FIELD STUDY 4

EXPLORING THE CURRICULUM

A PORTFOLIO
Presented to

And

Dean, College of Education

By
FS3 Student BEED3
School Year 2011-2012
i
Table of Contents
Title page
Table of contents
Resume
Purpose of the portfolio

i
ii
iii-iv
v

Episode 1 Thermometer check

Observation

My script

Analysis

Discussion

Episode 2 Come, lets talk

Observation & dialogue

Personal reflections on the dialogue

Analysis

Discussion

Episode 3 Tell me
Observation

My insights & reflection

10

Analysis

11

Reflections

12

Episode 4 Bridging educational processes

Observation

13

Analysis

14

Discussion

15

Episode 5 Collect & critique

My analysis report

16

My interview report

17

Analysis

18

Reflections

19

Episode 6 Check points

Observation

20

Observation table

21

Analysis

22

Reflections

23

Rubric for the portfolio

24

Portfolio evaluation form

25

Self-rating competency checklist (pre-assessment)

26

Self-rating competency checklist (post-assessment)

27

Student rating competency checklist

28

Learning Evidences (Pictures)

29

Comments from the Teacher

30

Attendance sheet

31
ii
PURPOSE OF THE PORTFOLIO

This compilation was prepared and developed to provide and share experiencesfor those who will undergo the
same undertakings. Through the experiences written, some latest innovations and strategies in teaching were
shared. Their applicability will vary depending on whatever and whenever it suited to the classroom situation.
Some classroom problems were also mentioned. Whether they are severe or not, they are somehow enriching
experiences that will guide and teach future mentors in performing teaching endeavors.

v
Episode 1
THERMOMETER CHECK
My Observation Report on Interaction
Name:
Year/Course: Beed 3
School Observed:
Grade Level: 2
Section: Rose
Subject Observed: English
Observations:
Student-to-Student Interaction Patterns: The interactions between students observed were always playful
and mischief filled due to the fact that they are still children. Boys at this age level always play with other
boys. The same can be observed with girls.
Student-to-Teacher Interaction Patterns: The students have high respect for their teacher. They always show
their best while she was around. They always give respect to their teacher by way of greetings, paying
attention duringdiscussion, obeying what the teacher asks and answering politely.
Teacher-to-Student Interaction Patterns: The teacher-student interactions can be likened to that of a parent
to his child. Loving and caring, but sometimes stern when the situation demands so. As observed she always
tried to make her students behave by reminding them proper behavior a student should have.
Student-to-Non-Teaching Personnel Interaction Patterns: Students interaction with non-teaching
personnel as observed was just plain and casual. Usually it is observable during break time at the canteen
where non-teaching personnel were in charge.
Teacher-to-Teacher Interaction Patterns: Teacher to teacher interactions observed was friendly with lots of
smile and chit-chat. This interaction can also be best observed during break time at the canteen where teachers
regularly gather for snacks.
1
MY SCRIPT
Outside the school canteen
Student 1: Friends! Lets buy pencil at the canteen.
Student 2: Ok. But first I have a question for the two of you. But we should have a bet.
Student 3: Whats the bet?
Student 1: Alright. What is the question and the bet?
Student 2: Student meal, if you answer it correctly Ill treat you both, but if you miss, you treat us both. Is that
fine with you, buddy?
Student 3: Thats great!

Student 1: Well. Sure! What is it?

Student 2: Listen carefully, How will you know if its a boy or a girl inside a common CR without knocking
and asking but just observing?
Student 1: Is there any clue?
Student 2: Nothing.
Student 1: Can I call a friend?
Student 2: No! If you do, you lose!
Student 1: Now, I quit, I lose. Sigh.
Student 2: Ha! Ha! Wait until the door opens and then youll see whether it is a girl or a boy. Get it?! :D

2
ANALYSIS:
Why is a classroom a miniature of a greater society?
The teacher or professor plays the role of the leader, while the students are the citizens. The citizens are
supposed to follow the rules and laws of the society (class) that the leaders (teachers) set.
In every classroom, there are different kinds of people: Those who work hard, those who play hard, those who
do both, and those who do neither. In society, you also get these kinds of people. There will probably be little
cliques, in this case, representative of small groups in society.
Then there are the high class, those who fly past everything without hitches, the middle class who get by, and
the lower class who are really struggling to keep up with the coursework.
What are found in the classrooms that are similar to what can be observed in the society?
Discussion and interaction among the learners and the teachers in promoting knowledge, unity, cooperation
and creativeness in accomplishing given tasks and responsibilities; having a harmonious relationship on each
and every member of the class and the facilities and equipment for learning and development.

3
DISCUSSION:
Discuss with your FS classmate your thoughts on Cooperation and Partnership in Curriculum Design.
Then write down your thoughts as well as those of your classmates. Please use the space below.
In designing a curriculum we need the help of others most especially experts in order to come up with an
effective, progressive and helpful curriculum. There must be a warm and harmonious relationship among them
to ensure that these curriculums must be properly and actively implemented. There should be a smooth flow of
cooperation in everybody who designs such curriculum in order to make it more organized.

4
Episode 2
COME, LETS TALK
My Observation Report
Name:
Year/Course: 3 Beed
School Observed:
Grade Level: 2
Section: Rose
Subject Observed: English
Observations: The dialogue between the teacher and students was observed during the last subject in the
morning. After discussing the lesson about parts of speech, the teacher starts asking the students about the
lesson for the day. But as it was about time, she decided to give the students some homework.
Situation: Interaction between the teacher and the learners during the discussion.
The Dialogue
Teacher: Kindly give me just one part of speech?
Students: Maam (almost all raised their hands)
Teacher: Ok Lisa, and kindly give an example.
Lisa: Noun maam!
Teacher: Noun is correct, but you should give me an example of a noun.
Jean: Tables and chairs maam!
Teacher: Very good, another part of speech?
Student1: Verb maam!
Teacher: Yes, verb is correct, and what is a verb?
Student2: Verbs are action words maam.
Teacher: Correct. Give me an example.
Student2: Eating, maam!
Teacher: Looks like youre hungry class.
Students: Yes, maam!
Teacher: Ok class, it is almost time, Ill dismiss you a little bit early to clean up the classroom, ok? But
before that, kindly write down your assignment for tomorrow. What are the different parts of speech?
Give at least 10 examples each.
Students: Maam thats too many
Teacher: Ok make it 20 then.
Students: Maam?????!!!!!
Teacher: Ok 10 each and place it in a one whole sheet of paper, understand?
Students: Yes Maam!!!
Teacher: Ok, youre dismissed.
Students: Thank you maam, goodbye!
5

Personal Reflections on the Dialogue:

As observed and based from the dialogue, the class discussion has a good interaction wherein the students
shared their ideas on the different parts of speech, and were able to give an example for each. The observer
also observed that all the students were attentive and were participating in the class discussion.

6
ANALYSIS:
How important are dialogue and substantive conversation in the classroom in terms
of students learning?
Theoretically, theyre very important because they 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 vehicle for students to
avoid more class work. Students love to discuss, but we have to know when its time to stop the conversation
and move on. Many students just want to be heard, so kids will start repeating what someone else has said just
so they can get class participation recognition. They realize that if they dont keep the conversation going, we
might actually get back to doing some work. One of the downsides is that some kids will use this time to take a
mental vacation. While everyone else is contributing to the dialogue, someone will shut down. You could try
all you want to draw the student into the conversation, but if hes unwilling it becomes a distraction and ruins
the flow of the dialogue. Yes, dialogue is important, but the teacher has to control the amount of time dedicated
to it.
What learning benefits could teacher and student draw from intentional dialogue?
Perhaps the most obvious of all aspects, the dialog 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 vastly improve the vocabulary and speaking confidence of both the students
and the teacher.
7
DISCUSSION:
Discuss with your FS classmates your thoughts on Dialogue in Curriculum Design. Then write down
your thoughts as well as those of your classmates. Please use the space below.
Having a dialogue in curriculum design is a good idea. So in order for us to design a curriculum we need all
the inputs we can get and that is by having a dialogue with everyone concerned. Communication is important
when making an important project such as curriculum design because sometimes we may not see a flaw in the
design but if others concerned are around they may notice it.
8
Episode 3
TELL ME

My Observation Report
Name:
School:
Date of Observation: Jan. 24, 2012
Subject Observed:English
The Learning
Subject Matter/s
Environment
Covered
MY INSIGHTS AND REFLECTIONS:
The learning environment
observed was the
classroom of Grade 2Rose. Tables and chair are
properly maintained for
proper learning and sitting
arrangement. It is well
lighted, ventilated and has
a toilet of its own. The
room was equipped with
audio and video
equipments such radio and
television. The walls are
decorated with learning
materials like bulletin
boards, graphs, and
pictures.

Library and/or
Internet Resources

The Learning
Environment

Subject Matter/s
Covered

The students were blessed

The subject matters are
to have a classroom that is
in current curriculum so
conducive to learningThe class does
therenot
is yet
no problem.
have an internet access
compared to other schools
in rural areas becauseinittheir classroom or a
computer.
boasts of learning tools
and But as
The subject
matter which can
observed they have
equipments
covered includes
all the
brand new computer
greatly aid
subjects being
taught in
equipments in their ICT
in studentslearning.
the school curriculum
room. They have access
such as English, Filipino,
to the library but have to
Mathematics, Science,
be supervised when
Hekasi.
using it due to their age.

Library and/or Internet

Resources
This is one of the areas
that should be given
importance in the future.
The knowledge grasp of
children now-adays are so advanced
compared to our time
that they should be
guided and enlightened
with things that we
ourselves have only
understood during our
adulthood. With the
changing times and
appeal of mass media to
children these days, we
should pre-empt those
wrong impressions from
being accepted as truth
by them. Concerning the
library, the children are
slowly introduced to it.
But since some of them
are just beginning to
realize the importance of
books, they should be
guided more.

10
ANALYSIS:
Why should teachers know about curriculum design?
Knowledge of curriculum design is important for understanding the arc of the educational year. If teachers
have some experiences of this they will understand better the importance of each unit they are teaching during
the year and how it relates to other units both past and present. It is also good for them to understand the
reasons behind the model for the curriculum they are teaching. Most employers will be impressed if a teacher

has done some curriculum designs in the past as this indicates the teacher has shown initiative and interest in
the wider scope of their job. Administration is a large part of teaching and so any experience in this area is
usually favorable.
What do most principles and theories of curriculum development have in common? How is this
commonality expressed or spelled out in the curriculum of the class you have observed?
I used to have a class about curriculum design. From what I have learned, most progressive principles and
theories about curriculum development revolves around the total learning experience and how the students
are the center of learning. The curriculum, unlike before is designed basing on the needs of the students. It is
no longer designed for the ease of the teachers implementation. In the class observed, the instruction is
modified for every student. If they think that the students cannot cope up with their classmates in doing the
same task, they provide another task for this student. If a student fails to do a task because he simply cannot do
it, learning must be a continuous process.
11
REFLECTIONS:
12
Episode 4
BRIDGING EDUCATIONAL PROCESSES
My Observation Report
Name:
Date of Observation: 2/9/12
School:
Subject Observed: English
Calendar of Activities:
Activities
Date
Participants
MTAP Challenge
1/19/12
Selected Students
Math Quiz Bee

1/20/12

Selected Students

Awards given: Certificates, Medals and Trophies.

Recipients: Winners Grades 1, 2, 4 and 6.
Remarks: The certificates, medals and trophies received by the winners were from the sponsors but some are
also from the school funds.
Sponsors: Metrobank for the MTAP

13
ANALYSIS:
How important is involvement of all stakeholders of the school in the schools programs and activities?
Family and society involvement is a powerful influence on the success of the schools programs and activities.
When families are involved in schools programs and activities, they can help in giving brilliant ideas on how
the programs and activities can be more intellectual. Their outmost support can make their children cooperate
well in school. They can also help in covering some of the expenses in the programs and activities. A
public schools budget is barely enough to cover core academic programs. So a little amount donated from the
community can go a long way for a public school. Because sad to say, maintenance and upgrades for the

school are rarely covered by the schools budget. Many times, public schools manage to maintain their
facilities by support and donations from the community and from funds solicited from politicians. This also
helps to make the children more interested in their studies and demonstrate more positive attitudes and
behaviors. For these reasons, increasing family involvement is an important goal for the school.
What specific principles of curriculum development justify 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 they
participate in the planning so they would find out if the activity or program proposed is necessary or not. Since
they hold the highest position, they are the one 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. This
is a positive point for the school. If everyone in the school is involved in the learning of the students, it reflects
a good school.
14
DISCUSSION:
What are your thoughts on Cooperation and Collaboration among the schools stakeholders? Write
down your thoughts.
Just like in any other situations, in games for example, Isnt it that if all team members work together, they
come up with better results? Same with the school stakeholders, they all must be able to maintain good
working relationships with each other. In an environment where young childrens learning might be
jeopardized, there is no room for adults mistakes. 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.

15
Episode 5
COLLECT AND CRITIQUE
MY ANALYSIS REPORT
(Analysis of the Topic, Learning Activities, and Assessment used in relation to Curriculum Elements)
Name:
School:

Date of Observation: Feb. 2, 2012

Subject Observed:English

Learning Activities
Assessment of
Learning(Filipino
Subject)
Panandang PananongFill in the blanks, Rewrite the sentence.Recitation, Quiz and Assignment.
The Topic

16
MY INTERVIEW REPORT
(Analysis of the Topic, Learning Activities, and Assessment used in relation to Curriculum Elements)

Name of Teacher Interviewed:

Grade/Year Level & Section of Class Handled: Grade 2-Rose
School:
Date of Interview: Feb. 29, 2012
Interviewer:
Challenges

Resources Needed

Planning Strategies
It is best to first
familiarize the students
with the parts and use of
the computer. Next is to
do an assessment test such
as recitation if they really
are knowledgeable enough
to handle the computers.

Last is the actual

practice to determine
if students can be
trusted in handling
computers properly.
17

ANALYSIS:
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.
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 such as; learning is not only confined to transmission of
knowledge. Students must be given the chance to construct their own knowledge and ideas. As educators, there
is no room for mistakes. If in case we designed a curriculum that is not based on these principles and theories,
we cannot ask the learners to repeat the level to relearn everything again.
To teach the students
how to use the computer

Visual Aids, Guide

Books, Computer

Aside from the teacher, who else should be involved in the curriculum planning? Expand your thoughts.
The school administrators should participate in curriculum planning because they can provide the essentials in
planning in terms of structural changes, more materials, and the like. The students performances should also
be taken into consideration. Professionals should be consulted as they can provide some valuable inputs
especially if it concerns their field of specialization.
18
REFLECTIONS:
From your FS experience, take a look into your significant learning and personal reflection. Express it in a
simple poem. Then Share it with your classmates and your Field Study teacher.
An Educator
Minds are different and diverse.
You and I may not have an agreement
But you have to understand my sentiment
For I have tried so much to do my task so fervent.
How complex could it be to educate minds?
With different learning styles, oh, too much kinds!
The right technique, I could never find
All by myself, without help, I would be blind.

Theories and principles that guide spectators

They consider everything, including factors
At least with these, Im not just an actor
I become a real educator
19
Episode 6
CHECK POINTS
My Observation Report
Name:
Year/Course: Beed 3
School Observed:
Grade Level: 2
Section: Rose
Subject Observed: English
Observations:
Teacher Objectives:
To get a good result and rating for an incoming evaluation
Describe the Strategies:
The teacher reviews the pupils about their previous lessons and gives them a combination of oral and written
examination.
Describe the Assessment Tools Used:
Recitation, fill in the blanks on the board and quiz.
20
OBSERVATION TABLE

OBJECTIVES
(Write down the
teachers Learning
Objectives)

STRATEGIES
(Describe the
strategies used by
the teacher)

ASSESSMENT
(Describe the
assessment
method/s &
tool/s used)

To get a good
result and rating
for an incoming
evaluation

The teacher
reviews the pupils
about their
previous lessons
and she gives
them a
combination of
oral and written
exams.

Recitation, fill in
the blanks on the
board and quiz.

REMARKS(Write
your personal
judgment on the
21
alignment of the
Objective,
ANALYSIS:
Strategies, and
Why do teachers
Assessment)
need to align the
objectives,
The Alignment of
strategies, and
the Objectives,
assessment?
Strategies and
When there is
Assessment are
alignment in our
just appropriate.
objectives, strategies,
The teachers
and assessment, we
objective is to get a are assured that we
good result for the are doing the right
incoming
thing in educating
evaluation so she
our students.
has to make sure
Sometimes, because
that her students
of external pressures,
are in top form.
we tend to stray from
our objectives. When
our students needs

are too diverse from one another, we tend to prepare strategies that will not benefit everyone in the class. And
lastly, when we do our assessment, we forget that not all assessments can cover all students in demonstrating
their achievements. Planning is a crucial part of teaching; before we even go out to teach these students, we
have to make sure that we have done our best in planning our instructions.
How should teachers align their objectives, strategies, and assessment? Suggest some strategies.
In aligning objectives with the strategies, they must be planned together. Objective will be the basis of your
instruction, so prepare a good one. After this, consider the skills you want your student to develop together
with your objective. How will you be able to appeal to more students during the instruction? Will my strategy
carry the students focus away from my objective? Lastly is the assessment, this should not be taken for
granted. To align assessment with the objective and the strategies, make use of the learning experience of the
students during the instruction. If we are able to do all the steps we prepared, ask the students what have they
learned. Recheck the objectives and see if the class is able to accomplish it. All must be relevant to each factor.
By this, we do not waste time and effort in trying to teach our students.

22
REFLECTIONS:
What has 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?
One of the most meaningful experiences during this episode experienced by the observer was when he
observed a class review of the students for an incoming evaluation. That experience opened the eye of the
observer to the hardships a teacher undergoes just to teach. The observer realized that to be an effective
teacher, he should at all times be patient, understanding and flexible with his schedule whenever the situation
demands it so.
23
SUGGESTED RUBRIC FOR PORTFOLIO (PRODUCT)
Description
Criteria

Contents of
the PortfolioHas 90-100% of the needed
contentHas 75-89% of the needed contentHas 60-74% of the needed contentHas less than 59% of the needed
contentHas less than 40% of the needed contentObjectives of the PortfolioObjectives are
SMART and cover the whole courseObjectives are SMART but cover only a minimum of 75% of the
courseObjectives are SMART but cover only less than 75% of the courseSome objectives are not SMART and
do not cover the whole courseMost objectives are not SMART and cover only minimum of the courseQuality
of entriesEntries are of best quality, well selected and very substantial.Entries are of better quality, many are
well selected and substantial.Entries are of acceptable quality, some are well selected
andsubstantial.Some entries are of acceptable quality, limited selection andsubstantial.Few entries are of
acceptable quality, not well selected, and very minimal substance.Presentation
of EntriesCreative, neat and has a very strong impact/appeal.Creative, neat and has strong
impact/appealCreative, neat and an average impact/appeal.Minimal creativity, neat with minimal
impact appeal.No creativity, in disarray, no impact/appealPromptness in the submissionSubmitted ahead of
schedule.Submitted on scheduleSubmitted 10 days after schedule.Submitted from 11-30 days after
scheduleSubmitted 31 or more days after schedule
Cooperating teacher:

24

Portfolio Evaluation Form

Excellent
5
Very Good
4
Good
3
Satisfactory
2
Poor
1
Design and operational fundamentalsText is readable(fonts, sizes, contrast) Spelling and grammar are
correct Published materials respect copyright laws An organizational scheme connects all evidence in to
an integrated whole A table of content is included Over-all visual appealMaterial is presented/packaged
in a neat and pleasing manner Appropriate and thematic organizational elements (labels, dividers) are
used EvidenceFeatures quality pieces of evidence Shows depth in major and related
experiences Shows breadth of knowledge and experience Reflects terminology of field Includes a
resume ReflectionAn underlying personal yet professional message is integrated into the
portfolio Reflective comments about evidence as well as reflective comments about what this evidence says
about you is integrated into the portfolio Inclusion of self-assessment associated with outcomes of your
degree program Inclusion of short-term goals (skills needed to add/improve, experience you are
seeking) Inclusion of long-term goals (professional and/or personal aims) Interpretation of your own
learning
Cooperating teacher:
25
SELF-RATING COMPETENCY CHECKLIST
(For Student Use)
Name: Course: BEED Year & Section: 3rd Year
Direction: Check ( ) the appropriate column that the best describes the FS Students current level of mastery
of each listed competency.
psychological and
I can do
physical environment
this but I
I
I am
need to
I can Supportive of
cannot
learning
learn
do this learning. 2.Differen
do this
how to
more and
very
tiates learners of
COMPETENCY
yet.
do this.
improve.
well.
varied learning
1.Determines an environment that
provides social,

Characteristics and
needs. 3.Manages
time, space and
resources to provide

an
Environment conducive to learning.

4.Recognizes multi-cultural background of learners

When providing learning opportunities.

5.Determines teaching approaches and techniques

Appropriate to the learners.

Diverse background.

7.Relates the learners background to their perfor-

mance in the classroom.

Learning.

6.Determines, understands, and accepts the learners

8.Reflects on the impact of home and family life to

9.Expounds on ones understanding of the learning

processes and the role of the teacher in facilitating

These processes in their students.

10.Accepts personal accountability to learners achieve-

ment and performance.

(Pre-Assessment)
26
SELF-RATING COMPETENCY CHECKLIST
(For Student Use)
Name: Course: BEED Year & Section: 3rd Year
Direction: Check ( ) the appropriate column that the best describes the FS Students current level of mastery
of each listed competency.
psychological and
I can do
physical environment
this but I
I
I am
need to
I can Supportive of
cannot
learning
learn
do this learning. 2.Differen
do this
how to
more and
very
tiates learners of
COMPETENCY
yet.
do this.
improve.
well.
varied learning
1.Determines an environment that
provides social,

Characteristics and
needs. 3.Manages
time, space and
resources to provide

an
Environment conducive to learning.

4.Recognizes multi-cultural background of learners

When providing learning opportunities.

Appropriate to the learners.

5.Determines teaching approaches and techniques

6.Determines, understands, and accepts the learners

Diverse background. 7. Relates the learners background to their

classroom. 8.Reflects on the impact of home and family life to
Learning.

performance in the

9.Expounds on ones understanding of the learning

processes and the role of the teacher in

these processes in their students.
performance.
(Post-Assessment)

facilitating

10. Accepts personal accountability to learners achievement and

COMPETENCY
Identifies varied methods and
strategies, instructional
materials and assessment
tools used in learning
environment.
Distinguishes general
learning process as well as
unique process of individual
learners.
Identifies teachers actions
that demonstrate value for
learning.
Explain the importance of
using varied learning
experiences.
States the significance of
using instructional materials
that provide meaningful
learning.
Describes the significance of
using varied assessment tools
in diverse situations.
Obtains important
information on the learning
styles, multiple intelligences
and needs of learners.
Explain the importance of
using varied learning
experiences.
States the significance of
using instructional materials
that provide meaningful
learning.
Determines and accept
learners diverse background
and experiences.
Identifies and analyze the
factors to be considered in
the selection of learning
experiences, instructional
materials and assessment
tools.
Develops and utilizes creative
and appropriate instructional

Student
cannot
do this
yet.

Student
is
learning
how to
do this.

Student
can do this,
but needs
to learn
more and
improve.

Student
can do
this
very
well.

27
STUDENTRATING
COMPETENCY
CHECKLIST
Student
Name: Course: BE
ED Year: 3rd Year
Direction: Check ( )
the appropriate
column that best
describes the students
current level.