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CTP

The document provides guidance for implementing curriculum in classrooms and outlines requirements for lesson planning. Teachers with less than two years of experience must prepare daily lesson plans that include objectives, subject matter, procedures, assessment, and assignments. A effective lesson plan also lays out intended learning outcomes, instructional strategies, and assessments to evaluate learning. It further explains Bloom's taxonomy and different approaches to teaching based on learning styles like visual, auditory, and kinesthetic.

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558 views10 pages

CTP

The document provides guidance for implementing curriculum in classrooms and outlines requirements for lesson planning. Teachers with less than two years of experience must prepare daily lesson plans that include objectives, subject matter, procedures, assessment, and assignments. A effective lesson plan also lays out intended learning outcomes, instructional strategies, and assessments to evaluate learning. It further explains Bloom's taxonomy and different approaches to teaching based on learning styles like visual, auditory, and kinesthetic.

Uploaded by

arvin aniban
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Implementing a Curriculum Daily in the classrooms

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
needed information and guide from the Teacher Guide (TG) and Teacher Manual
(TM) reference 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
Starting the Class Right: Laying Down the Curriculum Plan
Before the class begin every day, a teacher must have written a lesson plan. The
main parts of a lesson plan are (1) Objectives or Intended learning outcomes (ILO),
(2) Subject Matter (SM), (3) Procedure or Strategies of Teaching, (4) Assessment of
learning outcomes (ALO) and (5) Assignment or Agreement
I. Intended Learning Outcomes (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 a cognitive and psychomotor. Bloom’s Taxonomy has visited by his
own student Lorin Anderson and David Krathwohl. Let us study in the comparison
below.
Blooms Taxonomy (1956) Revised Bloom’s by
Anderson (2001)
EVALUATION CREATING
SYTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING
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 knowledge level in the
original version.
Categories Example Key Words
Remembering. Recall or retrieve previous Defines describes, identifies, labels, list,
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, contrast, diagrams,
into component parts so that the differentiates, discriminates, identifies,
organization is clear. Distinguishes between infers, outlines, relates, selects, separates
facts and inferences
Evaluating. Make judgements about the Appraises, compares, criticizes, defends,
value of ideas or materials. describes, discriminates, evaluates,
interprets, justifies, summarizes
Creating. Build a structure or pattern from Composes, compiles, designs, generates,
various elements. Put parts together to modifies, organizes, rearranges, reorganizes,
create a whole, new meaning and structure revises, rewrites, summarizes, creates
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.
There are many ways of teaching for the different kinds
of learners.
I. Direct Demonstration Methods: Guided
Exploratory/Discovery Approach, Inquiry Method, Problem-
based Learning (PBL), Project method.
II. Cooperative Learning Approaches: Peer Tutoring, Learning
Action Cells, Think-Pair-share
III. Deductive or Inductive Approaches: Project Method, Inquiry-
Based Learning,
IV. Other approaches: Blended Learning, Learning,
Reflective Teaching, Integrated Learning, Outcomes-
Based Approach
Students have different learning styles
Common Characteristics Tips for Teachers about Learners

Visual- uses graphs, charts, pictures; tends to Turn notes into pictures, diagrams, maps.
remember things that are written form. Learn the big picture first than details. Make
mind maps and concept maps.

Auditory- recalls information through hearing Record lectures and listen to these. Repeat
and speaking; prefers to be told how to do materials out loud “parrots:. Read aloud.
things orally; learns aloud.

Kinesthetic- prefers hands-on approach Learn something while doing another thing
demonstrates how to do rather than explain; (eats while studying). Work while standing.
likes group work with hands on-mind on. Like fieldwork. Do many things at one time.

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