CURRICULUM

DEVELOPMENT AND
EVALUATION WITH
EMPHASIS IN TM 1
AND 2

EDUC 103

Module 4 Lesson 2
TEMPLATE 4: The Lesson Structure

Module No. MODULE 4: The Teacher as Curriculum Implementor and

and Title Manager
Lesson No. Lesson 2: Implementing a Curriculum Daily in the Classrooms
and Title
1. Identify the components of a daily plan for teaching.
Learning 2. Match learning outcomes with appropriate teaching
Outcomes
methods.
Time Frame Week

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 process will be shown.

And the GOOD NEWS!

DepED Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not

be aired to prepare detailed lesson plans. They may adopt daily
Introduction lesson logs which contain the needed information and guide from
the Teacher Guide (TG) Teacher Manual (TM) reference material
with page number, interventions m to the students and remarks to
indicate how many students have ered the lesson or are needing
remediation.
However, teachers with less than 2 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

What is your learning style?

Activity 1. 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 individual.
Visual
Create Visual Diagram Create a power point
Graph Results of a Survey Create a Webcast or Video
Create a Comic Strip
Create a Poster
 Draw a Map
Musical/ Auditory

Write a Song or Rap

Create a Dance
Write a Jingle
Create a Rhyme
Use an Instrument to Create

Verbal

Teach Concept Write Instructions

Create Ads Write a Poem
Keep a Journal Retell in your Own Words
Teach Concept Mapping Write a Story

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.
Analysis
1. Objectives
II. Subject Matter
III Procedure
IV. Assessment
V Assignment

Before the class begins everyday, a teacher must have written

Abstraction 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
TEACHERS

Let us study the cognitive categories with the example key words
(verbs) for study the new version of Bloom's Taxonomy that follow

Categories
1. Remembering. - Recall or retrieve previous learned
information Ex. Defines, describes, identifies, labels, lists,
outlines, selects, states
2. Understanding. Comprehend meaning, translation, state
 problem own words, making in meaning Ex. Comprehends,
explains, distinguishes, estimates, gives examples,
interprets, predicts, rewrites, summarizes
3. Applying - Use concept in new situation, applies what has
been earned in new situation. Ex. Applies, changes,
computes, operates, constructs, modifies, uses,
manipulates, prepares, shows, solves
4. Analyzing - Separate materials or concepts into component
parts so that the organization is clear. Distinguishes
between facts and inferences. Ex. Breaks down, compares,
contrasts, diagrams, differentiates, discriminates, identifies,
infers, outlines, relates, selects, separates
5. Evaluating. Make judgments about the value of ideas or
materials. Ex. Appraises, compares, criticizes, defends,
describes, discriminates, evaluates, interprets, justifies,
summarizes.
6. Creating. Build a structure or pattern from various elements.
Put parts together to create a whole, to make new meaning
and structure. Ex. Composes, compiles, designs, generates,
modifies, organizes, rearranges, reorganizes, revises,
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
Evaluating
Analyzing

LOTs (Lower Order Thinking Skills)

Applying
Visual Receiving
Understanding
Remembering

Intended learning outcomes (ILO) should be written in a SMART

way. Specific, Measurable, Attainable, Result Oriented (Outcomes)
and Time Bound.
1. 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.

II. 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 consideration that 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 styes can help teachers choose the method and the
materials they will use.

Common Characteristics
 Visual- uses graphs, charts, pictures; tends to remember things
that are written in form.

Auditory-recalls information through hearing and speaking; prefers

to be told how aloud. to do things orally; learns

Kinesthetic- prefers hands-on approach; demonstrates how to do,

rather than explain; likes group work with hands on-minds on.

Tips for Teachers about Learners

Turn notes into pictures, diagrams, maps. Learn the big picture first
than details. Make mind maps and concept maps.(Visual)

Record lectures and listen to these. Repeat materials out loud

"parrots". Read aloud.(Auditory)

Learn something while doing another thing (eats while studying).

Work while standing. Like fieldwork. Do many things at one
time(Kinesthetic)
Application

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?

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

Good job. You are done with all the lesson in this module. I am
Closure expecting that you will use all the knowledge you learn from this
module to the next lesson.