The Teacher and the School

Curriculum

Module 9: Implementing a Curriculum Daily in the Classrooms

Desired Learning Outcomes:

1. Review the components of a daily plan for teaching.
2. Identify intended learning outcomes.
3. Match learning outcomes with appropriate teaching methods.

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 to action by the teacher in the
classroom. Before the lesson ends the teacher must find out if the students have truly learned
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 (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 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 Learning Outcomes
(ALO) and (5) Assignment or Agreement.
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 been revisited by his own student, Lorin
Anderson, and David Krathwohl.
Bloom’s 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 previous Defines, describes, identifies, labels,
 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, contrasts,
into component parts so that the diagrams, differentiates, discriminates,
organization is clear. Distinguishes identifies, infers, outlines, relates, selects,
between facts and inferences separates
Evaluating. Make judgments 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,
structure 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 should be written in a SMART way. Specific,
Measurable, Attainable, Result Oriented (Outcomes) and Time-bound.
I. Subject Matter or Content – 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.
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 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 Approaches Demonstration Methods: Guided Exploratory/Discovery
Approach, Inquiry Method, Problem-based Learning, 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 into 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
Gardner 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 written maps. Learn the big picture first than
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 told Repeat materials out loud “parrots”.
how to do things orally; learns aloud. Read aloud.
Kinesthetic – prefers hands-on approach; Learn something while doing another
demonstrates how to do, rather than thing (eats while studying). Work while
explain; likes group work with hands on- standing. Like fieldwork. Do many
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 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. 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 talk 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 requires 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, equipment,
Others
Experiential: utilize all modalities

 Methods and materials must implement the plan: Taking action

 Finding out what has been achieved: assessing achieved outcomes

At the end of the activity, the teacher will find out if the intended learning outcomes
(ILO) have been converted into achieved learning outcomes (ALO).

Test and other tools are utilized at the end of the lesson to identify this. What
Knowledge, Process, Understanding and Performance (KPUP) are demonstrated by the
learners? The rule of thumb is what has been taught should be measured, to find out if
the intended outcomes set at the beginning has been achieved.
Take Action:
Activity 1: What is your learning style?

1. Study the Learning Style Choice Board and check as many as you feel you want to do
more often.

2. If you have more choices, then you have multiple learning style as an individual.

Visual Musical/Auditory Verbal

 Create visual diagram  Write a song or rap  Teach concept
 Graph results of a  Create a dance  Write instructions
survey  Write a jingle  Create ads
 Create a comic strip  Create a rhyme  Write a poem
 Create a poster  Use an instrument to  Keep a journal
 Draw a map create  Retell in your own
 Create a power point words
 Create a webcast or  Teach concept
video mapping
 Write a story
Physical/Kinesthetic Logical/Mathematical
 Create a game
Learning Styles  Create a code
 Do an experiment Choice Board  Make a time line
 Construct a model We all learn in different  Compare/contrast
 Build a representation ways! Pick your way to ideas
 Create a sport discover, think, create, and  Create an outline
learn concepts in all areas;  Design a map
math, reading, science,  Show a pattern
history, writing, etc.  Teach concept
mapping
Social Solitary Naturalist
 Tell stories or poems  Research an area  Collect and categorize
 Survey others  Keep a journal data, material or ideas
 Interview someone  Write about personal  Discover or
 Teach a cooperative experience experiment
game  Think about… and  Take a field trip
 Role play plan…  Adapt materials
 Hold a discussion  Create a power point  Label and classify
 Read a book on…

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

Implementation
Congratulations Future Teacher!
 1. Now that you have identified your own learning style, what strategy or method of
teaching will be most appropriate for you? Look for 4 members from among your classmates
who have similar learning style with you. Make a group Lesson Plan that is most appropriate for
your group.

Self-Check:
Let’s recall! Provide the answers 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 thinks?

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 student who revised his taxonomy of objectives?

9. Who is the frontline curriculum implementor?

10. Who provided the original taxonomy for the cognitive domain?

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