Lesson 2 R-11

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 ™ reference material with 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

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) 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 as cognitive, affective and
psychomotor. Bloom’s Taxonomy has 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 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 words (verbs) for
each in the new version of Bloom’s Taxonomy that follow:

Categories Example Key Words

Remembering. Recall or retrieve Defines, describes, identifies, labels,
previous learned information lists, outlines, selects, states
Understanding. Comprehend Comprehends, explains, distinguishes,
meaning, translation, state problem in estimates, gives examples, interprets,
own words, making meaning predicts, rewrites, summarizes
Applying. Use concept in new Applies, changes, computes,
situation, applies what has been operates, constructs, modifies, uses,
learned in new situation. manipulates, prepares, shows, solves
Analyzing. Separate materials or Breaks down, compares, contrasts,
concepts into component parts so diagrams, differentiates, discriminates,
that the organization is clear. identifies, infers, outlines, relates,
Distinguishes between facts and selects, separates
inferences.
Evaluating. Make judgments about the Appraises, compares, criticizes,
value of ideas or materials. defends, describes, discriminates,
evaluates, interprets, justifies,
summarizes
Creating. Build a structure or pattern Composes, compiles, designs,
from various elements. Put parts generates, modifies, organizes,
 together to create a whole, to make rearranges, reorganizes, revises,
new meaning and structure 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 learners. The low level
categories will develop LOTS and thinking skills progress as the categories move
higher.

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 of 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 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; Turn notes into pictures, diagrams,
tends to remember things that are maps. Learn the big picture first than
written in form. details. Make mind maps and concept
maps.
Auditory - recalls information through Record lectures and listen to these.
hearing and speaking; prefers to be Repeat materials out loud “parrots”.
told how to do things orally; learns Read aloud.
aloud.
Kinesthetic - prefers hands-on Learn something while doing another
approach; demonstrates how to do, thing (eats while studying). Work while
rather than explain; likes group work standing. Like fieldwork. Do many
with hands on-minds on. things at one time.

 Teaching and learning must be supported by instructional materials (IMs)

Considering the teaching methodologies and the 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 visual device, can help teachers to make decision on what
resources and materials will maximize learning.

CONE OF LEARNING

So what instructional support materials will the teachers use, according to

the learning styles and the outcomes to be achieved? Here are some guidelines.

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 say 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 require 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 objects that are moving.
1.2 Ask the children to report their observation in the class.

2. Pre-laboratory

2.1 Let the learners recall the standards during a laboratory

activity.

2.2 Present all the materials needed.

2.3 Distribute activity sheet to each group.

3. Laboratory Activity

3.1 Using the activity as a guide, each group work cooperatively.

3.2 Activity 1: Force: Can it Push or Pull?

3.3 Each group records observation for exhibit and reporting.

4. Post-Laboratory Activity

4.1 After the report, display the work in front of the classroom.

Arlene D. Gabiana CIT-I