FS1 Observation of Teaching-Learning in

Actual School Environment

Name of FS Student:____________________________________ Date Submitted: __________

Year and Section : ___________________________________ Course : __________

MY PERFORMANCE (How I will be Rated)

LEARNING EPISODE 8 - Close Encounter with the School Curriculum

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
4 3 2 1
All observation One or two observation Three observation Four or more
Accomplished questions/tasks questions/tasks not questions/tasks not observation
Observation Sheet completely TRANSMUTATION
answered answeredOF/ SCORE TO GRADE/RATING
answered / questions/tasks not
Score 20 /accomplished.
19-18 17 16accomplished.
15 14 13-12 11
accomplished. 10 9-8
answered/ 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 accomplished.
3.5 5.00
99 96 4 93 90 87 3 84 81 278 75 72 1 71- below
All questions were All questions were Questions were not Four or more
Analysis answered completely; answered completely; answered completely; observation questions
answers’ are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answers are not
grounded on theories. Grammar and spelling one to three connected to theories;
Exemplary grammar are free from errors. grammatical/ spelling more that four (4)
and spelling are free errors. grammatical/ spelling
form error. errors.

4 3 2 1
Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
Reflection supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyzed. supported by what were what were observed
observed and analyzed. and analyzed.

4 3 2 1
Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
in the context of the in the context of the on in the context of the on in the context of the
Learning Artifacts learning outcomes. learning outcomes. learning outcomes. learning outcomes; not
Complete, well- Complete, well- Complete; not complete, not
organized, highly organized, very organized, very organized, not relevant
relevant to the learning relevant to the learning relevant to the learning
outcome. outcome. outcome.

4 3 2 1
Submission Submitted before the Submitted on the Submitted a day after Submitted two days or
deadline deadline the deadline more after the deadline

4 3 2 1
COMMENT/S Rating:
Over-all Score (Based on
transmutation)

RICO V. HERNANDEZ
Signature of FS Teacher above Printed Name Date

ACTIVITY 8.1

MY MAP Curricula in the School Setting

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 FS1 Observation of Teaching-Learning in
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Resource Teacher:______________________________Teacher’s Signature_____________

School: ______________________________________ Grade/Year Level: _____________
Subject Area: __________________________________ Date: _______________________

It's time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are found? Lets do
a hunting game!

OBSERVE

1. Locate where you can find the following curriculum in the school setting. Secure a copy,
make observations of the process and record your information in the matrix below. Describe
your observations.

Type of Curriculum Where found Description

More general, it identifies the supposed
1. Recommended Curriculum key learning areas; it guides teacher in
Teacher/s
(K to 12 Guidelines) establishing educational standards for
students
Daily lesson log is the only availabe;
2. Written Curriculum
Teacher/s Good flow, the process has been
(Teacher's Lesson Plan)
fulfilled
All in the Lesson Plan has been
3. Taught Curriculum Teacher/
followed; Lively and the students are
(Teaching Learning Process) Observation
enjoying the process
It has the lesson and the next; not
4. Supported Curriculum Teacher’s Lesson
enough - the teacher add information
(Subject textbook) plan
from online
Teacher / All questions are connected to the
5. Assessed Curriculum
Observation / lesson; assess their old and newly
(Assessment Process)
Lesson plan acquired knowledge
6. Learned Curriculum I observed that all the outcomes has
Observation /
(Achieved Learning been fulfilled; It promotes different
Lesson plan
Outcomes) aspect of learning.
I observe that it is taught indirectly; It
also enhanced the teachers’ teaching
7. Hidden Curriculum (Media) Observation
techniques and students’ learning
capabilities.

ANALYZE

Which of the seven types of curriculums in the school setting is easy to find? Why?\

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 FS1 Observation of Teaching-Learning in
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Written Curriculum, which is the teacher’s Lesson Plan. I just ask the teacher if I can
have a copy then he gave me. It is not hard to find it, just ask the teacher. If the teacher doesn’t
to give copies, that’s makes it hard to find.

Which is difficult to observe? Why?

Learned Curriculum, it is what the students learn from the course or the teachings of the
teacher, it includes the knowledge, skills, as well as the attitudes and manners they acquired.
Measuring or observing that takes a lot of assessment and understanding on students previous
performances and behavior.

Are these all found in the school setting? How do curricula relate to 'one another?
All of the types of curriculums are found in the school setting, look to the diagram below

Draw a diagram to show the relationship of one curriculum to the other.

DepEd

Recommended Curriculum

Teachers

Taught Curriculum Written Curriculum

Assessed Curriculum Supported Curriculum

Learned Curriculum

Hidden Curriculum

REFLECT

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 FS1 Observation of Teaching-Learning in
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Make a reflection on the diagram that you have drawn.
The diagram of the type of curriculum is much easier to do than actually doing the
process, The DepEd manage the recommended curriculum, then they give it all to the
Teachers, which they are the one who will manage the remaining curriculum. The teachers plan
using the written curriculum or the lesson plan, which is supported by Supported curriculum, like
books and other sources. These two curricula help the teacher to deliver the knowledge, which
is on Taught Curriculum, through taught curriculum the assessed curriculum is included. We can
use the assessed curriculum to learn and understand the learned curriculum, it has two arrows
because there more than one way to assess the students learning. I do the hidden curriculum
like that because I think all of that complex process is part of hidden curriculum. All parts of it
prioritizing the learners, and the hidden curriculum is the final result of the process.

ACTIVITY 8.2

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 FS1 Observation of Teaching-Learning in
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MY MAP The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher:______________________________Teacher’s Signature_____________

School: ______________________________________ Grade/Year Level: _____________
Subject Area: __________________________________ Date: _______________________

OBSERVE

This activity requires a full lesson observation from Motivation to Assessment.

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular grade
year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and Evaluating
Assessing). Observe and record your observation.

Note: Only Daily Lesson Log is available, there are some parts that I can’t answer.

Major Curriculum Components Key Guide for Observation (Carefully look for the
indicators/behavior of the teacher along the key points.
Write your observation and description in your notebook.
A. Planning 1. Borrow the teacher's lesson plan for the day. What
major parts do you see? Request a copy for your use.
Answer the following questions:
a) What are the lesson objectives/learning outcomes?
The learner…
 Describe the nature and background of
the dance.
(PE9RD-IIb-1)
 Execute the skills involved in the dance.
(PE9RD- IIb-h-4)
 Monitor periodically one’s progress
towards the fitness goals. (PE9PF-IIb-
h-28)

b) What are included in the subject matter?

Only title: Dance Etiquette

c) What procedure or method will the teacher use to

implement the plan?
AROUND THE ROOM
The teacher will ask the whole class to give one
example of Dance Etiquette. (No Repetition of the
answer)

d) Will the teacher assess or evaluate the lesson? How

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will this be done?
Yes, using True or False quiz.
Let the student answer the Following
statement by TRUE or FALSE:
 Leave your partner on the dance floor
after the dance.
 Be personable, smile and make eye
contact with partner
 Dance to the level of your partner
 Eat foods that produces strong odor.
 For girls wear big rings, watches and
long necklaces.
B. Implementing Now it's time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.

a) How did the teacher begin the lesson?

The teacher begins with the prayer, greetings, and
classroom management. He conducts a review by
asking the students about the previous topic.

b) What procedure or steps were followed?

In the daily lesson log doesn’t have steps but as I
know and learned. The resource followed the steps
that I know. Just that there is no assignment, and
there is no particular activity.

c) How did the teacher engage the learners?

The topic itself is relatable to the students. the teacher
also is very good on getting the attention of the
students, he makes them laugh, which helps him
catch the interest of the students.

d) Was the teacher a guide at the side?

For this one, teacher rely on the knowledge through
energetic way. However, it is still learner centered
because the teacher gives the students opportunity to
think and explain their answer. The most notable part
is the teacher asked them to defend their answer.

e) Were the learners on task? /Or were they participating

in the class activity?
There is no particular activity

f) Was the lesson finished within the class period?

The discussion is done but there is some parts that
does not has been done. There are no activity and
assignment.

C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make

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 FS1 Observation of Teaching-Learning in
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observations to find evidence of learning.
a) Were the objectives as learned outcomes achieved?
Yes, the objectives as learned outcomes has been
achieved

b) How did the teacher assess/evaluate it?

For the evaluate the students learning, the teacher
use True or False quiz. And a creative generalization;
Let the student complete the statement

Dance Etiquette is very important in social

dancing because _______________.
Social Dancing can help a person to be
_________________.

c) What evidence was shown? Get pieces of evidence.

I don’t get evidence, but the result of the quiz has
been announce.

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 teachers?
No flattery, just simple observation. Even me as observer enjoy the discussion, because
the teacher is so creative and super good on his words. I think the ideal characteristic of global
quality teachers can’t be achieve by one person only, the teachers didn’t know all, they can’t be
in their 100% every single they, they have strengths and weaknesses. In just one observation, I
can’t decide if he is near that qualification. However, I assure that he is 90% near on my ideal
teacher, and he is kind of teacher that you will be motivated and want to be part of his every
lesson.

2. Was the lesson implemented as planned? Describe.

As I compare in the daily lesson log and in my observation of the teaching process. The
lesson is implemented as planned. Even though the daily lesson log is more like semi-detailed
lesson plan, I see that the plan activities and topics have been tackled in the given period. There
is no assignment, but in the daily lesson log there is no indicated assignment. I don’t know
what’s the purpose of it but I think it has.

3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
As I observe, after the lesson, my resource teacher is Satisfied and Contented. I say that
because after the lesson I see a smile of satisfaction. Supporting that idea, exiting the room he
looks so proud, and you know that he done something that matters.

4. Can you describe the majority of students' reactions after the lesson was taught? Confused?
Happy and eager? Contented? No reactions at all.

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On what I observed, majority of their reactions is enjoyment. They enjoy the lesson that
the teacher just finished. I think this trigger to their eagerness to the next lesson on the teacher.
The subject is MAPEH, there are so much creativity literally in the topic and lesson given. The
students can relate and share their thoughts freely. Considering that lesson happen in the
middle of the afternoon, one of the most boring time and students tend to sleep. Making this
hour a enjoyable takes a lot of skills and creativity as a teacher.

REFLECT

Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.

Preparing a lesson plan. One of the most crucial tasks of a teacher. When
preparing it, you are teaching in your imagination, carefully building the lesson one by
one to achieve your desired outcomes from the students. First of all, I need to have
resources, additional information, references, and also materials I can use on the lesson.
After securing all of that, now I can plan where and how am I going to use it to make the
lesson more meaningful and memorable for the leaners. When I am doing a lesson plan, I
always consider who am I going to teach it too, because there are some students that
have special needs that I need to consider. So, I can change or improve my discussions
and activities that will be suited to all of them. Based on my observation, I want also to
make my students enjoy my discussions and activities. I want to see on their face the
satisfaction. I want to feel that they are eager to learn when I am teaching. So now
included to my plan, I need to make sure every time I exit the classroom, I must ensure
that they are happy and satisfied. I know that I can’t do that every single day, but having I
goal every time I prepare a lesson plan helps a lot.

ACTIVITY 8.3

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 FS1 Observation of Teaching-Learning in
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MY MAP Constructive Alignment of the Components of a Lesson Plan

Resource Teacher:______________________________Teacher’s Signature_____________

School: ______________________________________ Grade/Year Level: _____________
Subject Area: __________________________________ Date: _______________________

OBSERVE

Using the diagram below fill up the component parts of a lesson plan
Note: Only Daily Lesson Log is available
I. Title of the Lesson: Dance Etiquette
II. Subject area: Music, Arts, Physical Education, and Health (MAPeH)
III. Grade Level: Grade 9

Outcomes Teaching Method Assessment

1. Generalization
Let the student complete
1. Roaming around and ask the statement
questions. Dance Etiquette is very
important in social
AROUND THE ROOM dancing
The learner… The teacher will ask the because_______________.
 Describe the whole class to give one Social Dancing can help
nature and example of Dance Etiquette. a person to be
(No Repetition of the answer) ___________.
background of
the dance. 2. Discussion 2. Application
(PE9RD-IIb-1)
 Execute the The teacher will play and
The teacher will discuss ballroom music let the
skills involved
the dance etiquette: student do the following:
in the dance.
(PE9RD- IIb-h- *What to wear - Find a partner
4) *Don’ts in term of - Apply the Dance
 Monitor Outfits and Dance Etiquette
periodically Shoes
one’s *Personal Grooming 3. Evaluation
progress *On the Floor Let the student answer
towards the *No Fault Dancing the Following statement
fitness *Demeanor by TRUE or FALSE:
goals. - Leave your partner
(PE9PF-IIb-h- 3. Watching and sharing on the dance floor
28) insight and ideas after the dance.
-Be personable, smile
The teacher will present a and make eye contact
video clip of Dance Etiquette. with partner
Let the students give their -Dance to the level of
insight about the video clip. your partner
- Eat foods that
ANALYZE produces strong
odor.

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Answer the following questions based on the diagram.

1.. Are the three components constructively aligned? Explain.

Yes, the three components are constructively aligned. For example, the outcomes
“Execute the skills involved in the dance”, the teacher use discussion and watching video as
techniques. First the discussion, the teacher provide knowledge first to the students on how and
why to apply the dance etiquette. Another is watching video. The teacher shows a
demonstration on how to do dance etiquette. To test it if they learn something, the teacher do
the application which let the students experience how to do dance etiquette on their own. In this
way the outcome of the lesson would be achieve.

2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, as I explained in the first question, the teaching methods, the discussions,
watching videos, support and govern the achievement of the outcomes the are indicated. To
prove that there are the assessments that will be a concrete result of the students learning, their
gain knowledge and skills.

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

The assessment will tell if the outcomes have been achieved, specifically the results of
every assessment. The assessment evaluates the newly acquired knowledge and skills of the
learners. Depending on the result of the individual and/or group activities, the teacher can
declare if a student and/or group of students met the criteria and achieved the desired outcomes
of the lesson that have been taken.

REFLECT

What lessons have you learned in developing or writing a lesson plan?

Through these activities and observations that I conduct, in developing a lesson plan. I
learned to think as professional teacher that prioritize the needs of the students. I learned that
more of the teachers now use daily lesson log, not detailed lesson plan. I learned only two, not
because I didn’t appreciate or doesn’t understand the task. It is because, based on my
observation, almost all that needed to learn in developing or writing a lesson plan are I already
acquire.

What value will it give to the teacher if the three components are aligned?
Very simple and easy answer, a successful teaching and learning process. The
teacher’s task is to instill every outcome to each learner. The three components being aligned
means that your lesson plan and the actual teaching process there will be high possibility that
they are successful on their purpose.

Show Your Learning Artifacts

Present an artifact for Activity 1,2, and 3.

Activity 1 Artifact
1. Present evidence for each kind of curriculum operating in the school setting. This can be in
pictures, realia, documents or others.

Activity 2: Artifact

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 FS1 Observation of Teaching-Learning in
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1. Present a sample curriculum in a form of a Lesson Plan.

Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson
plan.

Lesson Title: Dance Etiquette

Subject Area: Music, Arts, Physical Education, and Health (MAPeH)
Grade Level: Grade 9

Lesson Outcomes Teaching Methods Evaluation

The learner… 1. Roaming around and ask 1. Generalization

 Describe the nature questions. Let the student complete
and background of the statement
AROUND THE ROOM Dance Etiquette is very
the dance. The teacher will ask the whole important in social dancing
(PE9RD-IIb-1) class to give one example of because_______________.
 Execute the skills Dance Etiquette. (No Repetition Social Dancing can help a
involved in the of the answer) person to be ___________.
dance. (PE9RD-
IIb-h-4)
2. Discussion 2. Application
 Monitor
The teacher will play and
periodically
The teacher will discuss the ballroom music let the
one’s progress
dance etiquette: student do the following:
towards the
fitness goals. *What to wear - Find a partner
(PE9PF-IIb-h- *Don’ts in term of Outfits - Apply the Dance Etiquette
28) and Dance Shoes
*Personal Grooming 3. Evaluation
*On the Floor Let the student answer the
Following statement by
*No Fault Dancing
TRUE or FALSE:
*Demeanor - Leave your partner on
the dance floor after the
3. Watching and sharing
dance.
insight and ideas
-Be personable, smile and
The teacher will present a video make eye contact with
clip of Dance Etiquette. partner
Let the students give their insight -Dance to the level of your
about the video clip. partner
- Eat foods that
produces strong odor.
- For girls wear big
rings, watches and
long necklaces.

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