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Yonson Summary Juban

The document discusses implementing curriculum in the classroom on a daily basis. It explains that a daily lesson plan is based on the planned curriculum and allows the teacher to assess if students have learned. It notes the key parts of a lesson plan include objectives, subject matter, procedures, assessment, and assignment. The document provides details on writing objectives and intended learning outcomes, and explains the revisions to Bloom's Taxonomy, including changing categories to verbs and expanding the knowledge dimension. Proper procedures and strategies are important for curriculum implementation.

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Christine Rose Maureen Balite
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37 views

Yonson Summary Juban

The document discusses implementing curriculum in the classroom on a daily basis. It explains that a daily lesson plan is based on the planned curriculum and allows the teacher to assess if students have learned. It notes the key parts of a lesson plan include objectives, subject matter, procedures, assessment, and assignment. The document provides details on writing objectives and intended learning outcomes, and explains the revisions to Bloom's Taxonomy, including changing categories to verbs and expanding the knowledge dimension. Proper procedures and strategies are important for curriculum implementation.

Uploaded by

Christine Rose Maureen Balite
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson 4.

2 implementing a curriculum daily in the classroom

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 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 and remarks to indicate how many students have mastered
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:
1. Objectives
II. Subject Matter-
III. Procedure
IV. Assessment
V. Assignment

So, as prospective teachers, you should prepare lesson plans that may I will comply with the
necessary components asked by the Department of Education. Those who will be employed in
the private schools, r have a different lesson plan format, but the fundamental parts will be the
same.

Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins everyday, 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 or Agreement
Lesson 4.2 implementing a curriculum daily in the classroom

1. 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 Krathwohl. Let us study both in the comparison below.

( original and revised taxonomy comparison table)

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

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.
Lesson 4.2 implementing a curriculum daily in the classroom

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 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 be written in a SMART way. Specific, Measurable,
Attainable, Result Oriented (Outcomes) and Time-Bound.

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.

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.
Lesson 4.2 implementing a curriculum daily in the classroom

(WALA NI LABOT)

Levels of Knowledge
1. Factual Knowledge - Factual Knowledge is knowledge that is basic to specific disciplines.
This dimension refers to essential facts, terminology, details or elements students must know or
be familiar with in order to understand a discipline or solve a problem in it.
2. Conceptual Knowledge - Interrelationships between basic factual knowledge that
demonstrate how elements work together, for example, classifications and categories, principles
and generalizations, and theories, models, and structures.
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.

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