Chapter 3 Module 4
Chapter 3 Module 4
Module Overview:
As a teacher, this is one of the major roles in the school. Many of the curricula
you use may have been recommended and written down. Your task is to implement
such. Daily your plan should be ready for implementation. The success of learning
depends on your implementation effort.
There is a miniscule curriculum like your lesson plan or a big one like the K to 12
curriculum. You will be both an implementor and a manager of these curricula. You
will put action on what has been planned and designed. You, a teacher, will add
more meaning to the various activities in the classroom. It is what we call teaching
styles. You have to make the learners' day interesting, engaging and unforgettable.
No curriculum should stop at the planning or designing phase. It has to be
implemented.
In the education landscape, there are always two forces that oppose each
other. These are the driving force and the restraining force. When these two
forces are equal, the state is equilibrium or balanced. There will be a status quo;
hence there will be no change. The situation or condition will stay the same.
However, when the driving force overpowers the restraining force, then change
will occur. If the opposite happens, change is prevented when the restraining
force is stronger than the driving force. It is the idea of Kurt Levin in his Force
Field Theory.
There are simple stages in the developmental change process for the
teachers. The first is orientation and preparation. The initial use is very
routinely. However, refinement follows as the skills are honed, and mastery
of the routine is established. It means adjustments are made to meet the
needs of the learners better and achieve the learning outcomes. There will
be continuous reflection, feedback, and refinement in this step.
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
Before the class begins every day, 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) Procedure or Strategies
of Teaching, (4) Assessment of learning outcomes (ALO), and (5) Assignment
of Agreement.
Somehow the two are similar. However, the highest level of cognition in
the revised version is creating. Note that the original version is stated as
nouns. In contrast, the revised version is stated as verbs, which implies a
more active thinking form.
Let us study the cognitive categories with the example keywords (verbs) in the new
version of Bloom's Taxonomy.
doing
Active
Receiving and
Participating
Visual Receiving
Passive
Verbal Receiving
LOTS
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 that may 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 - general knowledge of cognition, awareness
of one's cognition., thinking about thinking.
II. Subject Matter or Content- (SM) comes from a body of knowledge (facts,
concepts, procedure, and metacognition) that will be learned through the teacher's
guidance. The subject matter is the WHAT in teaching. In a plan, this is followed by
the references.
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 constructive methods.
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. Direct, purposeful learning experience retains almost all of the learning
outcomes through learning. Ninety percent of learning is retained. Examples
are field trips, 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 the exhibit, watching
demonstration will retain around 50% of what has been communicated.
4. Looking at still pictures, paintings, illustrations, and drawings will retain around
30% of the material content.
5. By hearing as in lectures, sermons, monologues, only 20% is remembered.
6. Reading will assure 10% remembering of the material.
Example No.1 Lesson Using Basic Steps and Parts as Prescribed by Deped
Order 70s s, 2012 for Teachers Two years and less in Service.
This lesson plan will show the basic component of any plan. It can be applied
to any subject that follows a generic format.
III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/ Past Lesson
B. Lesson Proper
1. Motivation
1.1 Brings children to observe outside the classroom to identify moving things
or objects.
1.2 Ask the children to report their observations in 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 exhibits 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 result.
4.3 Make agreements on the results that lead to conceptualization.
5. Conceptualization
5.1 Throw the following questions of the class to elicit their formed 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 force if you want the object to go far from you?
(Push the object away?
c. How will you move with 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 Do you have enough force to push a chair? Try it
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. What will you do if you want the chair to be nearer you so your best friend can sit?
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 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 at home, list four objects that you can push or pull. What did you use to pull or
push the objects?
At the end of the activities, the teacher will determine if the intended learning
outcomes (ILO) have been converted into achieved learning outcomes (ALO).
Tests and other tools are utilized at the end of the lesson to identify this. What
the learners demonstrate knowledge, Process Understanding, and
Performance (KPUP)? The rule of thumb is that what has been taught should
be measured to determine if the intended outcomes set at the beginning have
been achieved. More detailed discussion will be found in the Module on
Evaluation of the curriculum.
After learning fundamental concepts about the curriculum- its nature and
development-comes, the practical phase of curriculum implementation,
appropriately, the significance of technology in curriculum development deserves
discussion.
The role of technology in the curriculum springs from the very vision of the e-
Philippine plan (e stands for electronic). Thus is stated: “an electronically enabled
society where all citizens live in an environment that provides quality education,
efficient government services, greater sources of livelihood and ultimately a better
way of life through enhanced access to appropriate technologies.” (International
workshop on emerging technologies, Thailand, December 14-16, 2005). It points to
the need for an e-curriculum or a curriculum that delivers learning consonant with the
Information Technology and Communications Technology (ICT) revolution. This
framework presupposes the curriculum delivery adopts ICT as an important tool in
education while users implement teaching-learning strategies that conform to the
digital environment.
Instructional media may also be referred to as media technology, learning
technology, or simply technology. Technology plays a crucial role in delivering
instruction to learners.
In the process, what ensues is the objective-matching, where the teacher
decides on what media or technology to use to help achieve the set learning
objectives.
Who are involved in curriculum and curriculum development? These are the
persons whom we call the stakeholders. Stakeholders are individuals or institutions
that are interested in the curriculum. They get involved in many different ways. You
must be one of them. The teachers, school managers, parents, and even the whole
community are interested in the curriculum. We will all meet them in this lesson.
Curriculum Stakeholders
1. Learners are at the core of the curriculum.
To what extent are the students involved in curriculum development?
The old view that students are mere recipients of the curriculum is now
changing. Learners have more dynamic participation from the planning,
designing, implementing, and evaluating. However, the degree of their
involvement is dependent on their maturity. The older they are in high school
or college, the more they participate. From another angle, whether learners
are at the elementary or college level, they can make or break curriculum
implementation by their active or non-involvement. After all, learners and the
teachers place action on the curriculum.
When some college students were asked about their role in curriculum
development, here are their answers.
Student 2: In high school, our teachers would always look into what we were learning
We have varied activities inside the class and our
co-curricular activities the whole year-round. I think, we as students, are
considered in writing
the curriculum.
Student 3: Our lessons were very simple when we were at the elementary level.
However, now that we are in college, learning content has become
complicated.
I learned that actually, our curriculum is spiral. And that the difficulty of the
the subject matter is also adjusted to our maturity level.
Student 1: I believe my teachers know our curriculum very well. She knows what to teach
and how to teach it well. I do not miss my class every day because she guides
us in our lesson activities. Without our teacher, I am not sure if we could learn
more than now.
Teacher: As a classroom teacher, I am responsible for making my students learn. I have to give
action to the written curriculum. I have to see that my students are provided experiences
to learn from. I keep in my mind how I can sustain my students' interest by using
effective teaching strategies. At the end of the day. I am very happy that my
students have achieved the intended learning outcomes. I do this because, as a teacher, I am
a curriculum implementer.
Truly the teacher has a great stake in the curriculum. Curriculum planning,
designing, and implementing are in the hands of a good teacher. The teacher has a
significant role in curriculum development in the educational setting.
3. School leaders are curriculum managers.
4. Parents
Parents are significant school partners. Besides the students, teachers and
school administrators play an important role in curriculum implementation. When
children bring home homework from school, some parents cannot help. Schools
need to listen to parents' concerns about the school curriculum like textbooks, school
activities, grading systems, and others. Schools have one way of engaging parents
to know the situation in the school. Most often, parents volunteer to help.
Here are the two examples of how parents think of their stake in curriculum
development.
Parent: I am proud that my child goes to this school. The teachers are hardworking, and the
School head is very supportive. On my part, I always cooperate in the school's concern that will
make my child learn. I volunteer for work where I am needed. Our parents support Brigada
Eskwela and other school activities. If they call on us parents, we always answer their request. We
also make suggestions on how the parents at home can assist in the children's learning.
Guardian: I am a guardian. I stand as a second parent of my nieces and nephew. I know that as a
parent,
I should not leave entirely to the school the responsibility of educating the child. Although I
do
not know much about the new curriculum, I welcome the school's changes. I
am always ready to give support to school concerns of my words.
How do parents shape the curriculum in schools? Here are some observations.
“It takes the whole village to educate the child," goes the statement
of former First lady Hillary Clinton. What do you think of this statement?
Yes, the school is in the community; hence the community is the
extended school ground, a learning environment. All the barangay leaders,
the elders, other citizens, and community residents have a stake in the
curriculum. It is the bigger school community that becomes the venue of
learning. The rich natural and human resources of the country can assist in
educating the children. The community reflects the school's influence, and the
school reflects community support.