Module 4: The Teacher as a Curriculum Implementor and Manager

Lesson 2: Implementing the Curriculum Daily in the Classroom

Intended Learning Outcomes:

 Review the components of a daily plan for teaching
 Identify the intended learning outcomes
 Match learning outcomes with appropriate teaching methods
 Design a self learning module along your area of specialization

Take Off
A teaching activity is like implementing a miniscule curriculum. A daily lesson plan is
based on a planned or written curriculum, which will be put into 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.

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 log which contain the
needed information and guide from the Teacher Guide (TG) and Teacher Manual (TM)
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 plan that will comply with the
necessary components asked by the Department of Education. Those will be employed in
the private schools, may have 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
5- Assignment or Agreement

1. Intended Learning Outcomes. 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 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 previous Defines, describe, identifies, 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, rewrite, 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,
into component parts so that the diagrams, differentiates, discriminates,
organization is clear. Distinguishes betweenidentifies, infers, outlines, relates, selects,
facts and inferences. separates
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,
create a whole, to make new meaning and reorganizes, revises, rewrites, summarizes,
structure. 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.
 HIGHER ORDER THINKING SKILLS HOTS

Creating Doing
Active
Evaluating Receiving and
Participating

Analyzing
Visual Receiving

Applying
Passive
Understanding Verbal Receiving
LOTS
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 specific 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 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
one’s own cognition, thinking about thinking.
Intended Leaning Outcomes (ILO) should be written in a SMART way. Specific,
Measurable, Attainable, Result Oriented and Time Bound.
I. Subject Matter or Content 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 subject
matter to be used depends on this component.
Let’s take a closer view. How will you as a teacher arrange a teaching and learning
situation which will engage students to learn? Here are some points to remember.
Now that we have surveyed the broad range of teaching/ learning methods that are
available, let us end this section with some general guidance on how to set about
choosing which methods to use with your own students in different situations. It is
suggested that you do this by working through the algorithm shown below which can
be thought as a sub –system of the overall systems approach to course and
curriculum design. The various stages of the process should be tackled as follows.
Figure 1: Algorithm for selecting appropriate
teaching/learning methods
  Teachers have to take consideration that the different strategies should
match with the learning styles of the students.

 Teaching and learning must be supported by instructional materials

(IM’s)
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. Cone of learning is a visual device, can help teachers to
make decision on what resources and materials will maximize 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. 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 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 concrete to abstract, each

layer contributes to learning and require instruction support materials.

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

symbol, words)
 Audio: Recording of sounds, natural or artificial

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

equipment, others

Experiential: utilize all modalities

 Methods and materials must implement the plan: Taking Action

Take Action
Activity 1: What is your Learning Style?
1. Study the learning style checklist and identify as many as you feel you want to
do more often. We all learn in different ways. Pick your way to discover, think,
create, and learn concepts in all areas: math, reading, science, history, writing
etc.

Activity 2: Matching the Teaching Strategies with Learning Style in Curriculum

Implementation
Congratulations Future Teacher!

Scan one (1) Self Learning Module (SLM) utilized by DepEd learners along
your area of specialization note the parts if the learning plan is complete. In your
analysis is the SLM addresses varied learning styles of the learners? Justify your
answer based from your observation.

Now that you have identified your own learning style, what strategy or method
of teaching will be most appropriate for you? Explain.
Design one SLM along your area of specialization applying the appropriate strategy
or method considering your most significant learning style.

Self Check

Lets recall!! Provide the answer to what is asked in each item.

1. What is the first level of knowledge in Bloom’s taxonomy?
2. What is the highest level of cognition in the Revised Bloom’s Taxonomy?
3. What DepEd Order requires a newly hired teacher to write a lesson plan?
4. What is referred to as a miniscule curriculum that the teacher implements everyday?
5. What is the learning style of a learner, who likes to tinker with many things?
6. What component of a lesson plan requires an active action for a curriculum to be
implemented?
7. Who provided a visual model to show what instructional support can best enhance
learning?
8. Who was Bloom’s students who revised his taxonomy of objectives?
9. Who is frontline curriculum implementor?
10. Who provided the original taxonomy for the cognitive domain?
 Self Reflect

Reflect and answer the statement below, based on the lesson you learned in this lesson.
1. When I become a teacher,
I will . . . . . . . . . .
because . . . . . . .