Implementing A Curriculum

Daily in the Classrooms

Desired Learning Outcomes:

 Review the components of a daily plan for teaching.

 Identify intended learning outcomes.

 Matched learning outcomes with appropriate teaching

methods.
GOOD NEWS!
 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.
Starting the Class Right: Laying Down the
Curriculum Plan
MAIN PARTS OF LESSON PLAN:
 Objectives (Intended Learning Outcomes)
 Subject Matter
 Procedures or Strategies of Teaching
 Assessment of Learning outcomes
 Assignment or Agreement
1. INTENDED LEARNING OUTCOMES.
 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
Levels of Knowledge
 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)
2. Subject Matter or Content
 The WHAT in teaching.
 Comes from the body of knowledge that will be learned through
the guidance of the teacher.

3. Procedure/Methods and Strategies

 How a teacher will put life to the intended outcomes and the
subject matter to be used depends to on this component.
There are many ways of teaching for different
kinds of learners such as…
1. Direct Demonstration Methods (Guided Exploratory/Discovery
Approach, Inquiry Method, Problem-based Learning, Project
Method)
2. Cooperative Learning (Peer Tutoring, Learning Action cells,
Thin-Pair Share)
3. Deductive or Inductive Approaches (Project Method, Inquiry-
based Learning)
4. Other approaches (Blended Learning, Reflective Teaching,
Integrated Learning, Outcome-based Approach)
 Students have different learning styles.
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. Preferred Repeat materials out loud “parrots”.
to be told how to do things orally. Read aloud.
Learns aloud.
KINESTHETIC- Prefers hands-on Learn something while doing another
approach. Demonstrates how to do, thing. Work while standing. Does many
rather than explain. Like group work things at one time.
with hands on-minds on;.
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)

^. Reading (10% remembering)

Using methods and materials to implement the
plan: Taking Action
 Lesson Using Basic Steps and Parts as Prescribed by DepEd
Order 70 s.2012 for teachers two years and less in service.

Finding out what has been achieved: Assessing

achieved outcomes
 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?
 Bloom’s Taxonomy of Educational Objective
 26. Bloom’s taxonomy of knowledge Knowledge Comprehension Application Analysis Synthesis Evaluation
 27. <ul><ul><ul><li>Comprehension :  Grasping  (understanding)  the  meaning  of  informational  materials.   </li></ul></ul></ul><ul><ul><ul><ul><li>  VERBS :  classifies;  cites;  converts;  describes;
 discusses;  estimates;  explains;  generalizes;  gives  examples;  makes  sense  out  of;  paraphrases;  restates  (in  own  words);  summarizes;  traces   </li></ul></ul></ul></ul>Bloom’s Taxonomy of Educational
Objective
 28. <ul><ul><ul><li>Knowledge  of  terminology:  specific  facts;  ways  and  means  of  dealing  with  specifics  (conventions,  trends  and  sequences,  classifications  and  categories,  criteria,  methodology);
 universals  and  abstractions  in  a  field  (principles  and   generalizations,  theories  and  structures).  Knowledge  is  (here)  defined  as  the  remembering  (recalling)  of  appropriate,  previously  learned
 information.   </li></ul></ul></ul><ul><ul><ul><ul><li>  VERBS:  defines;  describes;  enumerates;  identifies;  labels;  lists;  matches;  names;  reads;  records;  reproduces;  selects;  states;  views  
</li></ul></ul></ul></ul>Bloom’s Taxonomy of Educational Objective
 29. <ul><li>Application :  The  use  of  previously  learned  information  in  new  and  concrete  situations  to  solve  problems  that  have  single  or  best  answers.    </li></ul><ul><ul><ul><li>  VERBS :  acts;
 administers;  assesses;  charts;  collects;  computes;  constructs;  contributes;  controls;  determines;  develops;  discovers;  establishes;  extends;  implements;  includes;  informs;  instructs;  operationalizes;
 participates;  predicts;  prepares;  preserves;  produces;  projects;  provides;  relates;  reports;  shoes;  solves;  teaches;  transfers;  uses;  utilizes   </li></ul></ul></ul>Bloom’s Taxonomy of Educational Objective
 30. <ul><ul><ul><li>Analysis :  The  breaking  down  of  informational  materials  into  their  component  parts,  examining  (and  trying  to  understand  the  organizational  structure  of)  such  information  to
 develop  divergent  conclusions  by  identifying  motives  or  causes,  making  inferences,  and/or  finding  evidence  to  support  generalizations .   </li></ul></ul></ul><ul><ul><ul><ul><li>VERBS :  breaks
 down;  correlates;  diagrams;  differentiates;  discriminates;  distinguishes;  focuses;    illustrates;  infers;  limits;  outlines;  points  out;  prioritizes;  recognizes;  separates;  subdivides  
</li></ul></ul></ul></ul>Bloom’s Taxonomy of Educational Objective
 31. <ul><ul><ul><li>Synthesis:  Creatively  or  divergently  applying  prior  knowledge  and  skills  to  produce  a  new  or  original  whole .   </li></ul></ul></ul><ul><ul><ul><ul><li>VERBS :   adapts;
 anticipates;  categorizes;  collaborates;  combines;  communicates;  compares;  compiles;  composes;  contrasts;  creates;  designs;  devises;  expresses;  facilitates;  formulates;  generates;  incorporates;
 individualizes;  initiates;  integrates;  intervenes;  models;  modifies;  negotiates;  plans;  progresses;  rearranges;  reconstructs;  reinforces;  reorganizes;  revises;  structures;  substitutes;  validates  
</li></ul></ul></ul></ul>Bloom’s Taxonomy of Educational Objective
 32. <ul><ul><ul><li>Evaluation :  Judging  the  value  of  the  material  based  on  personal  values/opinions,  resulting  in  an  end  product,  with  a  given  purpose,  without  real  right  or  wrong  answers.  
</li></ul></ul></ul><ul><ul><ul><ul><li>VERBS :   appraises;  compares  &  contrasts;  criticizes;    critiques;  decides;  defends;  interprets;  judges;  justifies;  reframes;  supports  
</li></ul></ul></ul></ul>Bloom’s Taxonomy of Educational Objective
 33. Terms for Asking & answering questions <ul><li>your life depends on your power to master words </li></ul>
 34. <ul><li>Compare : Examine qualities, or characteristics, to discover resemblances. &quot;Compare&quot; is usually stated as &quot;compare with&quot;: you are to emphasize similarities, although
differences may be mentioned . Contrast : Stress dissimilarities, differences, or unlikeness of things, qualities, events, or problems. </li></ul>
 35. <ul><li>Criticize : Express your judgment or correctness or merit. Discuss the limitations and good points or contributions of the plan or work in question. Define : Definitions call for concise, clear,
authoritative meanings. Details are not required but limitations of the definition should be briefly cited. You must keep in mind the class to which a thing belongs and whatever differentiates the particular object
from all others in the class. </li></ul>
 36. <ul><li>Describe : In a descriptive answer you should recount, characterize, sketch or relate in narrative form. Diagram : For a question which specifies a diagram you should present a drawing, chart, plan, or
graphic representation in your answer. Generally you are expected to label the diagram and in some cases add a brief explanation or description. </li></ul>
 37. <ul><li>Discuss: The term discuss, which appears often in essay questions , directs you to examine, analyze carefully, and present considerations pro and con regarding the problems or items involved. This
type of question calls for a complete and entailed answer . Enumerate : The word enumerate specifies a list or outline form of reply. In such questions you should recount, one by one, in concise form, the points
required . </li></ul>
 38. <ul><li>Evaluate: In an evaluation question you are expected to present a careful appraisal of the problem stressing both advantages and limitations. Evaluation implies authoritative and, to a lesser degree,
personal appraisal of both contributions and limitations. Explain : In explanatory answers it is imperative that you clarify and interpret the material you present. In such an answer it is best to state the &quot;how
or why,&quot; reconcile any differences in opinion or experimental results, and, where possible, state causes. The aim is to make plain the conditions which give rise to whatever you are examining