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Lesson 2: IMPLEMENTING A CURRICULUM DAILY IN THE CLASSROOMS

OBJECTIVES:

 Reviewed the components of a daily plan for teaching.


 Identified intended learning outcomes.
 Matched learning outcomes with appropriate teaching method.

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 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 the 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 ( Intended Learning Outcomes/ILO)
II. Subject matter (SM)
III. Procedure OR Strategies of Teaching
IV. Assessment of Learning outcomes (ALO)
V. Assignment or Agreement

Starting the Class Right: Laying Down the Curriculum Plan

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 revisited by his own student. Lorin Anderson and
David k-----

Bloom’s Taxonomy (1936) 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 started as nouns while the
revised version is started as verbs which implies more active form of thinking.
Categories Example Key Words
Remembering - recall or retrieve previous Defines, describes, identifies, labels,
learned information. outlines, lists, selects
Understanding – comprehend, meaning, Comprehends, explains, distinguishes
translation, state problem in own words,
making meaning.
Applying – one of concept in new Applies, changes, computes, operates,
situation, applies what has been learned construct, modifies, uses
in new situation.
Analyzing – separate materials or Breaks down, compares, contrast,
concepts in component part so that the diagrams, differentiate
organization is clear. Distinguishes
between facts and inferences.
Evaluating – makes judgments about the Appraises, compares, criticizes, defends,
value of ideas or materials. describes, justifies
Creating – builds a structure or pattern Composes, compiles, designs, generates
from various elements. Put parts
together to create a whole, to make new
meaning and structure.

Levels of knowledge

1. Factual knowledge
2. Conceptual knowledge
3. Procedural knowledge
4. Metacognitive knowledge

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 the
teaching. In a plan, it 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 this component.

THREE LEARNING STYLES


1. VISUAL
2. AUDITORY
3. KINESTHETIC

 CONE OF LEARNING
 USING METHODS AND MATERIALS TO IMPLEMENT THE PLAN: TAKING ACTION
EXAMPLE No. 1: Using basic steps and parts as prescribed by DepEd order 70 s. 2012
for teachers two years and less in Service.