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Curriculum Planning
Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This Domain encompasses their ability to translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning (DepEd, 2017: 10).
In this domain, this includes the curriculum guides/MELCs used by the Practice Teacher in her three subjects, scope and sequence, her class schedule for both Cycle 3 & 4, her lesson log from March 21, 2022 to April 21, 2022, and as well as the reflection paper with reading materials as her references.
Curriculum Guide
K-to-12-MELCS-with-CG-Codes (1).pdfTRENDS, NETWORK, AND CRITICAL THINKING IN THE 21ST CENTURY
The course provides opportunities for students to discover patterns and extract meanings from emerging trends.
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
This course focuses on the application of ideas and methods of the social sciences to understand, investigate, and examine challenges of contemporary community life.
INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON
Topics to be discussed include the human experiences of embodiment, being in the world with others and the environment, freedom, intersubjectivity, sociality, being unto death.
Scope and Sequence
Scope-and-SequenceClass Schedule
Lesson Log
Lesson Log.docxAnnotated Bibliography
On the research made by Supraja about the labeling of course questions to ensure alignment with learning outcome, she and other researchers identified algorithms that fits the description needed to make the labeling possible. Out of the four algorithms the most reliable model (TF-IDF with ELM) is able to accurately label new course questions for the undergraduate electrical and electronic engineering course with 0.86 reliability in terms of F1 measure. Any novice instructor who takes over this course in the future or teaching assistants tasked with refreshing the course assignments would be able to extract new questions from any external source and pass them to the algorithm to automatically label the questions as the original course coordinator would.
This allows contributors of the course design without a strong background in learning to make curriculum decisions regarding the alignment of the course’s learning outcomes. The data proven by their work provides a first step at being able to regularly introduce learning activities that promote the development of adaptive expertise into a course by matching external sources of activities with the course’s learning outcomes.
Supraja S. et. al (2017) Toward the Automatic Labeling of Course Questions for Ensuring Their Alignment with Learning Outcomes.
Reflection
Learning outcomes are based on the competencies given by the curriculum to follow. It serves as the backbone of the lesson thus the objectives must be aligned to the said competencies or else it would be completely useless. Each of the three objectives on the learning outcomes are designed to fulfill the skills the competency wanted to, to do so one must craft a well designed outcome. A well aligned learning outcome can be easily seen through the output and assessment of the students. The results of the activities shows the skills and knowledge the students obtained throughout the whole learning process. An example of which is a competency about teaching students the proper way of assembling an extension cord for EPP. If the output turns to be a failed project with miss steps, wrong process, and failed products means the learning outcomes and competencies are not properly aligned.
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