Content. Background Getting Acquainted with the School Classroom Physical Arrangement Classroom Management Classroom Instruction.
Curriculum Development. Curriculum Development is a comprehensive, ongoing, cyclical process To determine the needs of a group of learners; To develop aims and objectives for a program to address those needs; To determine an appropriate syllabus, course structure, teaching methods, and materials..
Curriculum Scope. The scope of curriculum studies encompasses the theory, planning, design, development, implementation, and evaluation of curriculum. Once the curriculum developers decide what is to be taught, who is to be taught, and who is in control of what the content of the curriculum is, the process can proceed to the planning and development stage. This is followed by the implementation of the curriculum and its evaluation. curriculum theory, curriculum planning, curriculum design, curriculum development, curriculum implementation, and curriculum evaluation..
Curriculum Scope. Curriculum theory- refers to a set of related statements that give meaning to school curriculum by pointing out the relationships among its elements and directing its development, its use, and its evaluation. It gives justification for practices in curriculum. Curriculum planning- can be viewed as the process of gathering, selecting, balancing, and synthesizing relevant information from many sources to design those experiences that will assist the learner to attain the goals of education (Glen, Hass, 1980). Curriculum development- is the term for all processes and activities related to curriculum development. It is thus a continuous process of renewal and planning of curriculum. Implementation is putting into effect what has been planned..
Meaning of Curriculum. A. Bestor (1956)- “The curriculum must consist essentially of disciplined study in five great areas: 1) command of mother tongue and the systematic study of grammar, literature and writing. 2) mathematics, 3) sciences, 4) history, 5) foreign language.” Bobbit (1918)- “Curriculum is that series of things which children and youth must do and experience by way of developing abilities to do things well that make up the affairs of adult life; and to be all respects what adults should be.” Bell (1971)- “The offering of socially valued knowledge, skills, attitudes made available to students through a variety of arrangements during the time they are at school, college or university.”.
Elements of Curriculum. Curriculum Objectives- it spell out what is to be done. It clearly defines the purpose and what the curriculum is to be acted upon and try what to drive at. Content or Subject Matter- it contains information to be learned at the school. It is an element through which the objectives are accomplished. Learning Experiences- is the strategies and methods of teaching or learning experiences adopted by the teachers during instruction. It deals with the teacher-learning process. Curriculum Evaluation- refers to the process of placing value on a curriculum. It identifies the quality, effectiveness of the program, process and product of the curriculum..
Curriculum Foundation. Philosophical Foundation- advocated or reflected by a particular school and its official influences the goals or aims and content, as well as the organization, of its curriculum. It helps us to understand who we are, why we are, and, to some extent, where we are going ( Bestor , 2002). Psychological Foundation- is concerned with the question of how people learn. Psychology provides a basis for understanding the teaching and learning process. The disciplined field of inquiry furnishes theories and principles of learning that influence teacher-student behavior within the context of curriculum (Elam, 2003; Bestor ; 2002; and Bloom,1995). Historical Foundation- All human activities, including those that take place within the field of curriculum, occur within time, within context. Additionally, we will realize that curricula are created by people within temporal, political, social, economic, and cultural contexts (Carver and Ozman , 2004)..
Getting Acquainted with the School.
What is the vision, mission, goals and objectives of the school?.
DepEd Vision. We dream of Filipinos who passionately love their country and whose values and competencies are contribute meaningfully to building the nation As learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.
DepEd Mission. To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating environment Teachers facilitate learning and constantly nurture every learner Administrators and staff as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.
How was the school organized and administered?. The schools organized as a monograde class. It contains of a single grade level, the teacher only teaches one grade. The learners have the same age but different in abilities..
What are the non-human resources available to the teacher in the school?.
How would you evaluate the adequacy of the non-human resources in terms of the need of the school?.
Classroom Physical Arrangement.
DepEd Memo: Guidelines of Classroom Structuring in Public Schools.
6. The bulletin boards and tack boards, as well as charts, are placed on the walls at the sides or at the back of the room 7. The attendance chartand the Deped forms rack at the center of the room 8. The teachers table and chair is located at the rear of the room. 9. One corner of te room is set up as a reading corner. 10. Another corner of the room is set up as a health corner.
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Items 5 4 3 2 1 Recommendation Chalkboard 5 Seating Arrangement 5 Bulletin Board 4 Teacher’s Table 5 Cabinet, Drawers 5 Teaching Materials 5 Ventilation 5 Lightings of the Room 5.
Classroom Management. Demo Teaching T.L.E. Grade 8: Different Types of Cuts in Fruits and Vegetables Demo Teaching link: https://youtu.be/JzbgMJShEGg.
How did the teacher created the atmosphere of conductive learning?.
How was the distribution of assigned task implemented? What was the participation rate of the students in classroom activity of the teacher? - The distribution of assigned task was implemented. During the group activity some students demonstrate the cuts and others present and explain the type of cuts. How were the activities administered? - The activities were administered by group. The students have to demonstrate the different types of cuts. Before the class ends the teachers gives a short quiz. The teacher show pictures and students will identify the type of cuts..
What practices did you observed which facilitated the learning administration of the teacher?.
How the teacher demonstrated operant conditioning: positive reinforcement and positive discipline in the classroom?.
Is there a constructivist or a traditional teacher? Explain..
Is the cognitive interaction of learning objectives is demonstrated in between the teacher and the student theoretical interaction? Explain..
A. Focus on the Teacher-Student Interactions.. Describe the use of voice and non-verbal communication of the teacher (facial expressions and body gestures) in interactions with students -The voice used by the teacher is in encouraging tone. The non-verbal communication of the teacher during the interaction of the teacher is nodding and smiling. How did the teacher handle individual differences in: a. Learning Attitudes b. Time Management -The teacher handles the individual differences excellently because she knew her students well. What type of questions were asked by the teacher and what type of response were made by the student? -The questions asked by the teacher easy and it is based on the discussion and the students responded straight to the point no explanation..
B. Focus on the students.. What are the common characteristics did you observed among the students? - The students are very eager to learn and participate during the discussion. What individual characteristics did you notice? - Some students are confident to participate and others are hesitant to participate maybe because they are afraid that their ideas or answers are wrong. Are there students who have special problems? How did they react? - There are no students that have a special problem..
Semi-detailed Lesson Plan in T.L.E 10 (Cookery). Department of Education Region Ill Division of Maba wat City BICAL HIGH SCHOOL Mabalacat City (P) A SEMI-DETAILED LESSON PLAN IN TLE 10 (COOKERY) Grade 10 I. Learning Competency: At tre end of the lesson, the students are expected to: 1. Identity the basic knife cuts 2. Appreciate and select various kinds of to given menu 3. Prepare vegetable dishes. DepED II. Content: Prepare vegetable dishes Learning Resources: Others: Ill. procedure: K-12 Cmxery 10 LAS Web, Social Media like Facebcok\Messenger A. Preparation 1. Routinary Activity Check class attendance B. Motivation/Revlew ot the Previous Lesson Let us have a recall at'out the previous topic: What are the palatability. factors or eating qualities of a fcod as judged by the human senses? - The palatability factors are: a. visual 'Erception b. detection c. Taste stimuli d. Tactile sensation Praise students and to the lesson..
- Anuuxyanins — responsible ror red and blue to violet pigments (boots) Tube. nts Cuts _ — with a Straight, downward Cutting motion 2 _ Chiffonade (Shredding) — very fine parallel ca.Jts 3. Dicing — prcn'ucing cube snapes (lozenge) — thinly slicing and cutting into strips Of appropriate width 5_ — very Cut usually 'Or and garlic 6. Julienne and baton net — making Ong rectangular cut pays Anne (Fermi ere) — making curved or uneven cuts Of the same thickness 8 _ — Cylindrical Cut 9 _ Cut 10. ONique or rou cuts — making diagonal cut by rolling tho long cylindrical vegetables Appl Divide a to mk Give group guide questions to answer. Activity On pur Ost down the utensils can rind •n the KITCHEN UTENSILS matenals ot your tools, format MATERIALS learners that they will present their output in class after I O minutes, output Apvmiate for participating in a CtiVity _ Facilitate discussion by processing the answers of the learners. Can you identity the different color components? What aro tnoso? Did chlorophyll? DO you this is responsible in the green Of leafy vegetable Have yc»u already encou•nter this vw•rds? Yes ma'am •n Ask: Why is important to those HOW Can you this information/ knowledge in your everydaylffo? Encc»urage ana allow learners to snare their Insights. Encourage learners to ask questions if there are any clarifications on the lesson,.
Research kitchen utensils that found in the kitchen. Bring at least 10 pictures Of different equipment fou in the kitchen. A, Nurnber learners in evaluation prepared by Grade 9 Teacher B _ m Of who recpire activit— s who below e.
C. Focus on Instruction.. What are the techniques were used to get students interest? -The techniques used is brain-mapping which means to demonstrate something. It can be used in a individual or in a group work. In what varied activities were the students involved? - The activities that the students were involve are the review, application, generalization, evaluation, and assignment. What instructional materials were used? - the instructional materials used is a book K-12 Cookery 10 LAS.
Describe the procedure used by the teacher. - The procedure used by the teacher are the Preparation, Review, Discussion, Application, Generalization, Evaluation, Assignment, and Reflection. How was the evaluation done? - The evaluation was done by group. The students have to demonstrate the proper use of kitchen utensils for 3 minutes..
Our work is the presentation of our capabilities.