragmatism in educational philosophy it is an education problem solving and direct experiences involved or the
practical application of ideas by acting them.
Ethics falls into 3 categories which are descriptive, meta and normative. Descriptive ethics is a beliefs about
morality, meta ethics is an ethical terms and theories and normative is ought to act. In reality, descriptive is
what the people think is right? Meta ethics is what does right even mean? Normative ethics is how people act?
FS 4 – Episode 7 - Portfolio

School Documentation:
FS 4 – Episode 10 – Portfolio

DepEd mulls drug test for tutors, kids


THE DEPARTMENT of Education (DepEd) is seriously considering conducting an annual drug test for public school
teachers and random drug tests for public school students with the consent of their parents, Education Secretary
Leonor Briones said yesterday.
Briones said the DepEd was also considering using visual presentations to teach Grade 4 pupils about the drug
menace.
Briones announced the DepEd’s proactive stance in the government’s antidrug campaign during the Senate
finance subcommittee’s deliberations on the DepEd’s proposed P566 billion budget for 2017.
“We are a very, very large sector so we have to look into this [drug] issue. So it’s not only improving the
curriculum but making it much alive and much more effective,” she told senators.
There are 722,000 public school teachers and 25 million students all over the country, Briones said.
She noted the drug menace had affected schools, with “drugs delivered to gates of school buildings.”
“We can’t claim to be excluded and protected from the drug menace,” she said.
Briones said the education sector wanted to make a “contribution” to the government’s war against drugs and
“we recognize we have to start with our learners and teachers.”
She said the drug test for students would be for “sampling basis” and “with the consent of their parents.”
Private organizations and the Philippine National Police have offered to hold briefings on the drug issue for
students.
She also said they were interested in drug rehabilitation centers since a study show that a “substantial number
of those who are arrested (for drug use) are young people out of school and maybe a few who are in school.”
Briones told reporters later that they would to decide this year or next year the conduct for the drug test. She
said the drug test for students was also aimed to determine the prevalence of drug use among students.

From:http://newsinfo.inquirer.net/819305/deped-mulls-drug-test-for-tutors-ids#ixzz4LQXiZoG6

My Insights

If I would be the secretary of the Department of Education, I will surprise them to have a drug test to
all teachers not just annual and to the students no need for their parent’s consent. This institution is the second
home of all learners. We not need to considerate once the teacher or student positive on that allege drugs. This
is for the betterment of the institution.

As a future teacher, I am willing to have a drug test especially to those suspected students who are using
drugs. I will directly provide feedback to the administrator and to the parents of that student. I need to be very
careful also with my steps because there are some student has an inner killer on themselves.
FS 4 – Episode 11 – Activity 1

Stakeholders of the Roles in Curriculum Development


Curriculum Development

1. Learners The learner is a center of a curriculum. They are the very reason why the
curriculum is developed. The experience of the learner’s must be the starting
point in accomplishing the goals of education, to let them grow in knowledge,
skills, abilities and attitudes.

2. Teachers There are the most crucial persons in the implementation of the curriculum. As
an adult in the teaching - learning process, she/ he holds the key in
operationalizing what activities have been planned. Her/ his ability to translate
what has been written to action is the key to effective curriculum
implementation.

3. School Leader/ One of their functions is being a curriculum manager. They supervise curriculum
Administrator implementation, select the new recruit teachers, admit students, procure
equipment, and materials needed for effective learning. They also plan for the
school facilities improvement.

4. Parents Effective parental involvement in school affairs may be linked to parent


educational programs which is central to high quality educational experience of
the children. They involved extends from the confine of the school to the homes.
They provides curriculum materials that are not provided in the school.

5. Community Community members and materials in the existing local community can very
well substitute for what are needed in implementing the curriculum.

6. Other Agencies Professional organizations have shown great influence in school curriculum.
They are being asked by curriculum specialist to contribute in curriculum
review because they have a voice in licensure examination, curriculum
enhancement and many more.

My Reflections:

Stakeholders hold as vital role in curriculum, students as the core of the curriculum. The teacher as the
curricularist. The school head as the manager. The Parents are partners. The community as resources and
getting of learning environment. The LGU is the supplier of all the needs in curriculum (education institution).
They have different roles on curriculum but the only one thing they promote is to have a better standard
education in the future to face the 21st century and be ready for the compete globally.
Activity 2 – Insights

Parents play a vital role in curriculum as they were the one who is very supportive in every event like in brigade
eskwela. Some parents considered as also part of the program.

I am a parent and have two children. Way back on the kindergarten years of my son, I was able to be the
speaker. In the beginning of the school year the teacher provide requirements to pass like notebooks, cartolina,
manila paper and so on. I am also considered as a teacher aide and mentor of my son because we do his
assignments every day.

Activity 3

Participatory planning requires the involvement of concerned stakeholders. This includes identifying
public concerns and values and developing a broad consensus on planned initiatives.

According to Albert Einstein “The only thing that interferes with my learning is my education”.

School is the most important means of transferring the wealth to our children. This applies today with modern
development of the economic life. The teacher is the instrument for transferring a quantity of knowledge to the
growing generation or student. It develop in the young individuals those qualities and capabilities which are of
value. For a community of standardized individuals is the resources and learning individual.

So, without the stakeholders there will be no education and we are still on the primitive society.

The School Site


The School Head
The teacher and the students

Portfolio ep11
FS 4 – Episode 9 – Activity

Curriculum Design Models Best Features


1. Subject-Centered The drawback of his design is that sometimes learning is so
Design compartmentalized. It stresses so much the content that it forgets about
students’ natural tendencies, interest and experiences.
1.1 Subject Design

1.2 Discipline Design Discipline refers to specific knowledge and through a method which the
scholars use to study a specific content of their fields.
1.3 Correlation Design This comes from a core, correlated curriculum design that links separate
subject designs in order to reduce fragmentation. Subjects are related
to one another but each subject and maintains its identify.
1.4 Scrap field This design was made to prevent the compartmentalization of subjects
Design/Interdisciplinary and integrate the contents that are related to each other.
. Design
2. Learner- Centered It is anchored on the needs and interests of the child. The learner is not
Design considered as a passive individual but as one who engages with his/her
environment. One learns by doing. Learners interact with the teachers
2.1 Child Centered and the environment.
Design

2.2 Experienced- Experiences of the learners become the starting point of the curriculum.
Centered Design Thus the school environment is left open and free. Learners are made
to choose from various activities that the teacher provides. The learners
are empowered to shape their own learning from the different
opportunities given by the teacher.
2.3 Humanistic Design The development of self is the ultimate objective of leaning. It stresses
the whole person and the integration of thinking, feeling and doing. It
considers the cognitive, affective and psychomotor domains to be
interconnected and must be addressed in the curriculum. It stresses the
development of positive self-concept and interpersonal skills.
3. Problem- Centered It uses the past and present experiences of learners as a means to
Design analyze the basic areas of living. As a starting point, the pressing
immediate problems of the society and the student’s existing concerns
3.1 Life Situation are utilized.
Design

3.2 Core Problem It centers on general education and the problems are based on
Design common human activities. The central focus of the core design includes
common needs, problems, and concerns, of the learners.
Classroom Evaluation
Teacher: Lesson:
Students present: Supervisor Name: Date:
Ranking Key
D.
A. B. Above Below
Outstanding Expectations C. Meets Expectations Par E. Poor
Answer the following statements using the ranking key above
1. How well is the teacher prepared in the classroom?
2. How can you rate the efficiency of the teacher in utilizing class time?
3. How can you rate the teaching techniques of the teacher?
4. The effectiveness of the teacher in holding the class attention.
5. How knowledgeable is the teacher?
6. How can you rate the presentation and delivery of materials by the teacher to the class?
7. How well does the teacher encourage class participation?
8. How can you rate the teacher’s ability in using management techniques in the classroom?
9. How clear and consistent is the teacher in presenting lessons to the class?

Classroom Evaluation
Teacher: Lesson:
Students present: Supervisor Name: Date:
Ranking Key
D.
A. B. Above Below
Outstanding Expectations C. Meets Expectations Par E. Poor
Answer the following statements using the ranking key above
1. How well is the teacher prepared in the classroom?
2. How can you rate the efficiency of the teacher in utilizing class time?
3. How can you rate the teaching techniques of the teacher?
4. The effectiveness of the teacher in holding the class attention.
5. How knowledgeable is the teacher?
6. How can you rate the presentation and delivery of materials by the teacher to the class?
7. How well does the teacher encourage class participation?
8. How can you rate the teacher’s ability in using management techniques in the classroom?
9. How clear and consistent is the teacher in presenting lessons to the class?
FS 4 – Episode 9 –Activity 2 – Analysis

Outcome Based Education goal is to present the knowledge and skills of an older generation
to the new generation of students, and to provide students with an environment in which to learn.
According to Saylor, Alexander, and Lewis Model Curriculum “Curriculum planners begin by
specifying the major educational goals and specific objectives they wish to be accomplished”. Outcome
is the prior in the educational institution. The focus on outcomes creates a clear expectation of what
needs to be accomplished by the end of the year. Teacher should be ready and mastered her/his lesson
and at the end of the day he/she will expect that the students understand the lessons. The implication
for this activity is to develop the skills, knowledge and the behavior of the students. To have a student’s-
students relationship or they can promote interpersonal relationship. Teacher will develop student’s full
potential in actual behavior to have a LIFELONG LEARNING outcomes.

FS 4 – Episode 8 – Activity 3

FS 4 – Episode 9 - Portfolio