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FS6 Exploring the Curriculum

FIELD STUDY

Episode 5

WHATS THE BASIC OF THE CURRICULUM?

Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School

My Target
At the end of this activity, I should be able to cite the dimensions of curriculum design.

My Performance (How I Will Be Rated)


Field Study 4, Episode 5 whats the basic of the curriculum?
Focused on: Cite the dimensions of curriculum design.
EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY
TASKS
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half of
Documentation: done with tasks were done were done with tasks were done;
outstanding with high quality acceptable quality or most objectives
quality; work met but with poor
exceeds quality
expectations
4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions
were answered were answered were not were not answered
completely; in completely answered
depth answers completely Grammar and
thoroughly Clear connection spelling
grounded on with theories Vaguely related to unsatisfactory
theories the theories
Exemplary Grammar and
grammar and spelling are Grammar and
spelling superior spelling
acceptable
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, supported clearly supported supported by shallow and are
by experiences by experiences experiences from not supported by
from the episode from the episode the episode experiences from
the episode
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking
well-organized well-organized supporting components; is
and all supporting and most documentation is unorganized and
documentation supporting organized but is unclear
are located in documentation lacking
sections clearly are available
designated and/or in logical
and clearly
marked locations.
4 3 2 1
Submission Before deadline On deadline A day after the Two days or more
deadline after the deadline
4 3 2 1

Rating:
(Based on
Over-all Score
transmutation)

____________________________________ ___________________________
Signature of FS Teacher Date
above Printed Name

Transmutation of score to grade/rating


Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84
My Map

To hit my target, I must do the following task.

Identify the Give some


dimensions situation
Examine a
of the samples of
curriculum
curriculum each
design dimension
My Tools

Borrow a curriculum from the school near your place. Accomplish the samples to show
the dimensions of curriculum designs.

B
Equitable assignment of content, time, experiences and other elements.
ASIC
Write the contents in one (1) subject area for the first grading period.

A RTICULATION
Curriculum is arranged vertically or horizontally.

VERTICAL ARTICULATION
Write a sample content of one (1) topic in a subject area from level to level or grade to grade.

HORIZONTAL ARTICULATION
Association happens among or between elements that happens at the same time.

Example:

The content, topics, learning experience and organizing threads of an

SCOPE
educational plan.

Write sample topics in a subject area.

Content and experiences are arranged in a hierarchical order.

SEQUENCE Write a topic arranged from simple to complex.


Everything is integrated and interconnected.
INTEGRATION

CONTINUITY
Vertical repetition and recurring approaches of the content provide
continuity.

Examples of topics in a subject area where content is organized in a spiral fashion


increasing in breadth and depth.
My Analysis

1. Why is there a need to articulate the lessons from grade school to high school?
My Reflections/ My Insights
As a teacher, I need to understand fully well the dimensions of
curriculum design because

My Portfolio
Make a curricular web to illustrate that content in the curriculum has no boundary.