Lesson 2:

Implementing a
Curriculum Daily in
the Classrooms and
the Role of
Technology in
Delivering the
Curriculum
MILAGROS AUREA A. SABIDALAS, LPT, EDD
Desired Learning Outcomes
At the end of this lesson, the students must be able to:
1. Review the components of a daily plan for teaching.
2. Identify the intended/desired learning outcomes.
3. Match learning outcomes with appropriate teaching
methods.
4. Discuss the role of technology in curriculum application.
5. Enhance the application of the outcomes-based learning
with the use of technology either as an aid or as a platform
for learning.
 Teaching is actually implementing a miniscule curriculum, specifically, in
this discussion, the lesson plan. A lesson plan is based on a written
curriculum which the teacher will put into action. Before the end of the lesson,
the teacher needs to find out if the students have indeed learned.
You have probably already learned the parts of a lesson plan. To recap,
these are as follows:
I. Desired or Intended Learning Outcomes
II. Subject matter
III. Procedure/Methods/Strategies
IV. Assessment
V. Assignment/Homework
I. Desired/Intended Learning Outcomes.
The desired or intended learning outcomes
will be the focus of the lesson. These are
based on the Taxonomy of Objectives
composed of the three domains namely;
cognitive, affective, and psychomotor. The
levels of learning under each domain have
already been discussed in module 2.

The Intended Learning Outcomes should be

written in a SMART way. They should be Specific,
Measurable, Attainable, Result Oriented
(Outcomes) and Time Bound.
II. Subject matter. The subject matter is the “what” of in
teaching. It comes from a body of knowledge (facts,
concepts, procedure, and metacognition) that will be
learned by the students through the guidance of the
teacher. It is followed by the references.
III. Procedure/Methods/Strategies. This is the crux
(the decisive or most important point) of curriculum
implementation. How a teacher will put life or make
the intended learning outcomes a reality as well as
the subject matter to be used depend on this
component. Ideally, the teacher should take into
consideration the methods to use (Direct
Demonstration Methods? Cooperative Learning
Approaches like Peer Tutoring? Deductive or
Inductive Approaches? OTHER Approaches such as
Blended Learning, Reflective Teaching, Integrated
Learning, and Outcomes-based Approach) as well
as the learning styles of the students (Visual?
Auditory? Kinesthetic?etc.). Teaching and learning
must be supported by instructional materials that
should complement the methods and learning styles
of the students.
IV. Assessment. At the end of each
lesson, the teacher needs to
determine if the desired/intended
learning outcomes have been
converted to “achieved learning
outcomes”. Different types of
assessments are used to measure
cognitive, affective, and psychomotor
learning. The teacher should also
consider the appropriateness of the
assessment tool/s to use.
V. Assignment/Homework. Assignments are about topics/lessons
which are not yet conducted. These will serve as advance studies
of the lessons that will be taken up the following day or the next
meeting. Homework is a follow up activity/task that will enable the
learners to apply the concepts they have learned from the lesson
during the day.
What can technology do in
terms of delivery of the
curriculum?
 The Role of Technology in Delivering the Curriculum

Instructional media also known as media

technology, learning technology, or simply
technology plays a crucial role in delivering
instructions. It offers various tools of learning
ranging from non-projected and projected media
from which teachers can choose depending on
which suits the intended instructional setting. For
example, a chalkboard presentation may be enough
in illustrating a mathematical procedure, however,
some topics may need to use video clips to motivate
the learners. Table 1 presents the list of non-
projected and projected media.
Table 1
Non-projected and Projected media

Non-projected Media Projected media

Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawings, photographs, Video, VCD, DVD
graphs, Computer/multimedia presentations
charts, posters)
Visual boards (chalkboard,
whiteboard,
flannel board)
Audio materials
Factors for Technology Selection
Bilbao, et al. suggest the following:

1. Practicality. Is the equipment (hardware) or prepared lesson material (software)

available? If not, what would be the cost if the equipment will be procured? How much will it cost
in producing a lesson material in audial and visual form?
2. Appropriateness in relation to the learners. Is the medium suitable to the learner’s
comprehension level? Will the medium be a source of play amusement or entertainment but not
learning?
3. Activity/suitability. Will the chosen media fit the set instructional event, resulting in
either information, motivation, or psychomotor display?
4. Objective-matching. Overall, does the medium help in achieving the learning
objective/s?
The Role of Technology in Curriculum Delivery

Technological innovation can be

clearly seen in the various fields such
as commerce, science and
education. It is fast developing such
that it is difficult to foresee the
technological revolution in the
millennium including its impact to
education.
 Along this line, there are three current trends that could carry
on the nature of education in the future.
1. The paradigm shift from teacher-centered to student-
centered approach to learning.
2. The broadening realization that education is not simply a
delivery of facts and information but an educative process of
cultivating the cognitive, affective, and psychomotor and much
more the contemplative intelligence of the learners of a new age.
3. The increase in the use of new information and
communication technology, which may be considered as the most
explosive trend among the three.
 As what we have discussed, change is inevitable in curriculum development. Today, teachers
need to compete with media to sustain the interest of the learners during the lesson. Not only that,
teachers are no longer the “sage on stage”. Students can now learn a lot of things from the internet.
Information and Communications Technology has greatly evolved that delivery of instruction is no
longer dependent on face-to-face instruction with the teacher as this can now be done using a learning
management system (LMS) or portal or simply put, learning can take place on-line. Again, a classic
example of what technology can do are the learning modalities being utilized by the educational
systems all over the world this time of pandemic.
Group Activity

Make a group lesson plan that is

appropriate to your area of discipline.
Integrate the use of technology in the plan.

Note:
1. BEED will make a lesson plan for Kindergarten to
Grade 6. Choose one level only.
2. BSED will make a lesson plan for grades 7 to 12
and in your major subject. Choose one level only.
3. BPED will make a lesson plan either for the
elementary or secondary level. Choose one level only.