LESSON 2: IMPLEMENTING

A CURRICULUM DAILY IN
THE CLASSROOMS
PRESENTED BY: ELAINE R. MATEO
BSED III- ENGLISH
DESIRED LEARNING OUTCOMES:

a. Reviewed the components of a daily plan for teaching

b. Identified intended learning outcomes
c. Matched learning outcomes with appropriate teaching methods
TAKE OFF...

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.
DEPED ORDER NO. 70 S. 2012

Teachers of all public elementary and secondary schools will not be

required to prepare detailed lesson plans. They may adapt 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 the 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:
 DEPED ORDER NO. 70 S. 2012

i. Objectives
ii. Subject Matter
iii. Procedure
iv. Assessment
v. Assignment
 CONTENT FOCUS...

• Starting the the Class Right: Laying Down the Curriculum Plan
Before the class begins everyda, a teacher must have written a lesson plan. The main
parts of a lesson plan are (1) Objectives or Intended Learning Outcomes (ILO),(2)
Subject Matter (SM, (3) Procedures or Strategiesof Teaching, (4) Assessmentof
Learning Outcomes (ALO, and (5) Assignment or Agreement.
I. Intended Learning Outcome (ILO) - these are desired learning that will be focus on
the lessons. Learning outcomes are based on Taxonomy of Objectives presented to us as
cognitive, affective and psychomotor. Bloom's Taxonomy has revisited by his own
student Lorin Anderson and David Krathwohl.
LET US STUDY BOTH 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 higher 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 IN VERBS which
implies more active form of thinking.
REVISED BLOOM'S TAXONOMY: A QUICK
VIEW

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. Establisibing the levels of knowledge 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, list,
Previous learned information outlines, selects, states
Understanding - comprehend Comprehends, explains, distinguishes,
meaning.translation, state problem in own estimates, gives examples, interprets,
words,making meaning. predicts, rewrites, summarize
Applying - use of concept in new situation. Applies, changes, computes, operates,
Applies what has been learned in new constructs, modifies, uses, manipulates,
situation. prepares, shows, solves
 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

Analyzing - separates materials or concepts Breaks down, compares, contrasts, diagrams,
into component parts so that differentiates, discriminates, identifies, infers,
The organization is clear.Distinguishes outlines, relates, selects, separates
between facts and inferences.
Evaluating - makes judgements about the Appraises, compares, criticizes, defends,
value of ideas or materials. describes, discriminates, evaluates, interprets,
justifies, summarizes
Creating - builds a structure or pattern from Composes, compiles, designs, generates,
various elements put parts together to create a modifies, organizes, rearrange, reorganizes,
whole, to make new meaning and structure revised, 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
doing
Creating
Active
Receiving and
Evaluating
Participating

Analyzing
Visual Receiving
Applying
Passive
Understanding
Verbal Receiving
Remembering
LOTS
Lower Order Thinking Skills
LEVELS OF KNOWLEDGE
1. Factual Knowledge - ideas, specific data 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 e 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 to 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 and Salandanan, 2013) enumerated the following approaches and
methods, which maybe 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
Approaches, 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 different authors. The Multiple Intelligence,
Theory of Howard Gardner implied several Learning Styles. But for our
lesson, we will just focus on the three learning styles wich 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. Tends Turn on notes into pictures, diagrams, maps.
to remember things that are written form. Learn the big picture first than details. Make
mind maps and concept maps.

Auditory - Recalls information through Record lectures and listen to these. Repeat
hearing and speaking. Prefers to be told how materials out loud "parrots". Read aloud.
to do things orally. Learns aloud

Kinesthetic - Prefers hands-on approach. Learn something while doing another thing
Demonstrates how to do, rather than explain. (eats while studying). Work while standing.
Likes group work with hands on-minds on. Likes fieldwork. Does many things at one
time.
• Teaching a nd 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 visual device that
can help teachers to make decision on what resources and materials will
maximize learning.
CONE OF 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 experience through learning by doing retains
almost of the learning outcomes. Ninety percent of learning 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 say and write. Seventy percent
of learning is remembered. Examples are small group discussion, buzz session, individual
reporting, role play, panel.
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 assure 10% remembering of the material.
 Regardless of the amount of remembering from the concrete to abstract each layer contributes
to the learning and require instruction support materials.

Visual: Concrete (flat, 3 dimensional, relias, models, 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 like modelling clay, rings, dumb bells, equipment, others
Experiential: Utilize all modalities
• Using Methods and Materials to Implement the Plan: Taking Action
Example No. 1: Lesson Using Basic Steps and Parts as Prescribed by
DepEd Order 70 s, 2012 for Teachers Two years and less in Service.
This lesson plan will show the component of any plan. This can be
applied to any subject that follows a generic format.
 LESSON PLAN IN SCIENCE

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.
 LESSON PLAN IN SCIENCE

II. Subject Matter

A. Topic: Pushing or Pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
 LESSON PLAN IN SCIENCE

D. Science Processes: Observing, Inferring, Making Operational Definition

E. Materials: Real objects like chairs, tables, books, stones, big boxes and pictures
III. Procedure
A. Preparatory Activity
1. 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.
 LESSON PLAN IN SCIENCE

1.2 Ask the children to report their observation in the class.

2. Pre-Laboratory Activities

2.1 Let the learners recall the standards during a laboratory activity.

2.2 Present l the materials needed.

2.3 Distribute activity sheet to each group.
 LESSON PLAN IN SCIENCE

3. Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity 1: Force: Can I 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.
 LESSON PLAN IN SCIENCE
4.2 Analyze with the whole class each group result.
4.3 Make agreements on the results,that lead to conceptualization.
5. Conceptualization
5.1 Throw the following questions of the class to ellicit their formal concepts.
a. What is needed to move the object from one place to another? (Force is needed to
move the object.)
b. How will you move with a force if you want the object to go far from you? (Push the
object away)
 LESSON PLAN IN SCIENCE

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 the box? Try it.
6.3 Do you have enough force to push a chair? Try it.
 LESSON PLAN IN SCIENCE

IV. Assessment of Learning Outcomes

Circle the letter of the correct answer from the items below.
1. If you throw a ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide
2. You want the chair to be nearer you so your best friend can sit, what will
you do?
A. Pull the chair b. Push the chair c. Carry the chair
 LESSON PLAN IN SCIENCE

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
 LESSON PLAN IN SCIENCE

V. Assignment
At home, list four objects that you can push or pull. What did you use to pull or push
the objects?
• Finding out what has been achieved: Assessed 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).
Tests and other tools arw utilize at the end of the lesson to identify this.
What Knowledge, Process Understanding and Performance (KPUP) are
demonstrated by the learners?
 The rule of thumb is what has been taught should be measured, to find
out if the intended outcomes set at the beginning has been achieved. More
detailed discussion will be found in the Module on Evaluation of the
curriculum.