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Implementing Curriculum

The document discusses the components of an effective daily lesson plan for teachers. It explains that teachers with less than two years of experience must prepare detailed lesson plans that include objectives, subject matter, procedures, assessment, and assignment. More experienced teachers can instead use daily lesson logs. The main parts of a lesson plan are then defined, with objectives setting the intended learning outcomes. Appropriate teaching methods should be matched to the objectives. Assessment is used to evaluate if students have mastered the objectives.

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Lilybeth Bumagat Undino II
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© © All Rights Reserved
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165 views

Implementing Curriculum

The document discusses the components of an effective daily lesson plan for teachers. It explains that teachers with less than two years of experience must prepare detailed lesson plans that include objectives, subject matter, procedures, assessment, and assignment. More experienced teachers can instead use daily lesson logs. The main parts of a lesson plan are then defined, with objectives setting the intended learning outcomes. Appropriate teaching methods should be matched to the objectives. Assessment is used to evaluate if students have mastered the objectives.

Uploaded by

Lilybeth Bumagat Undino II
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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 Review the components of a daily

plan for teaching.

 Identify intended learning outcomes.

 Matchedlearning outcomes with


appropriate teaching methods.
DepEd Order No. 70 s. 2012 sets forth guidelines on
the preparation of daily lessons. It says that teachers,
who have been in the service for more than two years-
private school experience included, shall not be required
to prepare detailed lesson plans. Instead, they may adopt
the 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 students and remarks to
indicate how many students have mastered the lesson or
are needing remediation.
On the other hand, teachers with less than two
years of teaching experience shall be required to
prepare Daily Lesson Plans that include objectives,
subject matter, procedure, assessment, and
assignment.
MAIN PARTS OF LESSON PLAN:
 Objectives (Intended Learning Outcomes)
 Subject Matter
 Procedures or Strategies of Teaching
 Assessment of Learning Outcomes
 Assignment or Agreement
 These are the desired learning that will be the focus of the lesson.

BLOOMS TAXONOMY (1956) REVISED BLOOM’S BY ANDERSON


(2001)
EVALUATION CREATING

SYNTHESIS EVALUATING

ANALYSIS ANALYZING

APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING
Categories Example Key Words

Defines , describes, identifies,


Remembering recall or retrieve labels, lists, outlines, selects,
previous learned information states

Understanding comprehend Comprehend, explains,


meaning, translation, state distinguishes, estimates,
problem in own words, making gives, examples, interprets,
meaning predicts, rewrites, summarizes

Applies, changes, computes,


Applying Use concept in new
operates, constructs, modifies,
situation, applies what has
uses, manipulates, prepares,
been learned in new situation
shows, solves
 Categories  Example Key Words
Analyzing separate materials Breaks down, compares,
or concept into components contrasts, diagrams,
parts so that the organization differentiates, discriminates,
is clear. Distinguishes between identifies, infers, outlines,
facts and inferences relates, selects, separates
Appraises, compares,
Evaluating make judgments criticizes, defends, describes,
about the value of ideas or discriminates, evaluates,
materials interprets, justifies,
summarizes.
Creating build a structure or Composes, compiles, designs,
pattern from various elements. generates, modifies,
Put parts together to create a organizes, rearranges,
whole, to make new meaning reorganizes, revises, rewrites,
and structure summarizes, creates
Higher Order Thinking
Skills
Creating

Evaluating

Analyzing

Applying

Understanding

Remembering
Lower Order Thinking
Skills
1.Factual Knowledge- ideas, specific data, information
2. Conceptual Knowledge- words or ideas known by
common name, common features, multiple similar
examples which may either be abstract or concrete.
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.

TAKE NOTE!
The Intended Learning Outcome should be written in the
SMART way. (Specific, Measurable, Attainable, Result-
Oriented, Time Bound)
 The WHAT in teaching.
 Comes from the body of knowledge that
will be learned through the guidance of
the teacher.
‣ How a teacher will put life to the
intended outcomes and the subject
matter to be used depends to on this
component.
1. Direct Demonstration Methods (Guided
Exploratory/Discovery Approach, Inquiry Method,
Problem-based Learning, Project Method)
2. Cooperative Learning (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, Outcome-based
Approach)
TIPS FOR TEACHERS ABOUT
COMMON CHARACTERISTICS
LEARNERS
VISUAL- Uses graphs, charts, Turn notes into pictures,
pictures. diagrams, maps. Learn the big
Tends to remember things that picture first than details. Make
bare written in form. mind maps or concept maps.
AUDITORY- Recalls information Record lectures and listen to
through hearing and speaking. these. Repeat materials out loud
Preferred to be told how to do “parrots”. Read aloud.
things orally. Learns aloud.
KINESTHETIC- Prefers hands-on Learn something while doing
approach. Demonstrates how to another thing. Work while
do, rather than explain. Like standing. Does many things at
group work with hands on- one time.
minds on;.
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)
10% of what we READ Reading
Verbal
Receiving
20% of what we HEAR Hearing words

PASSIVE
30% of what we SEE Looking at pictures

Watching a movie
Looking at an Exhibit Visual
50% of what we HEAR & SEE Watching a Demonstration Receiving
Seeing It Done onLocation

Participating in a discussion Receiving &


70% of what we SAY
Giving a talk Participating

ACTIVE
90% of what we SAY & Doing a Dramatic Presentation
DO Simulating the Real Experience Doing
Doing the Real Thing
 Lesson Using Basic Steps and Parts as
Prescribed by DepEd Order 70 s.2012 for
teachers two years and less in service.
I. Objectives/Intended Learning Outcomes
II. Subject Matter
A. Topic
B. Reference
C. Concepts
D. Processes
E. Materials
III. Procedure
A. Preparatory Activity
B. Lesson Proper
1. Motivation
2. Pre- Laboratory
3. Laboratory Activity
4. Post-Laboratory Activity
5. Conceptualization
6. Application
IV. Assessment of Learning Outcomes
V. Assignment
 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?
CONCLUSION

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