JOSEFINA H.

CERILLES STATE COLLEGE

Caridad, Dumingag, Zamboanga del Sur

Project in the Teacher

and the School
Curriculum
- EDUC 202 –
BEED-2

Submitted by:
Raymund Steve H. Gamotin
BEED – 2 Student

Submitted to:
Sir Benjamin B. Mangila
Instructor

December 2024
Activity 1. Mapping Out the BEEd Curriculum (PEC)
Directions: Using the given sample, analyze and answer the following questions briefly:
4.2.1 What is the meaning of Practised with a background for the subject Teaching Profession
and PO1 Applied basic and higher 21st century skills?
- The meaning of Practised with a background for the subject Teaching Profession and
PO1 Applied basic and higher 21st century skills means that the students in the BEEd course are
applying their knowledge, skills, values related to the Teaching Profession by learning the
different laws that authorize and give benefits to the teaching profession and engaging in
practical activities such as lesson planning and classroom observations.
As for the PO1 Applied basic and higher 21st century skills, this refers to the acquisition,
development and application of 21 century skills, such as critical thinking skills, communication,
creativity, and collaboration, which are also vital for the teaching-learning process.

4.2.2 What is your interpretation of the colored cell with Learned that crosses between the
subject Social Dimensions and PO5, Facilitate learning of different types of learners in diverse
learning environment?
- My interpretation of these things are that the intersection between the subject Social
Dimensions and PO5 means that the students gained insightful knowledge and skills to create
and promote an inclusive learning environments, where every learner may came from different
backgrounds and cultures, but they can still learn from each other despite their individual
differences. The students while studying this subject also learned to adapt teaching approaches
that cater to the different needs of their learners, ensuring that their needs are fulfilled regardless
of their differences.

4.2.3 What does the colored Opportunity in the cell of the subject Curriculum Development that
crosses with the PO6, Direct experience in the field and classroom (observations, teaching
assistance, practice teaching)?
- The colored opportunity in the cell of the subject Curriculum Development that crosses
with the PO6 signifies that while the subject doesn’t formally teach the skills related to the
classroom experience and direct field, it gives the students the chance to gains these experiences
through exposing them to observations, teaching assistance, and practice teaching in the field.
This is the stage where the students can reflect and learn something new from those
activities, which aids them in the curriculum development of their own, with the help of the
stakeholders and concerned agencies.
Activity 2. Interviewing School’s Stakeholders
Directions: With the use of an interview protocol given below, ask two persons (e.g., a BSEd
Math student and your parent/guardian) about their roles as school’s stakeholders. Record your
interview through a tape or video recorder and/or your field notebook. Consolidate the answers
and write in paragraph form your interview report.

Interview Protocol on the Roles of Stakeholders

Name of the Interviewer: Raymund Steve H. Gamotin
Course and Year: BEED-2
Name of School: Josefina H. Cerilles State College

Name of the Interviewee: Evelyn H. Gamotin

Course & Year (For Student Only): ________________________________________
Address: Mansanas, Josefina, Zamboanga del Sur
Category (Pls. check):
Student: _____ Parent: 

Lead Questions:
1. What do you know about the curriculum that is taught in this school?
- The curriculum I know that is taught in the school is the MATATAG Curriculum. In
this curriculum, it focuses on foundational learning and resilience in these modern times. This
allows the students to acquire essential skills and life skills that are beneficial to them when they
want find a job in the future.

2. Are you involved in the activities of the school? How?

- Yes, by attending meetings as a parent representative in the School Governing Council.

3. Why do you get involved in the school activities?

- I get involved in school activities to support my child’s education because I believe in
the saying that it takes a village to raise a child, which it requires the cooperation not only with
teachers, but also with my fellow parents and government officials to support the education of
our children.

4. Do the activities contribute to the learning achievements of students?

- Yes, because when the parents various activities in the school, such as attending parent
meetings, they can improve the academic performance of their children by encouraging them to
improve their reading and study habits. The parent have also the role in increasing the student’s
motivation and better attendance and punctuality in the school.

5. What is your most important involvement that contributed to the learning of students? Give
specific examples.
- My most important involvement that contributed to the learning of students are
attending PTA meetings and support my child in their homework and projects. My child gained
more knowledge about the various subjects and also helping them to be a responsible and
diligent student not only in academic endeavors, but also in extra-curricular activities.

6. Why would you like to continue what you are doing for the school curriculum?
- I would like to continue what I am doing for the school curriculum, particularly
supporting my child’s education and the school because I believe that by collaborating with the
other parents and the school, it fosters open communication in raising the issues and concerns
regarding the school improvements and the holistic development of the students. And, there is
also a mutual understanding, ensuring that parents and teachers are working together to support
students.
 Interview Protocol on the Roles of Stakeholders
Name of the Interviewer: Raymund Steve H. Gamotin
Course and Year: BEED-2
Name of School: Josefina H. Cerilles State College

Name of the Interviewee: Via M. Sumanduran

Course & Year (For Student Only): BSED-MATH 2
Address: Nemeño, Josefina, Zamboanga del Sur
Category (Pls. check):
Student:  Parent: _____

Lead Questions:
1. What do you know about the curriculum that is taught in this school?
- I am Via M. Sumanduran and I am currently pursuing the course of BSED-Math here in
JHCSC. Honestly, I don’t really know the exact curriculum that is being implemented here in
this institution. But I do know that every program is built different to each other, apart from their
minor subjects which are usually common to the various courses in each department and it also
depends on the chosen field.
In my case, I chose the BSED-Math where this course focuses more on the different
concepts and formuas that were created by the pioneers in Mathematics. It shifted its focus in the
algebra, geometry, statistics, etc.

2. Are you involved in the activities of the school? How?

- Yes, I am involved in the activities in the school, where I participated in classroom
meetings and sometimes my parents are attending the PTA Meeting.

3. Why do you get involved in the school activities?

- I want to get involved in the school activities because I want to contribute to the
improvements of the teaching-learning process and the state of my academic endeavors by
raising my issues and concerns in the meeting. Also, I want to experience new things and
improve my social skills.
4. Do the activities contribute to the learning achievements of students?
- In my opinion, yes because it helped me to manage my time and use it properly and
accordingly. It helps me to develop my collaboration skills. It also help me develop my
confidence in learning various things from academics to practical activities.

5. What is your most important involvement that contributed to the learning of students? Give
specific examples.
- My most important involvement that contributed to the learning of the students is in
working in different activites with my groupmates because I get to share my ideas to my
groupmates and helps me to build and learn a new knowledge everyday.

6. Why would you like to continue what you are doing for the school curriculum?
- I would like to continue what I am doing for the school curriculum because I believe
that learning is a lifelong process in which we tend to encounter some mistakes in life but it will
be all worth it if you just persevere in your efforts. Also, I want to continue because I want other
students to also improve their studies and academic pursuits that they could pass the college with
flying colors.
Activity 3. Spotting Commonalities of Core Concepts
Directions: Draw an analogy graphic organizer showing the commonness/similarities between
the curriculum design approaches (new concept) and curriculum design models (familiar
concept). In the Summary section, discuss briefly how both concepts guide prospective teachers
like you in designing the curriculum effectively. Be guided by the sample diagram presented
below.

Curriculum Design Approaches Curriculum Design Models

(New Concept) (Familiar Concept)

Learner-Centered Approach, Experiential Tyler’s Model, Taba’s Model, Spiral

Learning, Adaptive Learning, 4Cs Curriculum Model, Subject-centered
Approach Model

Similarities Similarities
1. The various approaches gives emphasis on 1. Each model places a strong emphasis on
the different needs, interests, and experiences the content knowledge, prioritizing subject
of learners, which places them at the center of matter as a critical component of the
the teaching-learning process. curriculum.

2. These approaches promote active 2. It stresses the importance of defining and

participation, Which the students are setting the clear learning objectives, which
encouraged to participate in learning through guide the development of the said curriculum.
hands-on activities, discussions, and problem
solving, rather than being a passive learner. 3. These models promotes for the logical
sequence of content delivery, ensuring that
3. Each approach gives importance to its the students progress through material in a
application or connection to the real-world coherent and cumulative manner.
situations, making each content meaningful
and can be applied by the students in a real- 4. Each model emphasizes the importance of
life setting. mastery of the content, ensuring that students
achieve deep understanding of the topic.
4. They encourage collaboration among
students, promoting teamwork, 5. All models incorporate assessment as an
communication, and socialization which helps essential part of the curriculum process, using
in accomplishing the tasks quickly and it to determine the student’s progress and
efficiently. basis for instructional decisions.

5. All approaches require the learners to utlize

their critical thinking skills which in turn,
develop their way of thinking, that helps them
in analyzing, evaluating, and synthesizing the
different information rather than rote
memorization of facts without understanding
of the topic or issue.

Both

Summary:
The curriculum design approaches and models offer guidance for prospective
teachers. They both provide a framework and specific strategies for implementation.
Curriculum design models, such as Tyler’s Model, Taba’s Model, Spiral Curriculum Model,
Subject-centered Model, provides a structured process. It offers a roadmap for organizing
the content, defining the learning objectives, and creating learning experiences. These
models gives emphasis on the mastery of the topics, which it gradually increases its
difficulty in the following year level. It also provides structure, which ensures correct and
logical sequencing of the content, activities, and progression of learning.
Curriculum design approaches, such as Learner-Centered Approach, Experiential
Learning, Adaptive Learning, 4Cs Approach focus on how students learn best. It ensures
that the curriculum being taught is relevant and meaningful to the students. There is also
hands-on activities that have real-world applications. These approaches also integrates
critical thinking, collaboration, creativity, and communication in the teaching-learning
process. As a future teacher, I can use both of these approaches and models and combine
their strengths of various approaches and models to create a meaningful and engaging
teaching-learning process which not only focuses on the content, but the application of the
knowledge in real world problems and acquisition and mastery of the 21st century skills.