Final Educ 8
Final Educ 8
Final Educ 8
Vocabulary Items
This vocabulary section is intended to enhance your understanding of the
terminologies used in this module of instructions. It is designed to boost your speed and
memory in your learning. Remember, we think and create ideas using words. In this
Lesson, we will learn the words used in curriculumn in schools.
1. Sabre-tooth
Curriculumn
2. Pneumonia
3. Memoranda
4. Authentic
learning
5. Stern opposition
6. Glacier
CURRICULUM IN SCHOOLS
Introduction
Here is a story about “The Sabre-Tooth Curriculum by Harold Benjamin (1939) as indicated in
the book of Purita P. Bilbao, 2015. Take your time to read it and reflect what is curriculum all about
during those times.
A man by the name of New-Fist-Hammer-Maker knew how to do things his community needed
to have done, and he had the energy and the will to go ahead and do them. By virtue of these
characteristics, he was an educated man. New-Fist was also a thinker. Then as now, there were few
lengths to which men would not go to avoid the labour and pain thought ... New-Fist got to the point
where he became strongly dissatisfied with the accustomed ways of his tribe. He began to catch glimpses
of ways in which life might be made better for himself, his family and his group. By virtue of this
development, he became a dangerous man.....
New-Fist thought about how he could harness the children’s play to make their life better in the
community. He considered what adults do for survival and introduced activities to children in a
deliberate and formal way. These included catching fish with bare hands, clubbing little wholly horses,
and chasing away-sabre-toothed-tigers-with fire. These then became the curriculum and the community
began to prosper – plenty of food, hides for attire and protection from threat. “It is suppose that all would
have gone forever with this good educational system, if conditions of life in that community remained
forever the same.” But conditions changed.
The glacier began to melt and the community could no, longer see the fish to catch with their bare
hands, and only the most agile and clever fish remained which hid from the people. The wholly horses
were ambitious and decided to leave the region. The tigers got pneumonia and most died. The few
remaining tigers left. In their place, fierce bears arrived who would not be chased by fire. The
community was in trouble.
One day, in desperation, someone made a net from willow twigs and found a new way to catch
fish and the supply was even more plentiful than before. The community also devised a system of traps on
the path to snare the bears. Attempts to change education system to include these new techniques
however encountered “stern opposition.”
These are also activities we need to know. Why can’t the schools teach them? But most of the
tribe particularly the wise old men who controlled the school, smiled indulgently at this suggestion. That
wouldn’t be education... it would be mere training”. We don’t teach fish grabbing to catch fish, we teach
to develop a generalized agility which can never be duplicated by mere training ... and so on.
If you had any education yourself, you would know the essence of true education is timelessness.
It is something that endures through changing conditions like a solid rock standing squarely and firmly in
the middle of a raging torrent.l,
The story was written in 1939. Curriculum then, was seen as a tradition of organized knowledge
taught in schools of the 19th century. Two centuries later, the concept of a curriculum has broadened to
include several modes of thoughts or experiences.
In our current Philippine educational system, different schools are established in different
educational levels which have corresponding recommended curricula. The levels are:
1. Basic Education. This level includes Kindergarten, Grade 1 to Grade 6 for elementary, and
for secondary, Grade 7 to Grade 10, for the Junior High School; and Grade 11 and 12 for
Senior High School. Each of the levels has its specific recommended curriculum. The new
basic education levels are provided in the K to 12 Enhanced Curriculum of 2013 of the
Department of Education.
2. Technical Vocational Education. This is post-secondary technical vocational educational
and training taken care of by Technical Education and Skills Development Authority
(TESDA). For TechVoc track in Senior High School of DepEd, both DepEd and TESDA
work in close coordination.
3. Higher Education. This includes the Baccalaureate or Bachelor Degrees and the Graduate
Degrees (Master’s and Doctorate) which are under the regulation of the Commission on
Higher Education (CHED).
In every teacher’s classroom, not all these curricula maybe present at one time. Many of them
are deliberately planned, like the recommended, written, taught, supported, assessed, and learned
curricula. However, a hidden curriculum is implied, and a teacher may or may not role on the life of the
teacher as a facilitator of learning and have direct implication to the life of the learners.
Now that you are fully aware that there are seven types of curricula operating in every teacher’s
classroom, it is then very necessary to learn deeper and broader about the role of the teacher in relation to
the school curriculum.
ACTIVITY 1: Discuss the Sabre-Tooth Curriculum and answer the following in a separate sheet/s:
A. Does the Sabre-Tooth curriculum still exist at present? Give examples of your evidence.
B. Describe what kind of curriculum that exist as described in the article.
C. What does the author mean, when he said “A curriculum should be timeless? “ Explain.
ACTIVITY 2: Read each statement and decide whether you Agree or Disagree. Write your answer on
the space provided before each number.
____ 2. It is a reality that there exists more than one curriculum in the teacher’s classroom.
____ 3. A teacher can say with confidence that learning has occurred, if the curriculum has been
assessed.
____ 6. Teachers should expect that school curricula are dynamic and changing.
____ 8. Textbooks and modules are written curricula that represent the recommended curricula.
____ 10. In the heart of all the types of curricula, the teacher has a major role.
Activity 3: Is it necessary for teachers to learn about school curriculum? Why? Write your answer on a
separate sheet.
INFORMATION SHEET 1.1.2
MODULE 1 CURRICULUM AND THE TEACHER
Vocabulary Items
This vocabulary section is intended to enhance your understanding of the
terminologies used in this module of instructions. It is designed to boost your speed and
memory in your learning. Remember, we think and create ideas using words. In this
Lesson, we will learn the words used in the teacher as a curricularists.
Curricularists
Innovation
Hallmarks
Electronic media
Terminated
Modified
Transformative
TEACHER AS A CURRICULARIST
Introduction
Teachers do series of interrelated actions about curriculum, instruction, assessment, evaluation,
teaching and learning. A classroom teacher is involved with curriculum continuously all day. But
seldom has a teacher been described as curricularist.
Curricularists in the past, are preferred only on those who developed curriculum theories.
Acording to the study of Sandra Hayes (1991), the most influential curricularist in America include John
Dewey, Ralph Tyler, Hilda Taba and Franklin Bobbit.
In this lesson, we are going to use the word curricularist to describe a professional who is a
curriculum specialist (Hayes, 1991); Ornstein & Hunkins, 2004; Hewitt, 2006). A person who is
involved in curriculum knowing, writing, planning, implementing, evaluating, innovating, and initiating
maybe designated as curricularist. A teacher’s role is broader and inclusive of other functions and so a
teacher is a curricularist.
The classroom is the first place of curricular engagement. The first school experience sets the
tone to understand the meaning of schooling through the interactions of learners and teachers that will
lead to learning. Hence, curriculum is the heart of schooling.
1. knows the curriculum. Learning begins with knowing. The teacher as a learner starts with
about the curriculum, the subject matter or the content. As a teacher, one has to master what
are included in the curriculum. It is acquiring academic knowledge both formal (disciplines,
logic) or informal (derived from experiences, vicarious, and unintended). It is the mastery of
the subject matter. (Knower)
2. writes the curriculum. A classroom teacher takes record of knowledge concepts, subject
matter or content. These need to be written or preserved. The teacher writes books, modules,
laboratory manuals, instructional guides, and reference materials in paper or electronic media
as a curriculum writer or reviewer. (Writer)
3. plans the curriculum. A good curriculum has to be planed. It is the role of the teacher to
make a yearly, monthly or daily plan of the curriculum. This will serve as a guide in the
implementation of the curriculum. The teacher takes into consideration several factors in
planning a curriculum. These factors include the learners, the support material, time, subject
matter or content , the desired outcomes, the context of the learners among others. By doing
this, the teacher becomes a curriculum planner. (Planner)
4. initiates the curriculum. In cases where the curriculum is recommended to the schools from
DepEd, CHED, TESDA,UNESCO, UNICEF or other educational agencies for improvement
of quality education, the teacher is obliged to implement. Implementation of a new
curriculum requires the open mindedness of the teacher, and the full belief that the
curriculum will enhance learning. There will be many constraints and difficulties in doing
things first or leading, however, a transformative teacher will never hesitate to try something
novel and relevant. (Initiator)
5. innovates the curriculum. Creativity and innovation are hallmarks of an excellent teacher.
A curriculum is always dynamic, hence it keeps on changing. A good teacher innovates the
curriculum. (Innovator)
6. Implements the curriculum. The curriculum that remains recommended or written will
never serve its purpose without implementing it. Thus it is the teacher who implements it. It
is here where teaching as a science and art will be observed. It is here where all the elements
of the curriculum will come into play. The success of a recommended, well written, and
planned curriculum depends on the implementation. (Implementation)
7. Evaluates curriculum. How can one determine if the desired learning outcomes have been
achieved? Is the curriculum working? Does it bring the desired results? What do outcomes
reveal? Are the learners achieving? Should the curriculum be modified, terminated or
continued? These are some few questions that need the help of a curriculum evaluator. That
person is the teacher. (Evaluator)
Post Test.
Instructions: Identify on the blanks provided who am I ass a Curricularist based on the
cases presented.
Case 1 . I have a good idea on how to make my learners pay attention to the lesson. I will
use the new idea and find out if it work.
Case 2. DepEd sent the standards, competencies and guidelines in teaching the Mother
Tongue in Grade 1 in our school. I will study and use it in the coming school year.
Case 3. There is so much to do in one school day. I seem not able to do all, but I have to
accomplish something for my learners. I have made a daily activity plan to guide me.
Case 4. I need a poem to celebrate the World Teacher’s Day. I composed one to be used in
my class in Literature.
_____________________________________________________________________________________
Case 5. My class is composed of learners from different home background and culture. I
cannot use a “one-size-fits all strategy” in teaching so I can respond to the diverse background. In
my readings, I discovered that there are ways of teaching. I tried one by myself and it worked.
Case 6. Knowledge is limitless. What I learned in college is not enough. I need to know more, so I
enrolled in the graduate school to advance my learning.
Case 7. At the end of the year, my performance as a teacher is reflected in the school
performance of my students. So I need to provide a monitoring tool to measure how they are
progressing. The result will inform me how i will address my learners’ weakness and enhance their
strengths.
Case 8. I am teaching in a very far away barangay with no electricity yet. Many of the
instructional aids for teaching sent to our school are films and video tapes which need power. I
cannot use them, but the lessons are very important. So I thought of making an alternative
activity. I took my class to the river and waterfall instead of doing the lesson.
Case 9. My principal asked me to attend a write shop to make the lesson exemplars in the
teaching of Science in Grade 7. In the workshop, I used my experiences as a science teacher for ten
years, and my knowledge of the subject matter. At the end of three days, I was able to produce
lesson exemplars which I am proud of.
Self Reflection: Choose one from Case 1 to 10 above. Reflect on the case you have chosen and
write your reflection.
INFORMATION SHEET 1.1.3
MODULE 1 CURRICULUM AND THE TEACHER
Vocabulary Items
This vocabulary section is intended to enhance your understanding of the
terminologies used in this module of instructions. It is designed to boost your speed and
memory in your learning. Remember, we think and create ideas using words. In this
Lesson, we will learn the words used in the school curriculumn definition, nature and
scope.
Willfull growth
Rithmetic
Rhetoric
Curere
Pedagogies
Philosophies
Auspices
1. Curriculum is a planned and guided set of learning experiences and intended outcomes,
formulated through the systematic reconstruction of knowledge and experiences under the
auspices of the school, for the learners’ continuous and willful growth in personal social
competence. (Daniel Tanner, 1980)
2. It is written document that systematically describes goals planned, objectives, content,
learning activities, evaluation procedures and so forth. (Pratt, 1980)
3. The contents of a subject, concepts and tasks to be acquired, planned activities, the desired
learning outcomes and experiences, product of culture and an agenda to reform society make
up a curriculum (Schubert, 1987)
4. A curriculum includes “all of the experiences that individual learners have in a program of
education whose purpose is to achieve broad goals and related specific objectives, which is
planned in terms of a framework of theory and research or past and present professional
practice.” (Hass, 1987)
5. It is a programme of activities (by teachers and pupils) designed so that pupils will attain so
far as possible certain educational and other schooling ends or objectives. (Grundy, 1987)
6. It is a plan that consists of learning opportunities for a specific time frame and place, a tool
that aims to bring about behavior changes in students as a result of planned activities and
includes all learning experiences received by students with the guidance of the school.
(Goodland and Su, 1992)
7. It provides answers to three questions: What knowledge, skills and values are most
worthwhile? 2. Why are they most worthwhile? 3. How should the young acquire them?
(Cronbeth, 1992)
Collectively from the traditional view, curriculum can be defined as a field of study.
Curriculum is highly academic and is concerned with broad historical, philosophical,
psychological and social issues. Curriculum is mostly a written documents such as
syllabus, course of study, books and references where knowledge is found but is used as a
means to accomplish intended goals.
___ 1. Teachers are required to teach the book from cover to cover.
___ 2. If the learners can memorize the content, then the curriculum is best.
___ 4. Parents send children to a military type school with rigid training.
___ 6. Prerequisites to promotion for the next grade are skills in reading, writing and
arithmetic only.
Vocabulary Items
This vocabulary section is intended to enhance your understanding of the
terminologies used in this module of instructions. It is designed to boost your speed and
memory in your learning. Remember, we think and create ideas using words. In this
Lesson, we will learn the words used in the approaches to school curriculumn.
Urbanization
Curricula
Phenomena
Psychomotor
skills
Perrenial
Pedagogical
content
Operationalized
All curricula have content regardless of their design or models. The fund of knowledge is
the repository of accumulated discoveries and inventions of man from the explorations of the
earth and as products of research. In most educational setting, curriculum is anchored on a
body of knowledge or discipline.
There are some suggested criteria in the selection of knowledge or subject matter.
(Scheffer, 1970 in Bilbao, et al 2009)
1. Balance. Content should be fairly distributed in depth and breadth. This will
guarantee that significant contents should be covered to avoid too much or too little
of the contents needed within the time allocation.
2. Articulation. As the content complexity progresses with the educational levels,
vertically or horizontally, across the same discipline, smooth connections or bridging
should be provided.
3. Sequence. The logical arrangement of the content refers to sequence or order. This
can be done vertically for deepening the content or horizontally for broadening the
same content. In both ways, the pattern usually is from easy to complex, what is
known to the unknown, what is current to something in the future.
4. Integration. Content in the curriculum does not stand alone or isolation. It has
some ways of relatedness or connectedness to other contents. Contents should be
infused in other discipline whenever possible.
5. Continuity. Content when viewed as a curriculum should continuously flow as it
was before, to where it is now, and where it will be in the future. It should be
perennial. It endures time. Content maybe not be in the same form and substance as
seen in the past since changes and developments in curriculum occur. Constant
repetition, reinforcement and enhancement of the content are all elements of
continuity.
2. Curriculum as a Process
As a process, curriculum links to the content. While content provides materials on what
to teach, the process provides curriculum on how to teach the content. When accomplished,
the process will result to various curriculum experiences for the learners. The intersection of
the content and process is called the Pedagogical Content Knowledge or PCK. It will address
the question: If you have this content, how will you teach it?
To teachers, the process is very critical. This is the other side of the coin: Instruction,
implementation, teaching. These are three words connote the process of curriculum. When
educators ask teachers: What curriculum are you using? Some answers will be: 1. Problem
based. 2. Hands-on, Mind On. 3. Cooperative Learning 4. Blended Curriculum 5. On-
line 6. Case-based and many more. These responses approach curriculum as a Process.
These are the ways of teaching, ways of managing the content, guiding learning, methods of
teaching and learning and strategies of teaching or delivery modes.
The product from the curriculum is a student equipped with the knowledge, skills and
values to function effectively and efficiently. The real purpose of education is to bring about
significant changes in students’ pattern of behaviour. Central to the approach is the
formulation of behavioral objectives stated as intended learning outcomes or desired products
so that content and teaching methods may be organized and the results evaluated. Products of
learning are operationalized as knowledge, skill, and values.
Instruction: After learning from this lesson, how would you prepare yourself to become a
teacher, using the three approaches to Curriculum? Write on the space below:
Vocabulary Items
This vocabulary section is intended to enhance your understanding of the
terminologies used in this module of instructions. It is designed to boost your speed and
memory in your learning. Remember, we think and create ideas using words. In this
Lesson, we will learn the words used in curriculumn development processes and
models.
Linear model
Alteration
Organization
Modification
Progressive
Phases
Assessment
1. Curriculum planning. Considers the school vision, mission and goals. It also
includes the philosophy or strong education belief of the school. All of these will
eventually be translated to classroom desired learning outcomes for the learners.
2. Curriculum designing is the way curriculum is conceptualized to include the
selection and organization of content, the selection and organization of learning
experiences or activities and the selection of assessment procedure and tools to
measure achieved learning outcomes. It will also include the resources to be utilized
and the statement of the learning outcomes.
3. Curriculum implementing is putting into action the plan which is based on the
curriculum design in the classroom setting or the learning environment. The teacher
is the facilitator of learning and, together with the learners, uses the curriculum as
design guides to what will transpire in the classroom with the end in view of
achieving the intended learning outcomes. Implementing the curriculum is where
action takes place.
4. Curriculum evaluating determines the extent to which the desired outcomes have
been achieved. This procedure is on-going as in finding out the progress of learning
(formative) or the mastery of learning (summative). Along the way, evaluation will
be determine the factors that have hindered or supported the implementation. It will
also pinpoint where improvement can be made and corrective measures, introduced.
The result of evaluation is very important for decision making of curriculum
planners, and implementers.
Activity 2: Instruction: Answer in your own understanding after you read the
concepts of curriculum development the following:
1. Describe the model of curriculum development which you understand well. Write in
two paragraphs.
2. What phase of the curriculum process do you find very important as a teacher?
Why?
Vocabulary Items
This vocabulary section is intended to enhance your understanding of the
terminologies used in this module of instructions. It is designed to boost your speed and
memory in your learning. Remember, we think and create ideas using words. In this
Lesson, we will learn the words used in foundations of curriculumn development.
Assimilation
Classical
Interdesciplinary
Unifies
Indoctrionazation
Behaviorism
Collaborative
1. Philosophical Foundations
Educators, teachers, educational planners and policy makers must have a
philosophy or strong belief about education and schooling and the kind of
curriculum in the teachers’ classrooms or learning environment. Philosophy of
the curriculum answers questions like: What are schools for? What subjects are
important? How should students learn? What methods should be used? What
outcomes should be achieved? Why?
There are many philosophies in education but we will consider those
presented by Ornstein and Hunkins in 2004.
A. Perennialism
Aim: To educate the rational person; cultivate intellect
Role: Teachers assist students to think with reasons (critical thinking HOTS)
Focus: Classical subjects, literary analysis. Curriculum is enduring
Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts
B. Essentialism
Aim: To promote intellectual growth of learners to become competent
Role: Teachers are sole authorities in the subject area
Focus: Essential skills of the 3Rs; essential subjects
Trends: Back to basic, excellence in education, cultural literacy
C. Progressivism
Aim: Promote democratic social living
Role: Teacher leads growth and development of lifelong learners
Focus: Interdisciplinary subjects. Learner-centered, Outcomes-based
Trends: Equal opportunities for all, Contextualized curriculum, Humanistic
education
D. Reconstructionism
Aim: To improve and reconstruct society. Education for change
Role: Teacher acts as agent of change and reforms
Focus: Present and future educational landscape
Trends: School and curricular reform, Global education, Collaboration and
Convergence, Standards and Competences
2. Historical Foundations.
Where is curriculum development coming from? The historical foundations will
show to us the chronological development along a time line. Reading materials
would tell us that curriculum development started when Franklin Bobbit (1876-1956)
wrote the book “The Curriculum.” The following are among the persons who have
great contributions/Theories and Principles
1. Franklin Bobbit (1876-1956).
He started the curriculum movement
Curriculum is a science that emphasizes students’ needs
Curriculum prepares learners for adult life.
Objectives and activities should group together when tasks are clarified.
2. Werret Charters (1875-1952)
Like Bobbit, he posited that curriculum is a science and emphasizes students’ needs
Objectives and activities should match. Subject matter or content relates to
objectives
3. William Killpartick (1875-1952)
Curricula are purposeful activities which are child- centered
The purpose of the curriculum is child development and growth. He introduced the
project method where teacher and student plan the activities.
Curriculum develops social relationships and small group instruction.
4. Harold Rugg (1886-1960)
Curriculum should develop the whole child. IT IS CHILD CENTERED.
With the statement of objectives and related learning activities, curriculum should
produce outcomes.
Emphasized social studies and suggested that the teacher plans in advance.
5. Hollis Caswell (1901-1989)
Curriculum is organized around social functions of themes, organized knowledge and
learner’s interest.
Curriculum, instruction and learning are interrelated
Curriculum is a set of experiences. Subject matter is developed around social
functions and learning interests.
6. Ralph Tyler (1902-1994)
Curriculum is a science and an extension of school’s philosophy. It is based on
students’ needs and interest.
Curriculum is always related to instruction. Subject matter is organized in terms of
knowledge, skills and values.
The process emphasizes problem solving. Curriculum aims to educate generalists
and not specialists.
7. Hilda Taba (1902-1967)
She contributed to the theoritical and pedagogical foundations of concepts
development and critical thinking in social studies curriculum.
She helped lay foundation for diverse student population
8. Peter Oliva (1992-2012)
He described how curriculum change is a cooperative endeavor.
Teachers and curriculum specialist constitute the professional core of planners.
Significant improvement is achieved though group activity.
-Produce a healthy and happy learner whose can accomplish, grow and actualize his
or her human self.
* Key to Learning
* Suggested that in the future, parents might have the resources to teach prescribed
curriculum from home as a result of technology, not in spite of it. (Home
Schooling)
Activity 3: After reading the lesson, reflect on the following and write your answer on the
following questions:
1. Identify among the foundations of curriculum, has influenced what you have learned in
school as a college student?
2. How will the thinking of Abraham Maslow influence your teaching practice in the future?
Vocabulary Items
This vocabulary section is intended to enhance your understanding of the
terminologies used in this module of instructions. It is designed to boost your speed and
memory in your learning. Remember, we think and create ideas using words. In this
Lesson, we will learn the words used in fundamemtals of curriculumn designing.
Revision
Dynamic
Piecemeal
Matrix
Multicultural
Coexist
Inevitable
This module will provide necessary concepts and activities you as a teacher can
refer to as you prepare yourself to be a curriculum designer.
There are many labels or names for curriculum design. Some would call it a
syllabus , or a lesson plan. Some would call it a unit plant or a course design. Whatever
is the name of the design, the common components for all of them are almost the same.
Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching
guide includes (1) Intended Learning Outcomes (ILO) or Desired Learning Outcome
(DLO) formerly labelled as behavioural objectives, (2) Subject Matter or Content, (3)
Teaching and Learning Methods, and (4) Assessment Evaluation.
Activity 1: Which of the concepts do you clearly understand? Answer Yes or No to the
questions below.
___ 8. Are time tested methods like inductive and lecture no longer useful?
___ 10. Is there only one design that a teacher should know?
If you got 10 correct answers out of 10 items, congratulations! You are now ready to move to the
next lesson. If otherwise, you need to review this lesson. Good luck.
Vocabulary Items
This vocabulary section is intended to enhance your understanding of the
terminologies used in this module of instructions. It is designed to boost your speed and
memory in your learning. Remember, we think and create ideas using words. In this
Lesson, we will learn the words used in the approaches to curriculumn design.
Compartmentalizat
ion
Humanistic
Integration
Correlation
Invasion
Multicultural
Model
Get hold of materials about the K to 12. Discuss and answer the following?
Vocabulary Items
This vocabulary section is intended to enhance your understanding of the
terminologies used in this module of instructions. It is designed to boost your speed and
memory in your learning. Remember, we think and create ideas using words. In this
Lesson, we will learn the words use in Curriculumn Mapping.
Substitutions
Perturbations
Prospective
Restructuring
Mapping
Collegues
Stakeholders
CURRICULUM MAPPING
Introduction
A curriculum design is reflected in a written curriculum either in a lesson plant,
syllabus, unit plan or a bigger curriculum like K to 12. Before a teacher shall put this
plan or design into action, he/she must need to do a curriculum map.
1. This is the phase where the teacher action takes place. It means putting into
practice the written curriculum that has been designed in syllabi, course
study, curricular guides, and subjects. It is a process wherein the learners
acquire the planned or intended knowledge, skills, and attitudes that are
aimed at enabling the same learners to function effectively in society. (SADC
M0E Africa, 2000)
2. Ornstein and Hunkins in 1998 defined curriculum implementation as the
interaction between the curriculum that has been written and planned and the
persons (teachers) who are in charge to deliver it.
3. Loucks and Lieberman (1983) define curriculum implementation as the
trying out of a new practice and what it looks like when actually used in a
school system. It simply means that implementation should bring the desired
change and improvement.
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 students
and remarks to indicate how many students mastered the lesson or are needing
remediation.
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
So, as prospective teachers, you should prepare lesson plans that will comply 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.
Activity: Prepare a sample lesson plan in the subject of your choice using the
format of the DepEd Order No. 70 s. 2012. Write in a separate sheet.