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Field study 4
The document describes the organization and curriculum of the Diosdado P. Macapagal Elementary School. It outlines the school's administration structure, including the principal, teachers for different grades and subjects, and support staff. It also discusses the school's mission and vision. The curriculum covers traditional vs progressive approaches, components like the written, taught and assessed curriculum, and factors to consider like learning theories, students' needs and instructional materials. It presents innovations like the K-12 program, mother tongue-based instruction and team teaching.
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Field study 4
- 1. FIELD STUDY 4 Exploringthe Curriculum
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- 3. The School Planand Organizaton
- 4. School Organzation 1. Principal 2.Head Teacher 3 3. Master Teachers 4. Department Heads a.English b.Science c.Filipino d.EPP e.Makabayan g. School Paper Adviser 1 1 1 1 1 1 1 1 1
- 5. School Organzation h.Arts SchoolCoordinator i.Property Custodian j.Character Education k.Clinic Teacher l.Guidance Teacher m.Canteen Teacher n.District Sports Coordinator o.Music School Coordinator p.DPMESTA President 1 1 1 1 1 1 1 1 1
- 6. School Organzation q.SGC Coordinator r.HE School Coordinator s.GSP School Coordinator t. BSP School Coordinator u.Journalsm Department Head 5. Office Personnel 6. School Utility 7. School Guard/School Utility 1 1 1 1 1 3 3 4
- 7. School Organzation 7. Teachers a.Grade1 b.Grade 2 c.Grade 3 d.Grade 4 e.Grade 5 f.Grade 6 g.Kinder 18 16 17 15 14 14 3
- 8. School Organzation 8. SpecialTeachers a.Grade 3 b.Grade 4 c.Grade 5 d.Grade 6 2 7 6 5
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- 13. Episode 1 LOOK DEEPERINTO THE CONCEPTS, NATURE AND PURPOSES OF THE CURRICULUM
- 14. Traditional and Progressive Curriculum TraditionalCurriculum Progressive Curriculum •Lack of instructional materials •Crowded Classroom •Lack of Chairs, equipments/facilities and books •The techers don’t have enough knowledge on technologies for effective and meaningful teaching •There are some obsolete ideas •They are updated •Gives all the learner’s needs and interest •Introduces new strategies in teaching •They are now globally competetive and has a total learning experiences among the students/learners •Gives opportunities to develop a high order thinking skills •Used of modern instructional materials that are suited to the needs of the learners
- 15. Similarities of Traditionaland Progressive Curriculum • Both of them teach the students with their needs • Wants to accomplish certain goals • Gives the students a good process of learning style
- 16. Types of Curricula Nameof School Recommended Curricula Written Curricula Taught Curricula Supported Curricula Assessed Curricula Learned Curricula Hidden Curricula Diosdado P. Macapagal Elementary School
- 17. Things I Needto Do to Consider in Preparing My School’s Curriculum Strategies/ Methods to be used The support of my personnel, teachers and other staff of my institution The school’s Vision, Mission and Core Values The learner’s needs and interest Best instructional materials for teaching
- 18. Pictures of aTraditional School
- 19. Pictures of aProgressive School
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- 21. Episode 2 WHAT’S THECURRICULUM MADE OF?
- 22. DIOSDADO P. MACAPAGAL ELEMENTARYSCHOOL MISSION AND VISION
- 23. VISION We dream ofFilipinos Who passionately love their country And whose values and competencies Enable them to realize their full potential And contribute meaningfully to building the nation As a learner-centered public institution The Department of Education Continuously improves itself To better serve its stakeholders
- 24. MISSION To protect andpromote the right of every Filipino to quality, equitable, culture-based and complete Basic Education where: Students learn in a child friendly, gender-sensitive, safe and motivating environment Teachers facilitate learning and constantly nurture every learner Administrator and staff, as stewards of the institution, ensure an enability and supportive environment for effective learning to happen Family, community and other stakeholders are actively engaged and share responsibility for developing life- long learning
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- 26. Episode 3 WHAT’S NEWIN TEACHING AND LEARNING
- 27. SERIES OF ACTIONSIN THE TEACHING PROCESS PLAN IMPLEMENT EVALUATE
- 28. PLAN • LESSON PLAN •ACTION PLAN (Activites for the whole year) • PTA MEETING
- 29. IMPLEMENT • TEACHING MATERIALS(not enough) • SUPPORT OF THE PRINCIPAL • DepED MEMOS • USE OF GUIDE • PTA MEETING
- 30. EVALUATE • QUIZZES • PERIODICALEXAMS • BEHAVIORAL OBSERVATIONS • NAT (National Achievement Test) • PHIL-IRI INVENTORY (Reading Capacity)
- 31. LEARNING THEORIES BEHAVIORAL LEARNINGTHEORIES COGNITIVE LEARNING THEORIES DISCOVERY LEARNING RECEPTION LEARNING
- 32. BEHAVIORAL LEARNING THEORIES • Ithappens during group activities and P.E • Art activities
- 33. COGNITIVE LEARNING THEORIES • Activitiesand quizzes in Mathematics and Science
- 34. DISCOVERY LEARNING • EPPactivities also like planting and cooking
- 35. RECEPTION LEARNING • EPPpractical work like cooking, stitching, and cross stitch.
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- 38. Episode 4 LET’S CRAFTTHE CURRICULUM
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- 41. Learner- Centered Design Model teaching encourages collaboration encourages students to reflect onwhat they are learning and how they are learning it teaching motivates students by giving them some control over learning processes teaching includes explicit skill instruction. teaching engages students in the hard, messy work of learning
- 42. Episode 5 WHAT’S THEBASIC OF THE CURRICULUM
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- 46. Vertical Articulation GRADE 1GRADE 2 GRADE 3 1.1 Add and Subtract integers 2.1 Add and Subtract Decimals 3.1 Apply arithmetic operations to solve problems 1.2 Multiply and Divide Integers 2.2 Multiply and Divide decimals 3.2 Apply Arithmetic operations to Fractions 2.3 recognize Negative Numbers 3.3 Define Rational and Irrational Numbers 3.4 Understand Basic Rules of Exponents
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- 52. Episode 6 TELL MEYOUR FEATURES
- 53. UTILIZATION OF PARENTS ASTHEIR SCHOOL PARTNER PTA Brigada Eskwela School Competition
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- 55. EPISODE 7 THE Wh-OF THE CURRICULUM
- 56. EFFECTIVE IMPLEMENTATION OFTHE CURRICULUM K-12 CURRICULUM COMPETENCIES AND BUDGET OF WORK LESSON PLAN SPECIFIC ACTIVITIES LEARNER
- 57. ROLES OF THESTAKEHOLDERS IN CURRICULUM IMPLEMENTATION
- 58. CRITERIA USE BYTHE SCHOOL IN EVALUATING THE CURRICULUM • PERIODICAL TEST • DIAGNOSTIC TEST (MASTERY TEST) • QUIZZES • PHIL-IRI • CIP – CONTINUOUS IMPROVEMENT PROGRAM (Slow and Non Readers)
- 59. • ttainableA • pecificS •tudent-centeredS • nvironmental-concernedE • tandardizedS • yntactic correctnesssS • easurableM • valuativeE • orm-referenceN • ime boundT
- 60. Episode 8 WHAT’S NEWIN THE CURRICULUM
- 61. CURRICULAR INNOVATIONS K-12 CURRICULUM MOTHERTONGUE BASED INSTRUCTION TEAM TEACHING
- 62. K-12 CURRICULUM ADVANTAGES (MERITS) •Immediate work after high school w/out needing an extra TESDA certificate or passing college requirements • Students that would gone K-12 will be more mature when they enter college DISADVANTAGES (DEMERITS) • Extra two years in high school • Lack of classrooms and bloating of the curriculum • No improvement on content • Lack of teachers
- 63. Mother Tongue BasedInstruction ADVANTAGES (MERITS) • Parents will likely participate w/ the learning of the child • Expand the reach of education • Improved learning outcomes during school • Protecting and preserving local languages • Enroll and succeed in schoo; DISADVANTAGES (DEMERITS) • Painful shift in higher education • Connecting or communicating w/ the rest of the world • Getting greater opportunites
- 64. Team Teaching ADVANTAGES (MERITS) •Allow more interaction between teacher and student • Works as a team • Requires planning skilled management • Improves the quality of teaching DISADVANTAGES (DEMERITS) • Makes more demands on the time and energy • Opposition on ideas, conflict on opinions • All must willing to participate
- 65. Do we reallyneed to innovate? YES NO
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