Activity 4 – The Teaching-Learning Resources,

FIELD STUDY 1
ICT, and the Curriculum

Name of FS Student CALUGAY, CATHERINE M.

Course, Year and Section BEED 3-B
Name of FS Mentor JACQUELINE ARGENTE
1
Date

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 are 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 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.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

2
Complete the table below by identifying the type of curriculum that exist in the DepEd Schools/Laboratory Integrated
Schools.

Type of Curriculum Example Where located Description

1. Recommended K-12 Science curriculum for Curriculum that is available The K-12 curriculum refers
Curriculum grade 3. in DepEd to the subject or courses
taught in the school.

2. Written Curriculum K to 12 curriculum documents. DepEd website or in printed The written curriculum
materials provides a detailed roadmap
for teachers to follow in
planning and delivering
instruction to students.
3. Taught Curriculum Lesson plans Classrooms They detail the specific
activities, methods, and
resources used by teachers
to teach.

4. Supported Curriculum Supplemental Classrooms, school libraries, Provide additional support

materials(textbooks, and resources to help
workbooks, multimedia students
resources, educational apps,
etc.)

5. Assessed Curriculum Quizzes, tests, exams, Classrooms, exam halls, They provide insights into
projects, and performance and testing centers students’ strengths and
tasks. areas for improvement.

6. Learned Curriculum Test Result Inside the classroom It is referring to the result of
students learning.

7. Hidden Curriculum Implicit messages, values, and Inside and outside the The hidden curriculum refers
norms conveyed through the classroom to the unspoken or implicit
school environment. lessons, values, attitudes,
and norms that students
learn.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

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.
3
Elements/Components of a Curriculum Planning the Daily Lesson
I. Behavioral objectives/ Desired Learning When planning your daily lesson plan, it’s important to clearly define the
Outcomes behavioral objectives or desired learning outcomes you want your
students to achieve. This helps guide your teaching and assessment
strategies.

II. Content Plan engaging lessons with clear objectives, interactive activities, varied
resources, and assessment strategies. Consider students’ needs,
interests, and learning styles to create an effective and inclusive learning
experience.

III. Teaching and Learning Methods/ To plan a daily lesson, define objectives, introduce the topic, deliver
Strategies content using diverse methods, engage students with activities, assess
understanding, summarize key points, and assign relevant homework. Be
flexible and responsive to student needs for effective teaching and
learning.

IV. Assessment/ Evaluation When planning a lesson plan, consider different types of assessments to
measure student learning, such as formative assessments during the
lesson and summative assessments at the end.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

Using the borrowed/ downloaded lesson plan, try to dissect parts and identify what resources including ICT were utilized
to facilitate teaching-learning process.
4

Procedure ICT and Non-ICT Resources

Motivation Identify engaging videos, quizzes, or online simulations for sparking
interest, and note real-life examples, stories, or thought-provoking
questions for motivating students.
Presentation of the lesson Look for slideshows, videos, or interactive whiteboards to explain content

Development of the Lesson Identify online discussions, group projects, or collaborative tools for
student engagement, and note group activities, role-playing, or hands-on
experiments for lesson development.

Generalization/ Closure Check for reflective journals, exit tickets, or quizzes to summarize
learning, and observe class discussions, brainstorming sessions

Application/ Enrichment/Fixing Skills Identify simulations, games, or problem-solving tasks for applying
knowledge in real-life scenarios, and note case studies, real-world
examples, or role-playing activities for enabling students to apply
learning.
Evaluation / Assessment Look for online assessments, digital portfolios, or self-evaluation tools for
assessing learning progress, and observe quizzes, tests, or peer
evaluations for evaluating students’ understanding and performance.

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.

• The text highlights a well-structured and aligned flow of activities, facilitating learning and
contributing to the overall objective. It progresses from basic concepts to complex ideas, allowing
participants to build understanding, and incorporates assessments and feedback for effective
reinforcement of learning outcomes.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

Analyze 5

Answer the following questions:

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

• DepEd oversees and implements education in the country, offering a structured curriculum from early childhood to
senior high school. Laboratory Schools, established by DepEd, focus on educational innovation and often follow the
official curriculum, contributing to its development and improvement.

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

• To effectively organize educational experiences for attaining objectives and learning outcomes, use
strategies like setting SMART objectives, structuring content logically, incorporating engaging activities,
providing assessments and feedback, relating content to real-life scenarios, ensuring instructor expertise,
and continuously evaluating for improvement.

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

• To evaluate resources from a lesson plan and compare them with actual classroom resources, follow
these steps: review the lesson plan, list intended resources, gather info on actual resources, compare
intended and actual resources, assess impact on learning outcomes, analyze reasons for differences,
reflect on overall effectiveness, and suggest improvements for future educational experiences.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

Reflect 6

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?

• I carefully examine the demands of the curriculum and the various needs of the
students in order to organize, oversee, and carry out a teaching and learning process
that is developmentally appropriate. I then modify my lesson plans and teaching
resources to support students’ learning.

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

• It is important to carefully assess the knowledge, skills, and abilities that students should
be able to acquire before setting appropriate and achievable learning outcomes that are
associated with learning competencies. I guarantee consistency with curriculum
requirements and students’ developmental levels by decomposing competencies into
precise,quantifiablegoals.

3. How do you plan, manage, and implement developmentally sequenced teaching and
learning process to meet curriculum requirements and varied teaching contexts?

• I first ascertain what the curriculum expects students to learn and take into account
the various needs of my pupils before organizing, supervising, and carrying out a
methodical teaching and learning process. After that, I make sure that the lessons and
activities I design fit the particular classroom setting and correspond to the students’
current learning journey.

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

• I plan by understanding what students need to learn and how they learn best. I manage
by organizing lessons that match their abilities. I implement by adjusting to different
classroom situations.

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 Activity 4 – The Teaching-Learning Resources,
FIELD STUDY 1
ICT, and the Curriculum

Evidence/Documents 7

Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

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