Module Title: The Teacher and The School Curriculum

Lesson/Topic Title: Implementing a Curriculum Daily in the Classrooms

Learning Objectives: At the end of the module, you should be able to:

● Review the components of a daily plan for teaching

● Identify intended learning outcomes
● Match learning outcomes with appropriate teaching methods

Learning Content

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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 to 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 pr0cess will be shown.

DepEd Order No. 70 s.2012 contains an instruction with regard to the

preparation of lesson plans. It says that 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’s Guide (TG) and Teacher Manual (TM) 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 two years of 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.

Starting the Class Right: Laying Down the Curriculum Plans

Before the class begins everyday, a teacher must have written a lesson plan.
The main parts of the 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 (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 been revisited by his own student, Lorin Anderson
and David Krathwol. Let us study both in the comparison below.

Bloom’s Taxonomy (1956) 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 stated as nouns
while the revised version is stated 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 that follow.

Categories Example Key Words

Remembering. Recall or retrieve Defines, describes, identifies, labels,
previous learned information lists, outlines, selects, states
Understanding. Comprehend Comprehends, explains,
meaning, translation, state problem distinguishes, estimates, gives
in own words, making meaning examples, interprets, predicts,
rewrites, summarizes
Applying. Use concept in new Applies, changes, computes,
situation, applies what has been operates, constructs, modifies, uses,
learned in new situation manipulates, prepares, shows, solves
Analyzing. Separate materials or Breaks down, compares, contrasts,
concepts into component parts so diagrams, differentiates,
that the organization is clear. discriminates, identifies, infers,
Distinguishes between facts and outlines, relates, selects, separates
inferences.
Evaluating. Make judgments about Appraises, compares, criticizes,
the value of ideas or materials. defends, describes, discriminates,
evaluates, interprets, justifies,
summarizes
Creating. Build a structure or Composes, compiles, designs,
pattern from various elements. Put generates, modifies, organizes,
parts together to create a whole, to rearranges, reorganizes, revises,
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 order thinking skills (LOTS) for learners. The low
level categories will develop LOTS and thinking skills progress as the categories
move higher.
 Another revision is the expansion of the concept of Knowledge which was
not given emphasis nor discussed thoroughly before.

Levels of Knowledge

1. Factual knowledge – ideas, specific idea or information

2. Conceptual knowledge – words or ideas 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.
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.
 Intended learning outcomes (ILO) should be written in a SMART way.
Specific, Measurable, Attainable, Result-Oriented (Outcomes) and Time-
Bound.

II. Subject Matter or Content. (SM) Comes from a body of knowledge

(facts, concepts, procedure and metacognition) that will be learned through
the guidance of the teacher. Subject matter is the WHAT in teaching. In a
plan, this is followed by the references.

III. Procedure or Methods 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 Cells, 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 Gardner 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,
tends to remember things that are maps. Learn the big picture first than
written in form details. Make mind maps and concept
maps.
Auditory – recalls information through Record lectures and listen to these.
hearing and speaking; prefers to be told Repeat materials out loud “parrots”.
how to do things orally; learns aloud Read aloud.
Kinesthetic – prefers hands-on Learn something while doing another
approach; demonstrates how to do, things (eats while studying). Work while
rather than explain; likes group work standing. Like fieldwork. Do many
with hands 0n-minds on things at one time.

 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 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 a visual device, can help teachers to make decision on what
resources and materials will maximize learning.

EDGAR DALE'S CONE OF EXPERIENCE

Dale’s Cone of Experience is a visual model that is composed of eleven (11)

stages starting from concrete experiences at the bottom of the cone then it
becomes more and more abstract as it reach the peak of the cone. Also, according
to Dale, the arrangement in the cone is not based on its difficulty but rather based
on abstraction and on the number of senses involved. The experiences in each
stages can be mixed and are interrelated that fosters more meaningful learning.

According to one of the principles in the selection and use of teaching

strategies, the more senses that are involved in learning, the more and the better
the learning will be but it does not mean that concrete experience is the only
effective experience that educators should use in transferring knowledge to the
learner. Like what was mentioned above, the experiences in each stages can be
mixed and are interrelated thus, a balance must be achieved between concrete and
abstract experiences in order to cater the and address all the need of the learner in
all the domains of development and in order to help each learner in their holistic
development.

Moreover, the generalization about the Cone of Experience that was

presented above is not enough. Actually, we should try to go deeper in each of the
component of the cone since Educational Technology basically revolves around the
Cone of Experience. By going one-by-one, starting from concrete to abstract, we
will understand more the different components of the cone that will help us in
grasping the real meaning of educational technology.

To expand on each of the components, let us begin with the Direct

Purposeful Experiences. These are first hand experiences which serve as the
foundation of learning. In this level, more senses are used in order to build up the
knowledge. Also, in this level, the learner learned by doing things by him/herself.
Learning happens through actual hands-on experiences. This level explains and
proves one of the principles in the selection and use of teaching strategies, the
more senses that are involved in learning, the more and the better the learning will
be. This level also proves that educational technology is not limited to the modern
gadgets and software that are commercially available nowadays. This shows that
even the simple opportunity that you give to each child could help them learn.

The next level would be the Contrived Experiences. In this level,

representative models and mock-ups of reality are being used in order to provide
an experience that as close as reality. This level is very practical and it makes
learning experience more accessible to the learner. In this stage, it provides more
concrete experiences, even if not as concrete as direct experiences, that allows
visualization that fosters better understanding of the concept.

On the other hand, the next level would be the Dramatized experiences. In
this level, learners can participate in a reconstructed experiences that could give
them better understanding of the event or of a concept. Through dramatized
experiences, learners become more familiar with the concept as they emerge
themselves to the “as-if” situation.

The next level would be the Demonstrations. It is a visualize explanation of

important fact, idea, or process through the use of pictures, drawings, film and
other types of media in order to facilitate clear and effective learning. In this level,
things are shown based on how they are done.

Another level would be the Study Trips. This level extends the learning
experience through excursions and visits on the different places that are not
available inside the classroom. Through this level, the learning experience will not
be limited to the classroom setting but rather extended in a more complex
environment.

The level of study trips is followed by exhibits. It is a somewhat a

combination of some of the first levels in the cone. Actually, exhibits are
combination of several mock ups and models. Most of the time, exhibits are
experiences that is “for your eyes” only but some exhibits includes sensory
experiences which could be related to direct purposeful experiences. In this level,
meanings ideas are presented to the learners in a more abstract manner. This
experience allows student to see the meaning and relevance of things based on the
different pictures and representations presented.

The next levels would be the level of television and motion pictures and sti8ll
pictures, recordings, and Radio. I decided to combine these two stages since it is
re3lated to one another. Because of the rapid development of the modern
technology, a lot of people believe that Educational technology is limited to these
stages. They are not aware that these sages are only a small portion of EdTech.
For television and motion pictures, it implies values and messages through
television and films. On the other hand, still pictures, recordings and radio are
visual and auditor4y devices that can be used by a lea3rner/group of learner that
could enhance and extend learning experience

Lastly, I also chose to combine the last two levels because they are used
hand-in-hand. The last two levels would be the Visual symbolic and Verbal
symbolic. These two levels are the most complex and abstract among all the
components of the Cone of Experience. In the visual symbolic level, charts, maps,
graphs, and diagrams are used for abstract representations. On the other hand,
the verbal symbolic level does not involve visual representation or clues to their
meanings. Mostly, the things involved in this level are words, ideas, principles,
formula, and the likes.

After going through the different components of the Cone of Experience,

it could be said that in facilitating learning, we can use variety of materials and
medium in order to maximize the learning experience. One medium is not enough
thus if we can take advantage of the other media. There’s nothing wrong with
trying to combine several medium for as long as it could benefit the learners. Also,
through the levels provided by the Cone of Experience, it could be said that
concrete experiences must be provided first in order to support abstract learning.
Lastly, staying on the concrete experiences is not even ideal because through
providing abstract experiences to the learner, the more he/she will develop his/her
higher order thinking skills which is important for more complex way of thinking
and for dealing with more complex life situations. Through understanding each
component of the Cone of Experience, it could be said that Educational Technology
is not limited to the modern gadgets that we have right now but rather it is a broad
concept that includes all the media that we can use to attain balance as we
facilitate effective and meaningful learning.

So what instructional support materials will the teachers use , according to

the learning styles and the outcomes to be achieved ? Here are some guidelines:

1. Use of direct purposeful experiences through learning by doing retains

almost all of 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 talk and write. Seventy
percent of learning is remembered. Examples are small group
discussions, buzz session, individual reporting, role play, panel
discussion.
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 ensure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to abstract,

each layer contributes to learning and requires instruction support materials.

Visual: Concrete (flat, 3-dimensional, realias, models, etc.) or abstract (verbal

symbols, words)

Audio: recordings of sounds, natural or artificial

To understand more the Cone of Experience, you may refer to this picture:

Ref

http://teachernoella.weebly.com/uploads/
1/6/5/3/16531378/2437252_orig.png

Audio-Visual: Combination of what can be seen and heard

Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells,

equipment, others…

Experiential: Utilize all modalities

Activities

Activity 1: What is Your Learning Style?

1. Study the Learning Style Choice Board and check as many

as you feel you want to do more often.
2. If you have more choices, then you have a multiple learning
style as an individual.
 Activity 2: Matching the Teaching Strategies with Learning Style in Curriculum
Implementation

Now that you have identified your own learning style, what strategy or
method of teaching will be most appropriate for you? Look for 4 members from
among your classmates who have similar learning style with you. Make a group
Lesson Plan that is most appropriate for your group, using the basic components
as prescribed by the Department of Education.

I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
 Activity 3: Reflection

Reflect on and answer the statement below, based on what you have
learned in this Lesson.

When I become a teacher,

I will _____________________________

because ________________________ .

Activity 4: Watch the video about Dale’s Cone of Learning

Apply the concepts in the preparation of your group plan in Activity 2.

Self-Assessment

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

REFERENCES:

Bilbao, P., et al,(2020), The teacher and the school curriculum, LORIMAR
Publishing Company
Schweitzer, K., (2019), Curriculum Design: Definition, Purpose and Types,
https://www.thoughtco.com/curriculum-design-definition-4154176

Pawilen, Greg Tabios., 2019, The Teacher and the school curriculum, Rex
Book Store, Inc.

https://www.elearninglearning.com/learner/learning/learning-styles/
https://www.rasmussen.edu/degrees/education/blog/types-of-learning-styles/

https://ace.fsu.edu/sites/g/files/upcbnu296/files/
Study_Strategies_by_Learning_Styles.pdf

https://p7cdn4static.sharpschool.com/UserFiles/Servers/Server_92164/File/
General%201/Dales%20Cone%20of%20Learning%20with
%20explanation.pdf

https://www.edapp.com/blog/the-cone-of-experience/

https://edtechbooks.org/lidtfoundations/edgar_dale

https://tips.uark.edu/using-blooms-taxonomy/

https://www.uky.edu/~rsand1/china2018/texts/Bloom%20et%20al%20-
Taxonomy%20of%20Educational%20Objectives.pdf

https://www.youtube.com/watch?v=sj-wPf_QQyE

https://www.youtube.com/watch?v=kKW47Pd4cXU
 The Teacher and The School Curriculum
1st Semester, School Year 2021-2022

Course Overview

This course includes the study of the fundamental research-based concepts

and principles in curriculum and curriculum development as a foundation to
engage prospective teachers as curricularists. It also focuses on the more active
role of the teacher in planning a developmentally-sequenced teaching-learning
process.

Course Objectives

At the end of the course, the students should be able to:

CO1: Demonstrate research-based knowledge of the concept, theories and

principles and curriculum development within and/or across curriculum teaching
areas.

CO2: Manifest skills in designing and developing constructively-aligned and

developmentally-sequenced learning programs, experience and instructional
processes consistent with curricular needs.

CO3: Apply knowledge and skills in implementing contextualized learning

programs and/or instructional plans that are relevant and responsive to the needs
of diverse learners.

CO4: Develop appropriate skills in the selection and use of tools for monitoring,
critiquing and assessing instructional plans.

CO5: Design sound appropriate tools for monitoring, critiquing and assessing
instructional plans.

Inclusive Week Topic(s) Activities Flexible

and Dates Teaching-
Learning
Modality
Week 9 1. Read Module 9 and do Online and
Starting the all the activities offline
(November 1 to Class Right: indicated there. (modular)
5, 2021) Laying Down the 2. Watch the video on
Curriculum Plan Dale’s Cone of Learning
3. Apply the concepts
Revised Bloom’s learned in the
 taxonomy preparation of the group
plan.
Levels of
Knowledge

Cone of Learning

Course Outputs and Deadline for Submission

The Teacher and The School Curriculum

1st Semester, School Year 2021-2022

Assessment Timeline
Assessments for the Lesson on Implementing the Designed Curriculum as a Change Process

BEFORE DURING AFTER

● Giving of ● Giving of guidelines on ● Submission of lesson

instructions by the the viewing of the plan
video ● Discussion on the
teacher video
● Explaining the rubrics
on the preparation of
the group lesson plan

Lesson Plan rubric that will be used to guide the learners throughout the activity.

(teacher and learners)