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Chapter 3 Module 4

This document discusses curriculum planning and lesson planning. It notes that DepEd Order No. 70 s. 2012 states that teachers with over 2 years of experience do not need to prepare detailed lesson plans, while less experienced teachers do. The document then covers topics like intended learning outcomes, Bloom's taxonomy, different levels of knowledge, writing SMART outcomes, subject matter and teaching procedures/methods. It also discusses learning styles like visual, auditory and kinesthetic learners and tips for teaching each type of learner.

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jaydinebinuya
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21 views4 pages

Chapter 3 Module 4

This document discusses curriculum planning and lesson planning. It notes that DepEd Order No. 70 s. 2012 states that teachers with over 2 years of experience do not need to prepare detailed lesson plans, while less experienced teachers do. The document then covers topics like intended learning outcomes, Bloom's taxonomy, different levels of knowledge, writing SMART outcomes, subject matter and teaching procedures/methods. It also discusses learning styles like visual, auditory and kinesthetic learners and tips for teaching each type of learner.

Uploaded by

jaydinebinuya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Chapter 3, Module 4

Binuya, Jaydine T.

[Slide 1]

DepEd Order No. 70 s. 2012 - teachers of all public elementary and secondary schools will not be
recruited to prepare a detailed lesson plan.

[Slide 2]

However, teachers with less than 2 years of teaching experience shall be required to prepare daily
lesson plans.

I. Objectives

II. Subject Matter

III. Procedure

IV. Assessment

V. Assignment

[Slide 3]

STARTING THE CLASS RIGHT: LAYING DOWN THE CURRICULUM PLAN

[Slide 4]

I. Intended Learning Outcomes (ILO). Learning outcomes are based on the Taxonomy of
Objectives presented to us as cognitive, affective, and psychomotor.
[Slide 5]

[Slide 6]

Revised Bloom's Taxonomy: A Quick Look

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.


[Slide 8]

Levels of Knowledge

1. Factual Knowledge- idea, specific data, or information

2. Conceptual Knowledge - words or ideas known by common name, common features, and 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


cognition, thinking about thinking.

[Slide 9]

Intended Learning Outcomes should be written in a SMART way. Specific, Measurable, Attainable,
Result Oriented (outcome), and Time-Bound.

[Slide 10]

I. Subject Matter or Content (SM) comes from a body of knowledge that will be learned through the
guidance of the teacher.

II. Procedure or Methods and Strategies this is the crux of curriculum implementations.

[Slide 11]

WAYS OF TEACHING DIFFERENT KINDS OF LEARNERS.

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
[Slide 12]

STUDENTS HAVE DIFFERENT LEARNING STYLES.

Common Characteristics

1. Visual- uses graphs, charts, and pictures; tends to remember things that are written in the form.

Tips for Teachers about Learners

Turn notes into pictures, diagrams, and maps. Learn the big picture first then the details. Make mind
maps and concept maps.

[Slide 13]

Common Characteristics

2. Auditory- recalls information through hearing and speaking; prefers to be told how to do things
orally; learns aloud.

Tips for Teachers about Learners

Record lectures and listen to these. Repeat materials out loud "parrots". Read aloud.

[Slide 14]

Common Characteristics

3. Kinesthetic- prefers hands-on approach; demonstrates how to do, rather than explain; likes group
work with hands on-minds on.

Tips for Teachers about Learners

Learn something while doing another thing (eats while studying). Work while standing. Like fieldwork.
Do many things at one time

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