Field Study 2 PDF

FIELD STUDY 2 Janine Mediarito - Javier  Table of Contents Module 1: The Curriculum Introduction 1 Learning Outcomes 1 Lesson 1.1 The Meaning of Curriculum...

FIELD STUDY 2 Janine Mediarito - Javier  Table of Contents Module 1: The Curriculum Introduction 1 Learning Outcomes 1 Lesson 1.1 The Meaning of Curriculum 2 Lesson 1.2 Types of Curricula 2 Lesson 1.3 Knowing the Curriculum 3 Assessment Task 1.1 5 Assessment Task 1.2 6 Summary 8 References 8 Module 2: Exploring the Curriculum 9 Introduction 9 Learning Outcomes 9 Lesson 2.1. Curriculum Approaches 10 Lesson 2.2 Curriculum Development Process 11 Lesson 2.3 Curriculum Design Approaches 12 Assessment Task 2.1 12 Summary 13 References 13 Module 3: The Teacher and the Curriculum 15 Introduction 15 Learning Outcomes 15 Lesson 3.1 The Teacher as a Curricularist 16 Lesson 3.2 The Teacher as a Curriculum Designer 17 Lesson 3.3 Teachers as Curriculum Implementers and Managers 18 Lesson 3.4 Stakeholders in Curriculum Development 19 Lesson 3.5Curriculum Evaluation and the Teacher 20 Assessment Task 3.1 21 Assessment Task 3.2 22 Summary 23 References 23 Course Code: EP 02 Course Title: Field Study 2 Course Description: This course is a continuation of Field Study 1. It is outcomes-based and allows pre-service teachers to apply and observe concepts they have learned in class in the actual school setting. This emphasizes the value of curriculum development and conduct of assessment to gauge learners’ performance and the role of the teacher. Understanding teachers’ roles lets future educators know what it truly means to be a teacher. A portfolio shall be required in the course. Course Intended Learning Outcomes (CILO): At the end of the course, students should be able to: 1. Determine the value of a curriculum to the students’ learning process; 2. State and integrate the principles of effective assessment in the teaching-learning process; 3. Determine the roles of a teacher and its impact on students’ learning. Course Requirements: ◼ Assessment Tasks - 60% ◼ Major Exams - 40% ______ Periodic Grade 100 % PRELIM GRADE = 60% (Activity 1-4) + 40% (Prelim exam) MIDTERM GRADE = 30%(Prelim Grade) + 70 %[60% (Activity 5-7) + 40% (Midterm exam)] FINAL GRADE = 30%(Midterm Grade) + 70 %[60% (Activity 8-10) + 40% (Final exam)  MODULE 1 THE CURRICULUM Introduction In this module, we will go through the concepts related to a curriculum and various types of curricula adopted in schools. It aims to provide a review of the concepts about a curriculum, allow the student to conduct an interview and observation of the use of a curriculum, and draw out the student’s reflection on the impact of a curriculum in the learning process. We will discuss here famous curricularists like John Dewey, Robert Hutchins and many more. As we go through this module, you will discover the value of curriculum development in effective student learning. Learning Outcomes At the end of this module, students should be able to: 1. Describe curriculum in his/her own words; 2. Differentiate the types of curricula; 3. Reflect on how being knowledgeable of the curriculum impacts students’ learning. Lesson 1. The Meaning of Curriculum (Demata-Libed, 2021) The curriculum is the “delivery component” of an educational institution. It carries the school’s vision, mission, thrusts, objectives, and values. It is a blend of instructional practices, learning experiences, and students’ performance assessment tools carefully designed to achieve the expected learning outcomes for a particular course and program. The following are the other meanings of curriculum (Oliva, 1997 as cited by Demata- Libed, 2021): 1. That which is taught in schools 2. A set of subjects 3. Content 4. A program of studies 5. A set of materials 6. A sequence of courses 7. A set of performance objectives 8. A course of study 9. Is everything that goes within the school, including extra-class activities, guidance, and interpersonal relationships 10. Everything that is planned by the school personnel 11. A series of experiences undergone by learners in a school 12. That which an individual learner experiences as a result of schooling Lesson 2. Types of Curricula The following are the different types of curricula as stated by Leslie Owen Wilson (2019 as cited by Demata-Libed, 2021): 1. Written curriculum. This refers to the curriculum that is written and reflected in the formal instruction offered in schools that comprises part and parcel of the entire school experience of a student. It includes the curriculum document, texts, and supportive teaching materials. 2. Societal curriculum (or social curricula). This refers to the informal unwritten curriculum that influences and creates new perspectives such as family, peer groups, neighborhood, churches, organizations, occupations, mass media, and social media. 2  3. Hidden or covert curriculum. This refers to the hidden or unintended modes of instruction that teachers develop based on their interactions with students in the context of the school environment. 4. Null curriculum. There are many topics that can possibly be included and excluded in the curriculum. However, the school has to decide what they need to include and to stay focused on the thrust of the program or course. Excluded topics can be considered part of the null curriculum. 5. Concomitant curriculum. It is primarily influenced by religious expressions and beliefs, lessons on values, ethics or morals, molded behaviors, or social experiences embraced by the family where children are encouraged and sanctioned to practice. 6. Rhetorical curriculum. This curriculum comprises those contents that are offered by policy-makers, school officials, administrators, or politicians, designer of concepts and initiator of changes, national initiatives based on reports, public speeches, updated educational practices, and published work related to educational pedagogy. 7. Curriculum-in-use. This refers to the actual curriculum delivered by the teacher in the actual classroom setting. 8. Received curriculum. This refers to the aspects or components of the overall curriculum that are actually delegated to the students. These are the topics that students are able to apply in real life. 9. Internal curriculum. This is a type of curriculum that blends content together with the experiences and realities of the learner. Educators should be aware about the insights and reflection of each student and use them as guides in crafting the curriculum and improve the student’s learning experience. 10. The electronic curriculum. This refers to the type of curriculum that makes use of electronic technology connected online for its sources as part of the student’s learning resources. However, teachers should ensure that students are taught how to check the reliability, validity, and accuracy of information taken from online sources. Lesson 3. Knowing the Curriculum (Demata-Libed, 2021) The teacher is expected to know every aspect and feature of the curriculum. As such, teachers are responsible of being knowledgeable in the delivery and facilitation of learning in the classroom guided by the curriculum. 3  Below are lists of famous curricularists who made significant contributions in both traditional and progressive practices. Traditional Curricularists: 1. Robert Hutchins 2. Arthur Bestor 3. Philip Phenix Progressive Curricularists: 1. John Dewey 2. Hollis Caswell 3. Kenn Campbell 4. Colin Marsh 5. George Willis These curricularists are known in the field of education for showing the value of curriculum development in effective student learning. The following are the important components of the curriculum focused on in this learning episode: 1. Program Prospectus. It enumerates all courses offered by any program for all year levels with the corresponding number of units for each course. 2. Course Syllabus. The guideline for a specific course with special attention to content, teaching style, and academic standards. It may include the vision- mission of the institution, as well as goals and objectives. Its components include: course code, title, number of units, schedule, course’s general objectives, topic titles, specific objectives for each topic, activities, learning materials, assessment, references, criteria of grading, expected deliverables from students, and name of course professor, including contact and consultation hours. 3. Lesson/Lesson Plan. This is a teacher’s document (for students) that serves as a guide to facilitating learning in the classroom. Teachers have a direct participation in the curriculum design of the lesson or learning plan, this specifically contains the topic, introduction or background of the lesson, objectives, concept discussion, activities, processing leading to insights and reflection, closing part which includes a summary or synopsis of the lesson, integration, and assessment. Take-home tasks or assignments may also be included by the teacher. 4. 4  Assessment Task 1.1 What the Curriculum Means (adopted and modified from Demata-Libed, 2021) Field Study Student: _________________________ Subject:___________ ___________ INSTRUCTIONS: Interview the individuals stated below. Ask for the definition of curriculum from the principal, teacher, student, and school staff. Definition of Curriculum Principal Teacher Student School Staff 5 Processing Questions and Analysis 1. How was the curriculum understood by the individuals you interviewed? Were they able to give their ideas about curriculum? 2. What is the difference between the way the teacher defined curriculum and that of the student? How do their answers differ to the definition of curriculum provided in this module? Explain. Assessment Task 1.2 Knowing the Curricularists (adopted and modified from Demata-Libed, 2021) Field Study Student: _________________________ Subject:___________ ___________ Grade/Year Level:____________________________ Section:_______________________ INSTRUCTIONS: Research on the curricularists indicated on the following table. Write down their important contributions in the field of curriculum development. Based on your research, indicate also whether they are traditional or progressive and explain why. Photo Contributions 6  Robert Hutchins Photo Contributions John Dewey Philip Phenix George Willis Processing Questions and Analysis 1. Which among the curricularists you have researched left the biggest impression on you? Explain. 7 2. Which curricularists do you prefer, the traditional or the progressive ones? Explain. 3. How can these currcularists impact your future teaching practice? Explain. Documentation/Portfolio Instructions: Present any document that would further enhance your field study observations. You may attach photos and/or transcriptions of interviews conducted. (Note: This also depends on the specific output that is being required from you to produce as specified in the module.) Summary In this module, you were able to understand the concepts about curriculum. You have reviewed different types of curricula and its impact on students’ learning. Curriculum plays an important part in achieving the expected learning outcomes in course or program. Reference Demata-Libed, G. (2021). Field Study- Part 2. C & E Publishing, Quezon City, Metro Manila 8  MODULE 2 EXPLORING THE CURRICULUM Introduction This module allows us to explore the different curriculum approaches as we engage in the field study experience. We will go through the process of creation and curriculum development. In discussing these, we will also touch the different curriculum design approaches that contribute to student’s learning. Learning Outcomes At the end of this module, students should be able to: 1. review the different curriculum approaches 2. reflect on how the curriculum development process impacts students’ learning. 3. conduct an observation in a school on different curriculum design approaches. 9 Lesson 1. Curriculum Approaches (Demata-Libed, 2021) A curriculum approach is a way of dealing with the curriculum. Is also refers how the curriculum is designed to be handled and implemented. The following are the four (4) curriculum approaches: 1. Behavioral Approach. Developed by Frederick Taylor, this approach prioritizes learning goals and objectives. Lessons and activities are facilitated based on the learning objectives, and these objectives. 2. Managerial Approach. This curriculum approach relies on how the curriculum manager, instructional leader, and curriculum supervisor direct the process of learning. Ornstein and Hunkins (2004) state the following roles of the curriculum supervisor: a. helps develop the school’s educational goals b. plans curricula with students, parents, teachers, and other stakeholders c. designs programs of study by grade level d. plans the school calendar e. prepares curriculum guides or teacher guides by grade level or subject area f. helps in the evaluation and selection of textbooks g. observes teachers h. assists teachers in the implementation of the curriculum i. encourages curriculum innovation and change j. develops standards for curriculum and instructional evaluation 3. Systems Approach. This approach is influenced by the line of relationships in the organizational chart of an institution. Such approach illustrates how decisions related to curriculum development are made. For George Beauchamp, the following are considered equal: administration, counselling, curriculum instructions, and evaluation. 4. Humanistic Approach. This approach tackles the curriculum is a progressive manner because it considers the student’s total development inside and outside the learning institution. In other words, it considers the child as the center of the curriculum by following up on the student during all of his or her level of development. 10 Lesson 2. Curriculum Development Process (Demata-Libed, 2021) The creation and development of a curriculum is a blend of the minds and efforts of various individuals. Curriculum development is a dynamic process that aims to craft a comprehensive curriculum that is responsive to the current needs of the society. As a dynamic process, it shows hoe change is always inevitable. A curriculum would always be subject to change because teaching and learning demands are always changing. This is why regular assessment is part of the curriculum development process to check the effectiveness of the curriculum’s implementation. The following are considered the logical phases of the curriculum development process. ⚫ Phase 1: Curriculum planning is a process that considers the vision, mission, goals, principles, values, and philosophical beliefs of a school translated into learning objectives for learners to engage in the classroom. ⚫ Phase 2: Curriculum designing is the process of carefully selecting topics and content to include in the curriculum, intended learning outcomes, activities or learning experiences for students to engage in, and assessment tools that shall measure the intended learning outcomes set for each topic included in the curriculum. The design shall also include various references that shall be used in the course. ⚫ Phase 3: Curriculum implementation is the action part in which the designed curriculum is implemented in the classroom. The teacher serves as the facilitator that conducts the entire learning experience for the learners, primarily based on the designed curriculum. ⚫ Phase 4: Curriculum evaluation is the process of assessing the effectiveness of the curriculum in reference to the learning outcomes set for each topic reflected in the curriculum. This process tries to check how the objectives are met. Assessment includes checking the progress of learning (formative) and mastery of learning (summative). in the process of evaluation, some issues and concerns may come out that shall open doors for further improvement of the curriculum. 11 Lesson 3. Curriculum Design Approaches (Demata-Libed, 2021) There are three major curriculum design approaches that are used by the teachers and curriculum practitioners. 1. Child- or Learner-centered approach. This approach considers the child as the center of the learning process. The child’s background is considered, specifically his pr her needs, interests, and abilities. Different media are used to allow the child explore himself or herself in order to direct the course of the curriculum. 2. Subject-centered Approach. This approached is focused on the subject matter. The process of learning is contained within the classroom, without emphasis on the life outside the classroom. The exploration and identification of problems are processed through the subject matter discussed at hand. 3. Problem-centered Approach. This approach considers problems are part of life that children or students will get to experience. Thus, they are assisted by engaging them in problem-solving activities and training them to become independent learners. They may be assigned varied roles, tasks, or responsibilities though their involvement in activities where they encounter problems. From this, they are challenged to find solutions. Assessment Task 1.1 The Curriculum Development Process (adopted and modified from Demata-Libed, 2021) Field Study Student: _________________________ Subject:___________ ___________ Resource Teacher: ___________________________ Teacher’s Signature: ___________ Name of School:______________________________ Date of Observation:____________ Grade/Year Level:____________________________ Section:_______________________ 12  INSTRUCTIONS: The figure below illustrates a ladder-like presentation of the curriculum development process. Describe how each is implemented in a school by interviewing any school administrator, teacher, parent, or student. 4. Curriculum Evaluation 3. Curriculum Implementation 2. Curriculum Designing 1. Curriculum Planning PROCESSING QUESTIONS AND ANALYSIS 1. How do you feel about the implementation of the curriculum development process of the school that you have visited? Explain. 13 2. What specific things can you do to improve yourself, as a future teacher, to be more adept in the curriculum development process? Documentation/Portfolio Instructions: Present any document that would further enhance your field study observations. You may attach photos and/or transcriptions of interviews conducted. (Note: This also depends on the specific output that is being required from you to produce as specified in the module.) Summary A curriculum approach is a way of dealing with the curriculum. Is also refers how the curriculum is designed to be handled and implemented. Curriculum development is a dynamic process that aims to craft a comprehensive curriculum that is responsive to the current needs of the society. There are three major curriculum design approaches that are used by the teachers and curriculum practitioners, 1) Learner-centered approach 2) subject-centered approach and 3) problem-centered approach. Reference Demata-Libed, G. (2021). Field Study- Part 2. C & E Publishing, Quezon City, Metro Manila 14  MODULE 3 The Teacher and the Curriculum Introduction Teachers play various roles in the field of education. In this module, we will discover the roles of a teacher in relation to the curriculum. Seen this way, teachers act as curricularists, curriculum designers and curriculum implementers and managers. We will also encounter the role of stakeholders in the curriculum development. In discussing these, we will touch how these individuals greatly affect the teaching - learning process. Learning Outcomes At the end of this module, students should be able to: 1. interview a teacher about how he or she develops a curriculum and his or her participation in curriculum design; 2. reflect on how stakeholders’ involvement in curriculum development impacts the learning and development of the students. 3. engage in a field activity related to curriculum evaluation and the teacher 15 Lesson 1. The Teacher as a Curricularist (Demata-Libed, 2021) A curricularist or curriculum developer is a professional who specializes in curriculum development. A curricularist engages in knowing, writing, planning, evaluating, innovating, and initiating lessons and activities. As a curricularist, the teacher is in charge of the implementation of the curriculum, instruction, and evaluation. He or she makes sure that the curriculum is properly integrated in the teaching learning process. Planner Innovator Writer Implementer Knower Evaluator The teacher as a curricularist: 1. Plans the curriculum. As a planner of the curriculum, the teacher considers factors that may affect student learning such as available materials, time, subject matter, desired outcome, and the background of learners. 2. Writes the curriculum. As the writer of the curriculum, the teacher carefully crafts how the lesson objectives, activities, and assessment will be properly delivered to the students. He or she may also write books, modules, laboratory manuals, and instructional guides and reflect all references in the preparation of the curriculum. 3. Know the curriculum. The teacher should be knowledgeable about every aspect of the curriculum. Through such knowledge. He or she would be able to efficiently direct the course of the implementation of the curriculum. 4. Implements the curriculum. As the implementer of the curriculum in the classroom level, a teacher follows manuals and guides to facilitate his/her teaching in a day. One of the models that he or she could use is the curriculum recommended by the Department of Education. With the teacher’s adoption of the recommended curriculum, 16 he or she is actually being challenged in terms of his or her willingness to implement it with the intention of enhancing the quality of education. 5. Evaluates and innovates the curriculum. The teacher is responsible for evaluating the effectivity of the curriculum. As a curriculum cannot be fixed, it is also up to the teacher to recognize the aspects of the curriculum that require adjustment or change in order to be up to date with current events in society. Lesson 2. The Teacher as a Curriculum Designer (Demata- Libed, 2021) Teachers are curriculum designers. They are responsible for how each feature of the curriculum is implemented in the classroom. Curriculum designs done by a teacher may include the syllabus and the lesson or learning plan. The learning plan, as a miniscule curriculum, has the following components: TOPIC: ______________________________________________________ I. Introduction A. Preliminaries -Settles students down -Introduces motivation B. Summary discussion of the previous meeting C. Connect the previous topic to the current topic D. Intended learning outcomes 1. _________________________________________________________ 2. _________________________________________________________ 3. _________________________________________________________ E. Conceptual framework 1. Topic 2. Definition of terms 3. Concepts used in the discussion of the topic II. Experiencing/Activity A. Background of the activity 1. Objectives 2. Instructions 3. Process questions 17  Note: 1. Process questions will enhance the students’ learning experience. 2. The teacher/facilitator may throw challenging questions for students to analyze and explore their experiences. 3. The teacher/facilitator will monitor students’ interaction during processing and allow students to express their ideas and opinions. 4. The teacher/facilitator will strive to present reasonable and valid answers to the students’ questions. III. Closing A. Synthesis B. Provide an activity that will lead to the application and integration outside the classroom. C. Conduct a valid evaluation/assessment D. Provide an assignment to prepare for the next class meeting Lesson 3. Teachers as Curriculum Implementers and Managers (Demata-Libed, 2021) It is the primary tasks of the teachers to manage and monitor the implementation of the curriculum. They facilitate the curriculum in the classroom following a lesson or learning plan based on the approved course syllabus. As they directly involved in the implementation of the curriculum, their contribution in the curriculum changes is highly needed. Teachers have the freedom to handle the curriculum design however they want. It is up to them whether they would completely stick with it or make some modifications in terms of the provision of various activities that may further enhance the discussion of concepts. 18 Lesson 4. Stakeholders in Curriculum Development (Demata- Libed, 2021) There are various stakeholders primarily involved in curriculum implementation. Stakeholders are responsible for making sure the curriculum effectively addresses the needs of students. The following are the most valuable stakeholders involved in curriculum development. 1. School Administrators. They are the curriculum managers that ensure that the right people are hired to fill up various positions in as school such as teachers and non-teaching personnel. They see to it that prospective students are properly assessed, admitted in school, and given the learning experience catered to their individual needs. They lead the process of creating the curriculum as well as monitoring its implementation. 2. Teachers. They plan, write (through lesson plans), and implement the curriculum. Aside from facilitating learning in the classroom, they are also involved in various things in school such as acting as coordinators in school clubs and activities and other committees created in school, evaluating the curriculum, and leading curriculum change. 3. Students. They are the reason the curriculum should exist. They are the primary stakeholders of curriculum development.the students’ backgrounds are given utmost importance because the needs of the students are prioritized in curriculum development. The success of a curriculum is measured by how much students learn in class. 4. Parents. They are the ones who send their sons and daughters to school, and they trust that the school will be able to respond to the needs of their children. They are also called the best supporters of the school in terms of its financial aspect, among others. In many schools, the PTA, which stands for Parent- Teacher Association, may lead to strengthening the bond or link between the home and school. 5. Community. The community serves a very important reference in the preparation of a curriculum. A curriculum is designed to take into account the context of the community, particularly in terms of the resources it can provide that will be beneficial to the students’ learning. 19  6. Other Stakeholders. These are the members of the school board and local government officials in the community who are also involved in the education system. Lesson 5. Curriculum Evaluation and the Teacher (Demata- Libed, 2021) Evaluation is a way of knowing the extent of the effectiveness and success of certain tasks or endeavors. For the school setting, it is of utmost importance to evaluate the curriculum led by its administrators. Teachers have to be present in the curriculum evaluation because they are the ones who implement it on a daily basis in the classroom. The overall program (grade level, year level, or college program) evaluation of the curriculum is compromised of the following: 1. Vision and mission of the school 2. General descriptions of the program (K to 12, program majors) 3. Goals and objectives of the program 4. Course offerings specified in the program prospectus 5. Course syllabus for each course/subject 6. Lesson or learning plan (for each topic to be facilitated by the teacher in the classroom) Figure 3.1. Curriculum evaluation and the teacher (Demata-Libed, 2021) 20  Assessment Task 3.1 Assessing the Curriculum (adopted and modified from Demata-Libed, 2021) Field Study Student: _________________________ Subject:___________ ___________ Resource Teacher: ___________________________ Teacher’s Signature: ___________ Name of School:______________________________ Date of Observation:____________ Grade/Year Level:____________________________ Section:_______________________ INSTRUCTIONS: Interview any teacher regarding the overall curriculum of the school. Ask him or her to assess the curriculum using the evaluation sheet below. The rating below stands for : (5 - Outstanding; 4 - Above Average; 3 - Average; 2 - Below Average; and 1 - Needs Improvement) 5 4 3 2 1 I. Vision and Mission of the School 1. Clearly stated 2. Speaks of the school’s aspirations for the future 3. Specifically defines steps to take to accomplish the vision II. General Descriptions of the Program 5 4 3 2 1 1. Describes the general scope of the program 2. Clear in terms of the general direction of the program 3. Provides general concepts that shall be taken care of in the program III. Goals and Objective of the Program 5 4 3 2 1 1. Describes specific concepts that students will be able to acquire 2. Specifically describes skills that students should be able to learn 3. Specifies values espoused by the program IV. Course/Subject Offerings 5 4 3 2 1 1. Subject offering is completely covered for the entire program 2. Provides a prospectus or list of courses/subjects to take 3. Clearly provides description of the courses offered for the program V. Course Syllabus (sample) 5 4 3 2 1 21  1. Describes the general background of the program 2. Clearly states the goals and objective of the course 3. Specifies all topics to be included in the course for the entire year/semester 4. Objectives are set for each topic 5. Activities are stated for each topic 6. Assessment and evaluation are provided 7. Reference materials are stated VI. Lesson or Learning Plan 5 4 3 2 1 1. Specifies intended learning outcomes 2. Activities or learning experiences are provided for the concepts 3. Assessments are provided to check the extent of students’ understanding of the topic VII. Teacher’s Basic Evaluation 5 4 3 2 1 1. Qualified to teach the course/subject 2. Able to facilitate experiential learning to students 3. Able to provide a valid assessment to check on the extent of the success of the intended learning outcomes set PROCESSNG QUESTIONS AND ANALYSIS 1. What does the overall evaluation, as reflected on the evaluation sheet, say about the curriculum in use? 2. Which aspect of the curriculum may need help in terms of its implementation? Who may be involved in responding to these concerns? Assessment Task 3.2 QUIZ Documentation/Portfolio 22 Instructions: Present any document that would further enhance your field study observations. You may attach photos and/or transcriptions of interviews conducted. (Note: This also depends on the specific output that is being required from you to produce as specified in the module.) Summary A teacher act as a curricularist, curriculum designer, and curriculum implementers and managers. He or she makes sure that the curriculum is properly integrated in the teaching learning process. For the school setting, it is of utmost importance to evaluate the curriculum led by its administrators. Reference Demata-Libed, G. (2021). Field Study- Part 2. C & E Publishing, Quezon City, Metro Manila 23