EPISODE III: CLOSE ENCOUNTER WITH THE K-12 CURRICULUM AND TEACHING METHODS, AND ASSESSMENTS

Topics included in Episode 3:

A. K-12 Considerations in Preparing Daily/Weekly Lessons

1. Recommended Curriculum

2. Written Curriculum

3. Supported Curriculum

4. Assessed Curriculum

5. Learned Curriculum

6. Hidden Curriculum

B. The Miniscule School Curriculum

C. Guiding Principles in the Selection and use of Teaching Methods

1. Teaching Methods

1.1 Deductive

1.2 Inductive

D. Assessment “FOR”, “AS” and “OF” Learning

MY OBSERVATION

Be guided by the task below as you do your physical classroom observation. Then accomplish the matrix data below.

1. Discover what curriculum is operating in the school setting. Recall the types of curriculum mentioned in the introduction. Can you spot where these are found?

a. Recommended Curriculum – The Resource Teacher based her lesson on recommendations from higher offices.

b. Written Curriculum – The Resource Teacher has a lesson plan, and that could be an example of a written curriculum. It consists of its topics and lessons about what she will be doing in her class.

c. Supported Curriculum – The Resource Teacher used virtual platforms or ICT-based instruction in her class. She used a PowerPoint presentation to present her lesson. She also used a medium through which she could conduct a quiz for her learners.

d. Assessed Curriculum – The Resource Teacher conducted an online quiz wherein she can be recognized as the top answerer. She also grouped her learners for a concept presentation for a certain product, and luckily, the learners did well.

e. Learned Curriculum – The learners were well equipped with the teacher’s lesson wherein they presented their developed product and its concept, which is aligned to the learning outcomes of the class session.

f. Hidden Curriculum – Some interactions are unintended but influence the learning outcomes of the lesson.

2. Carefully look for the indicators/behaviour of the teacher along the major components of the Written Curriculum or the Miniscule School Curriculum.

A. Planning

-Borrow your Resource Teacher’s lesson plan/guide for the day. What major parts do you see? Answer these questions:

a.1. What are the lesson objectives/learning outcomes?

a.1. LO 1. Utilize kitchen tools, equipment, and paraphernalia

1.1 name tools, equipment, and paraphernalia used in cooking;

1.2 identify the material of which the tools or pieces of equipment are made of;

1.3 classify the types of tools and equipment according to use; and

1.4 choose the correct tool, or equipment to use in a specific job.

a.2. What is included in the subject matter?

a.2. The subject matter talks about the “Kitchen Tools and Equipment in Cookery.

a.3. What procedure or method will the teacher use to implement the plan?

a.3. The Resource Teacher used constructivist approach; ICT-based instruction; collaborative learning; inquiry instruction/learning.

a.4. Will the teacher assess or evaluate the lesson? How will this be done?

a.4. Based on the lesson plan and in the conducted class of the Resource Teacher, there was an assessment and evaluation part where learners took an activity and summarized their learning through recitation.

B. Implementing

- Now it is time to observe how the Resource Teacher implemented the prepared plan. Observe closely the procedure.

b.1. How did the teacher begin the lesson?

b.1. The Resource Teacher begins her lesson with greetings. She did a checking of attendance, then followed by an oral-pre-test for her students by asking different questions that are related to the topic for the learners to become aware and familiar with their lesson.

b.2. What procedure or steps were followed?

b.2. The procedure or steps that were followed was the lesson cycle that is composed of preliminary activities; elicit; engage; explore; explain; elaborate; extend: and evaluate.

b.3. How did the teacher engage the learners?

b.3. The resource teacher engaged her students through a set of numbers that were displayed through on a slideshow presentation. Five volunteer students were asked to choose one number. The selected number of the student is hyperlinked to a slide that will show a tool/equipment. Each student name the tool/equipment shown on the corresponding number he/she has chosen.

b.4. Was a teacher a guide at the side?

b.4. Yes, as she asked and tasked her students for an activity, she always checked them. She is also a considerate teacher in the sense that when a learner asked a favor, she complied positively.

b.5. Were the learners on task? Or were they participating in the class activity?

b.5. Learners actively participated in the class activity. They raised hands where questions were being thrown – probably they enjoyed the class. They were enjoying justifying answers, citing facts, and their experiences and as well as debating on a specific question thrown by the teacher.

b.6. Was the lesson finished within the class period?

b.6. No, the Resource Teacher told the learners at the beginning of her class that they are going to extend their time session for 1 hour.

C. Evaluating/Assessing

Did learning occur in the lesson taught? Here you make observations to find evidence of learning.

c.1. Were the objectives or learning outcomes achieved?

c.1. Yes, the learning outcomes were achieved.

c.2. How did the teacher assess/evaluate it?

c.2. The learners summarized their learnings through a recitation facilitated by the teacher.

c.3. What evidence can you share that assessment, is constructively aligned with the lesson objectives/outcomes and the teaching method?

c.3. The learning outcome is to utilize appropriate kitchen tools, equipment, and paraphernalia in which the learners demonstrated an understanding the use and maintenance of equipment in cookery and independently use and maintain tools, equipment, and materials in cookery according to standard operating procedures.

3. In the class that you have observed, determine evidence of applications of the Principles of Learning. What did the teacher do to apply these principles?

Principle 1-Effective learning begins with the setting of clear and high expectations of learning outcomes.

Principle 1 – The Resource Teacher greeted her learners, and did some questionings related to the topic.

Principle 2-Learning is an active process.

Principle 2 – Learners become active when the Resource Teacher gave extra points to those who are participating and bigger number of points to those who can justified their own answers articulately and in accordance with artifacts. That is why the learning process becomes more productive and learners are enjoying.

Principle 3-Learning is the discovery of personal meaning and relevance of ideas.

Principle 3 - When the learners are being asked different questions, they relate it to what they experienced, and in their experience, as a teacher, you can also relate with it.

Principle 4- Learning is a cooperative and collaborative process.

Principle 4 - The Resource teacher grouped the learners for activity and within that, the collaboration of learners’ ideas is being mixed to come up with a good result in their activity.

4. Describe the methods of teaching employed by your resource teacher.

A. Teacher-Centered

a.1. Did the teacher lecture all the time?

a.1. No, she allowed her students to participate in the lecture part as she gave questions most of the time.

a.2. Was the emphasis on the mastery of the lesson or on the test? Prove.

a.2. Yes, she performed holistically and did well in the mastery of her lesson because learners enjoyed their class.

a.3. Was the class atmosphere competitive? Why?

a.3. Yes, because some of the participative and active students wanted to share more justifiable answers through facts, answers, and experiences regarding into that particular manner.

a.4. Absolutely a big, yes! She focused on the subject she must need to teach to her learners.

a.4. Did the teacher focus on one discipline/subject?

B. Student-Centered

b.1. Were learners involved in the teaching-learning process? How?

b.1. Yes, learners were involved in the teaching-learning process because not just the teacher shared ideas about the lesson but also the learners and there is a part of the lesson proper wherein learners are critically thinking challenge by the teacher.

b.2. Was the emphasis on the learners’ application of the lesson in the real life? Give proofs.

b.2. Yes, their lesson here is important, they could use it in their future. As they gave great concepts to the paramount utilization of appropriate kitchen tools, equipment, and paraphernalia in which they could use this at home, share with friends and other family relatives with the use and in maintaining tools, equipment, and materials in cookery according to standard operating procedures.

b.3. Was the class atmosphere collaborative? Why?

b.3. Yes, the class collaborative was good because they created a good collaboration on their concept about the topic given to them, on which some learners are enthusiastically helping their classmates to defend and support them.

b.4. Did the teacher connect lesson to other disciplines/subjects?

b.4. Yes, because the utilization of appropriate kitchen tools, equipment, and paraphernalia in the lesson, she connects it to the subject of Carpentry wherein it also focuses on the part that it is a must to coherently adopt, use, and be guided in utilizing an appropriate tools, equipment, and paraphernalia in particular activity or part of your preparing.

What teaching-learning practice shows that the teaching approach was:

1. Constructivist - The resource teacher allowed the students to construct their ideas and shared what they offer and to justify their answers critically.

2. Inquiry-based - The learners asked questions to the teacher for them to be enlightened on what they were being asked.

3. Developmentally Appropriate - As the resource teacher is being considerate with her students, there is also development on the students’ side that comforts them.

4. Reflective - As the resource teacher teaches her lesson, there are reflections on her side that can emphasize her lesson.

5. Inclusive - The resource teacher practiced inclusivity in her class. As she is being considerate to her learners.

6. Collaborative - The resource teacher allowed her learners to do a collaborate for a presentation activity, and they successfully presented their activity.

7. Integrative - As the teachers share her experience same with the learners, there are learnings that came up that is new to them and that makes an integrative.

5. Observing Assessment For, AS, and Of Learning

A. Formative Assessment

a.1. Observe what your Resource teacher does or listen to what s/he says to find out if the learners understood the lesson while teaching-learning is in progress.

a.1. She said, “Did you understand?” or “ Are you still following with me, class” and “Can you still follow my dear students?”.

a.2. Did the teacher ask the class “Did you understand”? If s/he did, what was the class’ response?

a.2. Yes, and they responded, “Yes, ma’am.”

a.3. Did the learners make the teacher feel or sense they did not understand the lesson? If yes, how did the teacher respond?

a.3. No, definitely no.

a.4. Were the learners allowed to ask questions for clarification? How was this done?

a.4. Yes, the resource teacher asked if there are questions that needed to be clarified and learners answered “none, ma’am.”

a.5. If she found out that his/her lesson was not clearly understood, what did the teacher do?

a.5. Yes, the resource teacher asked if there are questions that needed to be clarified and learners answered “none, ma’am.”

a.6. If s/he engaged in reteaching, how did she do it? Did s/he use the same teaching strategy? Describe.

a.6. Perhaps no, because learners could do the same thing if she used the same strategy.

a.7. Did the teacher check on learners’ progress after re-teaching the lesson? If yes, how?

a.7. There is no reteaching being done.

B. Self-Assessment

b.1. Did the teacher provide opportunities for the learners to monitor and reflect on their own learning?

b.1. Yes. On which, through on the summarization of their learning by means of reciting what they had learned, what did they understood, and how they are going to apply it on their day-to-day life.

b.2. What are the proofs that are learners were engaged in self-reflection, self-monitoring, and self-adjustment?

b.2. When they recited, justified their answers by means of facts, experiences, and suggestions and participated in class, they see to it that what they say is related to what the teacher asked.

b.3. Did the learners record and report their own learning?

b.3. No, just the teacher.

b.4. Did the teacher create criteria with the learners for tasks to be completed or skills to be learned?

b.4. Perhaps yes, because teachers has basis or criteria to see for activities, and to see learners’ progress.

C. Summative Assessment

c.1. Observe classes with different disciplines MTB-MLE, Science, Math

c.1. Observe classes within discipline of TLE – HE 7.

c.2. Identify the learning outcomes of the (3) subjects you have observed.

c.2. LO 1. Utilize appropriate kitchen tools, equipment, and paraphernalia

1.1 name tools, equipment, and paraphernalia used in cooking

1.2 identify the material of which the tools or pieces of equipment are made of

1.3 classify the types of tools and equipment according to use;

1.3 choose the correct tool, or equipment to use in a specific job

c.3. How did the teacher assess the learning outcomes? Specify.

c.3. First, the students will do an activity. A word pool consisting of different tools and equipment will be provided. The students need to classify these according to their uses by putting them in the corresponding box. And, a task will be given to the students wherein they need to identify the tools/utensils and/or equipment used in preparing/cooking the food below. They also need to state its use in cooking that certain dish: 1. Adobo and 2. Pinakbet.

c.4. Is the assessment tool/task aligned to the learning outcomes?

c.4. Yes.

c.5. If not aligned, improved on it

c.5. The lesson and assessments were aligned to the learning outcomes.

MY ANALYSIS

Based on your observations and interview, answer the given questions clearly and concisely below.

1. Which of the seven types of curriculum in the school setting is easy to find? Why?

- Supported Curriculum – as we are in the new normal of learning where ICT-based instruction arises, it is no wonder that this is a supported curriculum that is easy to find in a school setting.

1.1 Which is difficult to observe? Why?

- Hidden Curriculum – because it is somehow the teaching-and-learning process has unintended interactions; however, it influenced the learning outcomes.

1.2 How do curricula relate to one another? Draw a diagram to show the relationship of one curriculum to the other.

2. Was the lesson implemented as planned? Describe.

- Yes, because the Resource Teacher has a lesson planned wherein it was her guide and blueprint for her class and as she conducted her class.

2.1 Are the three (3) components constructively aligned? If yes, accomplish the diagram below to explain their alignment.

- Yes.

Constructive Alignment of the Components of a Lesson Plan

I. Subject Matter/Topic: Cookery

II. Subject Area: Technical and Livelihood Education (TLE)

III. Level: Grade – 7

2.2 What component would tell if the outcomes have been met?

- The component explore part is where the learning outcomes met, wherein students provided knowledge about the lesson and product development.

2.3 Can you describe the disposition of your Resource Teacher and the majority of his/her learners after the lesson was taught? Happy and eager? Satisfied and contented? Disappointed and exhausted?

- The learners were satisfied and contented after the lesson was taught in the sense that they are fostered with learnings about utilizing appropriate kitchen tools, equipment, and paraphernalia.

3. What principles of learning were most applied? Least applied?

3.1 Most Applied - The most applied principle were the learning is an active process and learning is a cooperative and collaborative process.

3.2 Least Applied – Nothing everything were balanced.

3.3 Give instances where this/these principle/s could have been applied - The resource teacher let the students actively participated in the discussion and engaged in educational learning activities. She also gave a group task activity wherein the students did some brainstorming in order for the students to share their ideas to have a better come up with their activity.

4. What are the possible consequences of teaching purely subject matter for mastery and the test?

- The possible consequences will be learners will not explicate, elucidate and expound their ideas and relate to other subject matter – undoubtedly or perhaps, it will give the learners negligeable and trifling ideas.

4.1 If you were to reteach the classes you observed, would you be teacher-centered or student-centered? Why?

- If I have given a chance, I will choose subtlety a student-centered. Nonetheless, I will allow them to interact with others for them to share what they have to offer to their fellow learners. Since learning comes into three way – teacher to learner, learner to teacher, and learner to learner.

5. Analyze the following:

A. Formative Assessment

5.1 Why should the teacher find out if learners understand the lesson while teaching is in progress?

- The teacher found out if learners understand the lesson while in teaching progress so that the progress of the learning of the learners is moving.

5.2 Why is it not enough for a teacher to ask “Did you understand class?” when s/he intends to check on learners’ progress.

- Because, if there are learnings that the learners missed, she can reteach for more clarification on the learners.

5.3 Should the formative assessment be recorded for grading purposes? Why or why not?

- No, formative assessments are considered part of the learning; however, the resource teacher gave extra points to those who participated in the learning process

5.4 Based on your observations, what formative practice worked?

- Based on my observation, the formative practice in the teaching process was the resource teacher asked questions to the learners while she is discussing about their lesson.

5.5 Could an unreasonable number of failures at the end of the term/grading period be attributed to the non-application of formative assessment? What do you think?

- Yes, one of the factors of formative assessment is to know the strengths and weaknesses of students so that you will modify your teaching techniques and strategies.

B. Self-Assessment

b.1. If the student is at the heart of all assessments, then all assessments should support student learning. Do you agree? Why or why not?

- I think, it is depending upon on how the assessment is being made principally in its content. If the students are willing to learn, he/she probably have the heart and soul focus in his/her learning and assessment process.

b.2. Does assessment as learning have the same ultimate purpose as assessment for learning?

- No, assessment as learning is the form of formative assessment; apparently it transpires when students mirror their progression on their future learning goal while assessment of learning in the form of summative assessment; occurs when teacher use evidence of student learning to make judgments.

C. Summative Assessment

c.1. Are the assessment tasks aligned to the learning outcome?

- Yes.

c.2 What are the possible consequences if teachers’ assessment tasks are not aligned to learning outcomes? Does this affect assessment results? How?

- The resource teacher is not an effective teacher if she/he did not meet the learning outcomes. Undoubtedly, it will also affect the assessment results of the learners wherein the lesson that is being discussed and the assessment are not in the same aspect.

c.3 Why should assessment tasks be aligned to the learning outcomes?

- Assessment tasks should be aligned with the learning outcomes; students can see clearly what to focus on, and how to demonstrate their learning during the assessment.

MY REFLECTION

The primary purpose of assessment is not to measure but to further learning. Reflect on your personal experiences of assessment in school. Were you given opportunities for self-assessment? If yes, what is its impact on your learning?

There are tasks that need to be accomplished in order for you to progress. In learning, assessments are not only used to measure learning progress but further and continuous improvement of learning – they will give you the chance to discover gaps in your knowledge or skill set, allowing you to gain greater autonomy, deeper learning, and metacognition, as well as be a well-equipped and skilled individual.

I remember my senior high school years, wherein before our graduation and exit from our dear Alma matter, we needed to undergo and apply for our National Certificates II since it is one of the prerequisites. And during that time, we applied for three National Certificate II—namely, Bread and Pastry Production NC II, Cookery NC II, and Food and Beverages NC II. And for us to get and have our NC II, there are competencies we tremendously need to undergo and comprehensively be assessed first. With the vigorous preparation, humbleness, and prayers I took in line with the competencies, I was able to practice it and when our assessment came, luckily, I passed the assessment and at the same time, I discovered the gaps in my knowledge or skill set I needed to work with, allowing myself to gain greater autonomy, have deeper learning, and metacognition, as well as, to be a more confidently well-equipped and skilled individual with the three national certifications I took in.

As I embarked on my new adventure with this venture of college life, I then took and again looked for a bigger door where I could practice, continuously perform, and astonishingly work on my skills and abilities. Nonetheless, I took this baccalaureate’s degree since I truly believed that the competencies and assessments that I had with my previous experiences took me to a greater level as well as advanced my continuous learning and improvement now. Furthermore, with all of the extensive and numerous assessments I've completed and dealt with, they aid me in reviewing my work and reflecting on my learning progress. Akin to this, it tremendously helps me to participate in and take ownership of my own learning.

As a technical-vocational student and future educator in this field, we have not only the mind to teach but also the skilled power to apply it in the real world because we are competent and assessed—this is our competitive advantage over other majors.