1. FIELD STUDY 4 - Exploring The Curriculum
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My FS Learning Episode Overview
The episode is meant to be enable you to distinguish the traditional from the progressive
curriculum. It cites the differences and similarities between the two. This provides a wider
perspective on the nature and scope of these types.
My Desired Learning outcomes
 Analyze the teacher as a knower of curriculum
 Explain some viewpoints of other curricularist
 Complete the Venn diagram of traditional and progressive curriculum
My Performance Criteria
I will be rated along the following:
 Quality of my observation and documentation
 Completeness and depth of analysis
 Depth and clarity of classroom observation-based reflection
 Completeness, organization, clarity of portfolio
My Learning Essentials
Pointof viewaboutthe curriculumcan either be traditional or progressive according to
theirphilosophical andpsychological orientations.These viewscanalsodefine whatacurriculum
is all about.
FS 4
FIELD STUDY
Learning Episode

2. FIELD STUDY 4 - Exploring The Curriculum

3. FIELD STUDY 4 - Exploring The Curriculum
My Map
My Learning Activities
Activity 1
Interview an administrator, a students and a parent. Find out their view
points on the traditional and progressive curriculum.
Name of Student: Althea Colleene M. Fortuno
School: Amore Academy of TMC
Signature:
Aspects Traditional Progressive
Roles of Teacher Knowledge dispenser Facilitator
Roles of Pupils Listener Engages in all activities
Modes of Instruction Lecture type Collaborative activities
Instructional
Materials
Books, Blackboards Visual aids, realia, OLP
Modes of Assessment Pencil and Paper exams only Pencil & paper and practical
exam

4. FIELD STUDY 4 - Exploring The Curriculum
Activity 1.1
Interview a teacher and an administrator. Find out their view points on the
traditional and progressive curriculum.
Name of Faculty member: Ma. Theressa P. Santos
School: Governor Ferrer Memorial National High School – Buenavista Annex
Subject Areas taught/Handled: TLE
Signature:
Aspects Traditional Progressive
Roles of Teacher Literary speaking, teacher teach
everything to his/her student
Facilitator because we only serves
as guide to our student
Roles of Pupils Their role were very limited in
processing the 3’s
People of action, it means that
they can use their daily act as for
speaking
Modes of Instruction It emphasize children’s
intellectual development
Teacher let the students earn social
activities be the center of
education thru the use of 3R’s
Instructional Materials Chalk-board Laptop, projector and other
modern instructional materials
Modes of Assessment Paper and pencil test Product-based
Name ofAdministrator: Mrs. Melinda A. Tapawan
School: Governor Ferrer Memorial National High School – Buenavista Annex
No. of years of Administrative Experience: 15 years
Signature:
Aspects Traditional Progressive
Roles of Teacher Teacher as the center in
teaching
Teacher acts as facilitator
learning
Roles of Pupils Students merely observer Learners are participants in all
teaching/learning activities
Modes of Instruction Mostly we lecture discussion Varied and flexible mode of
instruction is use.
Instructional Materials Flash cards, charts, chalk
boards
Multimedia
Modes of Assessment Norm- referenced test and
graded
Progress oriented

5. FIELD STUDY 4 - Exploring The Curriculum
As I read their answer, even if they are
student, faculty member, administrator,
and parent. They have almost the same
answer in terms of the difference of the
two.
My Reflections
Activity 1.2 Interview a parent. Find out their view points on the traditional and
progressive curriculum.
Name of Parent: Hanna Czarina Fortuno
Highest Educational Attainment: High School Graduate
Signature:
Aspects Traditional Progressive
Roles of Teacher Lecturer Facilitator
Roles of Pupils Listener/Observer Participating
Modes of Instruction Lecture discussion Reporting
Instructional Materials Books, visual aids Using technology
Modes of Assessment More on written exam Practical exam

6. FIELD STUDY 4 - Exploring The Curriculum
Activity 2
Research on the differences of the traditional and progressive curriculum.
Accomplish the H-Chart given below. Write the similarities at the center and
the differences on each side.
Similarities
 Teacher - student
interaction. They both
have ways of measuring
and evaluating learning.
They also both include
assignments and
classroom management.
Progressive
Curriculum
 Students centered
 School is part of life
 Teachers are
facilitators guides who
foster thinking
 Assessment is
benchmarked has many
form and is progress-
oriented.
 Intelligence
recognized as varied.
 Includes the arts and
is measure in R.L.P.S
 Products are
subsumed by process.
 In-depth Learning
Traditional
Curriculum
 Teacher centered
 School is preparation
of life
 Teachers are source
of confirmation and
authority.
 Assessment is norm-
referenced external and
graded.
 Intelligence is
measure of Linguistic
and Logico-math.
 Products are
endpoints.
 Parents are
endpoints.
 Parents are outsider
and involve.
 Basic learning.
 Concept presented as
facts to memorize.
There are a lot of differences in
both types of curriculum. A way
to distinguish them is by giving a
type of approach in teaching a
particular sub and traditional has a
heavily content of information.
My Personal Insights

7. FIELD STUDY 4 - Exploring The Curriculum
In my research observation, most of the student and some teachers prefer to
both traditional and progressive curriculum because they want to combine the
different way in teacher as well as the students will engage learning. _
My Insights
Activity 3
Call up your friends from other Teacher Education Institutions. Find out what
is their own point of view of curriculum. Put a check mark on the
corresponding column.
Names of
Students/ Schools
Traditional Progressive Both
1. Althea Colleene M.
Fortuno
Amore Academy
2. Aleah Melgan
CVSU - Main
3. Peaches Aira
Grepo
CVSU Main
4. Joana Marie
Manesca
CVSU Main
5. Mika Shynette D.
Garcia
LPU Cavite

8. FIELD STUDY 4 - Exploring The Curriculum
Integrating Theory and Practice
Directions: Read the items given below and encircle the correct answer.
1. When a school believes that a curriculum should highly focus on Math, Science and
other fundamental intellectual disciplines, this school believes in the curriculum view
of _____________.
A. John Dewey
B. Hollis Caswell
C. Arthur Bestor
D. Philip Phenix
2. The following are characteristics of progressive curriculum except.
A. Focuses on the experiences of the students and supervised by the teacher.
B. Takes into account all the curricular elements and tests these elements through real
life application.
C. The classroomis only one place for the students to learn; learning can take place
everywhere.
D. Knowledge that comes from various disciplines should be the focus.
3. In analyzing the curriculum, the teacher should consider the following except.
I. Vision, mission, goals and core values of the school
II. Learning resources and faculties of the school
III. Needs and interest of the learners
IV. All must be consider
A. I only C. III only
B. II only D. I, II, and III

9. FIELD STUDY 4 - Exploring The Curriculum
Pieces of Evidence
Records
Documents
Pictures
Other Learning Proofs/Pieces of Evidence
Learning
Portfolio
Althea Colleene
signing my FS
book
Signatures of my
interviewee
Signatures of my
interviewee

10. FIELD STUDY 4 - Exploring The Curriculum
My Learning Rubric
Field Study 4, Episode 4 – The Teacher as a knower of Curriculum
Focused on: - Analyzing the teacher as a knower of curriculum
- Explaining some viewpoints of other curricularist
- Completing the Venn diagram of traditional and progressive curriculum
.
Name of FS StudentAlexa Jean Q. Colocado Date Submitted: September 22, 2016
Year & Section: Third Year/ SED301 Course:BSE-ENGL
Learning Episodes Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning Activities
All episodes were
done with outstanding
quality; work exceeds
4
All or nearly all
episodes were done
with high quality
3
Nearly all episodes were
done with acceptable
quality
2
Fewer than half of episodes were
done; or most objectives were
met but need improvement
1
Analysis of the
Learning Episode
All
questions/episodes
were answered
completely; in depth
answers; thoroughly
groundedon theories.
Exemplary grammar
and spelling
4
Analysis question
were answered
completely.
Clear connections
with theories
Grammar and
Spellingare superior
3
Analysis questions were
not answered completely.
Vaguely related to the
theories
Grammar and spelling
acceptable
2
Analysis were not answered.
Grammar and spelling
unsatisfactory
1
Reflection/Insights
Reflectionstatements
are profound and
clear; supported by
experiences from the
learning episodes
4
Reflection
statements are clear;
but not clearly
supported by
experiences from the
learning episodes
3
Reflection statements are
shallow; supported by
experiences from the
learning episodes
2
Reflectionstatements andunclear
andshallowandare not supported
by experiences form learning
episodes
1
Learning Portfolio
Portfoliois complete,
clear, well-organized
and all supporting;
documentations are
located in sections
clearly designated
4
Portfolio is
complete, clear,
well-organized and
most supporting;
documentations area
available and
logical and clearly
marked locations
3
Portfolio is incomplete;
supportingdocumentation
are organized but are
lacking
2
Analysis question were not
answered
Grammar and spelling
unsatisfactory
1
Submission of
Learning Episodes
Submitted before the
deadline
4
Submitted on the
deadline
3
Submitted a day after the
deadline
2
Submittedtwo days or more after
the deadline
1
COMMENT/S Over-all Score Rating:
(Base on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
MR. IAN KARLO OLEGARIO _________________
Signature of FS Teacher Date