Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

Tel. No.(043)-283-5479; email_1945 @ yahoo.com
COLLEGE DEPARTMENT

NAME: COURSE:

DATE: THE TEACHER & THE SCHOOL CURRICULUM ROOM:

CONTACT NO. INSTRUCTOR: MR. MAGTIBAY

EMAIL ADD: RATING:

LESSON 4.2: IMPLEMENTING A CURRICULUM DAILY IN THE CLASSROOMS

WEEK 11 , 3 HOURS
I. FOCUS:
In this module, challenge yourself to:
• Review the components of a daily plan for teaching.
• Identify intended learning outcomes.
• Match learning outcomes with appropriate teaching method.

II. INTRODUCTION: A teaching activity is like implementing a miniscule curriculum. A daily lesson is
based on a planned or written curriculum, which will be put 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.

III. STRATEGIES/CONTENT
A. ANALYSIS/ABSTRACTION AND GENERALIZATION

GEAR UP YOUR MIND!

Highlights:
➢ LESSON 4.2: IMPLEMENTING A CURRICULUM DAILY IN THE
CLASSROOMS

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 and teacher manual 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 berequired to prepare daily
lesson plans which shall include the following:
I. Objectives or Intended Learning Outcomes (ILO)
II. Subject Matter

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III. Procedure or Strategies of Teaching

IV. Assessment of Learning Outcomes (ALO)
V. Assignment or Agreement

Starting the Class Right: Laying Down the Curriculum Plan

I. 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 revisited by his own student. Lorin Anderson and David Krathwohl. Let us study the
comparison below.

Bloom’s Taxonomy (1936) 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 started as nouns while the revised version is started
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 the follow.
Categories Example Key Words
Remembering - recall or retrieve previous Defines, describes, identifies, labels, lists, outlines,
learned information. selects, states
Understanding – comprehend, meaning, Comprehends, explains, distinguishes, estimates,
translation, state problem in own words, making givesexamples, interprets, predicts, rewrites,
meaning. summarizes
Applying – one of concept in new situation, Applies, changes, computes, operates, constructs,
applies what has been learned in new situation. modifies, uses, manipulates, prepares, shows,
solves
Analyzing – separate materials or concepts in Breaks down, compares, contrasts, diagrams,
component part so that the organization is clear. differentiates, discriminates, identifies, infers, outlines,
Distinguishes between facts and inferences. relates, selects, separates
Evaluating – makes judgments about the Appraises, compares, criticizes, defends,
value of ideas or materials. describes, discriminates,evaluates, interprets,
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justifies, summarizes

Creating – builds a structure or pattern from Composes, compiles, designs, generates, modifies,
various elements. Put parts together to create a organizes, rearranges, reorganizes, revises,
whole, to make new meaning and structure. rewrites, 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.

Higher -Order Thinking Skills HOTS

Creating doing
Active
Evaluating
Receiving and Participating

Analyzing

Visual Receiving
Applying
Passive
Understanding

Verbal Receiving
Remembering
LOTS
Lower-Order Thinking Skills

Another revision is the expansion of the concept of Knowledge which was not emphasis or
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,
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-be-step actions, method of inquiry.
4. Metacognitive knowledge- knowledge of cognition in general awareness of knowledge
of one’s own cognition, thinking about thinking.
Intended learning outcomes (ILO) should be written in a SMART way. Specific, Measurable,
Attainable, Result Oriented (Outcomes) and Time- Bound.

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I. Subject Matter or Content. (SM) comes from a body knowledge (facts, concepts,
procedure and metacognition will be learned through the guidance of the teacher.
Subject matter is the WHAT in teaching. In plan, this is followed by the references.
II. Procedure or Method 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.
Let’s take a closer view. 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 the 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 Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry Method,
Problem-based Learning (PBL), Project method
2. Cooperative Learning Approaches: Peer tutoring, Learning Action Cell, 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 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 Garner 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, maps.Learn the big
tends to remember things that are writtenin picture first than details.
form Make mind maps and concept maps.

Auditory- recalls information through

Record lectures and listen to these.Repeat materials
hearing and speaking; prefers to be toldhow
out aloud
to do things orally; learns aloud

Kinesthetic-prefers hands-on approach;

Learn something while doing another thing ( eat while
demonstrates how to do, rather than
studying). Work while
explain; likes group work with hands on -minds
standing. Like, fieldwork. Do many things at one time.
on.

• Teaching and Learning must be supported by instructional materials (IMs)

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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 visual device than can help teachers
to make decision on what resources and materials will maximize learning.
Cone of Learning

After 2 weeks Nature of involvement

we tend to remember
10% of what we READ READING Verbal Receiving
20% of what we HEAR Hearing Words

PASSIVE
30% of what we SEE Looking at Pictures
50% of what we HEAR Watching a movie Visual Receiving
and SEE Looking at an Exhibit
Watching Demonstration
Seeing it Done on Location

70% of what we SAY Participating in a Discussion Receiving/ Participating

Giving A Talk

ACTIVE
90% of what we Doing a Dramatic Presentation Doing
SAY & DO Simulating the Real Experience
Doing the Real Thing

Source: Edgar Dale, Audio-Visual Methods in Teaching (3rd Ed.), Holt, Rinehart and Winston (1969)
So, what instructional support materials will the teachers use, according to thelearning
styles and the outcomes to be achieved? Here are some guidelines.
1. Use of direct purposeful experience through learning by doing retains almost allof 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 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 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 assure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to abstract, each layer
contributes to learning and require instruction support materials.
Visual: Concrete (flat, 3 dimensional, realias, models, etc.) or abstract (verbal symbols,

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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, equipments,
others
Experiential: utilize all modalities

• Using Methods and Materials to Implement the Plan: Taking Action

Example No.1 Lesson Using Basic Steps and Parts as Prescribed by DepEd Order 70s s, 2012
for Teachers Two years and less in Service.

This lesson plan will show the basic component of any plan. This can be applied to any
subject that follows a generic format

Lesson Plan in Science

I. Objectives/Intended Learning Outcomes

1. Tell that force is applied to move objects.
2. Describe that pushing or pulling with a force moves objects.
3. State that if force moves the object away from the person it is a push.
4. State that if the force moves the object towards the person, it is a pull.

II. Subject Matter

A. Topic: Pushing or pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, Making Operational Definition
E. Materials: Real objects like chairs, tables, books, stones, big boxes and pictures

III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/ Past Lesson
B. Lesson Proper
1. Motivation
1.1 Brings children to observe outside the classroom to identify things or objects that are
moving.
1.2 Ask the children to report their observation in the class.
2. Pre-laboratory Activities
2.1 Let the learners recall the standards during a laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheet to each group.
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3. Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity 1: Force: Can it Push or Pull?
3.3 Each group records observation for exhibits and reporting.

4. Post-Laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze with the whole class each group result.
4.3 Make agreements on the results, that lead to conceptualization.

5. Conceptualization
5.1 Throw the following questions of the class to elicit their formed concepts.
a. What is needed to move the object from one place to another? (Force is needed to move
the object.)
b. How will you move with a force if you want the object to go far from you? (Push the
object away?
c. How will you move with a force,. If you want the object to move near you? (Pull the object
near.)

6. Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it

IV. Assessment of Learning Outcomes

Circle the letter of the correct answer from the items below.
1. If you throw a ball to a classmate, what force will you apply
a. Push b. Pull c. Slide
2. You want the chair to be nearer you so your best friend can sit, what will you do?
a. Pull the chair b. Push the chair c. Carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a passage. What will
you do?
a. Break the table b. Push the table to the side c. Pull the table
4. What do you need in order to move an object away or near you?
a. Force b. Food c. Water
5. Can your force move everything?
a. Yes b. No c. Not sure

V. Assignment at home, list four object that you can push or pull. What did you use to pull or
push the objects?

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Finding out what has been achieved: Assessing achieved outcomes

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

Tests 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. More detailed discussion will be found in the Module on Evaluation of the curriculum

APPLICATION 1. BOOST UP YOUR LEARNING!

TAKE ACTION:

TAKE ACTION:

Activity 1: Matching the Teaching Strategies with Learning Style in Curriculum Implementation

Try to make a Lesson Plan that is most appropriate for you, using the basic components as
prescribed by the Department of Education.

I. Objectives

II. Subject Matter

III. Procedure/Strategies

IV. Assessment

V. Assignment

SELF-CHECK:
Let’s 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 student who revised his taxonomy of objectives?
9. Who is the frontline curriculum implementor?

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

SELF-CHECK:
Reflect and answer the statement below, based on the lesson you learned in this lesson.

1. When I become a teacher,

I will………………………..
because………………….
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Prepared by:
MR. JAYMAR B. MAGTIBAY
Instructor

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