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

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 les 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

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 ( l
ILO). 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 Taxonomy 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 original 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 below.
Another revision is the expansion of the concept of Knowledge which was not given
emphasis nor discussed thoroughly before.
Levels of Knowledge
[Link] knowledge – ideas, specific data or information
[Link] 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.
[Link] knowledge— how things work, step-by-step actions methods of inquiry.
[Link] knowledge- knowledge of cognition in general, awareness of
knowledge of one’s own cognition, thinking about thinking.

Intended Learning Outcome (ILO) should be written in a SMART way, 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 leamed 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
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.

[Link] Demonstration Methods: Guided Approach, Inquiry Method. Problem-based

Learning (PBL), project method.
2. Cooperative Learning Approaches : Peer Tutoring, Learning Action Cells,
ThinkPair-Share
[Link] 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.
Teaching and Learning must supported by Instructional Materials (IMs)

Considering the teaching and learning styles, the different support materials should be
varied. This will ensure the indvdual 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

[Link]: According to the model, people remember about 10% of what they read.
[Link]: Retention increases to 20% when people hear information.
[Link]: Visual aids boost retention to about 30%.
[Link] a demonstration: This method can lead to 50% retention.
[Link] in a discussion: Engaging in discussions can help retain 70% of the
information.
[Link] the real thing: Practicing or teaching others can result in up to 90% retention.
The Cone of Learning emphasizes that active participation and hands-on experiences
are more effective for learning and retaining information compared to passive methods
like reading or listening.

Assessment
Instructions: Answer all questions to the best of your ability. (2 points each)
[Link] three essential components of a well-structured daily lesson plan.
[Link] is the purpose of identifying intended learning outcomes before planning a
lesson?
[Link] the difference between a learning objective and a learning outcome. Provide
an example of each.
[Link] is it important to match learning outcomes with appropriate teaching method

Lesson 4.3: The Role of technology in delivering the curriculum.

Objectives :
-Discuss the roles of technology in classroom delivery.
-Identify factors in technology selection including the use of visual aids.

Take off
After learning fundamental concepts “about the curriculum, it’s nature and development;
comes the practical phase of curriculum implementation. Appropriately, the significance
of technology in curriculum development deserves discussion.
The role of technology in the curriculum springs from the very vision of the e-Philippine
plan (e stands for electronic). Thus it is stated: “an electronically enabled society where
all citizens live in an environment that provides quality education, efficient government
services, greater sources of livelihood and ultimately a better way of life through
enhanced access to appropriate technologies.” (International workshop on emerging
technologies, Thailand. December 14-16, 2005). This points to the need for an e-
curriculum, or a curriculum whichh delivers learning consonant with the Information
Technology and Communications Technology (LCT) revolution. This framework
presupposes that curriculum delivery adopts ICT as an important tool in education while
users implement teaching-learning strategies that conform to the digital environment.
Following a prototype outcomesbased syllabus, this same concept is brought about
through a vision for teachers to be providers of relevant. Dynamic and excellent
education programs in a post-industrial and technological Philippine society. Thus
among the educational goals desired for achievement is the honing of competencies
and skills of a new breed of students, now better referred to as a generation competent
in literacics to the 3 Rs (or reading, ‘riting and ‘rithmetic) but influences, more
particularly: problem-solving fluency, information access and retrieval Of
texts!images/sounwvideo fluency, social networking fluency, medica fluence, and digital
creativity fluency.

Content Focus

Instructional media may also referred to as media technology or learning technology, or

simply technology. Technology plays a crucial role in delivering instruction to learners.
Technology offers various tools of learning and these range from non-projected and
projected media from which the teacher can choose depending on what he, she sees fit
with the intended instructional setting. For example. Will a chalkboard presentation be
sufficient in illustrating a mathematical procedure; will a video clip be needed for
motivating learners?
In the process. What ensues is objective-matching where the teacher decides on what
media or technology to use to help achieve the set learning objectives.
Non – Projected Media Projected Media
Non-projected media Overhead transparencies
Real objects Opaque projection
Models Slides Filmstrips
Field trips Films
Kits Video, VCD, DVD
Printed materials (books, worksheets) Computer / multimedia
Visuals (drawings, photographs, graphs, presentations
charts, posters)
Visual boards (chalkboard, whiteboard,
flannel board. etc.) Audio materials
Table 1 – Types of Instructional Media/Technology

Factors in Technology Selection

In deciding on which technology to use from a wide range of media available, the
factors on which to base selection are:
[Link]. Is the equipment (hardware) or already prepared lesson material
(software) available? If not. What would be the cost in acquiring the equipment or
producing the lesson in audial or visual form?
2. Appropriateness in relation to the learners. Is the medium suitable to the learners’
ability to comprehend ? Will the medium be a source of plain amusement or
entertainment, but not learning?
[Link]/suitability. Will the chosen media fit the set instructional event, resulting in
either Information, motivation, or psychomotor display?
[Link]-matching. Overall. Does the medium help in achieving the learning
objective(s)?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of
commerce, science and education, is fast developing such that it is difficult to foresee
the technological revolution in the millennium, inclusive of educational changes.
The technological changes in education will make its impact on the delivery of more
effective, efficient and humanizing teaching-and-learning.
But presently, we can identify three current trends that could carry on to the nature of
education in the future. The first trend is the paradigm shift from teacher-centered to
student-centered approach to learning. The second is the broadening realization that
education is not simply a delivery of facts and information, but an educative process of
cultivating the cognitive, affective, psychomotor, and much more the contemplative
intelligence of the learners of a new age. But the third and possibly the more explosive
trend is the increase in the use of new information and communication technology or
LCT.
Already at the turn of the past century, ICT, in its various forms and manifestations has
made its increasing influence on education and the trend is expected to speed up even
more rapidly. Propelling this brisk development is the spread of the use of the computer
and the availability of desktop micro-computers affordable not only to cottage
industries , businesses, and homes but also to schools.
For now, the primary roles of educational technology in delivering the school
curriculum’s instructional program have been identified:
-upgrading the quality of teaching-and-learning in schools;
-increasing the capability of the teacher to effectively inculcate learning, and for
students to gain mastery of lessons and courses;
-broadening the delivery of education outside schools through non-traditional
approaches to formal and Informal learning, such as Open Universities and lifelong
learning to adult learners and
-revolutionizing the use of technology to boost educational paradigm shifts that give
importance to student-centered and holistic learning.

These primary roles are based on the framework of Technology.

Driven Teaching and Learning called TPACK ( 1) Technological
Knowledge, (2) Pedagogical Knowledge and (3) Content Knowledge TPACK shows that
there is a direct interconnectedness of the components, thus in teaching-learning
process, a teacher should always ask and find the correct answer to the following
questions for every lesson.
[Link] shall I teach? (Content knowledge)
[Link] shall I teach the content? (Pedagogical knowledge)
[Link] technology will I use in how the teach the content? (Technological knowledge)

Below is the diagram of the TPACK as a Framework in the Teaching and Learning.
Detailed explanation and discussion is covered in the course Technology for Teaching
and Learning 1.
Figure 1: TPACK FRAMEWORK (Koehler, 2006)

Criteria for the Use of Visual Aids

Learners say, we learn through the use of sight, compared with less effective ways to
learn: hearing ( 10%), smell (4%), touch and taste 1%). In the use of visuals for a wide
range of materials (visual boards. Charts, overhead transparencies, slides, computer-
generate entations), there are basic principles of basic design. Pres

Assess a visual material or presentation (a transparency or slide) using the following

criteria:
• Visual elements (pictures, illustrations, graphics):
[Link] style or font—consistency and harmony
[Link] of lettering style—no more than 2 in a static display (chart, bulletin board)
[Link] Of capitals—short titles or headlines should be no more than 6 words
[Link] colors—easy to see and read. Use of contrast is good for emphasis
[Link] size—good visibility even for students at the back of the classroom
6..Spacing between letters—equal and even spacing
[Link] between lines—not too close as to blur at a distance
[Link] of lines—No more than 8 lines of text in each transparency/slide
[Link]—unusual/catchy, two-dimensional , interactive (use of overlays or movable
flaps)
[Link] of directionals —devices (arrows. Bold letters, bullets, contrasting color and
size, special placement of an item.

Self check
Assess a visual material or presentation (Transparency or Power Point Slides
Presentation).
Directions: Using the criteria below, check YES if it complies with the criteria or make X
if it does not comply with the criteria.

Criteria Yes No
[Link] style or font (consistent and with harmony)
[Link] of lettering style (not more than 2 in a slide)
[Link] of Captals (Titles or Headings, not more than 6
words
[Link] colors-easy to read. Use of cmtrast for
emphasis
5. Letter size can be read even at the back of the
classroom.
6. Spacing between letter- equal and even.
[Link] between lines-not too close as to blur at a
distance.
[Link] of lines- not more than 8 lines of the text in
each slide
9. Appeal — catch two dimensional interactive, with
animation.
10. Use of designs, illustrations, ontrasting colors,
animation.
Lesson 4.4 Stakeholders in curriculum Implementation.

-Identify the stakeholders in the curriculum

-Enumerate the role of each stakehoders

Take Off
Who are involved in curriculun and curriculum development? These are the persons
who we call the stakeholders. Stakeholders are individuals or institutions that are
interested in the curriculum. They get involved in many different ways. You must be one
Of them. Together with the teachers, school managers. Parents and even the Whole
community have interest in the curriculum. We Will all rneet them in this lesson.

Content Focus
[Link] are at the core of the curriculum.
To what extent are the students involved in curriculum
At the end of the curriculum development process, the fundamental asked is: Have the
students learned?
When some college students were asked their role in development , here are answers.
Why do curricularist place of lot premium on the students? It is because, the learners
make the curriculum alive. A written curriculum that does not consider me students, will
have a Iittle chance to succeed.

Teachers are curricularists

Teachers are stakeholders who plan. Design. Teach. Implement and evaluate the. No
doubt the most important person in curriculum implementation is the teacher. Teacher’s
influence upon learner’s cannot be measured. Better teachings foster better learning.
But teachers need to cortinue to the success of curriculum implementation.
Teachers should have full knowledge of the program philosophy. Content and of
curriculum ways of teaching.
A teacher designs, enriches and the curriculum to suit the learners characteristics, As
curriculum developers, teachers are part of textbook committees, teacher selection,
school evaluation committee or textbooks and module writers themselves.
When a curriculurn has already been written, the teachers role is to implement like a
technician, however, teachers are reflective persons. They put their hearts into what
they do. They are very mindful that in the center of everything they do, is the learner.

Some of the roles that the teachers do in curriculum implemention are:

[Link]. and directing the activities of learners;
[Link] the activities and the methods to be utilized;
[Link] the materials that are necessary the activity;
[Link] the whde implementaticn process, and
5. making a whether to continue. Or terminate me curriculum.
All these roles are crucial to achieve success in implementation Unsuccessful
implementation may even lead to educational failure.
Let us read how the teachers viewed as curriculum implementer.
Truly, the teacher has a great stake in the curriculum. Curriculum planning, designing
and implementing are in the hands of a good teacher. In the educational setting, it is
clear that the teacher has a very significant role in curriculum development.

[Link] leaders are curriculum managers.

Principals and heads, too, have important roles in curriculum implementation process in
school. They should understand fully the need for change and the implementation
process. They should be ready to assist the teachers and the student in the
implementation. Communication line should be open to all concerned should the school
leaders lead in curriculum teamwork. Convincing the parents on the merits of the new
curriculum is the school heads, They should be committed to change and should
employ strategies to meet the needs of the teachers and learners like building, books,
library and other needed resources.

4. Parents
Parents are significant partners. Besides the students, teachers and school
administrator, play an important role in curriculum Implementation. When children bring
home a homework from school, some parents are unable to help. Schools need to listen
to parents’ concerns about school curriculum like textbooks, school activities, grading
system and others. Schools have one way of engaging parents cooperation through
Brigada Eskwela. In this event, parents will be able to know the situation in the school.
Most often parents volunteer to help. They can also be tapped in various activities as
chairpersons to children in Boy and Girl Scouting. Science Camping and the like.
Parents may not directly be involved in curriculum implementation, but they are
formidable partners for the success of any curriculum development endeavour.

How do parents help shape curriculum in schools? Here are some observations.
[Link] as the Curriculum Resources and a Learning Environment
“It takes the whole village to educate the child” goes the statement Of former First Lady
Hillary Clinton. What do you think of this statement?
Yes, it is true that the is in the community, hence the community is the extended school
ground, a environment . All the Barangay leaders, the elders, others citizens and
residents of the community that becomes the venue of learnng. The rich natural and
human resources of the oxnrnunity can assist in educating the children. The community
is the reflection of the school’s influence and the school is a reflection of the
community support.
[Link] Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school [Link] are
agencies and organizations that are involved in the planning. Design, implementation
and evaluation of the school [Link] name a few, the list follows.

6.1 Government Agencies

-DepEd, TESDA, CHED- trifocalized agencies that have regulatory and mandatory
authorities over the implementation ot the curricula.
Professional Regulation Commission and Civil Service the agency that certifies and
issues licenses to qudtty one to confirms the ot teachers in the public schools,
Local Goverrmnent Units the government officials and the barangay officials. Some of
the teachers are paid through the budget of the LGUs. They also construct school
buildings, provide equipment, support the professional development teachers and
provide school supplies and books. They are the big supporters in the implementation of
a school curriculum.

6.2 Non-Government Agencies

Non-Government agencies are organizations and foundations that have the main
function to support education. To name a few, this includes the following:
-Gawad Kalinga — to build communities means to include education. The full support
Of GK in early chichocxd educatim is very and out-of school youth have been
established.
-Synergia — an organization /foundation that support base education to elevate
educational through Reading,Science, Mathematics and English.
-Metrobank Foundation — supports continuing teacher development programs.
-Professional Organizations like Philippine Association For Teachers and Educator
(PAFTE), State Universities and Colleges Teacher Educators Association (SUCTEA),
National Organization of Science Teachers and Educators (NOSTE), Mathematics
Teachers Association of the Phdippines (MTAP) and many more.

A school curriculum, whether big or small is influenced by many stakeholders. Each one
has a contribution and influence in what should replace, modify and substitute the
current curriculum. Each one has a significant mark in specific development and change
process of curriculum development.

Self check:
Stakeholders: How are they involved in curriculum implementation?
Directions : Enter in the matrix the stakeholders and identify their involvement in
Curriculum Implementation
Stakeholders Involvement