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FS 4

Exploring the Curriculum

FIELD STUDY
Episode 6
CHECK POINTS

Name of FS Student: Kier A. Baugbog


Course: Bachelor of Secondary Education Major in Mathematics Year & Section: Math 4-1
Resource Teacher: Folencio C. Carreon
Cooperating School: Dalandanan National High School

Your Target
At the end of this activity, you should be able to give some principles involved in
designing a curriculum.

Your Map
For this process, go through the following steps:
Step 1: Visit a school and choose a class to be observed.
Then arranged with the teacher that you are going to
Step 2: Take note the different learning environment
provided in the lesson plan for the specific subject area.
Generate information on the following: Objectives,
Strategies, and Assessment tools used.
Step 3: Find out whether or not strategies are aligned
with the objectives and assessment of learning. Make a
matrix of information from the observations made.
Step 4: Reflect on your FS experience and share
thoughts, insights and feelings in class.

My Observation Report
Name: Kier Baugbog
Year/Course: Math 4-1
School observed: Dalandanan National High School
Grade Level: Grade 10
Section: 10-Aphrodite
Subject Observed: Mathematics
Observations:
Teachers Objectives:
1. Find the roots of a quadratic equation by factoring
2. Identify different cases/forms of quadratic equation
3. Define quadratic equation
Describe the Strategies:
-

The discussion of the teacher is more of teacher-centered approach. First, he


defines the quadratic equation using the schema of the students about
polynomial equations. Second, he presents different cases of a quadratic
equation and feed the students with ways in how to solve for the roots of it.
Though, when he got into the point, he explains the procedures very well. His
strategy is more of making the students master the procedure and eventually
master the whole topic.

Describe the Assessment Tools used:


-

Assessment tool used is paper and pencil strategy. He gave the students set of
quadratic equations and he direct them to simply find the roots of those using
the procedure.

For this episode, please use the Activity Forms provided for you below.

Objectives
(Write down
teachers
Learning
Objectives)

Strategies
(Describe
the
strategies
used by the
teacher)

Assessment
(Describe the
assessment
method/s and
tool/s used)

Remarks
(Write your
personal
judgement
on the
alignment
of
Objectives,
Strategies
and
Assessment
)

1. Define
and identify
polynomial
expression,
degree of
the
polynomial,
leading
term, and
leading
coefficient.

1. He
introduces
the
standard
form of a
polynomial
expression.
Discussed
about
degree of
the
polynomial,
leading
term, and
leading
coefficient.
He gave
examples.

1. Seatwork
about
identifying
the degree
of the
polynomial,
leading
term, and
leading
coefficient.

1. The
objectives,
strategies
and
assessmen
t are
aligned.

2. Seatwork
about

2. The
objectives,

2. Define
2. He
and identify introduces

polynomial
equation,
number of
real roots,
and number
of roots.
Find the
roots of a
polynomial
equation in
factored
form.

3. Find the
roots of
linear
equations.

polynomial
equation
using the
schema of
the
students
about
polynomial
expression.
He
discussed
about the
number of
real roots
and
number of
roots. He
discussed
the zeroproduct
theorem.
He gave
examples.
3. He gave
examples
on solving
for the
roots of a
linear
equation.
He provided
formula for

identifying
the number
of real roots,
number of
roots and
finding the
roots of a
polynomial
equation.

strategies
and
assessmen
t are
aligned

3. Seatwork
about
finding the
roots of
linear
equations.

3. The
objectives,
strategies
and
assessmen
t are
aligned.

faster
computatio
n.
4. Find the
roots of
quadratic
equations
by
factoring.

4. He
presented
cases of
quadratic
equation
and
discussed
how to find
the roots of
each.
Finally,
presented a
procedure
of finding
the roots of
quadratic
equation by
factoring.

5. Define
rational root
theorem
and
Descartes
rule of sign.

5. Provide
definitions
of rational
root
theorem
and

4. Seatwork
about
finding the
roots of a
quadratic
equation by
factoring.

4. The
objectives,
strategies
and
assessmen
t are
aligned,
although
he
involved
some
concepts
that are
not
anchored
to his
objective. I
believe it
is also
necessary
to do so.
5. Seatwork
5. The
about
objectives,
identifying
strategies
possible
and
rational roots assessmen
and
t are

Identify
possible
rational
roots and
scenarios of
the nature
of the roots
of a
polynomial
equation.

Descartes
scenarios of
rule of sign. the nature of
Gave
the roots of a
example on polynomial
identifying
equation.
possible
rational
roots and
scenarios of
the nature
of the roots
of a
polynomial
equation.

aligned.

Your Analysis
Why do teachers need to align the objectives, strategies and assessment?

- Teachers need to align the objectives, strategies, and


assessment for them to make sense of the teaching-learning
process. In other words, teaching-learning process would be
meaningless if the objectives, strategies and assessment are
not aligned or anchored with each other. It is in the fact that
you made sets of objectives and you dont have a plan to
achieve those that made the teaching-learning process
meaningless.

How should teachers align their objectives, strategies, and


assessment? Suggest some strategies.

- I believe one of the best strategies to make the objectives, strategies and
assessment align is to do it chronologically, start from making of the
objectives then decide what strategies you need to apply on attaining those
and finally choosing ways on how you can easily and critically measure if
your objectives were attained. This is an application of the principle that
you should begin with the end in mind.
- Another thing is that, you should know what you are doing. That is why
teachers are required to do lesson planning for them to have a guide on
what to do in the class. Failure to make a plan will be the biggest factor in
terms of aligning the objectives, strategies, and assessment.
- Finally, it is essential to be knowledgeable in terms of the principles on
choosing or deciding the appropriate strategies and the assessment tool.
Otherwise, even if you have in mind the importance of aligning the
objectives, strategies and assessment you still failed in the process.

Your Reflections

What has been your most meaningful experience in this episode? What makes it
meaningful to you? How could such an experience help you become a better teacher?

The most meaningful experience for me in this episode is observing the dialogue
and substantive conversation between the teacher and the students. The teacher I
am observing happens to be very passionate in teaching. He never wasted time
seating on the teachers table to watch the students while they are answering their
seat works. He keeps on walking. Observing his students if they are doing well. If
he sees someone that is out of tracked, students that is not getting the lesson. He
will immediately catch the attention of that student and start lecturing again. One

on one. Not stopping until the student gets it. Even though he just finished
teaching the lesson in the whole class. This process is done until the end of the
time allotted for seat work. This is very meaningful for me because this shows how
noble teaching as a profession is. This also opened my eyes that there are still
these kinds of teachers. Very ideal and worth remembering for. This experience
will definitely help me a lot in becoming a better teacher. Because of this
experience, I now fully understand the importance of communication inside the
classroom. Those essential conversations between the teacher and the students.
All that is inside my mind while observing the teacher is to be somehow like him
someday. Though, there are still some flaws which I believe is inevitable, the
experience is still worth remembering for. I will make sure that someday when I
am already teaching. I will keep in mind the lessons that I have learned through
this experience.