Lesson 4.

2- Implementing a Curriculum Daily in the Classrooms

Desired Learning Outcomes

 Review the components of a daily plan for teaching

 Identify intended learning outcomes
 Match learning outcomes with appropriate teaching methods

Take Off

A teaching activity is like implementing a miniscule curriculum. A daily lesson is based

on a planned or written curriculum, which will be put to action by the teacher in the classroom.
Before the lesson ends the teacher must find out if the students have truly learned. Let us see
how this process will be shown.

And the GOOD NEWS!

DepED Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be required to
prepare detailed lesson plans. They may adopt daily lesson logs which contain the
needed information and guide from the teacher Guide (TG) and Teacher Manual
(TM) reference material the page number, interventions given to the students and
remarks to indicate how many students have mastered the lesson or are needing
remediation.
However, teachers with less than 2 years of teaching experience shall be
required to prepare Daily Lesson Plans which shall include the following:

I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
of Education. Those who will be employed in the private schools, ma
So, as prospective teachers, you should prepare lesson plans that will comply with the
necessary components asked by the Department of Education. Those who will be employed in
the private schools, may have a different lesson plan format, but the fundamental parts will be
the same.

Content Focus

 Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins everyday, a teacher must have written a lesson plan. The main parts
of a lesson plan are (1) Objective or Intended learning outcomes (LO), (2) Subject Matter (SM
(3) Procedure or Strategies of Teaching, (4) Assessment of learning outcomes (ALO) and (5)
Assignment or Agreement Intended Learning Outcomes (1ILO). These are the desired learning
that will be the focus of the lesson. Learning outcomes are based on Taxonomy of Objectives
presented to us as cognitive, affective and psychomotor. Bloom's Taxonomy has been revisited
by his own student, Lorin Anderson, and David Krathwohl. Let us study both in the comparison
below.

Blooms Taxonomy (1956) Revised Bloom's by Anderson (2001)

EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

Somehow the two are similar, however the highest level of cognition in the revised
version, is creating. Take note that the origınal version is stated as nouns while the revised
version is stated as verbs which implies more active form of thinking.

Revised Bloom's Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are
a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories.
c. Establishing the levels of the knowledge level in the original version.
Let us study the cognitive categories with the example key word (verbs) for each in the new
version of Bloom's Taxonomy that low.

Categories Example Key Words

Remembering. Recall or retrieve previous Defines, describes, identities, labels, lists,
learned information outlines, selects, states
Understanding. Comprehend meaning, Comprehends, explains, distinguishes,
translation, state problem in own words, estimates, gives examples, interprets,
making meaning predicts, rewrites, summarizes

Applying. Use concept in new situation, Applies, changes, computes, operates,

applies what has been learned in new constructs, modifies, uses, manipulates,
situation prepares, shows, solves
Analyzing, separate materials or concepts Breaks down, compares, contrasts, diagrams,
into component parts so that the organization differentiates, discriminates, identifies, infers,
is clear. Distinguishes between facts and outlines, relates, selects, separates
inferences
Evaluating. Make judgments about the value Appraises, compares, criticizes, defends,
of ideas or materials describes, discriminates, evaluate, interprets,
justifies, summarizes
Creating. Build a structure or pattern from Composes, compiles, designs, generates,
various elements. Put parts together to create modifies, organizes, rearranges, reorganizes,
a whole, to make new meaning and structure. revises, rewrites, summarizes, creates

In writing objectives or intended learning outcomes, it is always recommended that more

of the higher-order thinking skills (HOTS) should be developed and less of the low level
thinking skills (LOTS) for leaners. The low level categories will develop LOTS and thinking
skills progress as the categories move higher.

Higher-Order Thinking Skills HOTS

Creating Doing

Active
Evaluating
Receiving and
Participating
Analyzing

Visual Receiving

Passive

Verbal Receiving
 Applying

Understanding

Remembering

Lower-Order Thinking Skills

Another revision is the expansion of the concept of Knowledge which was not given emphasis
nor discussed thoroughly before.

Levels of Knowledge

1. Factual knowledge- ideas, specific data or information

2. Conceptual knowledge- words or ideas known by common name, common features,
multiple specific examples which may either be concrete or abstract. Concepts are facts
that interrelate with each other to function together.
3. Procedural knowledge- how things work, step-by-step actions methods of inquiry.
4. Metacognitive knowledge- knowledge of cognition in general, awareness of knowledge
of one's own cognition, thinking about thinking.

Intended learning outcomes (ILO) should be written in a SMART way. Specific,

Measurable, Attainable, Result Oriented (Outcomes) and Time-Bound.

I. Subject Matter or Content. (SM) comes from a body or knowledge (facts, concepts,
procedure and metacognition) that will be learned through the guidance of the
teacher. Subject matter is the WHAT in teaching. In a plan, this is followed by the
references.
II. Procedure or Methods and Strategies. This is the crux of curriculum
implementation. How a teacher will put life to the intended outcomes and the subject
matter to be used depends on this component.
 Let’s take a closer view. How will you as a teacher arrange a teaching-learning situation
which will engage students to learn? Here are some points to remember.

 There are many ways of teaching for the different kinds of learners. Corpuz &
Salandanan, (2013) enumerated the following approaches and methods, which
may be useful for the different kinds of learners. Some are time tested methods,
while others are non-conventional constructivist methods.

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry

Method, Problem-based Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells, Think-
Pair-Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning
4. Other approaches: Blended Learning, Reflective Teaching, Integrated Learning,
Outcomes-Based Approach

Teachers have to take into consideration that the different strategies should match with the
learning styles of the students.

 Students have different learning styles. There are many classifications of learning
styles according to the different authors. The Multiple Intelligence Theory of
Howard Garner implies several learning styles, but for our lesson, we will just focus
on the three learning styles which are Visual, Auditory and Kinesthetic. These three
preferred styles can help teachers choose the method and the materials they will use.
Common Characteristics Tips for Teachers about Learners
Visual- uses graphs, charts, pictures; tends Turn notes into pictures, diagrams, maps.
to remember things that are written in form. Learn the big picture first than details.
Make mind maps and concept maps.

Auditory- recalls information through Record lectures and listen to these.

hearing and speaking: prefers to be told Repeat materials out loud "parrots".
how to do things orally; learns aloud. Read aloud.

Kinesthetic- prefers hands-on approach; Learn something while doing another thing
demonstrates how to do, rather than (eats while studying). Work while
explain; likes group work with hands on- standing. Like fieldwork. Do many things
minds on. at one time.
 Teaching and Learning must be supported by instructional materials (IMs)

Considering the teaching methodologies and learning styles, the different support
materials should be varied. This will ensure that the individual differences will be
considered.

Instructional materials should complement Visual, Auditory and Tactile or a combination

of the three. However, following Dale's Cone of Learning which is a visual device, can
help teachers to make decision on what resources and materials will maximize learning.
CONE OF LEARNING
After 2 weeks we tend
Nature of Involvement
to remember

10 % of what we READ Reading Visual Receiving

20 % of what we HEAR Hearing words

Looking at PASSIVE
30 % of what we SEE
pictures
Watching a movie
50 % of what we Looking at an Exhibit Visual Receiving
HEAR & SEE Watching a Demonstration
Seeing it Done on Location
70 % of what we Participating in a discussion Receiving /
SAY Giving a talk ACTIVE
Participating

Doing a Dramatic Presentation

90So
% ofwhat
what instructional support materials
Simulating will
the Real the teachers use, according
Experience Doing to the learning
styleswe
and the
SAY outcomes to be achieved?
& DO Here
Doing theare some
Real Thingguidelines.

1. Use of direct purposeful experience through learning by doing retains almost all of the
learning outcomes. Ninety percent of learning is retained. Examples are field trip, field
study community immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities where learners
have the opportunity to talk and write. Seventy percent of learning is remembered.
Examples are small group discussion, buzz session, individual reporting, role play, panel
3. Passive participation as in watching a movie, viewing exhibit, watching demonstration
will retain around 50% of what has been communicated.
4. By just looking at still pictures, paintings, illustrations and drawings, will allow the
retention of around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading will ensure 10% remembering of the material.
 Regardless of the amount of remembering from the concrete to abstract, each layer
contributes to learning and requires instruction support materials.

Visual: Concrete (flat, 3-dimensional, realias, models, etc.) or abstract (verbal symbols,
words)

Audio: recordings of sounds, natural or artificial

Audio-Visual: Combination of what can be seen and heard

Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells, equipments,
others

Experiential: utilize all modalities

 Methods and materials must implement the plan: Taking action

Example No. 1: Lesson using basic steps and parts as prescribed by DepEd Order 70 s,
2012 for teachers, two years and less in service.

This lesson plan will show the basic component of any plan. This can be applied to any
subject that follows a generic format.

Lesson Plan in Science

I. Objectives/Intended Learning Outcomes

1. Tell that force is applied to move objects
2. Describe that pushing or pulling with a force moves objects

3. State that if force moves the object away from the person it is a push
4. State that if the force moves the object towards the person, it is a pull

II. Subject Matter

A. Topic: Pushing or Pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, Making Operational Definition
E. Materials: Real objects like chairs, tables, books, stones, big boxes and pictures

III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/Past Lesson
B. Lesson Proper
1. Motivation
1.1 Bring children to observe outside the classroom to identify things or
 6. Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it

IV. Assessment of Learning Outcomes

Circle the letter of the correct answer.

1. If you throw a ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide
2. You want the chair to be nearer you, so your best friend can sit, what will you do?
a. Pull the chair b. Push the Chair c. Carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a
passage. What will you do?
a. Break the table b. Push the table to the side c. Pull the table.
4. What do you need in order to move an object away or near you?
 Finding out what has been achieved: Assessing achieved outcomes

At the end of the activity, the teacher will find out if the intended learning outcomes (ILO)
have been converted into achieved learning outcomes (ALO).

Tests and other tools are utilized at the end of the lesson to identify this, What Knowledge,
Process Understanding and Performance (KPUP) are demonstrated by the learners? The rule of
thumb is what has been taught should be measured, to find out if the intended outcomes set at the
beginning has been achieved. More detailed discussion will be found in the Module on
Evaluation of the curriculum.