Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following learning outcomes:

1. identify what type of curriculum is utilized in DepEd Schools;

2. describe how teaching and learning processes are sequenced to meet the curricular needs/ requirements;

3. determine the teaching-learning resources and ICT that facilitate the teaching-learning process; and

4. evaluate the resources used in the learning environment.

Learning Overview

The demands of the global community are climbing up to its zenith as time goes by. In line with the visions and missions of all the schools, state universities and colleges, individuals are taught to regulate self-learning, level up the skills in problem solving, immerse on the duties in the society, hone the character and personality, so that they will be able to provide what is needed by the entire nation.

We defined curriculum simply as a set of learning engagement tailored to nurture every learner’s passion indulging them to different experiences to make learning more authentic and effective. Teachers are the prime movers in the educative process and their goals are to fill their minds with such knowledge, touch their hearts with core values such as of the good manners and right conduct, and equip their bodies with sufficient potentials leading them to success. A curriculum does not only entail lawfully implemented strategies, rules, policies, and guidelines, there is what is also termed “hidden.” To specify, it is a type of curriculum that encompasses the planned implementations of the school. It refers to a kind of learning not gained by the teachers who teach the subjects nor the other activities that are partly extra-curricular. It comes out from socializing with others, from the uncontrolled situations, and of course, from the practices involved in values education.

Observation/Interview/View

Directions: Read the following items below before doing the indicated tasks.

1. Download, review and analyze a sample K-12 Basic Education Curriculum.

2. Review the elements/components of curriculum design.

3. Follow the minimum health protocol at all times.

4. Observe etiquette during class observation and collaboration with others.

Observation Report

Directions: Complete the table below by identifying the type of curriculum that exist in the DepEd Schools/Laboratory Integrated Schools.

Pair or compare with a lesson plan (downloaded/borrowed). Note your observation on how the design was implemented or translated into a daily lesson to meet the curriculum requirement.

Using the borrowed/ downloaded lesson plan, try to dissect parts and identify what resources including ICT were utilized to facilitate teaching-learning process.

Question:

1. After your observation, what did you notice about the flow of activities and the congruence of each activity to the objective/intended learning outcome? Elucidate your answer.

Based on our observation, the objective or intended learning outcomes presented by the teacher were utilized throughout the discussion. Wherein teachers are skilled at identifying and articulating the proper sequence and pacing of their content. With this said, the activities flow naturally during the teaching-learning process. And those activities are congruent to the intended learning outcomes because the teacher is following the flow of her lesson plan and making sure the activities given to the students are about the lesson they are tackling, involving the cognitive, psychomotor, and affective abilities of the students.

Analyze

Answer the following questions:

1. How did you know that there exist such curriculum in the DepEd Schools/ Laboratory schools?

Both the DepED and laboratory curricula exist because they contribute to the learning success of students and are aligned with their learning competencies. To ensure that every student has access to demanding academic experiences, the curriculum serves as the primary reference point for all educators. We know that those curriculums exist in DepED schools and laboratory schools because our instructors used them, and as future teachers, we encountered them in our lessons. Also, at Lilimasan Elementary School, we found out that such curricula do really exist and are implemented to allow teachers to make more informed and confident decisions about how to teach children.

2. How can educational experiences be effectively organized and contribute to the attainment of objectives/ intended learning outcomes?

Teachers must be knowledgeable about the subject and lesson they are teaching in order to link learners' experiences to the attainment of learning goals. Relationships between educational experiences can be examined over time and from one area to another. It should also include continuity, sequence, and integration. The most efficient educational experiences are those that are planned with the end in mind, with the teacher's understanding of the students guiding the pedagogical decisions.

3. From the lesson plan, evaluate the resources and compare it with the actual resources utilized in the classroom.

Teachers delivered their lessons using detailed or semi-detailed lesson plans as a guide. The teacher used the resources that she had incorporated into her lesson plan in the real classroom setting. This includes televisions, PowerPoint presentations, chalkboards, and printed materials such as modules and activity sheets. In order for the students to truly understand and remember the lesson, the instructor includes graphics in her PowerPoint presentation, which helps the students relate to what their teacher is talking about.

Reflect

1. As a pre-service teacher, how do you plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirement in varied teaching context?

As preservice teachers, we will plan, manage, and implement developmentally sequenced teaching and learning processes to meet curriculum requirements in varied teaching contexts by planning with learning outcomes before determining the curriculum, activities, and materials we will be using. First, we measure and determine what the learners need to learn in a specific lesson. Then we set an attainable learning objective and use different strategies or techniques to come up with how the learners will learn. Then we can integrate or implement sequence teaching by introducing it to the learners. If they already understand the lesson, we will give different activities in order to increase the difficulty level and know if they really understand the lesson. Then we will implement this developmentally sequenced teaching and learning process by using different strategies and techniques in order to execute the plan well and meet curriculum requirements in varied teaching contexts. This sequence enables students to have a deep understanding of the content taught. We will focus on ensuring learning, not just teaching, and try to create a more engaging learning environment in which students are aware that they are responsible for what they learn by measuring and determining what needs to be learned, what the goals are, and how the students should learn, as well as by giving them feedback on their learning.

2. How do you set achievable and appropriate learning outcomes which are aligned with learning competencies?

We set achievable and appropriate learning outcomes that are aligned with learning competencies by utilizing SMART objectives (specific, measurable, attainable, realistic, and time-bound) to clarify and provide ideas on where we should focus. We'll also make a list of prospective learning objectives, keeping in mind what the students can achieve in the course and retaining just the most relevant learning outcomes. Finally, to see if the outcomes are met, we will revise and assess them.

Evidence/Documents

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