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DON HONORIO VENTURA TECHNOLOGICAL STA STATE UNIVERSITY UNIVERSI TY BACOLOR, PAMPANGA
Field Study 4 Explorin t!e Curri"ulu# Prepared by: Group Le$der %e#&er' Prepared for: (e$nne C) G$lur$* Ed) Ed) D)
Instructor
+HAT IS INSIDE, Episode 1: !e Intention Episode ": !e I#p$e#entation Part 1: Ma%in& t!e Curricu$u# 'or% Part ": (c!oo$ Practices Part ): I#p$e#entor
!e
eac!er
of t!e Curricu$u#
as
Part *: e+tboo%s and Ot!er Resource
Materia$s
Episode ): An Assess#ent EPI SODE1 THEI NTENTI ON
Eac! sc!oo$ !as a P!i$osop!y, ision, Mission, Goa$s and Ob-ecti.es for its students/ It stands on t!e con.iction t!at e.ery $earner s!ou$d attain functiona$ $iteracy necessary to adapt to t!e c!an&in& en.iron#ent/
Obj e c t i v es :
1/ E+p$ain !o0 t!e P!i$osop!y, ision, Mission, Ob-ecti.es and Goa$s of t!e sc!oo$ re$ate 0it! its curricu$u# "/ Co##unicate c$ear $earnin& &oa$s appropriate to t!e $earners )/ Estab$is! a $earnin& en.iron#ent t!at responds to t!e needs of t!e society */ e#onstrate t!e di2erences a#on& c!i$dren 0!ic! need to be addressed t!rou&! t!e curricu$u#
P r o c e d u r e :
1/ isit a sc!oo$/ "/ 3a.e a copy of t!e sc!oo$4s p!i$osop!y, .ision, #ission, &oa$s and ob-ecti.es/ )/ Ana$y5e t!e p!i$osop!y, .ision, #ission, &oa$s and ob-ecti.es of t!e sc!oo$ re$ati.e to t!e sc!oo$4s curricu$u#/ */ Prepare a re6ection paper on t!e essence of a sc!oo$ !a.in& its p!i$osop!y, .ision, #ission, &oa$s and ob-ecti.es 0!ic! are .ertica$$y a$i&ned to its e+istin& curricu$u#/ 7/ Layout t!e docu#entation proper$y 0it! captions/
E-ISODE . THE I%-LE%ENTATION !e curricu$u# is i#p$e#ented on t!e be$ief t!at it 0i$$ $ead to nationa$ de.e$op#ent/ !us, it ser.es as t!e #eans to #o.e for0ard to t!e future/ As it is i#p$e#ented, t!e sc!oo$ pro.ides $earnin& opportunities to t!e students as 0e$$ as t!e faci$ities, too$s and e8uip#ent to be used and t!e teac!ers to !and$e t!e#/ O&/e"ti0e'1 1/ Identify processes in t!e e2ecti.e curricu$u# i#p$e#entation "/ eter#ine t!e teac!in& #et!ods and approac!es, instructiona$ #ateria$s and resources, and $earnin& acti.ities a$i&ned to t!e e+istin& curricu$u# -ro"edure1 o attain t!e ob-ecti.es, t!e episode is di.ided into se.era$ parts: -$rt 21 %$3in t!e Curri"ulu# +or3 -$rt .1 S"!ool -r$"ti"e' -$rt 1 T!e Te$"!er $' I#ple#enter o5 t!e Curri"ulu# -$rt 41 Text&oo3' $nd Ot!er Re'our"e %$teri$l' As you read eac! part of t!e episode, fo$$o0 t!e su&&ested steps/
-$rt 21 %$3in t!e Curri"ulu# +or3 1/ Arran&e a c$ass obser.ation in t!e sc!oo$ t!at you .isited/
"/ a%e note of t!e $earnin& en.iron#ent, inside and outside t!e c$assroo#/ )/ 9ind out !o0 t!e sc!oo$ #a%es p$ans to i#p$e#ent t!e curricu$u#/ 9ocus on t!e fo$$o0in&: sc!oo$ data, c$ass pro&ra#, c$ass si5e, teac!er4s assi&n#ent and $oca$i5ation of t!e curricu$u#/ */ Prepare a re6ection paper on t!e e+periences t!at you !a.e encountered/ A"ti0ity 21 S"!ool D$t$ Gat!er data in t!e Educationa$ Mana&e#ent Infor#ation (yste# EMI(; of t!e sc!oo$ to &i.e a &ood picture of its present state of education/ SCHOOL ENROLL%ENT 6Y GRADE LEVEL GRADE LEVEL
NO) OF SECTIONS
NO) OF %ALES
NO) OF FE%ALES
TOTAL
7inder$rten Gr$de 2 Gr$de . Gr$de Gr$de 4 Gr$de 8 Gr$de 9 Gr$nd Tot$l1 Gr$de : Gr$de ; Gr$de < Gr$de 2= Gr$nd Tot$l1 DRO->OUT RATE1 ???????????@ CO%-LETION RATE1 ???????????@ ACHIEVE%ENT RATE1 ???????????@ based fro# t!e resu$ts of t!e test ad#inistered by epE; 2) .) ) 4) 8)
ENGLISH ?????????@ %ATHE%ATICS ??????????@ SCIENCE ??????????@ FILI-INO ?????????@ %A7A6AYAN ??????????@
Ans0er t!e fo$$o0in& 8uestions: 1/ 3o0 did t!e data a2ect t!e attain#ent of t!e P!i$osop!y, ision, Mission, Goa$s and Ob-ecti.es of t!e sc!oo$< "/ '!at are t!e factors a2ectin& t!e rate of: A/ Enro$$#ent=
B/ rop>out= C/ Co#p$etion= and / Ac!ie.e#ent< A"ti0ity .1 S"!ool F$"ilitie' $nd Euip#ent !e sc!oo$ pro.ides a $earnin& en.iron#ent in attainin& its &oa$s/ In order to respond to t!e needs of t!e $earners, t!e sc!oo$ personne$ s!ou$d see to it t!at a conduci.e surroundin& is pro.ided to t!e#/ 1/ List do0n t!e sc!oo$ faci$ities t!at !e$p in t!e i#p$e#entation of t!e curricu$u#/ "/ '!at 0i$$ !appen if t!e sc!oo$ does not !a.e enou&! faci$ities< )/ '!at a$ternati.es can you su&&est in rep$ace#ent of t!e fo$$o0in&: A/ (cience oo$s and E8uip#ent= B/ P!ysica$ Education Apparatuses= and C/ (!op and Garden oo$s< */ '!at ot!er sources can you su&&est to !e$p t!e sc!oo$ in t!e procure#ent of t!ese too$s and e8uip#ent< A"ti0ity 1 Cl$'' -ror$# Read t!e sc!edu$e of t!e c$ass t!at you are obser.in&/ Record t!e $earnin& areas, its se8uence and ti#e a$$ot#ent/ Ans0er t!e fo$$o0in& 8uestions: 1/ Are t!e sub-ects proper$y se8uenced< '!y or 0!y not< "/ Is t!e ti#e a$$otted for eac! sub-ect is in accordance 0it! t!e ?>1" Curricu$u# &uide$ines< )/ o t!e $earners !a.e enou&! ti#e to rest and prepare for t!e ne+t sub-ect< */ Are t!ere teac!ers 0!o are eit!er o.er$oaded or under$oaded< 7/ '!at incenti.es if t!ere is; are en-oyed by teac!ers 0!o are o.er$oaded< A"ti0ity 41 Cl$'' SiBe A $ot of factors contribute to t!e $o0 perfor#ance of students/ (o#e teac!ers say t!at t!e prob$e# is 0it! t!e curricu$u#/ (o#e be$ie.e t!at it is t!e teac!er4s $ac% of co#petence to teac! t!e sub-ect, 0!i$e ot!ers say t!at it is because of t!e $ac% of te+tboo%s and support fro# parents/ 3o0 about t!e c$ass si5e< !e enro$#ent in pub$ic sc!oo$s ba$$ooned into uncontro$$ab$e si5e/ Consider t!e nu#ber of students in t!e c$ass you are obser.in& a&ainst t!e si5e of t!e roo#/ 1/ '!at is t!e si5e of t!e c$ass< Record t!e# as: A/ Ma$e: @@@@@@@@@ B/ 9e#a$e: @@@@@@@@@@ ota$: @@@@@@@@@
Is t!e roo# bi& enou&! for t!e tota$ si5e of t!e students in t!e c$ass< efend your ans0er< "/ 3o0 does t!e present condition a2ect t!e perfor#ance of t!e students< )/ '!at #easures 0ere ta%en by t!e teac!er to re#edy t!e situation< */ 3o0 can you !e$p i#pro.e t!e perfor#ance of students in bi& c$asses< A"ti0ity 81 Te$"!er' A''in#ent E+a#ine t!e assi&n#ent of t!e teac!ers in t!e sc!oo$/ 9ind out t!e actua$ teac!in& !ours of eac! facu$ty #e#ber/ 1/ o t!e teac!ers !a.e t!e sa#e nu#ber of teac!in& !ours< '!y or 0!y not< "/ '!at ot!er assi&n#ents do teac!ers perfor# aside fro# actua$ teac!in&< coordinators!ip, c!air#ans!ip, depart#ent !ead, &rade $eader, !ead teac!er, i##ediate super.isor, etc/; List t!e na#e of t!e teac!ers and t!eir respecti.e assi&n#ent or desi&nation and functions/ )/ o you t!in% t!ey can contribute to t!e rea$i5ation of t!e sc!oo$4s P!i$osop!y, and MGO< E+p$ain your ans0er/
A"ti0ity 91 Lo"$liB$tion o5 t!e Curri"ulu# Learners are di2erent in #any 0ays/ !ey di2er in t!eir cu$tura$ bac%&rounds, $ifesty$es, needs, interests, s%i$$s, and #enta$ abi$ities/ 3o0e.er, t!ese di2erences need to be addressed t!rou&! t!e curricu$u# as part of t!e c!a$$en&es of one of t!e pro&ra#s of epEd, Education for A$$ E9A; and t!e MBA>MLE/ !e use of t!e indi&eni5ed$oca$i5ed curricu$u# can be reco##ended/ id t!e teac!er indi&eni5e$oca$i5e t!e curricu$u#< 9ind t!e ans0er by obser.in& !is c$ass/ Indicate a c!ec% #ar% on t!e acti.ities practices 0!ic! 0ere done to #a%e t!e curricu$u# re$e.ant and suitab$e to t!e de#ands of t!e di2erent &roups of students/ 1 " ) * 7 D
Cites e+a#p$es fro# $oca$ cu$ture 0!en t!e topic is re$ated isp$ays $oca$ artifacts in t!e c$assroo# ses indi&enous aids in teac!in& suc! as artifacts iscusses $oca$ prob$e#s and issues in t!e co##unity Introduces $oca$ son&s and dances t!rou&! co>curricu$ar acti.ities ses t!e dia$ect of t!e co##unity Encoura&es t!e students to participate in $oca$ ce$ebration Incorporates co##unity resources in teac!in& FIn.ites resource persons in t!e co##unity
Fisit scenic sports Inc$udes t!e $oca$ $e&ends in t!e discussion 1H Ac%no0$ed&es t!e i#portant contribution of $oca$ peop$e An$ly'i' 5or -$rt 2 Ree"tion 5or -$rt 2
-$rt .1 S"!ool -r$"ti"e' !e sc!oo$ sees to it t!at t!e curricu$u# is a$i.e/ (c!oo$ acti.ities are p$anned to pro.ide t!e students a 0ea$t! of opportunities 0!ere t!ey can ac8uire %no0$ed&e, de.e$op t!eir s%i$$s, and attain desirab$e .a$ues and attitudes not on$y in t!e connes of t!eir c$assroo#/ Not on$y is t!e sc!oo$ personne$ in.o$.ed in t!ese acti.ities/ !e peop$e in t!e co##unity a$so -oin t!e sc!oo$ as t!ey 0or% to&et!er cooperati.e$y in producin& se$f>re$iant students and t!erefore se$f>re$iant citi5ens/ Procedure: 1/ E+a#ine t!e ca$endar of acti.ities of t!e sc!oo$ you .isited/ "/ Identify t!e acti.ities 0!ere t!e students, co##unity, and sta%e!o$ders are in.o$.ed/ )/ Re6ect on !o0 t!e sc!oo$ acti.ities !e$p to attain t!e ob-ecti.es of t!e curricu$u#/ A"ti0ity 21 C$lend$r o5 A"ti0itie'
1/ '!at are t!e di2erent #ont!$y acti.ities of t!e sc!oo$ to enric! t!e curricu$u#< 9i$$ t!e tab$e be$o0/ %ONTH (une (uly Auu't Septe#& er O"to&er No0e#& er De"e#& er ($nu$ry Fe&ru$ry %$r"!
ACTIVITIES
"/ '!at !a.e you noticed 0it! t!e de.e$op#ent of t!e co&niti.e, a2ecti.e and psyc!o#otor do#ain of t!e $earners< 3o0 do t!ese acti.ities !e$p t!e students< A"ti0ity .1 Ot!er S"!ool A"ti0itie' Re.ie0 t!e ob-ecti.es of t!e ?>1" Curricu$u# fro# ?inder&arten up to Grade 1"/ !in% of t!e possib$e acti.ities t!at can be done to acco#p$is! t!e ob-ecti.es of %>1"/ Identify so#e co>curricu$ar and e+tra>curricu$ar acti.ities 0!ic! can be incorporated/ Co>curricu$ar acti.ities are t!ose t!at reinforce and en!ance $earnin& in t!e di2erent acade#ic sub-ects/ E+tra>curricu$ar acti.ities are t!ose t!at #ay not be re$ated to any acade#ic sub-ect but t!ey are done to enric! t!e curricu$u#/ 1/ '!at co>curricu$ar and e+tra>curricu$ar acti.ities are bein& done in t!e sc!oo$ to attain t!e ob-ecti.es< List t!e# do0n in t!e appropriate co$u#n/ CO>CURRICULAR ACTIVITIES
ETRA>CURRICULAR ACTIVITIES
"/ 3o0 did t!e acti.ities abo.e !e$p attain t!e ob-ecti.es of ?>1"< )/ If you are a curricu$ar p$anner, 0!at ot!er co>curricu$ar acti.ities 0ou$d you inc$ude<
A"ti0ity 1 Co##unity In0ol0e#ent 1/ List do0n t!e specic sc!oo$ acti.ities 0!ere t!e peop$e in t!e co##unity are in.o$.ed/ "/ List do0n t!e specic sc!oo$ acti.ities 0!ere t!e sc!oo$ personne$ are in.o$.ed/ )/ 3o0 do t!ese acti.ities !e$p t!e sc!oo$ in t!e attain#ent of its &oa$s< */ '!y is it i#portant to estab$is! co##unity $in%a&es< An$ly'i' -$rt . Ree"tion -$rt .
-$rt 1 T!e Te$"!er $' I#ple#enter o5 t!e Curri"ulu# !e teac!er is responsib$e in t!e i#p$e#entation of t!e curricu$u#/ 9ind out 0!y t!e teac!er p$ays an i#portant ro$e in t!e curricu$u#/ Procedure: 1/ Conduct a c$ass obser.ation/ Identify t!e curricu$ar approac!es and strate&ies t!e teac!er is usin&/ Obser.e !o0 t!e $earners interact/ "/ Inter.ie0 t!e teac!er/
9ind out t!e factors t!at a2ect !er s%i$$s in i#p$e#entin& t!e curricu$u#/ eter#ine 0!at t!e teac!er needs to i#pro.e in !er craft/ )/ Re6ect on t!e teac!er4s ro$e in i#p$e#entin& t!e e+istin& curricu$u#/ A"ti0ity 21 Curri"ul$r Appro$"!e' $nd Str$teie' !e teac!er is t!e i#p$e#enter of t!e curricu$u#/ (!e #a%es p$ans and c!ooses t!e #et!od t!at 0i$$ best suit t!e needs and interest of !er students/ In doin& so, s!e a$0ays considers t!e $earnin& co#petencies of t!e &rade $e.e$/ 1/ Identify t!e curricu$ar approac!es and strate&ies t!at t!e teac!er is usin&/ '!ic! of t!e fo$$o0in& approac!es did you obser.e: Inte&rati.e #odes of teac!in& t!e#atic teac!in&, content>based instruction, focusin& in8uiry or &eneric co#petency #ode$;= Co$$aborati.e teac!in& strate&ies case studies, discussions, student>#oderated, debates, co$$aborati.e 0ritin&, co$$aborati.e presentation, &a#es, de#onstrations, etc;= App$ication of $ife s%i$$s= App$ication of .a$uin& process= and Acti.ities t!at address #u$tip$e inte$$i&ences< "/ 3o0 did t!e students respond in t!e c$ass< )/ 'as t!e approac! or strate&y e2ecti.e< '!y or 0!y not< */ '!at su&&estions can you &i.e to i#pro.e t!e strate&y< A"ti0ity .1 Inter$"ti0e Le$rnin Appro$"!e' urin& t!e c$ass discussion, t!e teac!er tends to do t!e ta$%in& #ost of t!e ti#e/ If 0e are &oin& to co#pare t!e $en&t! of ti#e s!e ta$%s and t!e a#ount of ti#e t!e students recite 0e 0ou$d be s!oc%ed to nd out t!at s!e is actua$$y de$i.erin& a $ecture/ !e c$ass is .ery #uc! teac!er do#inated/ As you obser.e a c$ass, nd out !o0 t!e students interact in t!e discussion/ 1/ '!at interacti.e acti.ities 0ere done in t!e c$ass< 3o0< List do0n at $east .e 7;/ "/ If you are t!e teac!er, !o0 0i$$ you #a%e t!e $esson #ore $earner> centered instead of teac!er>do#inated< )/ '!at approac!es 0i$$ you use to #a%e t!e students en&a&e in co$$aborati.e $earnin&< 3o0 0i$$ you use t!e#< */ '!at tec!ni8ues 0i$$ you e#p$oy to &et t!e# in.o$.ed in e.ery acti.ity of t!e c$ass< 3o0 0i$$ you e#p$oy t!e#< Inter.ie0 at $east t!ree ); teac!ers in t!e sc!oo$ you are .isitin&/ As% t!e#: 3o0 does @@@@@@@@@@@ factor a2ect t!e s%i$$s of t!e teac!er in i#p$e#entin& t!e curricu$u#<
Consider t!e fo$$o0in& factors: A/ B/ C/ /
Len&t! of (er.ice E$i&ibi$ity In>ser.ice rainin&(e#inar Attended Gender Ma$e, 9e#a$e, Gay, Lesbian; A"ti0ity 1 Tr$inin o5 Te$"!er'
Inter.ie0 your cooperatin& teac!er/ Re8uest !er to enu#erate t!e in> ser.ice trainin&s for teac!ers t!at s!e attended since s!e started teac!in& if possib$e;/ se t!e &uide 8uestions/ 1/ '!at in>ser.ice trainin& for teac!ers did you attend< "/ id t!e in>ser.ice trainin& !e$p you i#pro.e your teac!in& co#petence< )/ '!at in>ser.ice trainin& do you t!in% s!ou$d be conducted by your sc!oo$ to !e$p t!e teac!ers to i#pro.e t!eir craft< List do0n at $east .e 7; of t!e# accordin& to its necessity and ur&ency ran% 1, bein& t!e !i&!est;/ An$ly'i' -$rt Ree"tion -$rt
-$rt 41 Text&oo3' $nd Ot!er Supportin %$teri$l' !e te+tboo%s, teac!er4s #anua$, t!e ?>1" Curricu$u# Guide are too$s of instruction/ !ey are used as t!e .e!ic$es for i#p$e#entin& t!e curricu$u#/ -ro"edure:
1/ On t!e &rade $e.e$ t!at you are obser.in&, re8uest a copy of t!e te+tboo%s and ot!er support #ateria$s t!ey are usin& for your e.a$uation/ "/ Re6ect on !o0 t!e te+tboo% and ot!er support #ateria$s !e$p in i#p$e#entin& t!e curricu$u#/ A"ti0ity 21 T!e Text&oo3' !e te+tboo%s are too$s for instruction/ !ey are t!e curricu$u# trans$ations into #ana&eab$e c$assroo#s/ '!at are t!e te+tboo%s0or%boo%s t!at t!e students are usin&< C$assify t!e# into t!e di2erent $earnin& areas/ Su&/e"tLe$rnin Are$
Li't o5 Text&oo3' +or3&oo3'
R$tio o5 6oo3' to t!e No) o5 Student'
An'er t!e 5olloin ue'tion'1 1/ '!at ot!er instructiona$ #ateria$sreferences are used if t!e te+tboo%s are not suJcient< "/ '!at sc!e#e does t!e teac!er e#p$oy to re#edy t!e $ac% of te+tboo%s in !er c$ass< A"ti0ity .1 Sour"in Ot!er %$teri$l' o5 In'tru"tion (e$ect fro# t!e ?>1" Learnin& Co#petencies or t!e PELCP(LC if t!e sc!oo$ sti$$ uses it; t!e ob-ecti.esco#petencies of a specic $earnin& area/ E+a#ine t!e te+tboo%s/ 'rite t!e source of t!e #ateria$/ Co#p$ete t!e tab$e be$o0/ O&/e"ti0e'Co#peten"ie' t$3en 5ro# 7>2.-ELC-SLC
Title o5 t!e 6oo3'* Ye$r -u&li'!ed $nd t!e Aut!or
2) +!$t do you t!in3 $re t!e 5$"tor' to &e "on'idered !en "!oo'in text&oo3',
A"ti0ity 1 Le$rnin Co#peten"ie'
'it! t!e birt! of ?>1", t!e for#er !andboo%s for $earnin& co#petencies are t!e PELC and P(LC/ In.esti&ate if t!ere is a ne0 !andboo% for $earnin& co#petencies under t!e ?>1" curricu$u#/ It s!ou$d contain t!e ob-ecti.es t!at deter#ine t!e contents of t!e $esson as 0e$$ as t!e strate&ies, assess#ent and procedures to use/ Get a copy of t!e ?>1" under t!e $earnin& area t!at you are obser.in& and &o t!rou&! it/ Ans0er t!e fo$$o0in& 8uestions: 1/ '!y is it i#portant to fa#i$iari5e yourse$f 0it! t!e ?>1" Curricu$u# Guide< "/ Read t!e co#petencies for t!e &rade $e.e$ you are obser.in&/ Read e.eryt!in& fro# top to botto#/ '!at !a.e you noticed about eac! one of t!e $earnin& unit< )/ '!at is usua$$y done 0!en t!e ob-ecti.e is broad< */ '!y s!ou$d t!e $esson or topics be proper$y se8uenced< 7/ '!at s!ou$d be done by t!e teac!er to #a+i#i5e t!e $earnin& of students< A"ti0ity 41 +!$t S!ould You 7no, Loo% t!rou&! t!e ?>1" Curricu$u# Guide/ Obser.e t!e !ori5onta$ se8uence fro# one &rade $e.e$ to anot!er/ 1/ 'as t!ere se8uence fro# one &rade $e.e$ to anot!er< "/ Is it i#portant to %no0 0!at your students !a.e $earned fro# t!e pre.ious year< '!y or 0!y not< )/ o you t!in% t!is %no0$ed&e 0i$$ !e$p you in p$annin& your $esson< E+p$ain your ans0er/ An$ly'i' -$rt 4 Ree"tion -$rt 4
Epi'ode 1 An A''e''#ent !e curricu$u# ser.es as &uide to teac!in&/ 3o0e.er, t!e teac!er needs to ad-ust t!e curricu$u# to t!e actua$ circu#stances and needs of t!e $earners/ !e curricu$u# #ay under&o so#e re.isions or c!an&es durin& t!e i#p$e#entation/ !at is 0!y t!ere is a need to !a.e a continuous assess#ent of t!e attain#ent of its &oa$s/ Indeed, curricu$u# de.e$op#ent is a ne.er>endin& process/ Ob-ecti.e: o assess t!e e+tent of t!e curricu$u# &oa$s Procedure: 1/ Read t!e ob-ecti.es of t!e ?>1" Curricu$u#/ "/ Go o.er t!e acti.ities you !a.e done in Episode 1 and "/ )/ se t!e ratin& sca$e to assess t!e attain#ent of t!e curricu$u# ob-ecti.es based on: (c!oo$ En.iron#ent (c!oo$ Practices !e eac!er as I#p$e#enter of t!e Curricu$u# !e te+tboo%s and Ot!er (upport Materia$s */ Ma%e a su##ary of your ndin&s/ A"ti0ity 21 Extent o5 t!e Att$in#ent o5 O&/e"ti0e' Ma%e a persona$ e.a$uation as to 0!at e+tent t!e ob-ecti.es of t!e ?> 1" pro&ra# are attained based on a set of criteria/ Indicate 0it! a c!ec% #ar t!e e+tent of attain#ent of t!e curricu$u# ob-ecti.es/ Indicators: 7 K ery Great E+tent * K Great E+tent ) K Moderate E+tent " K ($i&!t E+tent 1 K Not at A$$ CRITERIA A/ (c!oo$ En.iron#ent in Ma%in& t!e Curricu$u# 'or% 1/ pdated EMI( data
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"/ 'e$$>#aintained sc!oo$ faci$ities and e8uip#ent )/ 'e$$>p$anned c$ass sc!edu$e */ Contro$$ed c$ass si5e 7/ 'e$$>distributed teac!in& $oad B/ (c!oo$ practices 1/ Re$e.ant sc!oo$ acti.ities pro.ided "/ Co##unity in.o$.e#ent in sc!oo$ acti.ities )/ En!anced co>curricu$ar and e+tra>curricu$ar acti.ities C/ !e teac!er as I#p$e#enter of t!e Curricu$u# 1/ se of t!e curricu$ar approac!es and strate&ies "/ In>ser.ice trainin& of t!e teac!ers )/ eac!er4s curricu$u# .itae $en&t! of ser.ice, &ender, e$i&ibi$ity, etc; / e+tboo%s and Ot!er (upport Materia$s 1/ (uJcient te+tboo%s pro.ided to $earners "/ (ourcin& ot!er #ateria$s of instruction )/ 9a#i$iari5ation 0it! t!e ?>1" curricu$u# %$3e $ 'u##$ry o5 your Jndin' $nd i0e your 'ue'tion' $nd re"o##end$tion') -rep$re t!e Jn$l ree"tion p$per)
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Repub$ic of t!e P!i$ippines
DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY Baco$or, Pa#pan&a
No.e#ber 11, "H1* -ro5) ANITA G) SI6UG Principa$ Laboratory 3i&! (c!oo$ !is ni.ersity Mada#: !e 9ie$d (tudy courses of t!e on 3onorio entura ec!no$o&ica$ (tate ni.ersity4s Co$$e&e of Education as re6ected in eac! sub-ect description re8uires t!e Bac!e$or of (econdary Education B(E; students to obser.e practica$ $earnin& e+periences a$i&ned to t!e di2erent professiona$ sub-ects/ In t!is re&ard, #ay you a$$o0 our 9ie$d (tudy c$asses to do t!eir obser.ation of c$asses in t!e Laboratory 3i&! (c!oo$ fro# No.e#ber up to Marc! "H17< !an% you for your usua$ support/ Respectfu$$y yours, %r') ROSE LYNN D) VILLANUEVA Instructor 1, 9ie$d (tudy *
Noted: RIKA 6) LINTAG* Ed)D) C!air, B(E Pro&ra#
Appro.ed: DOLORES T) UIA%6AO* Ed)D) ean, Co$$e&e of Education
