Field Study 4 by Jay Ar Aspero

4/22/2018 Field Study 4 by Jay Ar Aspero | jayaraspero
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I just want to express my heartfelt gratitude to those who were so generous with their time
expertise: To our Almighty God for the knowledge, strength and wisdom. His guidance lead
me to select the most desirable way to success. To my parents who provided me their fina
support, love, moral values and advices. To Mr. Rudy Alipin as my mentor for my Field Stu
I really appreciate your utmost effort in facilitating and checking my errors. Thank you for
molding us to be competent and knowledgeable about Technology in the Learning
Environment. I am so grateful to have you as my mentor and I feel so blessed. To Mrs. Ma
A. Alvarez for your cooperation and to your students who also gave their cooperation. I wis
could express my appreciation to them for their warm hospitality. My classmates and board
mates who shared their brilliant ideas—-Jasmine Sifel Sanchez, Preslene Palmos, Jevima
Acesto The expertise in this portfolio belongs to those listed above. Any errors are mine.
Field Study 4 by Jay Ar Aspero
NOVEMBER 14, 2012 BY IRONHIDE520

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Field Study 4 by Jay Ar Aspero
Exploring the curriculum
A Portfolio Presented To: Teacher Education Department Northern

Negros State College of Science
And Technology Old Sagay, Sagay
City Negros Occidental
In Partial Fulfillment of the Requirements in FS 4
First Semester S.Y 2012-2013
Submi ed By: Jasmine Sifel Sanchez & Jay Ar Aspero
BSED III-A
https://jayaraspero.wordpress.com/2012/11/14/field-study-4-by-jay-ar-aspero/ 1/23
Submi ed To: Mr. Rudy Alipin
Subject Instructor
We owe a debt of gratitude to those who were so generous with their time and
expertise:
To our Almighty God for the knowledge, strength and wisdom. His
guidance leads us to select the most desirable way to success.
To our parents who provided us their financial support, love, moral values
and advices.
To Mr. Rudy Alipin as our mentor for our Field Study 4. We really
appreciate your utmost effort in facilitating and checking our errors. Thank you
for molding us to be competent and knowledgeable about Technology in the
Learning Environment. We are so grateful to have you as our mentor and we feel
so blessed.
To Mrs. Marites A. Alvarez for your cooperation and to your students

who also gave their cooperation. We wish we could express our appreciation to
them for their warm hospitality.
The expertise in this portfolio belongs to those listed above. Any errors are
ours.
Teacher Prayer
………………………………………………………………………………….1
Students Resume (Jay Ar Aspero)

………………………………………………………………2
Student Resume (Jasimine Sifel Sanchez)

………………………………………………………3
Statement of Purpose
……………………………………………………………………………4
Our Teaching Philosophy

……………………………………………………………………….5
You Are One (Poem)

……………………………………………………………………………6
Organization of Portfolio Entries
1. Thermometer Check (Episode 1)

………………………………………………………..7
1. Our Observation Report
……………………………………………………………..8
2. Enriching Activities
…………………………………………………………………10
3. Our Analysis
…………………………………………………………………………12
4. Peace Concept on Focus: COOPERATION
…………………………………………13
Clarity (Poem)
……………………………………………………………………………………
14
1. Come Let’s Talk (Episode 2)

……………………………………………………………15
……………………………………………………………..16
2. Our Analysis
…………………………………………………………………………17
3. Peace Concept on Focus: DIALOGUE
………………………………………………18
A Teacher Like You (Poem)

…………………………………………………………………….19
1. Tell Me (Episode 3)
……………………………………………………………………..20
……………………………………………………………..21
2. Insights and Reflection
………………………………………………………………22
3. Our Analysis
…………………………………………………………………………23
4. Our Reflection
……………………………………………………………………….24
Don’t Want To Say Good Bye (Poem)

………………………………………………………….25
1. Bridging Educational Processes (Episode 4)

……………………………………………26
……………………………………………………………..27
2. Our Analysis
…………………………………………………………………………28
3. Peace Concept on Focus: INTERCONNECTEDNESS
…………………………….29
Not Just a Teacher, But a Friend

…………………………………………………………………30
1. Collect And Critique (Episode 5)

……………………………………………………….31
1. Our Analysis Report
……………………………………………………………….. 32
2. Our Interview Report
………………………………………………………………. 33
3. Our Analysis
……………………………………………………………………….. 35
4. Our Reflection
……………………………………………………………………… 37
You Told Me (Poem)

……………………………………………………………………….. … 38
1. Check Points (Episode 6)

………………………………………………………………. 38
……………………………………………………………. 40
2. Our Analysis
……………………………………………………………………….. 42
3. Our Reflection
……………………………………………………………………… 43
On The Edge (Poem)

……………………………………………………………………………44
Additional Entries
1. Entries of Evidences
…………………………………………………………………….45
2. Rubric for FS Portfolio
………………………………………………………………….47
3. Comments of the Faculty
………………………………………………………………..48
By Joanna Fuchs
Dear Lord, bless these teachers mightily

as they seek to teach, enrich and guide
Your precious children.
Grant them abundant resources to do their job,
intelligence, wisdom, sensitivity, kindness,
and the material things that make it possible
to turn some of these tender green plants
into the strong, stable trees that will lead our nation,
to transform some of these buds into brilliant flowers
that will bring light, color and happiness
to all who encounter them,
and to give every one of them the tools
to be creative, and productive and to develop
their own kind of success in the world.
Lord, wrap Your loving arms around these teachers
who give so much of themselves to grow our youth
into creative, responsible adults.
We pray that You will immerse them
in your boundless, transcendent love.
We pray that You will strengthen and soothe them
when they have given so much of themselves
that they need Your extra a ention, Your extra care.
We love, respect and admire these teachers, Lord
and we pray that you will watch over them always–
these special people who hold our children
and our future in their hands.
Amen.
The intent of this portfolio is to provide and share experiences and ideas to those
who will undergo the same undertakings. The content of this portfolio will help
future mentors design a model of curriculum demonstrating considerations for
basic and higher education, appropriate community linkages and stakeholders,
address the monitoring of curriculum implementation and assessment of
curriculum, and prepare an alignment of developing objectives, pedagogy and
assessment. This portfolio is intended to introduce the education pre-service
students to effective curriculum design and assessment.
This portfolio will serve as a tool for information sources.
To educate is to become a be er educated. It is circular process

that improves with time; we believe the responsibility of educators is to provide
students with the necessary knowledge and skills to succeed in academic,
business and personal arenas. Our teaching philosophy is based on the belief that
education is a solution to many social problems. Education provides the tools to
make informed decisions, synthesize ideas, and critically evaluate relevant issues
and to enjoy life. Therefore pursuing knowledge and working to improve our
skills as an educator are among our highest priorities.
As an educator, we will strive to encourage excellence in our

students and ourselves. Course material should be challenging, interactive and
relevant to current issues and events. Students learn and retain more information
if the material is presented in an environment that is interesting and interactive.
For this reason, we believe that using a variety of multimedia including video,
slides, and the internet, is an effective way to complement traditional course
lectures remains the foundation of the educational experience. We feel that we can
encourage students to seek new knowledge and explore their own ideas by an
enthusiastic presentation of both what is. And what is not known about subjects.
When appropriate, the classroom se ing should be expanded to include
experience in the field. What be er way to make the necessary connections among
biological concepts than by observing how organisms interact with their
environment?
In our interaction with students, we will strive always to be

respectful, especially when dealing with differing opinions that may arise as
product of scientific thinking. We want our student to learn to think critically,
not merely to accept our ideas and opinions; our drive to pursue higher education
was due in part to several teachers who inspired catalyst for other people to
pursue their dreams.
A teacher is one who,

Can groom every creation,
Can enhance every admiration,
A teacher is one of,
The true inspiration,
Give us our right elevation,
A teacher is one to give,
Us a chance to step in there generation,
With them our life,
is full of celebrations,
They may dare to use quotation;
And these quotation,
Should have fixations,
Every student is unsuccessful,
Without there inspiration,
After all a teacher is more important
Then Alfa, Beta, Gamma and Newton.
Simran Arora
Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.
Course: Bachelor Of Secondary Education Year &

Section: III-A
Resource Teacher: Mrs. Marites A. Alvarez
Cooperating School: Sagay National High School
Our Target
At the end of this activity, we should be able to describe through

our reflection of how the school promotes partnership and dialogue.
Name: Sanchez Jasmine H. & Aspero, Jay Ar B.
Year/Course: BSED III-A
School Observed: Sagay National High School – Extension
Year level: Third Year Section Kamagong
Subject Observed: English
Student-to-student Interactions Pa ern:
The student groups themselves according to their sex, girls and girls and boys
and boys. For the girls they want to play a hand game, while the boys are playing
ball games. Student to student interactions are the simplest interactions, they
have their own way of understanding, and students are noisy when they interact.
Sometimes they talk nonsense, boisterous topic to make them laugh, they have
many topics about their love life, likes and dislikes, inspiration, and motivation.
Student to student interactions are the interactions takes long period of time
when they see each other.
Student-to-Teacher Interactions Pa erns:
Student to teacher interactions can be observed in every classroom during

discussions. Teacher is the facilitator and the students are the learners. Student to
teacher interactions are effective because students give their thought and ideas
during lectures. Student must respect the teacher as their mentor in learning.
Teacher-to-Student interactions:
Teacher considered the students as their children; they show care and love to
them, teachers are concerned of the student’s needs that is why they never stop
teaching every day about the things they want to share about their knowledge to
educate each student. Teacher is the most respective person in the classroom;
students should follow the rules and regulations implement by the teacher and
student should perform activities that the teacher assigned to them.
Student-to-non-teaching Interactions:
Student to non teaching interactions are happened to the other person in our
learning environment, these are the janitors, canteen personnel, security guard
and vendors found in school. Student interact with them with li le respect,
Student considered them as an ordinary people in the learning environment.
Teacher-to-Teacher Interactions:
Teacher to teacher interactions are the professional type of interactions because of

their profession. Teachers interact with teacher during their school meetings,
programs and sessions. When they interact, it is different because they talk
quietly not just like student, and teachers don’t have long period of interactions it
depends only on their availability of schedule because teachers are so busy with
their commitment to the learners. I can see them only interact during their meal
time were they have a formal conversation just like the other people do.
Script
Dialogue of student-student interaction
(Students talking at the classroom after the flag ceremony)
Linda: Good morning, Jenny. How are you?
Jenny: I’m fine, Linda, thank you. How about you?
Linda: Just fine. Anyway, I just wanted to ask you what I will bring as a
contribution for our project for the second grading.
Jenny: Ah… since, we will be making a poster depicting the theme for the
“Buwan ng Wika”, I will just let you bring articles about President
Manuel Quezon.
Linda: Sure Jenny. Thank you
Mary: What about me, Jenny? What can I bring?
Jenny: You will be the one to bring cartolina.
Mary: Okay
Jester: I will be bringing art materials Jenny.
Jenny: Okay, thank you. I will just be the one to provide a plastic cover
Glen: So, then all the materials we need are already assigned. How about
making the poster? Who will draw it?
Linda: Do you have ideas who among our group members have a talent
in drawing?
Mary: Hey, Victor. Didn’t you a contestant of art-making contest in our

elementary years?
Victor: Yes, but I’m not very good at it.
Mary: No, I think you were great. You just have to believe in yourself.
Glen: Yes, Victor. Mary is right. I know you have the talent because I have
seen your sketches in your notebook.
Victor: But I’m afraid I will just disappoint you all.
Jenny: No, Victor. Don’t judge yourself yet. We, your co-members believe
in your talent.
Linda: Yes, you can do it, Victor.
Jester: I’m sure you can do it, Victor. Good luck.
(CHORUS): We are sure you can, Victor. Good luck!
Victor: Okay guys. I will accept the task. Thank you for encouraging me
and believing in me.
(CHORUS): You’re welcome.
Jenny: So, all is se led. Thank you for your cooperation classmates. We
should come early tomorrow so that we can start early.
1. 1. Why is a classroom a miniature of a greater society?
A classroom is a miniature of a greater society because in a classroom like a
greater society has various kinds of individuals with different a itudes and
personalities and like a greater society, these individuals work together for the
a ainment of a certain goals which are necessary for their living and survival.
Classroom is the miniature of a greater society because in the classroom students

have different kinds of a itude, opinions, interest and dreams. And these students
are considered as individuals just like what we see in the society. In the classroom
student shares their own point of view as a part of the community. Students
started to ask questions to other, in classroom students practice good moral and
right conduct. In the classroom, students learned a lot of things from their
teacher, classmates and experience. To be responsible person as they joined in the
community to create harmonious living, a good person should follow laws and
limitations as a Filipino citizen in the society.
1. 2. What are found in the classrooms that are similar to what can
be observed in society?
Primarily, we can find different personalities inside the classroom so as in a

society. Varied personalities exist and interact with each other and are helping
each other to achieve whatever plans that will be beneficial to them and their
society.
Another thing is the materials in the classroom which are equivalent to all the
resources available to the people in a society. These materials they utilize to
produce crops or finished products for their living.
The similarities that are found in the classroom that can be observed are
interactions of different kinds of people, styles and wants. Every individual have
the right and freedom of what they are doing with responsibilities on their
actions. In the classroom that has a community just like in the society people
reacts interdependence and independently.
v Cooperation and Partnership in a curriculum design is very important because

if there is a partnership, not only single idea can be presented but several which
will contribute to a be er concept for curriculum design and if there is a
cooperation, the task involved will be easier since the persons involved can work
hand in hand for the success of their work.
v Partnership and cooperation is very important in Curriculum Design in a way

that whatever flaws or mistakes can be corrected or modified earlier.
v Cooperation and partnership must come together because they are interrelated
to each other in designing, selecting or choosing content and activities and the
determination of what to evaluate.
The Clarity you gave to me,

It shone like Angel rays,
Like water rushed on golden sands,
And crashed along the bays.
The questions deep within my heart,

Confused my humble mind,
Yet when you spoke your words aloud
It seemed, no longer I was blind.
The answers all came flooding in,

They touched my inner soul,
The knowledge that you gave to me
Within my heart I hold.
I understood that the events

That troubled me somehow,
Was nothing to be frightened of,
Instead I should be Proud.
I Thank You Sir most graciously,

These words I say aloud,
For the Clarity you’ve given me,
4/22/2018 yy g Field Study 4 by Jay Ar Aspero | jayaraspero
Has made me feel quite proud.
Dee Mcdonald

Section: III-A
Our Target
At the end of the activity, we should be able to describe the

interaction pa ern that occurs between the teachers and learners as provided in
the curriculum.
School Observed: Sagay National High School
Year level: Third Year Section: Kamagong
Observations:
The error of the student in answering was properly corrected by the teacher by
explaining to the class the correct answer, thus the student who answered was
not ashamed.
Situation The Dialogue
TEACHER STUDENT
Discussion of the “Identify what is the Student 1:
Lesson about Noun participle in the sentence.” “Gathered his
using appropriate things, ma’am”.
participle. “Ah, huh… are you sure?”
Student 2:
Sentence 1: “Okay, correct. Always “Disappointed,
remember that a participle ma’am”.
Disappointed, the is always located near the
applicant gathered subject”. (All Students):
his things and left. “Yes, ma’am”.
Personal Reflections on the dialogue:
Because of the dialogue of the teacher and the

students, things which are important for the subject- ma er being discussed were
clarified and the errors of the students were corrected.
1. 1. How important are dialogue and substantive conversation in

the classroom in terms of students’ learning?
Dialogue and substantive conversation in the classroom are very important to

student’s learning in a way that dialogue and substantive conversation enable the
teacher to see if the students are capable of analyzing and synthesizing material.
The reality of the situation is that it can become a reason for students to avoid
more class work. Students love to discuss, but the teacher should know when it is
time to stop the conversation and move on. One of the advantages is that some
students will use this time to take a mental rest while some students are
contributing to the dialogue. One of the disadvantages is that when a student is
not willing or not interested to the conversation will become a distraction and
ruins the flow of the dialogue.
Dialogue is important but the teacher should have a control of the time allo ed to
it. Interactions will be produced between students and teacher and it gives way to
both teacher and students to express their thoughts, thus there will be a
harmonious relationship in the classroom.
1. 2. What learning benefits could teachers and students draw from
intentional classroom dialogue?
The dialogue will greatly assist both students’ and teachers’ abilities to speak
publicly and privately. It will develop their thought processes and make for much
more engaging and intriguing conversation as well as improve vocabulary and
speaking confidence of both students and the teacher. When the student are
engaged in the dialogue there is a great chance to improve their own listening
skills as well as it produces a much more a entive class and makes the job of the
teacher easier.
Classroom dialogue produces interaction in the discussion. It develops self-

confidence of students to freely express their ideas toward others. It also helps
students to develop or exercise their comprehension and critical thinking skills.
v Dialogue is very important in curriculum design because through this, all the
persons involved can express their ideas, opinions and insights which may
contribute in designing curriculum and that all the aspect like the advantages
and the disadvantages will be addressed and properly handled or presented.
v Having a dialogue in curriculum design is a good idea to implement. In order

for us to design a curriculum, we need all the ideas we can get and that is by
having a dialogue with everyone. Communication is important when making an
important project such as curriculum design because sometimes we may not see
any defect or weakness in the design but if others concerned are around they may
notice it.
I have had nowhere to turn

I had a lot to learn
not just about math science and English
about life
But you listen and never told

I have never known what that felt like before
I remember when I would sit and sob on the floor
Then you came and guided me
To bad this is my last year at this school

Seems just like yesterday I walked into your 7th grade class
Boy that was a blast
To bad walking down the hall will be my last
But now I’m going to 9th grade

going to a whole new school
But I will always keep that simple rule
live your life
but when I walk into that brand new place

I always remember your sweet smiling face
the face that gave me strength and courage
to keep going keep moving don’t let anything stop me
I hope this doesn’t mean that we can never talk

I hope we keep in touch
so I won’t end up alone
si ing on the floor again
and all I could do was moan
So thank you for being my friend

I am so sad that our trust may have to end
Darby

Section: III-A
Our Target
At the end of this episode, we should be able to deliberate on the principles

involved in designing the curriculum and the learning activities provided.
The Learning Environment Subject Ma ers Library

Covered And/ Or
Internet
Resources
Pleasant and free from noise Nouns Using Book
and the atmosphere was cool. Appropriate
Participles Book, quotes
The learning environment is from
clean and pleasant. Has Idiomatic Expressions movies/films
different pictures and posters Using Participle
placed on the bulletin board. Book
Changing Direct
The classroom is properly Speech To Indirect
cleaned and with proper Speech (present tense/
ventilation because of the well declarative sentences)
functioning wall fans installed.
The Subject Ma ers Library And /Or Internet

Learning Covered Resources
Environment
If the learning The learner must have Instructional materials like books
environment a prior knowledge of help the teacher in teaching the
is pleasant and the subject ma er that lesson to the students and the
free from will be tackled. They transferring to them the knowledge
distractions, should have an and the principles associated in the
the students understanding of what topic.
can focus their a noun is, in order for
full a ention them to properly
to the associate it with other
discussion of parts of the sentence so
the teacher. that it will be
grammatically correct.
Using books is helpful to the

teacher in teaching the idiomatic
expressions because it gives
The learning various examples and situations
environment Since idiomatic for the students to understand.
is of vital expressions do not Likewise, using quotes from
factor in have exact meaning as movies/ films will be easier for the
motivating the words they teacher in conveying the meaning
students to represent, therefore of the idiomatic expressions
learn, thus it they should be because students will interpret the
should be explained carefully to meaning based on the situation in
pleasant and the students for them the movie.
comfortable to arrive at the
enough to be accurate meaning and
stayed in. avoid misconceptions.
Books are appropriate

instructional materials for the
subject ma er because it provides
The learning explanations and examples in
environment elaborate manner.
is of vital
factor in
motivating
students to
learn, thus it
should be In discussing direct
pleasant and speech to indirect
comfortable speech subject ma er,
enough to be the student should first
stayed in. know what is subject
and what the predicate
is so that they will
know how to rearrange
the sentence directly
and indirectly based on
the subject and the
predicate.
1. 1. Why should teachers know about curriculum design?
It is the teachers who develop and implement the curriculum. Planning and
writing the curriculum are the primary roles of teachers. He/she writes a
curriculum daily through a lesson plan, a unit plan or a yearly plan. Teachers are
the ones who prepare activities for the students to do and the ones who designs,
enrich and modify the curriculum to suit the learner’s characteristics. Teachers
are empowered to develop their own school curricula taking into consideration
their own expertise, the context of the school and the abilities of the learners.
Teachers should know about curriculum design because through their knowledge
on what a curriculum must contain or must cover, the needs of the learners
would be addressed by the time they will undergo experiences associated in that
curriculum and he can provide be er learning to every student by using
appropriate techniques which correspond to the needs and inclinations, interest
and understanding of the student.
1. 2. What do most principles and theories of curriculum
development have in common? How this commonality expressed or
spelled out in the curriculum of the class you have observed?
The commonality was also expressed through the learning activities that the
teacher provides, through this, the teacher gives emphasis on the performance of
the students. The curriculum is deemed to be successful if the performance of the
learners is higher than the target set. However if the performance of the students
is low then it follows that the curriculum has failed. A good curriculum is one
that results in high or excellent performance of students.
The principles and theories of curriculum development contain common aspects

which are the welfare of the students. This commonality was expressed in the
class through the effort of the teacher to teach the students, to provide them the
knowledge of their lesson and making sure that they understand the lesson well
by asking those questions and by giving tests.
From our FS experience, we keep in touch with our most meaningful

learning and we express it through abstract visual representation. We use
appropriate colors to represent our feelings and significant learning.
I remember the times when you were there for me

through my many tears you helped me really see
that you always there for me
you stood close to me like a friend, there for me
until the end
I will never forget you, the things

you helped me through, I saw my inspiration
it is you
you were always there when I needed you
I now will always have great memories of you
You would ask me “how are you doing”? ”

I would say I’m fine
as tears start to form in my eyes
you always knew that I was really not fine
You help me through it all
coming to save me every time I fall
If I could say one word that wouldn’t
tell it all
If I say goodbye to you I will just fall apart

because you have always been in my heart
I don’t want to lose you
you care about me and I care about you too
I remember the day I first met you and you met me

it was like it was really meant to be
you are someone I hold close to my heart
there I know that we will never be apart
Asha Cook

Section: III-A
Our Target
At the end of this activity, we should be able to identify educational programs

that connect the school with the larger historical, social, cultural and political
processes.
Date of Observation: August 30, 2012
School: Sagay National High School
Calendar of Activities
ACTIVITIES DATE
PARTICIPANTS
National School’s Maintenance
Week (Brigada Eskwela) May 21-26, 2012 All

stakeholders
Registration of 5-6 years old
Children for Kindergarten and
Grade 1 at Barangay Centers May 28, 2012 Teachers,

Parents & Children
Oplan Balik Eskwela May 28-31, 2012 Teachers,

Parents, Students
Oplan Balik Eskwela June 1-8, 2012 Teachers,

Parents, Students
Beginning of Classes for School
Year 2012-2013 June 4, 2012 Teachers

and Students
Orientation of Students on
The Enhanced Basic Education
K to 12 Program Implementation June 4-8, 2012 Teachers

and Students
Distribution of Textbooks and
Other Learning Resources June 4-8, 2012 Teachers

and Students
General Assembly
Orientation of Parents
And other Stakeholders
On the K to 12 Program
Enhanced Basic Education
Program (BEP) Implementation
(Saturday) June 9, 2012 Teachers,

Parents and other
Stakeholders
1. 1. How important is involvement of all stake holders of the

school in the school’s programs and activities?
The involvement of teacher, students, parents, curriculum administrators and

managers, and community members has a powerful influence to the success of the
school’s programs and activities. When parents are involved in school’s programs
and activities, they can help in giving brilliant ideas on how the programs and
activities become more intellectual and challenging for the students. They can
also help in covering some of the expenses in the programs and activities.
The involvement of teachers and students is highly needed because teachers could
serve as a facilitator and students are the key participants in school’s programs
and activities. The choice of the activities, the methods to be utilized, and the
materials to be used is one of the considerations that the teachers should have in
curricular implementation.
The involvement of a curriculum administrators and managers is of great help in

approving the school’s programs and activities. They have a great concern about
what kind of curriculum their schools offer and how these are implemented.
1. 2. What specific principle of curriculum development justifies the

importance of cooperation and collaboration among all stakeholders
of the school?
Stakeholders have the power to grant or decline all programs in the school. If they
do not get involved in the activities and programs, there are probably no activities
that will be implemented at all. It is important that they participate in the
planning so that they would find out if the activity or program proposed is
necessary or not. Since they hold the highest position, they are the ones who
allocate the budget for the proposals. Stakeholders need to understand perfectly
the goals of these proposals because if not, they could just turn down a very
important program because of the high cost or sometimes, it could go the other
way around; they could implement unnecessary programs because of low cost, it
does not only waste effort but time and money as well. Also by being involved in
these events, parents see how much the school is dedicated for their children’s
learning. If everyone in the school is involved in the learning of the students, it
reflects a good school.
v Cooperation fosters learning. Two heads are be er than one. People enjoy,
functioning interdependently but they also enjoy functioning independently. The
interactive process appears to people’s curiosity, potential and creativity, thus as
people invest themselves in collaborative group approaches they develop a firmer
sense of their own identification. They begin to realize that they count, that they
have something to give and to learn.
v The school stakeholders must be able to maintain a good working relationship

with each other. That is why there must be no room for any mistakes in an
environment where student’s learning might be jeopardized. We are all aware
that no one is really perfect, that is why we must join our heads together to come
up with ideas for the be erment of the school.
v The school cannot function solely as a single entity without the help and
support of the people around it. In order to be effective and serve the purpose the
school aimed for in the first place, it should consider the expectations, the needs
and aspirations of the society and the learners themselves provide learning
experiences and activities and skills of the student. In the same manner, agencies
and other institutions outside the school should work hand in hand with the
school, providing insights and opportunities and support, updating the school
with the current trends in the society.
I had nowhere to turn, had nowhere to go.

this is just something I think you need to know
I don’t know what made me trust you
I still remember the day when I told you what I’ve been through
I thought I should run away, go hide in a hole
but then you really brought out my true soul
As each day grew longer

our trust became stronger
each time I wanted to cry
you stayed there right by my side
then I moved to the next grade

Boy was I afraid
that our trust would slowly fade
but I was wrong
we are still strong
even though sometimes you don’t have time

you at least ask me if I am fine
even though sometimes I am not
I feel like I have just been shot
I smile and say yes I’m alright
then I walk away and your out of sight
I’ll just have to wait
I still have my fate
I am so glad
that you were there when I was sad
and this is what makes you
Not just my 7th grade teacher, my friend
Darby

Section: III-A
Our Target
At the end of this episode, we should be able to explain the importance

of curriculum through reflections from the observations made about it as used by
the teacher.
Date of Observation: August 28, 2012
School: Sagay National High School Subject Observed:

English
The Topic Learning Activities Assessment of

Learning
Nouns v Interaction with the teacher during Formative

Using class discussion. Students were type of
Appropriate volunteering to answer by raising assessment
Participle their hands long before the teacher through a
could call certain students to give the short quiz.
answer. Participles
in an
Idiomatic
Expressions
v Interaction of teacher and students Question

during class discussion. Students were and Answer
participating by answering the during
teacher’s question and participating in discussion
board works. and after the
lesson before
dismissal
time.
Name of Teacher Interviewed: Elenita B. Englis
Grade/Year Level & Section of Class Handled: Grade III- 2
School: Bulanon Elementary School
Date of Interview: September 09, 2012
Interviewer: Aspero, Jay Ar B. & Sanchez, Jasmin Sifel H.
Challenges Resources Needed Planning Strategies
Making the v Colorful Implementing these

students focus or instructional materials materials or utilizing
be a entive as the like different shapes and these materials at the
teacher is still on drawings of objects start of the class
the motivation related to the topic. especially in the
phase. morning.
Arousing students’
interest to answer
teacher’s questions.
v Proper construction Starting from the topic

of the questions on the that has been already
visual aid by providing discussed so that the
examples. students have already
an idea.
Coming to school v Class record. Releasing of cards only

every day. to the parents and not
v Communication or to the students.
correspondence to the The students ge ing
students’ parents. high scores on tests
especially during
periodical examination.
v Results of the test. Giving short quiz after

the discussion every
v Improvement or day.
modification or revision Providing several test
of teaching strategy exercises for the
basing upon the test students to master the
results. topic before moving on
to the next topic.
1. 1. How important is it for teachers and curriculum planners to

anchor their curricular plans to specific theories and principles of
curriculum development?
Theories and principles of curriculum development serve as the basis of learning

and how it should be taught. It gives the teachers the ideas on how to implement
their curricular plans in order to achieve their desired outcomes which is
learning. It is not necessary that all the time teachers would always rely on a
specific theories and principles of curriculum development because some theories
and principles may not be applicable for the enhancement of students’ learning
due to the changing needs and interest of the students.
If teachers and curriculum planners ignore the importance of these theories and
principles, they could make a mistake of missing some important aspects in
learning. With this reason, students must be given the chance to construct their
own knowledge or ideas and as much as possible, mistakes must not be an option.
1. 2. Aside from the teachers, who else should be involved in the

curriculum planning? Expound your thoughts.
Aside from the teachers, there are still many individuals that should be involved
in the curriculum planning, that is, the parents, the people in the community
surrounding the school institution, the school administrators and most of all, the
learners. These different stakeholders must be involved in the curriculum
planning in order that the curriculum will be relevant and will be a functioning
and useful tool in a aining the success of the society through educating
individual student.
The learners should take part in the planning of the curriculum so that their
needs and concerns will be addressed, and they will be provided the appropriate
experiences and activities useful for their subject areas. In the same manner, the
parents should also be involved in curriculum planning so that they would have
the knowledge or ideas on what means they will adopt in supporting their
children who will undergo such curriculum; they will have the knowledge on how
to adjust and how to seek means in supporting their child financially.
Learners, Teachers and Parents
Learners as center of educational process
Are the very reason a curriculum is made
Learners’ experiences should be given emphasis
And learners’ needs and interests should be addressed.
In implementation of the curriculum
Teachers are the most crucial persons.
The key to effective curriculum implementation
Is the understanding inside the classroom.
Parents as supporters of the curriculum
Become environment part of learning at home
Parents provide materials that aren’t in home
And especially the moral values and norms.
Jasmine Sifel H. Sanchez and Jay Ar B. Aspero
You told me to listen to my heart

But it wasn’t speaking
You told me to wait
But soon I got impatient
You told me to feel

But I didn’t know how to feel beyond my body
You told me to see through it
But it wasn’t made of glass
You told me read between the lines

But there was nothing there
You told me to be careful
Does it mean I was too careless?
You told me I was blind

But still I could see
You told me we don’t have time to spare
But who were we giving our time to?
You told me stop being so closed

But I wasn’t a door
You told me “don’t cry ”
Was I suppose to force myself to be happy
You told me to forgive & forget
But its not easy
You told me to l o v e
But what is that ?
You don’t know what it is until you find it
Where is it ?
Nobody knows
You told me a lot of things

And I didn’t really know what they meant
But I’ve grown now
Your gone & I wish you would tell me some more
Imani Miller

Section: III-A
Our Target
At the end of this activity, we should be able to give some

principles involved in designing the curriculum.
School observed: Sagay National High School
Year level: Third Year Section:

Kamagong
Subject observed: English
Observations:
The subject ma er was about “Participles”
Teacher’s objectives:
To define participles
To differentiate present from past participles
To give examples for each type of participles
Describe the strategies:
The teaching strategy used was discovery method and it was

accompanied by a data retrieval chart. It allows students to break down a concept
or idea into its components and explain the concept. It was best suited to the
needs and interest of the students, and it was highly effective to achieve the
objectives successfully.
Describe the assessment tools used:
The assessment method used was a formative test, specifically a

short quiz and it was administered after the discussion. The intent was to
measure the retention of the students. The other assessment method used was a
seatwork and it was administered before giving a short quiz. The intent was to
give opportunity to the students to practice their skills acquired.
Objectives Strategies Assessment Remarks

To define
participles
Discovery The The formulated objectives
To method was assessment were observable to the
differentiate used as a method used behaviors of the students.
present teaching was seatwork The selected teaching
from past method. It was and a short method was appropriate
participle best suited to quiz. The and applicable to the
the students intent was to objectives. The selected
To give and it was measure the assessment method was
examples highly retention of appropriate because it
for each effective to the students perfectly fit on the
type of achieve the and to give objectives, teaching
participle objectives and opportunity to methods and to the needs
it benefits the the students to and interest of students.
students’ practice their
needs and acquired skills.
interests.
To define
participle in
idiomatic Inquiry The The formulated objectives
expressions method was assessment were measurable and
used as a method used specific and a ainable, the
To use teaching was a strategy was appropriate in
appropriate method. It was formative type teaching the subject ma er
participles appropriate for of assessment and helped the students to
in idiomatic the lesson and through think critically. The
expressions was effective giving a quiz assessment method adopted
in arousing during the was appropriate since the
the students discussion in level of understanding of
mind in order to the students on the lessons
understanding determine was determined before the
the lesson. whether the lesson be ended, the
students revision of the teaching
gained strategy can be made of
understanding necessary.
of the lesson
before ending
the lesson.
1. Why do teachers need to align the objectives, strategies, and

assessment?
When there is alignment in our objectives, strategies and assessment, we are

assured that we are doing the right thing in educating our students. Sometimes
because of external pressures, teachers tend to stray from their objectives, teachers
tend to prepare strategies that will not benefit everyone in the class when
students’ needs and interests are too diverse from one another, and lastly when
doing assessment, teachers forget that not all assessments can cover all students
in demonstrating their achievements. That statement was according to the idea of
FS3 Student BEED3 in San Jose Christian Colleges, but in contrary with this
statement, teachers should strictly observed their objectives, prepare strategies
that will benefit the students’ needs and interest, and lastly teachers should use
an appropriate assessment method that can help them provide feedback, guidance
and mentoring the students so as to help them make a be er plan and execute
their educational program. Planning is a crucial part of teaching so before we go
out to teach students, we have to make sure that we have done our best in
planning our instructions.
1. 2. How should teachers align their objectives, strategies and

assessment? Suggest some strategies.
In aligning objectives with the strategies, they must be planned together.

Objectives will be the basis of the instruction, so prepare an objectives that are
observable to the behaviors of the students. Then, select teaching strategies that
can benefit he needs and interests of the students, and that are suited and effective
to accomplish the objectives. Lastly is the assessment, this should not be taken for
granted. A high quality assessment must be clear, appropriate, valid, reliable,
fair, practical, efficient and ethical, and must have positive consequences. If those
characteristics are present in the assessment, it will be easy for the teachers to
evaluate if they have accomplished their objectives and if they had used
appropriate teaching strategies. By this, we do not waste time and effort in trying
to teach our students, and soon we can provide a competent, productive and a
student that is responsive to the needs of the society.
What was been your most meaningful experience in this

episode? What makes it meaningful to you? How could such an
experience help you become a be er teacher?
Failures are just learning experiences, the only failure is the one from which you
have learned nothing.
Our most meaningful experience in this episode and mostly in this FS4
was when we observe a class. Its significance helps us to understand the
principles and theories of curriculum development that lead us to become more
eager to be in the field.
The experience opened our eyes to the hardships a teacher undergoes just
to teach students effectively. We realized that to be effective teacher, we should
have an outstanding personal qualities such as “passion” that refers to our
dedication and love to our work and to our students, “humor” in such a way that
has relation to the topic so that none of the students lose interest in listening,
“values and a itude” that can eliminate discriminations thus we must be
unbiased and objective in judging our students work and performance, “sincerity
and honesty” which is exhibited in words and actions, “patience” refers to our
self-control and persistence, “enthusiasm and full of energy”, and lastly flexible
with our schedule whenever the situation demands it so.
I was on the edge

trying to get through life
listened to my friend
and started cu ing
over two in a half years of cu ing
looking for a ention from any one
a teacher was there
willing to help
I was in the dump
and well I got all plumed for
a way to make it through life.
I found a way to make my life sweet,
thanks to a sweet teacher who cared,
and for now on I life my life,
for all the right reasons,
I live my life for the children of the world
who are helpless and sick and want to be loved.
Kristy Vernillion
100% 95% 90% 85% 80%

1. Content of Has the 100% Has 95% of Has 90% of the Has 85% of the Has 80% of the
the portfolio of the needed the needed needed needed needed
content. content. content. content. content.
1. Objectives Objectives are Objectives Objectives are Some Most
of the smart and are smart smart but Objectives are objectives are
portfolio cover the but cover cover only less not smart and not smart and
whole course. only a than 80% of do not cover cover only a
minimum the course. the whole minimum of
of 80% of course. the course.
the course.
1. Quality of Entries are Entries are Entries are of Some entries Few entries
entries best quality, be er acceptable are of are of
well selected quality; quality, some acceptable acceptable
and very many are are well quality. quality, not
substantial. well selected and Limited well selected
selected substantial. selection and and very
and substantial. minimal
substantial. substantial.
1. Presentation Creative, neat Creative, Creative, neat Minimal No creativity,
of entries and has a very neat and and an creativity, neat In disarray
strong has a average with minimal and no
impact/appeal. strong impact/appeal. impact/appeal. impact/appeal.
impact.
1. Promptness Submi ed Submi ed Submi ed a Submi ed 2 Submi er 3
in ahead of the on week after the weeks after weeks or more
submission schedule. schedule. schedule. the schedule. after the
schedule.
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6 thoughts on “Field Study 4 by Jay

Ar Aspero”
1. Rodel Wacal says: March 19, 2013 at 2:17 pm

Thanks for the students who make this portfolio,,dahil sa inyo
magkaroon ako nang idea for answering my fs,,thanks a lot and more
power godbless,,,,
Reply
ironhide520 says: September 15, 2013 at 6:46 am
welcome pal..
Reply
2. MARK says: August 20, 2013 at 1:45 pm
thank you for sharing your fs4, i appreciate your effort. Once again
thank you and God bless
Reply
ironhide520 says: September 15, 2013 at 6:46 am
welcome pal
Reply
roldan salondro says: October 18, 2013 at 2:30 am
thank you for the information you give to me. Its gives me easy
to answer my field study 4. once again thank you so much.
3. araceli says: October 16, 2013 at 8:28 am

i’m thankful of those idea i’ve read,,,it helps me a lot…
Reply
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4/22/2018 Field Study 4 by Jay Ar Aspero | jayaraspero

NOVEMBER 14, 2012 BY IRONHIDE520

Field Study 4 by Jay Ar Aspero

Exploring the curriculum

A Portfolio Presented To: Teacher Education Department Northern

And Technology Old Sagay, Sagay

City Negros Occidental

In Partial Fulﬁllment of the Requirements in FS 4

First Semester S.Y 2012-2013

Submi ed By: Jasmine Sifel Sanchez & Jay Ar Aspero

To Mrs. Marites A. Alvarez for your cooperation and to your students

Students Resume (Jay Ar Aspero)

Student Resume (Jasimine Sifel Sanchez)

Our Teaching Philosophy

You Are One (Poem)

Organization of Portfolio Entries

1. Thermometer Check (Episode 1)

1. Come Let’s Talk (Episode 2)

A Teacher Like You (Poem)

Don’t Want To Say Good Bye (Poem)

1. Bridging Educational Processes (Episode 4)

Not Just a Teacher, But a Friend

1. Collect And Critique (Episode 5)

You Told Me (Poem)

1. Check Points (Episode 6)

On The Edge (Poem)

Dear Lord, bless these teachers mightily

This portfolio will serve as a tool for information sources.

To educate is to become a be er educated. It is circular process

As an educator, we will strive to encourage excellence in our

In our interaction with students, we will strive always to be

A teacher is one who,

Name of Fs Student: Sanchez Jasmine H. & Aspero, Jay Ar B.

Course: Bachelor Of Secondary Education Year &

Resource Teacher: Mrs. Marites A. Alvarez

Cooperating School: Sagay National High School

At the end of this activity, we should be able to describe through

Name: Sanchez Jasmine H. & Aspero, Jay Ar B.

Year/Course: BSED III-A

School Observed: Sagay National High School – Extension

Year level: Third Year Section Kamagong

Subject Observed: English

Student-to-student Interactions Pa ern:

Student-to-Teacher Interactions Pa erns:

Student to teacher interactions can be observed in every classroom during

Teacher to teacher interactions are the professional type of interactions because of

Dialogue of student-student interaction

(Students talking at the classroom after the ﬂag ceremony)

Linda: Good morning, Jenny. How are you?

Jenny: I’m ﬁne, Linda, thank you. How about you?

Linda: Sure Jenny. Thank you

Mary: What about me, Jenny? What can I bring?

Jenny: You will be the one to bring cartolina.

Jester: I will be bringing art materials Jenny.

Mary: Hey, Victor. Didn’t you a contestant of art-making contest in our

Victor: Yes, but I’m not very good at it.

Victor: But I’m afraid I will just disappoint you all.

Linda: Yes, you can do it, Victor.

Jester: I’m sure you can do it, Victor. Good luck.

(CHORUS): We are sure you can, Victor. Good luck!

(CHORUS): You’re welcome.

1. 1. Why is a classroom a miniature of a greater society?