SORSOGON STATE COLLEGE

TEACHER EDUCATION AND ACCOUNTANCY DEPARTMENT

Sorsogon City Campus

THE TEACHER AND THE SCHOOL CURRICULUM

MIDTERM EXAMINATION

Name _________________________________________ Score _______________________

Course Year & Section___________________________ Date _______________________

ESSAY. Elaborate in 4-8 sentences your substantive, simple, and ORIGINAL answer for
each item. Cite specific examples. (5 points each)

1. As would-be educators and professionals, cite ways to effectively leave a personal

imprint on the design of the lessons via a vis the structured lessons conceptualized and
handed down from top education administrators.

Here are the effective ways to leave a personal imprint on the design of the lessons via a
vis the structured lessons conceptualized and handed down from top education
administrators:
 Setting personal learning plans. 

This is what drives personalized learning. Students must set personal plans and goals
that are aligned with their interests, talents and passions. Without clear and specific
personal goals, there can be no personalized learning. Encourage students to set these
goals, monitor progress towards the goals, and modify or set new goals as appropriate.

 Encouraging self-assessment. 

Give students opportunities to assess their own learning through self-reflection

exercises. This is a great way for students to develop metacognitive, as well as cognitive
skills.

 Conducting frequent formative assessment. 

Assess students frequently. But assess them FOR their learning and AS they learn.
Don’t primarily give assessments of what they have already learned. As you conduct
more assessments FOR learning, you’ll be able to more effectively personalize learning
for the student.

 Using project-based learning.

Give students personal choice and opportunities to pursue learning that reflects their
personal interests.
  Introducing “Student Voice.” 

Encourage input from students on instructional decisions and materials. Give them a
voice to express their values, opinions and beliefs. This will lead to a more diverse and
richer set of instructional materials that will help personalize learning.

 Increasing parent involvement. 

Encourage parents to take an active role in their students’ education. Meet and
communicate with them more regularly to allow them to take personal responsibility to
ensure that their students are learning successfully.

 Offering more learning pathways. 

Give students easy and more choices to personalize their learning through alternative
learning pathways. Offer career-related internships or dual-enrollment opportunities to
students.

 Switching to standards-based grading and reporting. 

In a personalized learning system, students demonstrate mastery or competency on the

goals and standards that they have set for themselves. So, evaluate students based on
mastery of specific learning targets or objectives, not on whether they’ve “completed” the
assignment or the amount of time they were “in their seat.”

 Utilizing digital tools.

 Many of the tips above can be aided by use of inexpensive (and often free!) digital tools.
Personalized learning is supported by engaging blended learning environments.
Combine the best face-to-face instruction with digital tools to be more efficient and
effective as an educator.

 Teaching digital literacy.

As 21st century students in a personalized learning environment, students must have

the skills to collaborate, share, learn and connect with their teachers and peers. Make
sure your students have the requisite digital literacy skills to create and stay connected
with their learning network.

2. How does one localize and even indigenize lessons amidst the existing cultures and
subcultures to achieve appropriate contextualization?

Localization, being one of the degrees of contextualization, is the process of

relating learning content specified in the curriculum to local information and materials
from the learner’s community. One localizes and indigenize the curriculum and the use
of learning materials in terms of Geography, Cultural Diversity and Individuality.
 With these processes, teachers present the lesson in a more meaningful and
relevant context based on the learner’s previous experiences and real-life situations.
Both of which adhere in making the lesson flexible, fit, creative, relevant, meaningful,
and adoptive to students’ level of understanding and instructional needs.
Araling Panlipunan, being an area that deals with geography and culture, can
very well maximize the advantages of utilizing indigenous materials in classroom
discussion and activities. With contextualization, learners are put in a natural and actual
learning environment letting them to manipulate, relate, and adapt to various learning
opportunities and resources available within the locality or community, profound learning
will be assured and realized. It helps teachers and students comprehend concepts by
relating and presenting lesson on the context of prevailing local environment, culture,
and resources. 

3. Given a chance to curate instructional materials for a multicultural and cross-functional

classroom, what style will you bring as an educator?

The style that I prepared to use is the culturally supportive environment which
pertains to the classroom environment in which the computer is used. It is a safe,
accepting environment in which individuals genuinely respect all forms of diversity. A
culturally supportive environment is inclusive; all voices are heard and equally valued.
Divergence of opinions is accepted and encouraged. In addition, the culturally supportive
environment demands and challenges students to learn, explore, and discover. There is
an expectation for higher-level thinking and academic success for all students. Thus, in a
culturally supportive classroom, children develop their individual abilities, skills, and
potential. Activities provide for differences in learning preferences and afford
opportunities for both individual and collaborative work. The goal in culturally supportive
classrooms is “to enrich students’ experiences, not to correct deficiencies”. Because the
culturally supportive environment explicitly respects and accepts diversity, it welcomes
the cultural community. The student’s family and culture are part of the learning
experience. Partnerships with parents strengthen the development of supportive learning
environments. The presence of parents in the classroom and at school conveys to
students a valuing of their parents’ contributions and knowledge. Additionally, community
involvement and parent participation increase the teachers’ understanding of the culture
and language of their students. In turn, parents become informed about school programs
and instructional methodology

4. How shall you strike a balance between learner-centered and structured-centered

teaching-learning? Is it really a choice between the two or can you blend them well in the
actual practice?
 Differences Between Teacher-Centered and Learner-Centered Learning

Teacher-Centered Learner-Centered

Focus is on instructor Focus is on both students and instructor

Focus is on language forms and structures Focus is on language use in typical

(what the instructor knows about the situations (how students will use the
language) language)

Instructor models; students interact with

Instructor talks; students listen
instructor and one another

Students work in pairs, in groups, or alone

Students work alone
depending on the purpose of the activity

Students talk without constant instructor

Instructor monitors and corrects every
monitoring; instructor provides
student utterance
feedback/correction when questions arise

Instructor answers students’ questions about Students answer each other’s questions,
language using instructor as an information resource

Instructor chooses topics Students have some choice of topics

Students evaluate their own learning;

Instructor evaluates student learning
instructor also evaluates

Classroom is quiet Classroom is often noisy and busy

Teaching and learning are complex undertakings that essentially require both. If one accepts
this premise then the question becomes one concerning the balance of the two in any given
context. If one accepts that the quality of learning is dependent on the quality and relevance of
the teacher’s chosen task in relation to his or her goals, then the management of that task by
the teacher will have considerable impacts on learning. For example, a good task, whatever that
may mean, can be used effectively in teacher-centered and learner-centered ways that enhance
learning. However, used poorly and the opportunities for learning are lessened. With respect to
the learner-centered approach, it is not uncommon to see teachers assume that their
responsibility ends with the posing of the task, leaving students to infer their own meaning from
the task with no additional input or negotiation. In the case of the teacher-centered approach,
the same task can be ruined by a teacher telling too much. Both can be equally poor, but both
can be equally good. In a teacher-centered context a skillful teacher may manage a very
sophisticated whole class discussion around a task, leading to many new and important insights
being shared. In a student-centered context too often, such conversations never take place,
leaving students alone to make sense of their world.
 As we can observe from the differences above it is opposite to each function, I can say
that it can’t be blend in the actual practice because of its differences in teaching-learning
system.

5. Let’s say it’s your practice to require capstones in classes. If so, what are the varied
instances in which you can require them while assuring effective evaluation?

Giving them the task below:

 written documents such as research report, thesis, proposal, case study, project
report, reflective essay, review of the literature, resume, progress reports, informal
writing (notes, lab notebook, observation log, informal analyses, academic journal,
etc.)
 Oral presentation(s)
 Poster presentation(s)
 Documentation of group work: peer review/feedback, group progress reports,
evaluation of group members/group effectiveness
 Internship supervisor’s evaluation/feedback on student performance
 Interview (e.g., mock job interview, oral defense)
 Meeting facilitation (e.g., students facilitate a community meeting)
 Exam(s) (locally-developed, state, or national)

6. Illustrate two sets of rubrics emphasizing first, EFFORT and second, PRODUCT.
Present the two rubrics and explain each substantively.
SET 1 RUBRICS

5 4 3 2 1

Shows a Shows a Shows a

Shows a basic Shows little
Comprehension of thorough and comprehensive limited
understanding understanding
Text thoughtful understanding understanding
of the text. of the text.
understanding of the text. of the text.
of the text.
Includes at Includes 3 Includes 2-3 Includes 1-2
least 3 specific specific textual general textual general textual Does not
Textual Evidence textual details details that details in each details in each include textual
that clearly generally body body details.
support each support each paragraph. paragraph.
 topic sentence.
topic sentence. Uses 1 or 2 Uses 1
Uses at least 2
Uses 2 sentences of sentence of
sentences of
sentences of commentary commentary
commentary
commentary per per concrete per concrete
per concrete
concrete detail. detail. detail.
detail.

Essay is well-
organized, Essay is
including a somewhat Essay needs to
Essay is Essay is one
strong intro, organized. Intro be better
organized, and paragraph or
thesis includes a organized.
all necessary does not have
statement that weak thesis Thesis
elements are any
Organization directly statement. statement is
present. The appearance of
connects to Body hard to find.
thesis is present organization.
three body paragraphs do Includes fewer
but not well- No thesis
paragraphs, not connect than three body
supported. statements.
and a thought- well to the paragraphs.
provoking thesis.
conclusion.

Uses a variety
Uses a variety of Uses mostly
of sentence Uses mostly
sentence types simple and
types and simple Uses no
and some compound
precise, sentences with sentence
Formal Voice descriptive sentences.
descriptive little to no variety. Voice
language to Includes some
language to descriptive is not formal.
establish a descriptive
establish a language.
formal voice. language.
formal voice.

Contains more Contains

Contains 0-1 Contains 2-3 Contains 4-5
Sentence Fluency & than 6 serious
grammatical or grammatical or grammatical or
Grammar grammatical or grammatical or
syntax errors. syntax errors. syntax errors.
syntax errors. syntax errors.

All formal One format Two format Three or more

specifications specification specifications format
Paper was not
Format were followed was not followed were not specifications
typed.
(12-point font in (12-point font in followed (12- were not
Times New Times New point font in followed (12-
 point font in
Times New
Roman, 1-inch Times New
Roman, 1-inch Roman, 1-inch
margins, Roman, 1-inch
margins, double margins,
double margins,
spaced). double
spaced). double
spaced).
spaced).
Total Score:
Teacher Comments:

This rubric is an effective form of communication between teacher and student where
expectations are clear and results are easy to understand.

SET 2 RUBRICS

Score
Description
 The presenter spoke clearly, held eye contact throughout the
presentation, used more than two visual aids (including 5
multimedia), stood up straight without hands in pockets,
answered questions, and spoke for more than 5 minutes.

4
 The presenter spoke clearly most of the time, looked down at
notes but mostly held eye contact, used two visual aids
(including multimedia), mostly stood up straight, answered
one or two questions, and spoke for 4-5 minutes.

 The presenter spoke clearly for part of the time, mostly looked
at notes but made eye contact a few times, used two visual

2
 aids (no multimedia), stood up straight for part of the time,
answered one question, and spoke for 2-4 minutes.

 The presenter did not speak clearly, made eye contact a few
times, used one visual aid (no multimedia), slouched or put
hands in pockets a few times, did not answer questions, and
spoke for 1-2 minutes

 The presenter was difficult to understand, did not look up from

notes, did not have visual aids, slouched or put hands in
pockets for most of the presentation, did not answer
questions, and spoke less than 1 minute.

 The presenter did not prepare a presentation.

Score:
Teacher comments:

This helpful for assessing specific skills within a project. It’s possible for students to
score between two levels if they achieve some criteria but not others.

7. Discuss EQUITY and EQUALITY thoroughly as you decide on evaluation instruments to

use.

Equity and equality are important for student success in different ways. Equality
denotes how people are treated, such as providing students an equal amount of respect
or an equal amount of instruction. But equity, on the other hand, is about giving each
students the tools he or she specifically needs to thrive.
Some students need additional individual attention from educators in order to
fully understand a concept, and even more broadly, many students have different
learning styles. Some students prefer learning by voice (audio) while others are more
visual learners. Others are tactile learners, preferring a hands-on approach.
Conducting an assessment in the classroom every day to measure the student’s
mastery of a skill or knowledge of a given subject. It is also what demonstrates to the
teacher what the students have learned. Educators use that information to determine if
they need to re-teach to a specific student, group, or the entire class. They can also use
that information to determine the rate of their teaching. Assessments are important
 because, as future educators, we need to know what difficulties our students will have
and what needs to be refined for them. While I do believe in assessment and feel that it
is one of the key components of teaching, I am more concerned with a child’s process of
learning rather than the overall product that comes from it. This is where grades come in
for me. Grades determine the students’ level of mastery on a subject, nothing more.
Grades should not be the exclusive indicators that a student has learned the information
that is presented to them. It is the things a student learns along the way that truly matter
and sometimes cannot be measured.

8. Compare and contrast your possible short-term and long-term responses to possible
classroom changes, difficulties, and feedback.

Short-term goal: A possible short-term goal is improving classroom facilities that

provide opportunities for students to grow and interact socially, providing plans in case
of difficulties that will encountered by the student.
Long-term goal: A long-term goal could be to put up a good and excellent learning
facilities that improve classroom learning areas and to make the students feel
comfortable and have a better learning outcome in the end of their school courses.

9. How can we maximize other curricular and instructional resources from the campus and
in the community?
A key feature of effective teaching is the selection of instructional materials that
meet the needs of students and fit the constraints of the teaching and learning
environment. There are many pressures for educators to match the audiovisual stimuli of
television, computers, and electronic games with which students are experienced. The
speed of personal computers and the ease of authoring systems permit instructors to
design and customize computer-based audiovisual presentations and to develop
computer-based assignments for their students. The tremendous increases in rates of
information transfer, access to the Internet, and posting of materials on the World Wide
Web give instructors and students an almost limitless supply of resource material. In
addition, the ease of electronic communications between an instructor and students, and
among students, provides new opportunities for sharing questions, answers, and
discussions during a course. At the same time, there remains a major role for student
use of textbooks and for instructional use of demonstrations, films, videos, slides, and
overhead transparencies.

10. Considering the contemporary trends in the educational setting, explain the relevance of
classroom learning for social good.

Classroom environment is one of the most important factors affecting student

learning. Simply put, students learn better when they view the learning environment as
positive and supportive. A positive environment is one in which students feel a sense of
belonging, trust others, and feel encouraged to tackle challenges, take risks, and ask
 questions. Such an environment provides relevant content, clear learning goals and
feedback, opportunities to build social skills, and strategies to help students succeed.
Classroom environment is essential to promote and stimulate collaborative
learning. Collaborative learning increases a student's self-awareness about how other
students learn and enables them to learn more easily and effectively, transforming them
into keen learners inside and beyond classroom. It enhances students' critical thinking
skills. Teaching in a classroom gives students the opportunity to engage in live
discussions in which they are forced to use their critical thinking skills to formulate
opinions or arguments. Inside a classroom, students experience social interactions with
peers and establish rapport with teachers. Helping children develop socially is an
important aspect within the realm of their academic education.
Classroom teaching teaches students how to develop organizational skills,
beginning with the basics, such as arriving to school on time. In a live classroom,
students are held accountable for being prepared to do school work, which includes
having done their homework the night before, being ready for pop quizzes, turning in
assignments by their due date and being prepared for in-class discussions. In effect,
students learn how to organize their time, prioritize their assignments and get their
homework done.
The physical presence of a teacher keeps students stimulated through the
interactive and interesting activities. This enables students to retain more from what they
have learned during a session. Teachers can modify their teaching style based on types
of learners in their classroom exampleclassroom activities can help visual learner,
interactions can help auditory learners, etc. Teachers can get a clear idea whether
students are following what has been taught or they require further explanation. At the
same time, students can get their doubts clarified immediately before moving ahead in a
topic.    
Classroom teaching inculcates conflict resolving skills, presentation skills when it
comes to presenting their ideas confidently in front of peers, develops team spirit and
teaches them to get along with those from different cultural backgrounds. Such
experiences are valuable in shaping students' communication and listening skills, as well
as growing and maturing emotionally.

II. Proposed Introduction to a Critique Paper (50 Points)

A formal critique paper is a major requirement of the course. You are to critically
examine issues and challenges in teaching and curriculum planning, execution, and evaluation.
The format is composed of Title Page, Introduction, Summary of the Material, Body -- critical
evaluation, and Conclusion. (3 to 6 pages, single-spaced, Times New Roman, long bond
paper.) This formal critique paper is to be submitted in the Finals.

For this Midterm examination though, your task is to pick one from the four
options below and write the Introduction stating the research problem and significance of
your paper to the current needs of your chosen sector/s, of the country and of the world in
general. Clarify how the beneficiaries of your proposed solutions will stand to gain from your
proposal. (1 to 2 pages, single-spaced, long bond paper size)

1. Analyze international and local practices in Curriculum Evaluation and Development

through a theoretically informed perspective.

2. Evaluate a contemporary and local educational program especially during this pandemic
from both global and local lenses. 

3. Craft comprehensive contextual policy solutions to a recurrent educational issue or

issues.

4. Influence stakeholders, netizens, and masses by way of a chosen educational

foundation advocacy through the use of social media.

II. Proposed Introduction to a Critique Paper (50 Points)

Influence Stakeholders, Netizens, And Masses by Way of a Chosen Educational

Foundation Advocacy Through the Use of Social Media.

Recent years we have witnessed phenomenal advances in Internet-based technologies

and their widespread use in all sectors of society. Increasingly, technology usage has become
standard practice in people’s daily lives. There is also concomitant interest in applying these
information and communication technologies to teaching and learning in higher education. In
this regard, university professors have been turning to social media as communication avenues
for active learning, or the immediate application of knowledge through.
In an era when Facebook, Twitter, and YouTube have a pervasive presence, it is not
surprising that university faculty regard social media as a potentially powerful pedagogical tool.
Twitter, for example, has been singled out for holding potential as a powerful learning tool that
can readily transmit knowledge, inform learners, and extend beyond individuals to their social
networks.
Whereas previous studies have focused on the promise that social media hold as a
pedagogical tool, to date there has not been any published study of the use of social media in
higher education to foster student engagement relative to social issues. This study therefore
addressed the question of student engagement with social issues through social media. In
particular, the study explored the function of social media as a means of social-issue advocacy
in the context of a university course.
Today’s college students are among “digital natives” who have always known and been
immersed in technology. Recent research has indicated a generally positive impact of students’
use of social media for educational purposes. For instance, found that college students used
Twitter and Facebook in educationally relevant and productive ways, demonstrating a positive
relationship between utilization of that platform and student engagement. Advocacy is a distinct
form of civic engagement and is often seen as a precursor or complement to direct action or
civic activism. Groups and organizations use advocacy to address such issues as civil rights,
education, health care, the environment, and the criminal justice system. They champion
causes and seek to influence decisions within political, economic, and social systems. Advocacy
groups usually raise concerns about policies and practices that they consider unjust or about
institutions that are unresponsive to people’s needs.
It is important for course instructors to cover the fundamentals of advocacy and to stress
that awareness raising is not the totality of advocacy but only a necessary first step. Apart from
providing information that builds awareness, advocates deliberately speak out on issues of
concern in order to exert some influence on behalf of causes or people. Students assigned an
advocacy project can take advantage of the affordances of social media to amplify voices,
organize individuals, and mobilize support for people affected by identified issues.