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    Pasia PDF

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    Joker 27
    The document provides guidance for teachers on developing daily lesson plans, including identifying objectives, subject matter, procedures, and assessments, and recommends incorporating a variety of teaching methods and instructional materials to engage different learning styles. It also discusses Bloom's taxonomy and revising learning objectives to focus on higher-order thinking skills. Key parts of the lesson plan like objectives and assessments are emphasized.

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    Pasia PDF

    Uploaded by

    Joker 27
    40 views22 pages
    The document provides guidance for teachers on developing daily lesson plans, including identifying objectives, subject matter, procedures, and assessments, and recommends incorporating a variety of teaching methods and instructional materials to engage different learning styles. It also discusses Bloom's taxonomy and revising learning objectives to focus on higher-order thinking skills. Key parts of the lesson plan like objectives and assessments are emphasized.

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    The document provides guidance for teachers on developing daily lesson plans, including identifying objectives, subject matter, procedures, and assessments, and recommends incorporating a variety of teaching methods and instructional materials to engage different learning styles. It also discusses Bloom's taxonomy and revising learning objectives to focus on higher-order thinking skills. Key parts of the lesson plan like objectives and assessments are emphasized.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    40 views22 pages

    Pasia PDF

    Uploaded by

    Joker 27
    The document provides guidance for teachers on developing daily lesson plans, including identifying objectives, subject matter, procedures, and assessments, and recommends incorporating a variety of teaching methods and instructional materials to engage different learning styles. It also discusses Bloom's taxonomy and revising learning objectives to focus on higher-order thinking skills. Key parts of the lesson plan like objectives and assessments are emphasized.

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    You are on page 1of 22

     Hello, my name is

    John Lester Pasia .


     I would describe
    myself as introverted
    and kind.
     My hobbies are
    cycling, charcoal art,
    and discovering new
    things.
     I used to live in Tiaong,
    Quezon.
    Attendance Check
    Teacher 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 with page
    number, interventions given to the students and
    remarks to indicate how many students have
    mastered the lesson or are needing Objectives
    remediation. Subject Matter
    However , teachers with less than 2 years of Procedure
    teaching experience shall be required to
    prepare Daily Lesson plans which shall include
    Assessment
    the following: Assignment
    Objectives
    • Review the components of
    a daily plan for teaching.
    • Identify intended learning
    outcomes.
    • Matched learning
    outcomes with
    appropriate teaching
    methods.
    MAIN PARTS OF LESSON
    PLAN:
     Objectives Intended
    Going to begin Learning
    the Class Right: Outcomes(ILO)
     Subject Matter(SM)
    Building a  Procedures or
    Curriculum Plan Strategies of Teaching
     Assessment of Learning
    outcomes(ALO)
     Assignment or
    Agreement
    BLOOMS TAXONOMY REVISED BLOOM’S BY
    (1956) ANDERSON (2001)
    EVALUATION CREATING
    SYNTHESIS EVALUATING
    ANALYSIS ANALYZING
    APPLICATION APPLYING
    COMPREHENSION UNDERSTANDING
    KNOWLEDGE REMEMBERING
    Revised Bloom's Taxonomy 2001:

    Bloom's Taxonomy 1956: • Updated version of Bloom's Taxonomy


    by a group of educators in 2001.
    • Created by Benjamin Bloom in • Added a new level at the bottom of the
    1956. pyramid, "Remembering" to create a
    • Organized learning objectives total of six levels: Remembering,
    into three domains: Cognitive, Understanding, Applying, Analyzing,
    Affective, and Psychomotor. Evaluating, and Creating.
    • Focused on developing • Revised the categories to emphasize
    thinking skills, and categorized higher-order thinking skills, and to reflect
    cognitive skills into six levels: more contemporary thinking about
    Knowledge, Comprehension, learning and cognition.
    Application, Analysis, Synthesis, • Included active verbs for each level to
    and Evaluation. help clarify and communicate learning
    objectives.
    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.
    • Factual knowledge- ideas, specific data, information
    • Conceptual Knowledge- words or ideas known by
    common name, common features, multiple similar
    examples which may either be abstract or concrete.
    • Procedural Knowledge- how things work, step-by-step
    actions, methods of inquiry.

    TAKE NOTE!
    The Intended Learning Outcome should be written in the
    SMART way. (Specific, Measurable, Attainable, Result-
    Oriented, Time Bound)
    COMMON CHARACTERISTICS TIPS FOR TEACHERS ABOUT LEARNERS

    VISUAL- Uses graphs, charts, pictures. Turn notes into pictures, diagrams,
    Tends to remember things that bare maps. Learn the big picture first than
    written in form. details. Make mind maps or concept
    maps.

    AUDITORY- Recalls information Record lectures and listen to these.


    through hearing and speaking. Repeat materials out loud “parrots”.
    Preferred to be told how to do things Read aloud.
    orally. Learns aloud.

    KINESTHETIC- Prefers hands-on Learn something while doing


    approach. Demonstrates how to do, another thing. Work while standing.
    rather than explain. Like group work Does many things at one time.
    with hands on-minds on
    Teaching and
    learning must Considering the teaching
    methodologies and the
    be supported learning styles, the different
    support material should be
    by instructional varied. This will ensure that
    the individual differences will
    material (IMs) be considered.
    Teaching and learning must be
    supported by instructional materials.

    1. Use of direct purposeful experience through learning by


    doing retains almost all of the learning is retained.
    Ex: 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.
    Ex: small group discussion, individual reporting, role play
    3. Passive participation (50% remembering)
    Ex: watching a movie, viewing exhibit, watching
    demonstrations

    4. Looking at pictures, paintings, illustrations and


    drawings (30% remembering)

    5. Hearing lectures, monologues, sermon (20%


    remembering)

    6. Reading (10% remembering)


    As an educator, you have been tasked with implementing a
    daily curriculum in your classroom. Design a plan that outlines
    how you would go about achieving this goal. Your plan should
    address the following points:
    Take a 1. How would you identify the curriculum to be implemented?
    screen 2. What steps would you take to ensure that the curriculum is
    aligned with your students' learning needs and goals?
    photo 3. How would you create a daily schedule that accommodates
    the curriculum?
    4. How would you ensure that students are engaged and
    motivated to learn while following the daily curriculum?
    5. How would you assess student progress and adjust the
    curriculum accordingly?
    References
    Implementing a Curriculum Daily in the
    Classrooms - A daily lesson is based on a
    planned or written – Studocu

    Implementing a Curriculum Daily in the


    Classrooms (slideshare.net)

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