Chapter 3 – Implementing the Curriculum

Module 4, Lesson 2 – Implementing a Curriculum Daily in the Classroom

Learning Outcomes

• Reviewed the components of a daily plan for teaching

• Identified intended learning outcomes
• Match learning outcomes with appropriate teaching methods

Take off Activity

A teaching activity is like implementing a minuscule curriculum. A daily lesson plan is based on a
planned or written curriculum which will be put into action by the teacher in the classroom. Before the
lesson ends the teacher ust find out if the students have truly learned. Let us see how this process will
be shown.

And the GOOD NEWS!

DepEd Order No. 70 s, 2012

Teachers of all public elementary and secondary achools will not be required to prepare detailed
lesson plans. They may adopt a daily lesson logs which contain the needed information and guide
from the Teacher Guide (TG) and Teacher Manual (TM), reference material with page number,
intervention given to students and remarks to indicate how many students have mastered the lesson
or are needing remediation.

However, teachers with less than 2 years 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 every day, a teacher must have 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 of Learning Outcomes (ALO), and (5) Assignment or Agreement.
 I. Intended Learning Outcomes – These are the desired behaviour that will be the focus of the
lesson. Learning outcomes are based on the Taxonomy of Objectives covering the cognitive, affective
and psychomotor domains. Bloom’s’ Taxonomy was revised by his own students, Lorin Anderson and
David Krathwohl. A comparison between the two versions is shown in the table below:

Bloom’s Taxonomy (1956) Revised Bloom’s Taxonomy by Anderson…(2001)

EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYINGREMEMBERING
COMPREHENSION UNDERSTANDING
KNOWLEDGE

There are three major changes in the revised taxonomy. These are:

• Changing the six categories from nouns to verbs which implies a more active form of thinking.
• Rearranging these categories.
• 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 of the new
version of Bloom’s Taxonomy:

Categories Example Key Words

REMEMBERING –Recall or retrieve previously Defines, describes, identifies, labels, lists,
learned information outlines, selects, states
UNDERSTANDING – Comprehend meaning, Comprehends, explains, distinguishes, estimates,
translation, state the problem in own words, give examples, interprets, predicts, rewrites,
making meaning summarizes
APPLYING – Use concepts in new situation, Applies, changes, computes, operates,
applies what has been learned In new situations constructs, modifies, uses, manipulates,
prepares, shows, solves
ANALYZING – Separates materials or concepts Breaks down, compares, contrasts, diagrams,
into component parts so that the organization is differentiates, discriminates, identifies, infers,
clear. Distinguishes between facts and inference outlines, relates, selects, separates
EVALUATING - Makes judgments about the value Appraises, compares, criticizes, defends,
of ideas or materials describes, discriminates, evaluates, interprets,
justifies, summarizes
CREATING – Build a structure or pattern from Composes, compiles, designs, organizes,
various elements. Put parts together to create a rearranges, reorganizes, revises, rewrites,
whole, to make new meaning and structure summarizes, creates

In writing objectives or intended learning outcomes, it is always recommended that more f the
higher order thinking skills (HOTS) should be developed and less of the low level thinking skills (LOTS) for
learners.
 Another revision is the concept of knowledge which was not given emphasis nor discussed
thoroughly before. There are four levels of knowledge:

• Factual knowledge - ideas, specific data or information. Example: The Philippines is an

archipelago.
• Conceptual knowledge – words or ideas that are 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. Example –FRUIT (oranges, grapes, mangoes,
etc.)
• Procedural knowledge- knowledge of how things work. Example: How to log in into the LMS
• Metacognitive knowledge – knowledge of one’s own cognition, thinking about thinking.
Example: When solving a problem or performing a task, you monitor your performance. When a method
or strategy that you are currently using does not help you progress in your work, you change it and try
other methods or strategies.

Intended learning outcomes (ILO) should be written in a SMART way: Specific, Measurable,
Attainable, Result –Oriented (Outcomes-based) and Time Bound.

II. Subject Matter or Content – This comes from a body of knowledge (facts, concepts,
principles, laws, generalizations) that will be learned through the guidance of the teacher. Subject
matter is the WHAT of teaching. In a lesson plan, this is followed by the references.

III. Procedure or Methods and Strategies – This is the crux of curriculum development. How a
teacher will put life to the intended outcomes and the subject matter to be used will depend on this
component.

How will you as a teacher arrange a teaching-learning situation which will engage the students
to learn? Here are some points to remember.

1. There are many ways of teaching for the different kinds of learners. The following
approaches and methods which may be useful for the different kinds of learners, some of which are
time-tested methods while others are non-conventional constructivist methods (Corpuz & Salandanan
(2013):
• Direct Demonstration Methods: Guided Exploration/Discovery Approach, Inquiry Method,
Problem-Based Learning (PBL), Project Method.
• Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells, Think-Pair-Share
• Deductive/Inductive Approaches: Project Method, Inquiry-Based Learning
• 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 students

2. Students have different learning styles. There are many classifications of learning styles
according to different authors. The Multiple Intelligence Theory of Howard Gardner implies several
learning styles. The most common are Visual, Kinesthetic, Auditory. These learning 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, tends to Turn notes into pictures, diagrams, maps. Learn
remember things that are in written form the big picture first, then details, make mind
maps and concept map
Auditory – recalls information through hearing Record lectures and listen to them. Repeat
and speaking, prefers to be told how to do things materials out loud “parrots” Read aloud.
orally, learns aloud
Kinesthetic – prefers hands-on approach; Learn something while doing another thing (eats
demonstrates how to do rather than explain, while studying).Work while standing. Like
likes group work with hands on-minds on. fieldwork. Do many things at one time.

3. 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 individual differences will be considered. Instructional materials should complement
visual, auditory and kinaesthetic/Tactile or a combination of the three. However, following Edgar Dale’s
Cone of Learning which is a visual device, cn help teachers to make decision on what resources and
materials will maximize learning.
 Regardless of the amount of remembering from the concrete to abstract, each layer contributes
to learning and require instruction support materials.

Visual: Concrete (realias, models. 3-dimensional, 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 such as modelincg clay, crayons, etc.
Experiential: utilize all modalities

4. Methods and materials must implement the plan. Taking Action

The example that follows will show the basic component of any plan. This can be applied to any
subject that follows a generic format:
 5. 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). What Knowledge, Process, Understanding and
Performance (KPUP) are demonstrated by the learners? The rule of thumb is what has been
taught should be measured.

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

III. Procedure

A. Preparatory Activity
Review of prior learning/Past lesson
B. Lesson Proper
1. Motivation
1.1 Bring children to observe outside the classroom to identify things or objects that
are moving.
1.2 Ask the children to report their observation I 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

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 exhibit 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 report.
4.3 Make agreements on the results that lead to conceptualization.
5. Conceptualiztions
5.1 Throw the following questions to the class to elicit their formed concepts:
a. What is needed to move object from one place to another? (Force is needed
to move the object from one place to another
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 To you have enough force to push a chair? Try it.

IV. Assessment of Learning Outcomes

Circle the letter of the correct answer
1. If you throw a ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide
2. You want the char to be near 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/Agreement
At home, list four objects that you can push or pull. What did you use to pull or push the
object?

End of Lesson Activity Activity

1. Make a GROUP Lesson Plan that is most appropriate for your group, using the basic
components as prescribed by DepEd.

References:

1. Bilbao. P. et al (2015). Curriculum development for teachers. Quezon City, MM.

Lorimar Publishing
2. EDGAR DALE’S CONE OF EXPERIENCE | Dr. V.K. Maheshwari,
Ph.Dwww.vkmaheshwari.com/WP/?p=2332
3. DepEd Order No. 70 s, 2012

4. https://www.bing.com/search?q=learning+styles&qs=AS&pq=learning&sk4.