Field Study 4 Episode 4

Field Study 4 Episode 4

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  FIELD STUDY 4- Exploring The Curriculum /jikm My FS Learning Episode Overview The episode is meant to be enable you to distinguish the traditional from the progressive curriculum. It cites the differences and similarities between the two. This provides a wider perspective on the nature and scope of these types. My Desired Learning outcomes  Analyze the teacher as a knower of curriculum  Explain some viewpoints of other curricularist  Complete the Venn diagram of traditional and progressive curriculum My Performance Criteria I will be rated along the following:  Quality of my observation and documentation  Completeness and depth of analysis  Depth and clarity of classroom observation-based reflection  Completeness, organization, clarity of portfolio My Learning Essentials Pointof viewaboutthe curriculumcan either be traditional or progressive according to theirphilosophical andpsychological orientations.These viewscanalsodefine whatacurriculum is all about. FS 4 FIELD STUDY Learning Episode
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  FIELD STUDY 4- Exploring The Curriculum
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  FIELD STUDY 4- Exploring The Curriculum My Map My Learning Activities Activity 1 Interview an administrator, a students and a parent. Find out their view points on the traditional and progressive curriculum. Name of Student: Althea Colleene M. Fortuno School: Amore Academy of TMC Signature: Aspects Traditional Progressive Roles of Teacher Knowledge dispenser Facilitator Roles of Pupils Listener Engages in all activities Modes of Instruction Lecture type Collaborative activities Instructional Materials Books, Blackboards Visual aids, realia, OLP Modes of Assessment Pencil and Paper exams only Pencil & paper and practical exam
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  FIELD STUDY 4- Exploring The Curriculum Activity 1.1 Interview a teacher and an administrator. Find out their view points on the traditional and progressive curriculum. Name of Faculty member: Ma. Theressa P. Santos School: Governor Ferrer Memorial National High School – Buenavista Annex Subject Areas taught/Handled: TLE Signature: Aspects Traditional Progressive Roles of Teacher Literary speaking, teacher teach everything to his/her student Facilitator because we only serves as guide to our student Roles of Pupils Their role were very limited in processing the 3’s People of action, it means that they can use their daily act as for speaking Modes of Instruction It emphasize children’s intellectual development Teacher let the students earn social activities be the center of education thru the use of 3R’s Instructional Materials Chalk-board Laptop, projector and other modern instructional materials Modes of Assessment Paper and pencil test Product-based Name ofAdministrator: Mrs. Melinda A. Tapawan School: Governor Ferrer Memorial National High School – Buenavista Annex No. of years of Administrative Experience: 15 years Signature: Aspects Traditional Progressive Roles of Teacher Teacher as the center in teaching Teacher acts as facilitator learning Roles of Pupils Students merely observer Learners are participants in all teaching/learning activities Modes of Instruction Mostly we lecture discussion Varied and flexible mode of instruction is use. Instructional Materials Flash cards, charts, chalk boards Multimedia Modes of Assessment Norm- referenced test and graded Progress oriented
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  FIELD STUDY 4- Exploring The Curriculum As I read their answer, even if they are student, faculty member, administrator, and parent. They have almost the same answer in terms of the difference of the two. My Reflections Activity 1.2 Interview a parent. Find out their view points on the traditional and progressive curriculum. Name of Parent: Hanna Czarina Fortuno Highest Educational Attainment: High School Graduate Signature: Aspects Traditional Progressive Roles of Teacher Lecturer Facilitator Roles of Pupils Listener/Observer Participating Modes of Instruction Lecture discussion Reporting Instructional Materials Books, visual aids Using technology Modes of Assessment More on written exam Practical exam
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  FIELD STUDY 4- Exploring The Curriculum Activity 2 Research on the differences of the traditional and progressive curriculum. Accomplish the H-Chart given below. Write the similarities at the center and the differences on each side. Similarities  Teacher - student interaction. They both have ways of measuring and evaluating learning. They also both include assignments and classroom management. Progressive Curriculum  Students centered  School is part of life  Teachers are facilitators guides who foster thinking  Assessment is benchmarked has many form and is progress- oriented.  Intelligence recognized as varied.  Includes the arts and is measure in R.L.P.S  Products are subsumed by process.  In-depth Learning Traditional Curriculum  Teacher centered  School is preparation of life  Teachers are source of confirmation and authority.  Assessment is norm- referenced external and graded.  Intelligence is measure of Linguistic and Logico-math.  Products are endpoints.  Parents are endpoints.  Parents are outsider and involve.  Basic learning.  Concept presented as facts to memorize. There are a lot of differences in both types of curriculum. A way to distinguish them is by giving a type of approach in teaching a particular sub and traditional has a heavily content of information. My Personal Insights
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  FIELD STUDY 4- Exploring The Curriculum In my research observation, most of the student and some teachers prefer to both traditional and progressive curriculum because they want to combine the different way in teacher as well as the students will engage learning. _ My Insights Activity 3 Call up your friends from other Teacher Education Institutions. Find out what is their own point of view of curriculum. Put a check mark on the corresponding column. Names of Students/ Schools Traditional Progressive Both 1. Althea Colleene M. Fortuno Amore Academy 2. Aleah Melgan CVSU - Main 3. Peaches Aira Grepo CVSU Main 4. Joana Marie Manesca CVSU Main 5. Mika Shynette D. Garcia LPU Cavite
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  FIELD STUDY 4- Exploring The Curriculum Integrating Theory and Practice Directions: Read the items given below and encircle the correct answer. 1. When a school believes that a curriculum should highly focus on Math, Science and other fundamental intellectual disciplines, this school believes in the curriculum view of _____________. A. John Dewey B. Hollis Caswell C. Arthur Bestor D. Philip Phenix 2. The following are characteristics of progressive curriculum except. A. Focuses on the experiences of the students and supervised by the teacher. B. Takes into account all the curricular elements and tests these elements through real life application. C. The classroomis only one place for the students to learn; learning can take place everywhere. D. Knowledge that comes from various disciplines should be the focus. 3. In analyzing the curriculum, the teacher should consider the following except. I. Vision, mission, goals and core values of the school II. Learning resources and faculties of the school III. Needs and interest of the learners IV. All must be consider A. I only C. III only B. II only D. I, II, and III
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  FIELD STUDY 4- Exploring The Curriculum Pieces of Evidence Records Documents Pictures Other Learning Proofs/Pieces of Evidence Learning Portfolio Althea Colleene signing my FS book Signatures of my interviewee Signatures of my interviewee
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  FIELD STUDY 4- Exploring The Curriculum My Learning Rubric Field Study 4, Episode 4 – The Teacher as a knower of Curriculum Focused on: - Analyzing the teacher as a knower of curriculum - Explaining some viewpoints of other curricularist - Completing the Venn diagram of traditional and progressive curriculum . Name of FS StudentAlexa Jean Q. Colocado Date Submitted: September 22, 2016 Year & Section: Third Year/ SED301 Course:BSE-ENGL Learning Episodes Exemplary 4 Superior 3 Satisfactory 2 Needs Improvement 1 Learning Activities All episodes were done with outstanding quality; work exceeds 4 All or nearly all episodes were done with high quality 3 Nearly all episodes were done with acceptable quality 2 Fewer than half of episodes were done; or most objectives were met but need improvement 1 Analysis of the Learning Episode All questions/episodes were answered completely; in depth answers; thoroughly groundedon theories. Exemplary grammar and spelling 4 Analysis question were answered completely. Clear connections with theories Grammar and Spellingare superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis were not answered. Grammar and spelling unsatisfactory 1 Reflection/Insights Reflectionstatements are profound and clear; supported by experiences from the learning episodes 4 Reflection statements are clear; but not clearly supported by experiences from the learning episodes 3 Reflection statements are shallow; supported by experiences from the learning episodes 2 Reflectionstatements andunclear andshallowandare not supported by experiences form learning episodes 1 Learning Portfolio Portfoliois complete, clear, well-organized and all supporting; documentations are located in sections clearly designated 4 Portfolio is complete, clear, well-organized and most supporting; documentations area available and logical and clearly marked locations 3 Portfolio is incomplete; supportingdocumentation are organized but are lacking 2 Analysis question were not answered Grammar and spelling unsatisfactory 1 Submission of Learning Episodes Submitted before the deadline 4 Submitted on the deadline 3 Submitted a day after the deadline 2 Submittedtwo days or more after the deadline 1 COMMENT/S Over-all Score Rating: (Base on transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00 99 96 93 90 87 84 81 78 75 72 71-below MR. IAN KARLO OLEGARIO _________________ Signature of FS Teacher Date