FIELD LEARNING

STUDY 1 EPISODE Preparing for Teaching and Learning

FS 1 6

Formal education begins in school. Schools are institutions established to design total learning
activities appropriate for each learner in each grade level. Thus schools have recommended curriculum
which is enhanced K to 12 curriculum. The recommended curriculum was translated into written
curriculum like book, modules, teacher’s guides and lesson plans which are the basis of the taught
curriculum. A teacher who implements the curricula needs support materials (support curriculum) to
enhance teaching and learning so that the written and taught curricula can be assessed (assessed
curriculum) in order to determine if learning took place (learned curriculum). However, there are so
many activities that happen in schools but are not deliberately planned. This refers to hidden curriculum.

A classroom teacher plans, implements and evaluates school learning activities by preparing a
miniscule curriculum called a lesson plan or a learning plan. The teacher then puts life to a lesson plan
by using it as a guide in the teaching-learning process where different strategies can be used to achieve
the learning objectives or outcomes. There are many styles of writing a lesson plan, but the necessary
parts or elements such as (a) Learning Outcomes (b) Subject Matter (c) Teaching-Learning Strategies,
and (d) Evaluation or Assessment should always be included.

All of these elements should be aligned so that at the end of the teaching-learning episode,
learning will be achieved with the classroom teacher as a guide.

At the end of this Episode, I must be able to :

 Identify the different curricula that prevail in the school setting;
 Describe how the teacher manages the school curriculum by planning, implementing
lessons through different strategies and assessment of learning outcomes; and
 Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.

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 School Curriculum: What is this about?
From a broad perspective, 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.
Schools are formal institutions of learning where the two major stakeholders are the learners
and the teachers.
Basic education in the Philippines is under the Department of Education or DepEd and
the recommended curriculum is the K-12 or Enhanced Basic Education Curricula of 2013.
All basic education schools offering kindergarten (K) elementary grades (Grades 1 to 6) and
Secondary (Grades 7-10 Junior High School and Grades 11 to 12, Senior High School)
adhere to this national curriculum as a guide in the implementation of the formal education
for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. Strengthens the early childhood education with the use of the mother tongue.
2. 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 subjects.
3. Builds skills in literacy. With the use of Mother Tongue as the main language in studying
and learning tools form K to Grade 3, learners will become ready for higher level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral progression
where the 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. 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. 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.

You will recall that a school curriculum is of many types for the Kindergarten to Grade
12 in the country.
 The enhanced curriculum K to 12 curriculum is the Recommended Curriculum. It is
to be used nationwide as mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency standards of
the K to 12 Curriculum it became a Written Curriculum. It reflects the substance of
RA 10533 of the Enhanced Basic Education Act of 2013. In the teacher’s class it is
the lesson plan. A lesson plan is a written curriculum in miniscule.
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  What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of
the teacher is very crucial.
 A curriculum that has been planned, and taught need materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum. This
is referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The
curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned Curriculum.
Learned Curriculum whether small or big indicates accomplishment of learning
outcomes.
 However, there are unplanned curriculum in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the
media, school environment, the culture and tradition, natural calamities and many
more. This curriculum is called Hidden Curriculum or Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with the
school curriculum, specifically in the K to 12 or the enhanced curriculum for basic
education?
Teacher then should be multi-talented professionals who:
 Know and understand the curriculum as enumerated above:
 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Initiate the curriculum which is being introduced;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned; and
 Evaluate the written, planned and learned curriculum.

ACTIVITY 6.1: Curricula in the School Setting

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 This activity requires a full lesson observation from motivation to assessment.
Procedure:
1. Secure permit to observe one complete lesson in particular subject, in a particular
grade/grade 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.

Resource Teacher:________________________________ Teacher’s Signature:___________________

School:_________________________________________ Grade/Year Level:_____________________
Subject Area:____________________________________ Date:_____________________________

Observe and Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the indicators/behavior of the
Components teacher along the key points. Write your observation and description in your
notebook)
A. Planning 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?

By the end of the lessons, the students should be able to:

 Identify the structure of first and second conditional sentences by

determining the parts of the sentences including the if and main clause,
the correct form of the verbs, and the constant words used in each clause.
 Distinguish the differences between the first and second conditional
sentences in terms of their function and structure.
 Convert zero conditional sentences into first and second conditional
sentences with the use of correct verb tenses.

b. What are included in the subject matter?

The following are the inclusions in the subject matter:

 Definitions and functions of first, and second conditional sentences

 The sentence structure of the aforementioned conditionals.

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  The Verb tenses (simple present, simple past, simple future)

c. What procedure or method will the teacher use to implement the plan?
The teacher will implement the plan with a thorough preparation to understand
the lesson properly combined with engaging strategies such as the use of
thought-provoking questions and the use of technology in presenting the lesson.

d. Will the teacher assess or evaluate the lesson? How will this be done?

The teacher will assess the lesson via pencil-paper tests incorporating several
types of tests such as multiple choice, sentence conversion, modified true or
false, and more.
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 began with his classroom routines which are prayer, greetings,
checking of attendance, and announcement. Afterward, the teacher reviewed the
class about the past lesson, which is about the zero conditional sentences, and
stated its significance with the next topic which is the last two conditional
sentences (second and third). This was preceded with the introduction of the
lesson which was done by asking thought-provoking questions to the students
such as asking about their “greatest what ifs” in life.
b. What procedure or steps were followed?

Subsequently, the teacher discussed the definition and structure of the second
conditionals. Along with giving examples. Then, he asked the students to give a
sample of their second conditionals. This was followed by the discussion about
the third conditional which follows the same method of teaching as the second
conditional. Questions about whether the students could still follow were asked
in between the discussions.
c. How did the teacher engage the learners?

There are many ways that the teacher engages the learners. He asked questions
that challenged the learners’ ability to think critically. Aside from what was
mentioned above, the teacher asked the students to write and create their own
zero, first, and second conditional sentences on the board. He also maintained
eye contact with the students so that he could monitor whether or not the
students needed to be supervised during the discussion. In addition, he also jokes
at times so that the classroom atmosphere would be relaxed which resulted in
more students participating.
d. Was the teacher a guide at the side?

The teacher uses a balanced approach where he uses direct instructions while
simultaneously acting as a facilitator.
e. Were the learners on task?/Or were they participating in the class
activity?

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 The students are on task and participative during class activities. They have to
write on a paper their example of second and third conditional sentences and
recite the best conditional they had written. They are also tasked to convert zero
conditional sentences into first and second on the blackboard.
f. Was the lesson finished within the class period?

The lesson was completed within the class period including the preparatory
activity up to giving assignments.
C. Evaluating/ Did learning occur in the lesson taught? Here you make observations to find
Assessing evidence of learning.
a. Were the objectives as learned outcomes achieved?

Yes, with the objectives in the mind of the teacher, they were manifested during
the instructional period.
b. How did the teacher assess/evaluate it?
The teacher evaluates it using formative and summative assessments. In
formative, the teacher uses a strategy where he asks the students to write their
own sentences and convert a zero conditional sentence into first and second
conditional during and after the discussion to assess whether the students can
follow. After this, the teacher creates a pencil-paper test to assess the students'
deep knowledge of the students regarding the topic.
c. What evidence was shown? Get pieces of evidence.

1. Are the three components constructively aligned? Explain.

During the planning phase, the teacher considered the Most Essential Learning Competencies in creating
the learning objective of the lesson. As he writes the learning objectives, he then creates the activities
and the contents of the lesson plan. These are visible within the lesson plan of the observed teacher. The
parts of the plan are well constructed and coordinated with each other. Meanwhile, the implementation
phase covered everything that was stipulated within the lesson plan. The activities and the contents
included were discussed as planned. The methods of teaching used are consistent with the learning
objectives. Whereas the assessments used are directly related to the established objectives in the lesson
plan. Moreover, the teacher ensured that the assessments included all the topics discussed and that it
effectively measured the students' higher and lower thinking skills. Hence, the three components in the

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topic of second and third conditionals are constructively aligned.

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

Yes. With the balanced approach used by the teacher including the incorporation of engaging activities,
the students will without a doubt gain the learning outcomes that the lesson required them to have. Yet,
it is important to remember that choosing a teaching method is another thing with executing. Therefore,
another factor that helps in achieving the learning outcomes with the teaching methods used is the
competence of the teacher to perform what is planned.
3. What component would tell if the outcomes have been achieved?
The assessment and evaluating component. These two are crucial in determining whether the outcomes
have been achieved by the students and that the teacher’s effort is not wasted. It gauges the capability of
the students in gaining the learning outcomes that they need to have. With its nature, it is very important
that they are aligned with the objectives that were set in the preparation phase so that it would accurately
identify whether the learners are able to acquire the necessary knowledge and skills for the second and
third conditional sentence.

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

 The construction of learning objectives based on the MELCs.

 The alignment of the phases in the lesson plan.
 The importance of being efficient and effective in delivering the lesson considering the time
frame.
 The inclusion of engaging activities and technology.

2. What value will it give to the teacher if the three components are aligned?

 A better navigation towards an effective teaching-learning process.

 Personal and professional growth.
 Efforts of the teacher and learners are not in vain but instead meaningful learning will be
realized.

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 Present a sample curriculum in a form of a Lesson Plan

Evaluate Your Work Task Field Study 1, Episode 6: Preparing for Teaching and Learning
Learning Outcome: Identify the different curricula that prevail in the school setting.

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 Describe how the teacher manages the school curriculum by planning, implementing lessons
through different strategies and assessment of learning outcomes. Analyze if the teacher aligns
the objectives to subject matter, to teaching strategies and assessment.

Name of FS Student:__________________________________ Date

Submitted:__________________
Year & Section:____________________________
Course:_________________________

Learning Excellent Very Satisfactory Needs

Episode Satisfactory Improvement
4 2 1
3
Accomplished All observation One to two Three observation Four or more
Observation question/tasks observation questions/tasks observation
Sheet completely questions/task not not answered/ questions/ task
answered/ answered/ accomplished. not answered/
accomplished. accomplished. accomplished.
Analysis All questions All questions Questions were Four or more
were answered were answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly connected clearly connected answers are not
thoroughly to theories; to theories; one connected to
grounded on grammar and (1) to three (3) theories; more
theories; grammar spelling are free grammatical/ than four (4)
and spelling are from errors. spelling errors. grammatical/
free from errors. spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observe and observed and supported by what were
analyzed analyzed what were observed and
observed and analyzed.
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in
context of the context of the context of the the context of
learning learning learning the learning
outcomes; outcomes; outcomes; outcomes; not
complete, well- complete, well- complete, not complete, not
organized, highly organized, organized, organized, not
relevant to the relevant to the relevant to the relevant.
learning outcome. learning outcome. learning outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two

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 the deadline deadline after the deadline (2) days or more
after the
deadline

Comment/s: Over-all Score: _______________

______________________________________________________________________________
______________________________________________________________________________
______________

__________________________________ ______________________
Signature of FS Teacher above Printed Name Date

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