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TRANSCRIPT
CAGAYAN NATIONAL HIGHSCHOOL
MISSION:
We believe that people are the most important resources of our country. We therefore make
the task of educating the Filipino child our singular mission.
VISION:
We are a people organization committed to a culture of education in public service.
GOALS:
We enable the Filipino youth to discover their potential in a learner-centered, values-driven
teaching-learning environment; thereby empowering them to create their own destiny in a global
community. We prepare them to become responsible citizens of the world and enlightened leaders who
love their country.
Episode 1 : “THERMOMETER CHECK”
Your Tools
For this episode, please use the activity form provided.
My Observation Report on Interaction
Name: Ruth Ann Tuddao
Glenda Jaygee T. Calagui
School Observed : Cagayan National Highschool
Year Level: II Section: 1
Subject observed: English
Observations:
Student –to-student Interaction Patterns
Students whom we observed acted in familiarity among each other. They treat and speak to
each other casually without reserve like brothers and sisters. They are always willing to work in
cooperation during group activities, open to sharing and receiving inputs from one another. Even
criticism and negative feedback from each other are taken impersonally so that miscommunication or
academic conflicts during the period are resolved and shrugged off at the end of the day.
Student-to-Teacher Interaction Patterns
The nature of teacher-student interaction in and outside the classroom that we observed is a
reflection of the parent-children relationship which seems to be a common characteristic among the
classes in high school. Although, the teacher is regarded as person of sole authority in the room and
students comply with her instructions, students are still able to individually approach the teacher for
difficulties in the lesson and personal concerns. At times, not all concerns are addressed individually due
to the large number of students in the class. It can seem inevitable when one is dealing with over fifty
members each with unique needs, traits and dispositions. Nonetheless, order is prevalent when the
teacher calls for it
Teacher-to-Student Interaction Patterns
More than being an educator, the teacher acts as a disciplinarian and a counselor inside the
classroom that I observed. The teacher, while delivering her instruction sees to it that she solicits
maximum participation among her students and that focus is maintained during the whole period. This
is done through reinforcements like on-the-spot feedback, negative and positive alike. Reprimands are
given cautiously while praises are given generously. She encourages questions and dialogues among her
students while she seeks to intervene when necessary. To do this, she goes around and does not stay
put on the table platform so that discussions, not lectures, are delivered. This way, she is able to see
each pupil’s responses to her instruction even behaviors that are uncalled for which she can
immediately attend to.
Student-to-Non-teaching Personnel Interaction Patterns
Non-teaching personnel like guards and maintenance people in the school are regarded with the
same respect given to teachers by the students. Their language and dealing with them manifest a
combination of respect of authority and consideration for the elderly.
Teacher –to-Teacher Interaction Patterns
Professionalism and camaraderie are two characteristics that are observed in the environment
of the teachers be it in the faculty room, along the corridors or in the classroom. Not one conversation
or dialogue was heard that is not of academic nature or school-related. Teachers are well too aware of
each other’s roles in school activities and programs; it is the theme in their exchanges. The manner by
which they approach one another shows acquaintanceship and team spirit.
ENRICHING ACTIVITIES
Create a scenario where any of the above interactions occurs in the school. Make a script of
their dialogue, bearing in mind that this partnership is built on developing a climate of respect, harmony
and cooperation.
Script:
Inside the classroom, the teacher let the students group themselves by seven members for an
activity. This group of high school students is in Second year, first section. Some students are attentively
listening to the instruction of the teachers while others are chatting with their seatmates.
Teacher: Class, group yourselves by seven. You’ll be having a group activity.
Student 1: Ma’am can we choose our members?
Teacher: Yes, you can. Choose classmates you’re comfortable working with.
Student 2: But ma’am it can’t be that way. We should do random counting of so we can have a fair
grouping.
Teacher: That is a very good suggestion. Do you prefer it that way class?
Students agreed unanimously.
The students had a random counting of from one to seven after which groupings were made.
Teacher: Are you now with your groups?
Students: Yes ma’am!
Teacher: Choose a leader and a secretary from your group and get a copy of the short story you’re going
to work with. List down all the simple phrasal and clausal modifiers found in the story and present it to
the class after.
Each group went to work for the activity but meanwhile, a cry was heard from a corner of the room. The
teacher went towards that direction.
Teacher: Oh, what’s happening here? Why are you crying? Is there a problem?
Student (Elisa): Ma’am John destroyed Cathe’s cellphone.
Teacher: Why did you that John?
John: Cathe was not cooperating with us Ma’am, she’s busy texting.
Teacher: So why did you break it? You could have just asked her to stop texting.
John: Actually Ma’am it’s her own fault. When I told her to stop texting and start cooperating, she got
angry and threw her cell phone my way but I was not able to catch it so it crashed on the floor.
Teacher: Is she telling the truth Cathe and the group?
Student (Elisa): John is fond of teasing Cathe Ma’am.
Cathe: Ma’am if he didn’t keep on teasing me, picking at my ears and asked me nicely I would have not
thrown the cell phone at him.
Teacher: Both of you come to my table. Meanwhile, continue working group 4.
Teacher: So John, is it true what Cathe said?
John: Yes Ma’am.
Teacher: Cathe, you could have injured someone by throwing your cellphone.
Cathe: I am sorry Ma’am.
Teacher: I need both of you to understand that we are a family here and when you are grouped, you
should treat each other as brothers and sisters and cooperate like accomplishing chores at home.
John: I am sorry Ma’am.
Teacher: Don’t say sorry to me. I would like you two sincerely apologize to each other and admit your
faults.
Cathe: John, stop teasing me everytime and I’m sorry for throwing my cellphone.
John: I am sorry too. From now on, I will stop teasing you.
Teacher: Now, you two shake hands
Cathe: But ma’am, what about my cellphone?
Teacher: Since you both are at fault, you two will share the responsibility of having your phone
repaired. Do you both agree?
John & Cathe: Yes ma’am.
Teacher: Cathe, swap with Nikki of group 3. Now, go to your respective groups and continue working.
Cathe: No need to swap Ma’am I’ll work with my group.
Teacher: Very good then, continue working.
ANALYSIS
Why is a classroom a miniature of a greater society?
A classroom is a small model of a society because in it are elements that make up the same. It
has a governing body, one who is looked up to as the source of directives, and one who has the greater
authority among members- the Teacher. It has both long-term and short-term goals to achieve. It has
members, the students-participants who are both contributory and beneficiaries in achieving these
goals. It has rules and standards agreed upon by all members which they are required to align their
performance and behavior with in order to achieve these goals successfully. Also it has external
stakeholders who influences their decisions and implementation and who also serve as their evaluator-
parents administrators, government. And like a society, roles of each element are as important as the
the other which is an evidence of their interdependence.
What are found inside the classroom that is similar to what can be found in a society?
As a miniature of a society, a classroom has essentials of its larger model. It has facilities to assist
the members implement everyday activities-chairs, tables, ceiling fans, boards, chalk etc. It has rules of
conduct implicitly and explicitly communicated through writing or verbally. Moreover, like a society its
members are as diverse. A classroom has various groups of student made different by ethnicity, socio-
economic background, culture and racial origin even.
Peace Concept on Focus:
Cooperation
You are able to find pleasure in working with another person because you consider this person
as a partner not a competitor. Through partnership, the task is done cooperatively and more easily.
Cooperation and Partnership in Curriculum Design
Any task done collaboratively is richer and larger in depth and breadth as it is product of various
insights, ideas and consideration which could have not been produce if it were done by one person
alone whose tendency is to look on a only few aspects overlooking other critical factors either
inadvertently or just by sheer partiality. As the product encompasses more and is a result of deliberation
and synthesis, it is more substantial and valid. Additionally, more hands and more minds mean less
unnecessary efforts exerted.
EPISODE 2
“Come, let’s talk”
Your Tools
For this episode, please use the activity form provided for you.
My Observation Report
Name: Ruth Ann Tuddao
Glenda Jaygee T. Calagui
School Observed : Cagayan National Highschool
Year Level: III Section: 5
Subject observed: English
Observation:
I observed that although majority of students ‘attention are caught and maintained during a class period, there will always be one or more students who is not in sync.
Situation:
The teacher is instructing students to write a composition.
The Dialogue:
Teacher: Class, make a composition entitled “A Projection”
Student 1: Ma’am what specific details are we going to write in the composition?
Teacher: It could be a projection of yourself in the future
Student 2 to another student: What title will we use?
Personal Reflections on the Dialogue:
It may almost seem impossible to attend to each individual student’s needs because as one
being fending to over fifty personalities at one time we can only do so much without purposeful
attention from our learners. Thus, we should always strive to make them become self-directed in
studying and learning.
ANALYSIS
How important are dialogues and substantive conversation in the classroom and in terms of
students’ learning?
Dialogues and substantive conversation in the classroom stimulate the learners to think and
reflect from their vicarious experiences and contemplate about daily learning’s application to everyday
life. They reinforce critical thinking and develop reasoning skills as students participate in discourse
among one another. This also addresses their communicative and interpersonal needs which are most
relevant to everyday situations.
What learning benefits could teachers and students draw from intentional classroom dialogue?
Intentional classroom dialogues are beneficial to both students and teachers as they serve as
channels for open and less-academic communication in a classroom. Because these types of dialogues
have intended outcome as objectives, teachers can easily detect students learning lapses through their
responses and interaction. And as such, teachers can easily create a strategy to overcome their
difficulties. It can also be a form of diagnostic method from which teachers can draw what are the
students’ weaknesses and strengths are in a particular topic by examining their responses to a prepared
conversation enacted by themselves.
Field Study 4Exploring the Curriculum
School Observed: CAGAYAN NATIONAL HIGH SCHOOL
Observers: Ruth Ann TuddaoGlenda Jaygee T. Calagui
Submitted to: Beatriz Clemente, Ph.D.
EPISODE 3
“TELL ME”
My Observation Report
Name: Ruth Ann Tuddao Subject observed: English
Glenda Jaygee T. Calagui Resource Teacher: Mrs. Dumayag
Year Level: II Section: 1/Aluminum
Analysis:
Why should teachers know about curriculum design?
There’s no denying what a crucial role teachers have in curriculum design. It is one of their
regular tasks to create a small-scale curriculum in the form of a lesson plan. It is required then that they
have a good understanding of what components are to be included in a curriculum and how these
components are to be assembled such that it reflects the school’s curriculum and is adapted to
maximize student learning. A background of curriculum dimensions and the principles behind each will
allow her to explore which to adapt and consider addressing learner’s needs and characteristics with
learning outcome in mind. The product of this understanding is replicated in the objectives, contents,
procedures, activities and evaluation that a teacher makes use of daily in her profession. Moreover, a
teacher’s understanding of the underlying principles behind a curriculum that was designed to be
implemented will direct her and the amount of accountability, involvement and commitment she
contributes.
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?
To a certain degree, the principles and theories in curriculum development has learning as their
goal and they all recognize the active role of the teacher and the learner along the process. In the
classroom that we observed, the teacher constantly asked if she was understood or if the message she’s
trying to get across was grasp by students; seatwork, quizzes, group works, homework are also
conducted to test and for the learners to show evidence of their learning. In some instances, learners
are asked to explain a concept among each other in a peer-to-peer activity to test their ability to transfer
what they have learned. Still in other instances, they are provided opportunities to represent their
learning by constructing it in the form of dramatization, stage adaptation, dramatic reading, poem and
short-story writing during which students were asked to observe critically which is followed by insights
and feedback given by the teacher and other students alike to reinforce learning. The assessments given
were not only meant for students to score well in but also to develop a love for reading, writing and
appreciation in doing these. This is the typical proceedings in the 1 st year English class we observed, one
which religiously follows the UBD (Understanding by Design) framework.
EPISODE 4
“Bridging Educational Processes”
My Observation Report
Name: Ruth Ann Tuddao Date of Observation: 09/07/2011
Glenda Jaygee T. Calagui Subject observed: English
Year Level: II Section: 1
Calendar of Activities:
Activities Date Participants Mechanics
Election of Student Body July 15, 2011 Students
Nutrition Day July 24 Teachers, Students, Parents
1st Periodical Exams Aug. 8-9 Students
Festival Contests Aug. 13 Inter-school
Recognition Day Sept. 2 Students, Faculty
Awarding of
10 Most Outstanding Teachers Sept. 18 Administrators, Faculty
Intramurals Sept. 28 Students, Faculty, Administrators
*No mechanics given
ANALYSIS:
How significant is involvement of all stakeholders of the school in the school’s program and
activities?
The extent of the stakeholder’s involvement in the school and school’s programs is translated to
how successful these activities will result to. The school administration holds the responsibility in
leading the implementation of any program. In a public high school, it is obvious how significant
parental involvement is in providing permission for their children to participate, contributing and
funding the needs that these activities and programs will require of their children. Community leaders
and organizations are tapped upon for resources- human and material resources alike. Students and
teachers are the main recipients and contributors at the same time. The outcome of these school
activities is only as good as all their contributions summed up.
What specific principle of curriculum development justifies the importance of cooperation and
collaboration among all stakeholders of the school?
Two of the characteristics of a good curriculum as declared in the book Curriculum Development
(Purita Bilbao, Ed.D., et.al), substantiate the importance of cooperation and collaboration among all
stakeholders of the school. The first of these characteristics states that “The curriculum is democratically
conceived”. A good curriculum is developed through the efforts of a group of individuals from different
sectors in the society who are knowledgeable about the interests, needs, and resources of the learner
and the society as a whole. The curriculum is a product of many minds and energies. The second affirms,
“The curriculum complements and cooperates with other programs of the community”. There is
cooperative effort between the school and the community towards greater productivity. Additionally,
this approach which has been encouraged in more and more education and training institutions around
the world has been formally recognized as the Participatory Curriculum Development (PCD) processes.
PCD approaches create working partnerships between teachers, learners and other stakeholders, and
aim to increase ownership of the full learning process, thus improving the potential for effective learning
through participation (Taylor, 2003). PCD is underpinned by a number of basic principles:
o that participation is not only a means but an end in itself
o stakeholders in education who might normally be marginalized gain the right to take part in
decision-making about teaching and learning
o that as a basic human right, education can help to reduce poverty and social injustice. Greater
participation increases the likelihood of this goal being achieved, and so should be a prerequisite
for education
o participation by relevant stakeholders may take place throughout the entire curriculum
development process, including planning, delivery and evaluation.
REFLECTION
Peace CONCEPT on Focus:
INTERCONNECTEDNESS
A multiplicity of perspectives is important if we recognize that education is socially constructed
thus it involves interests. It is not easy to reconcile these individual interests, conflicts are likely and easy
harmony will not come effortlessly. Thus recognizing and being open while encouraging participatory
dialogue and negotiation is one way to move forward and avoid a stale and stiff outcome as in any
human endeavor. A sense of power is obtained when a member is heard and considered partner in the
process. Through establishment of collaboration, individual differences and interests become enabling
forces for change rather than remaining barriers. Compromises maybe needed but optimal participation
and interconnectedness, when practiced well, can allow us to ‘see’ and think, from a vantage point,
about the various facets of one of the world’s earliest and largest restructuring efforts -Learning.
EPISODE 5
“Collect and Critique”
My Analysis Report
Name: Ruth Ann Tuddao Date of Observation: 09/09/2011
Glenda Jaygee T. Calagui Subject observed: English
Year Level: II Section: 1/ Aluminum
My Analysis Report
The Topic
Literature:
Reading and Writing a
Paragraph
Recognizing Mode of
Development in
Paragraph/Selection
Recognizing Base or Root
Words – Adjectival &
Adverbial Clauses
Learning Activities
o Reading Comprehension
o Paragraph development
o Telling a story or anecdote and
reporting of events,
Assessment of Learning
Writing a
paragraph about
“How they see
themselves 10
years from now.”
Quiz
The Topic
Verb Tenses
-Present Tense
-Perfect Tense
-Present Perfect Tense
Simple, Phrasal, Clausal
Modifier
Information Assessment:
Distinguishing facts from
opinion.
Critical Reaction:
-Clause expressing
hypothetical situation
-Clause expressing
probable results
Learning Activities
o Dramatic Reading of “The
Women with the Wooden Bowl”
o Writing a short story
Supplementary reading of the
topic
o Individual Reading and
interpretation of family’s most
recent electric bill.
o Stage Adaptation of “Kalabashi
Kids”.
Assessment of Learning
Diad to work in
identifying verbs
and tenses used
in the school
paper editorial
article.
Assignment
Seatwork:
Classifying
random
sentences taken
from Science
textbook.
Group activity:
Providing
feedback to other
group’s
presentation.
My Interview Report
Name of Teacher Interviewed: Mrs. Aileen Ibanez
Year Level & Section of Class Handled: III -5
Date of Interview: 08/11/2011 Interviewer: Ruth Ann Tuddao
Glenda Jaygee T. Calagui
Challenges
Diversifying of Instruction
-to accommodate the full
diversity of academic needs that
children bring to the classroom.
Resources Needed
To vary instruction and to
address a large class, teachers
will need:
a. Supplementary Reference
books
b. Instructional videos
c. Text Projection
d. Reading literature
e. Websites
f. Experts to interview
Differentiated Instructional
Strategies includes:
a. Flexible Reading
b. Games and Authentic
Assessment
c. Real World
Learning/Authentic
Planning Strategies
Teachers need to differentiate 3
aspects of the curriculum:
1. 1. Content
-All students should be given
access to the same core content.
Struggling learners should be
taught the same big ideas as
their classmates, not given
watered-down content.
-Teachers should address the
same concepts with all students
but adjust the degree of
complexity.
2. Process
-Teachers can modify these
activities, to provide some
students with more complexity
Tasks
d. Tiered Questions and Open-
ended questioning
e. Self-Assessment/
Peer Learning
g. Peer Assistance/Grouping
and others with more scaffolding
(include step-by-step directions,
reteaching, and additional
models and examples),
depending on their readiness
levels.
3. Products reveal whether
students can apply learning
beyond the classroom to solve
problems and take action.
-Teachers need to recognize that
different students can create
different product. Assessment
should judge based on their
readiness levels, interests, and
learning
preferences.
-culminating projects that are
given should allow students to
demonstrate and extend
what they have learned by
working alone or in groups.
Large teacher-centered classes
-students have little
opportunity to deliver enough
output to be judged fairly or
receive constructive feedback
to enhance feelings of security
and success.
The teacher creates and fosters
a non-threatening learning-
ensuring atmosphere using his
understanding of the students’
background - cultural, socio-
economic and the like - which
play important role in
determining learning success
and its rate and pace.
Teachers will use a more
natural type of interaction in
the classroom with a greater
role for the students in
controlling the content and the
flow of exchange.
Testing, evaluation and
remedial teaching have to be
done to have a proper
assessment of learners’
Understanding.
In teaching English, literature
for example, is to be offered
under properly planned
divisions of the syllabus into
units and sub-units to ensure
conscious learning of language
structures, and an insight into
how they could be used for
compositions in oral and
written discourse.
These parts are to be further
reproduced to a format that
ensures comprehension-
questions are asked, vocabulary
exercises for synonyms,
antonyms and then right words
in right situations and
expressions, idiomatic
expression etc. are given,
composition exercises based on
the selected paragraphs or the
ideas with which the class has
been conversant are assigned
and work produced by students
where they show evidence of
what they have learned.
ANALYSIS:
How important is it for teachers and curriculum planners to anchor their curricular plans to
specific theories and principles of curriculum development?
Teachers and other curriculum planners should anchor their curricular plans to specific theories
and principles because it is the only way that they can own and contextualize the planned curriculum
by fitting it to their own abilities, to the needs of their students, and the available resources and
environment they have access to. It is also through this that they are given acceptable standards to
begin with, that they are made conscious between practice and theory and eventually bridge the gap.
For example, if a technical vocational school is to follow Tyler’s model, it might be found difficult to
operate perhaps due to contextual constraints including lack of planning culture, lack of time to plan,
and inadequate teacher training to plan their work. The principles in curriculum development will
prompt curriculum planners and evaluators to examine reported problems in detail and modify the
curriculum to fit their context and their objectives bringing about a more effective translation of the
model they have assumed.
Aside from the teachers, who else should be involved in the curriculum planning? Expound your
thoughts.
Curriculum planning, together with the teacher, should involve administrators, parents, students
and other stakeholders. The curriculum should be planned in the context within which it would operate.
This context can be explored and examined thoroughly if all these individuals participate in curriculum
planning. We can expect to find a variety of concerns among these stakeholders that motivate them to
lay claim in the development of the curriculum. If students were in charge they would support curricular
items that incorporate field activities, trips, and hands-on experiences. Parents support highly
supervised activities for students and ones which permit them, the parents, to come into the school at
will. Teachers support curricular items which enhance their control over costs and benefits of their
position as do administrators, school board members, and community groups. To gain support from
them in the long run, curriculum planning should endeavor for a structure that provides consideration to
each stakeholder’s interest and possible contribution so that the content and the organization give the
advantage of credibility and accountability to each of these power-holders of the curriculum.
My Reflection:
I will read friends’ Facebook news,
Check out the political views
Sweep the floor, do the laundry–
Almost anything to avoid
Curriculum planning!
Running through the check list
Does every needed lesson exist?
Or is there an important one missed?
I can add–if you insist…
I understand the necessity
Of Teacher accountability
But sometimes I wonder if really
We are better for this intricacy.
Meanwhile, I will sweep the floor
Wash the dishes, then check some more
I have finished episode 3 through four,
That just leaves another two to go
Oh, Socrates, where’s my tree
Where I can just a teacher be?
Oh, wait, perhaps a guide on file
Would have stayed that fatal cup a while.
Guess I’ll continue curriculum planning! ;)
EPISODE 6:
“CHECK POINTS”
My Observation Report
Name: Ruth Ann Tuddao Subject observed: English
Glenda Jaygee T. Calagui Resource Teacher: Mrs. Emma Dumayag
Year Level: II Section: 1/Aluminum
Observations:
ObjectivesThe students would be able to:I.
a. Identify modifiers
b. Distinguish simple, phrasal and clausal modifier
II. a. Read the story of
the “Woman in a wooden bowl” properly with correct pronunciation,proper stressing,tone of voice.
b. Able to give contextual meaning to the vocabularies found in the story.
Strategies
LectureGroup Work In a matrix form, each
group will write the modifiers found in the story.
Classify each modifier by placing them under column in which they belong.
Modeling correct pronunciation and stress
Group Reading
Brainstorming
Assessment
Written quiz
Group Performance:Dramatic Reading
Quiz:ReadingComprehension
Remarks
The objectives were stated simply and clearly with the desired competencies specified.
The strategies used to achieve the objectives are parallel to the objectives.
The assessment tools used appropriate measures the competencies specified in the objectives and developed in the activities done during the instructional strategy.
Why do teachers need to align need to align the objectives, strategies and assessment?
Objectives set what we want students to learn while instructional strategies ensure
that they learn it and finally assessment tools should reveal how well students have learned.
For this to occur, assessment tools, learning objectives, and instructional strategies need to be
closely aligned so that they reinforce one another. If assessments tools are misaligned with
learning objectives or instructional strategies, it can undermine both student motivation and
learning. For example: your assessment tool measures students’ ability to compare and
critique the arguments of different authors, but your instructional strategies focus entirely
on summarizing the arguments of different authors. Consequently, students do not learn or
practice the skills of comparison and evaluation that will be assessed. Another example of
misalignment and consequence is when your objective is for students to learn to apply
analytical skills, but your assessment tool measures only factual recall. Consequently, students
hone their analytical skills and are frustrated that the exam does not measure what they
learned.
How should teachers align their objectives, strategies and assessment? Suggest some
strategies.
Teachers should start alignment with objectives by planning backwards. Already they
should ask themselves the correct questions. What is it I want my students to know after
instruction? What is it I want them to be able to do? Once they have formulated objectives
(proposed learning outcomes) for their instruction, usually that already defines the instructional
strategies appropriate in which accomplishment of those objectives can be evaluated or
measured. It is the verb in the statement of the objective that provides a clue for assessment. It
is the verb in the statement of the objective that provides a clue for assessment. If one of the
objectives in teaching English sentence construction is "The student will recognize incorrect use
of quotation marks," determining whether or not a student has met this objective will need to
take the form of providing students with examples of correct and incorrect use of quotation
marks and asking them to identify those which are incorrect. The strategies used should include
drills pointing to what makes a quotation mark misplaced in the sentence. If the objective had
been that "The student will use quotation marks correctly, the content taught would probably
be the same. The instructional strategies and the assessment tools for measuring
accomplishment of objectives should, however, be directed toward students' writing and
correct use of quotation marks in what they write. The teacher also knows that in order for the
student to recognize incorrect usage, (the first example), some of the instruction has to give
students opportunities to do just that. The objective tells us that instructional activities must
include practice in recognizing incorrect uses. It also tells us that the assessment of the students'
accomplishment of the objective must be a recognition activity. The teacher needs to assess
student learning using the same types of activities in the strategies she used to teach the
desired knowledge or skill which she specified in her objectives.
REFLECTIONS:
What is curriculum?
When I first started the course, I wasn’t sure that I had an established definition at all. It
seemed to me that many different people used many different definitions for the term. They still do.
And while I believe I have more clarity on the issue, I’m not sure I’m ready to declare I have a definitive
answer. The more I delve into the topic, the more I find myself forced to simplicity. In my opinion,
curriculum is all the things that students learn.
Where it gets exponentially complicated starts with the very first step away from the definition.
Who gets to pick the things the students learn? This is much more difficult and opinionated.
The written, taught, and tested is a big part of that to be sure, but it isn’t all of it. Because again,
students learn as much about themselves, other people, and learning from the things teachers chose to
omit as from the things teachers choose to include. That means both the intended and unintended.
When we start picking exactly what the students will learn, we begin formulating a construct that
students will engage when learning. Obviously, there will be written curriculum that is to be taught and
then tested, but there is much more to it than that. Because it’s the bigger construct of the scope of the
curriculum that will likely have the greatest impact on a student.
If we set up a curriculum that focuses on finite, rote recitation of facts as a major outcome, we
will intend to have students complete our educational scope and sequence with a specific knowledge
base that we’ve predetermined.
Looking back at the few months of experience that I had as a student-teacher and the many
years I was as a student brings me to a better vantage point to inspect schooling in general. What
exactly is the purpose of school? It is all about learning. That is the purpose. But what exactly should be
taught? What subjects should students learn and how should we teach it? I’d like to say students
should learn what is of interest to them, but that is rife with complication. I know if I had been given the
opportunity to pick that which I would learn when I was in high school, none of the subjects would have
had any academic value. Should we continue on with the just in case model; giving students a bit of
everything just in case they might need it someday? Should we move to the just in time model that
delivers knowledge and learning right in time when it is needed or in Filipino, ‘in demand’?
I can absolutely see the need for students to learn how to communicate dynamically, and it is
likely there is a certain level of mathematics and science that is needed to succeed in our world, but
other than that, what should we teach? Nationalism, vocational skill, world languages, finance? What
about specific classes in project management, collaboration (the real kind, not just cooperative
learning), critical thinking, etc.?
What about me? What can I do that makes a difference in the lives of learners today? As a
future teacher, that is a valid question. For now, I know I’m not in this business to make things. To
manufacture items. To manage finances. I’m here to learn how to serve students and help them figure
out how they can most effectively learn. And I think I’d do well to first remember that not all
students run a mile per minute, nor do they learn at the same rate nor should they be gauged according
to the same measures and that learning is not a ‘race to run’ but rather a course wrought towards their
own finish lines.
As this 1-unit subject draws to a close, and I’m considering my final definition of curriculum, I’d
probably have to return to a variant of my original definition.
Curriculum is everything we want our students to learn; including the explicit and implicit of
what our efforts or our system foster for learning.
I’m sure that will continue to evolve, and I’m happy with that. I’m not ready to stop wrestling
with the concept quite yet as I still have another semester to complete.
REFLECTIONS: Episode 1 & 2
Ruth Ann B. Tuddao
Interaction between the teacher and the learner makes each one know each other inside the
classroom. Students differ in abilities and interests while the teacher will likely employ different
strategies to cater to these differences. Teachers should be sensitive enough to the positive or negative
interaction that exist in a classroom discussion and her role is to take a appropriate adjustment in her
methodology/ strategy should the need arises. It’s the teacher’s primary goal to motivate the students
to work harmoniously and inculcate values of cooperation and pleasantness.
Classroom dialogue could develop a close relationship between the teacher and the learner.
Every statement that comes out from the teacher’s lips may become encouragement or disappointment
to the learner. Socrates’ method could also enhance learning among students.
Thus in curriculum-making, it is necessary that the main priority is the learner. What is being
implemented is for the learner’s future not for the institution. Teacher-learner and learner-learner
interaction should be the focus. What is established inside the classroom will reflect what is established
in the society. The classroom is a miniature of a greater society. What is learned within the classroom
will be observed outside in the society.
Ruth Ann Tuddao
REFLECTIONS: Episode 3 & 4
Curriculum theories are also concerned with the learner’s learning environment. Learning environment should be conducive for learning. It is where students owe the realization of their potential. It promotes and facilitates the individual’s discovery of the personal meaning of idea. Learning environment must consistently recognize learner’s right to make mistakes. Where learners develop trust to themselves where they feel accepted and respected despite who they are. That the clear and enthusiastic voice of the teacher elicits equally eager and keen response from the students, help create a conducive and beneficial atmosphere for learning. Learning does not exist only between the teacher and the learner. It has to do something which happens in the unique world of the learner. It flourishes in situation in which teaching is seen as facilitating process that assist learner to explore and discover the personal meaning of events for them.
As to subject matter, it should be aligned with the lesson objectives. Where it considers the learner’s interest and the level of their comprehension. Instructional resources must take into consideration in exploring the curriculum. The materials to be used must be easily found and necessary for the learning activity. The school must be sufficient enough to provide the instructional material.
REFLECTIONS: Episode 5 & 6
My most meaningful experience in this episode is the teaching strategy used by the teacher.
Giving group activities to the students. Through group activities, students would develop cooperative
and collaborative learning. Interaction among others would also be enhanced. An example of this is
making role plays among group. Development of the different intelligence of the learners is being
emphasized. The cognitive, affective and psychomotor skills are given consideration. I’ve seen that this
strategy is being enjoyed by the students. Not only is it enjoyment but it is also one way to break the
diversity among the group of learners. It is not new to the teachers that within the classroom, students
are not necessarily come from a certain group but rather from different families and culture.
I’ve realized that to become a better teacher, you must be equipped with such different
strategies to catch the attention of the students. As they say, there are no dull students, no dull subjects;
it is the teachers. How the discussion flows lies on his the hands of the teacher. A better teacher does
not merely concentrate with the fulfillment of the subject content. But rather it is how much the learner
have learned.