Saint Michael College Cantilan,Incorporated

Cantilan, Surigao del Sur

College Department

LEARNING MODULE
in FS 1- Observations of Teaching- Learning in Actual School Environment
Frances Dee I. Grumo, MAMT

I. MODULE 5: UNDERSTANDING THE SCHOOL CURRICULUM (Ep.8-9)

II. INTRODUCTION
In present curriculum is also known as education, a curriculum is broadly defined
as the totality of student experiences that occur in the educational process. The term often
refers specifically to a planned sequence of instruction, or to a view of the student's
experiences in terms of the educator's or school's instructional goals. In a 2003 study,
Reys, Reys, Lapan, Holliday, and Wasman refer to curriculum as a set of learning goals
articulated across grades that outline the intended mathematics content and process goals
at particular points in time throughout the K–12 school program. Curriculum may
incorporate the planned interaction of pupils with instructional content, materials,
resources, and processes for evaluating the attainment of educational objectives.
Curriculum is split into several categories: the explicit, the implicit, the excluded, and the
extracurricular.(Wikipedia)

A school curriculum has many types: recommended curriculum, written

curriculum, taught curriculum, support curriculum, assessed curriculum, learned
curriculum, and hidden curriculum. A lesson plan or learning plan is a miniscule
curriculum (written curriculum) which is planned and implemented by the teacher. This
is composed of essential elements or parts such as Learning Outcomes, Subject Matter,
Teaching-Learning Strategies and Evaluation or Assessment.

III. TOPICS: 1) School Curriculum

2) Preparing for Teaching and Learning

IV. TIME FRAME: 6 hours

V. OBJECTIVES (Learning Outcomes) : At the end of this module, I must be able to:

1. describe how the teacher manages the school curriculum by planning,

implementing lessons through different strategies and assessment of learning
outcomes;
2. analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment;
3. identify the teaching-learning practices that apply or violate the principles of
teaching learning;
4. determine the guiding principles on lesson objectives. Learning outcomes applied
in instruction;
5. judge if lesson objectives/intended learning outcomes are SMART;
6. determine whether or not the intended learning outcomes are achieved at the end
of the lesson;
7. observe the teaching methods used by the Resource Teacher; and
VI. SUMMARY OF THE TOPICS
Topic 1: School Curriculum
Curriculum is defined as the total learning process and outcomes as in lifelong
learning. However, school curriculum in this course limits such definition of total
learning outcomes to confine to a specific learning space called school. School are formal
institutions of learning where the two major stakeholders are the learners and the
teachers. (Lucas, Maria Rita D. et.al)

Salient Features of the K to 12 Curriculum:

1. The curriculum strengthens the early childhood education with the use of the mother
tongue.
2. It makes the curriculum relevant to the learners. The use of contextualized lessons
and addition of issues like disaster preparedness, climate change and information and
communication technology (ICT) are included in the curriculum. Thus, in-depth
knowledge, skills and values, attitude through continuity and consistency across every
level and subject.
3. It builds skills in literacy. With the use of Mother Tongue as the main language in
studying and learning tools from K to Grade 3, learners will become ready for higher
level skills.
4. It ensures unified and seamless learning. The curriculum is designed in spiral
progression where students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and
retention.
5. It gears up for the future. It is expected that those who finish basic education in Grade
12 will be ready for college or tech voc careers. Their choice of careers will be
defined when they go to Grade 11 and 12.
6. It nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be
ready to embark on different career paths for a lifetime.

Types of School Curriculum:

Recommended Curriculum:
Written Curriculum:.
Taught Curriculum
Supported Curriculum:
Assessed Curriculum:
Learned Curriculum
Hidden Curriculum or Implicit Curriculum

Topic 2: Preparing for Teaching and Learning

These are the time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear , I forget; what I see, I remember; what
I do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
 A teaching method consists of systematic and orderly steps in the teaching-
learning process. It is the practical realization or application of an approach. All
methods of teaching can be classified either as deductive (direct) or inductive
(indirect). Deductive Method: Begins with a rule, generalization, abstraction and
ends with concrete, experience, details, examples. Inductive method: Begins with
the concrete, experience, details, examples and ends with a c rule, generalization,
abstraction.

VII. LEARNING ACTIVITIES

****OBSERVE and ANALYZE ***(414) Actual Demonstration Teaching for Teacher-

Applicants (Plus Demonstration Tips and Lesson Plan) - YouTube

Sample Lesson Plan: 4TH COT for Demo Youtube.docx - Google Drive

Activity 1:
This requires a full lesson observation from Motivation to Assessment. Write an
observation report based on key questions below.

Major Curriculum Key Guide for observation.

Components
A. Planning What major parts do you see? Answer the questions below.
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the
plan?
d. Will the teacher assess or evaluate the lesson? How will this be
done?
B. Implementing Observe how the teacher implemented the lesson plan.
1. a. How did the teacher begin the lesson?
b.What procedure or steps were followed?
c.How did the teacher engage the learners?
d.Was the teacher a guide at the side?
e.Were the learners on task? Or were they participating in the class
activity?
f. Was the lesson finished within the class period?
C. Evaluating/Assessing Make observation to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.

***Write your report based on your observation.

ANALYZE

Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teacher?

2. Was the lesson implemented as planned? Describe.

3. Describe the disposition of the teacher after the lesson was taught. Happy and eager?
Satisfied and contented? Disappointed and exhausted?
 4. Describe the majority of students’ reactions after the lesson was taught. Confused?
Happy and eager? Contented? No reactions at all.

Activity 2: Constructive Alignment of the Components of a Lesson Plan

OBSERVE

Using the diagram below, fill out the component parts of a lesson plan.

I. Title of the Lesson: __________________________________________________

II. Subject area: _______________________________________________________
III. Grade Level:________________________________________________________

Outcomes Teaching Assessment

Method

Fill this up. Fill this up. Fill this up.

ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

2. Will the outcomes be achieved with the teaching methods used? Why?

3. What components would tell if the outcomes have been achieved?

Activity 3: Demonstrating an Understanding of Research-Based Knowledge Principles of

Teaching and Learning.

OBSERVE

Observe a class with use of the principles of learning. Identify evidence of applications
/violations of the principles of learning.

Principles of Learning What did the Resource teacher do to apply the

principle of learning
1. Effective learning begins with the
setting of clear and high expectations of
learning outcomes.
2. Learning is an active process.
 3. Learning is the discovery of personal
meaning and relevance of ideas.

4. Learning is a cooperative and

collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.

ANALYZE

1. What principles of learning were most applied? Least applied?

Most applied:

Least applied:

2. Give instances where this/these principle/s could have been applied?

VIII. SELF-EVALUATION
***REFLECT***
1. What lesson/s have you learned in developing or writing a lesson plan?

2. From among the principles of learning, which one do you think is the most important?
SHOW Your Learning Artifacts

Present a sample curriculum in a form of a lesson plan. (Attach the lesson plan at
the last page of this module.)

IX. TEST :
Direction: Read the items given and write the letter of the correct answer before the
number. (2points each)

1. When we say school curriculum, it refers only to the K to 12 curriculum.

A. This statement is true. C. This statement is half true.
B. This statement is not true. D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a curricularist
EXCEPT ONE. Which one is NOT?
A. Knower of the curriculum C. Implementer of the curriculum
B. Believer of the curriculum D. Writer of the curriculum

3. The influence of multimedia, peers, community tradition, advancement in technology, though not
deliberately taught in the lesson, will influence the curriculum This is referred to as _________.
A. Written curriculum C. Implemented curriculum
B. Recommended curriculum D. Hidden curriculum

4. Which two components of the lesson plan should be aligned?

I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods

A. I only B. II only C. III only D. I, II, and III

5. What is the most important reason why there should be constructive alignment of the components
of the curriculum?
A. For ease of correcting by the school principal.
B. To assure that each component contributes to the attainment of the learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.

6. Teacher Rose believes that students need not know the intended learning outcomes of her lesson.
She proceeds to her learning activities at once without letting them know what they are supposed
to learn for the day. Which principle of learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.

7. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill
on. Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
8. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/ intended learning outcomes must integrate 2 or 3 domains- cognitive, skill
and affective.
 B. Begin with the end in mind.
C. Share lesson objectives/ intended learning outcomes with students.
D. Write SMART lesson objectives/ intended learning outcomes.

9. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he
explained to the class before the students began with their task. Based on revised Bloom’s
taxonomy, in which level of cognitive processing are the students?
A. Evaluating C Applying
B. Synthesizing D. Analyzing

10. You are required to formulate your own philosophy of education in the course, The Teaching
Profession. Based on Bloom’s revised taxonomy, in which level of cognitive processing are you?

A. Analyzing C. Creating
B. Applying D. Evaluating

X. REFERENCES
Lucas, Maria Rita D. et.al.Field Study1: Observations of Teaching-Learning in Actual School
Environment.LORIMAR Publishing Inc. 2020.
https://www.edglossary.org/classroom-management
https://www.weareteachers.com/what-is-classroom-management
https://www.thoughtco.com/definition-of-classroom-management-7734

Prepared by: Checked by:

FRANCES DEE I. GRUMO, MAMT GERMANA A. ORZALES, Ph.D.

Instructor Dean of Teacher Education, Arts & Sciences