IMPLEMENTI NG A CURRICULU M DAILY IN THE CLASSROOM Lesson 2 Educ 10 Curriculum Development Therysa Mae A. Sangco, LPT

Lesson 2 Educ 10 Curriculum Development Therysa Mae A. Sangco, LPT A Daily Lesson is based on a planned or written curriculum, which will be put into action by the teacher in the classroom. Before the lesson ends, the teacher must find out if the students have truly learned.

Lesson 2 Educ 10 Curriculum Development Therysa Mae A. Sangco, LPT  Every teacher has his/her unique way of teaching.  Never compare your teaching strategies with the teaching strategies of another teacher.  The best teacher always listens and adapts the new trends in teaching.

Lesson 2 Educ 10 Curriculum Development Therysa Mae A. Sangco, LPT DepEd Order No. 70 s Teachers of all public elementary and secondary schools will not be required to prepare detailed lesson plans. They may adopt Daily Lesson Logs (DLL) which contain the needed information and guide from the Teacher’s Guide (TG) and Teacher’s Manual (TM) reference materials with page number, interventions given to the students and remarks to indicate how many students have mastered the lesson or are needing remediation.

Lesson 2 Educ 10 Curriculum Development Therysa Mae A. Sangco, LPT DepEd Order No. 70 s However, teachers with less than 2 years teaching experience shall be required to prepare Daily Lesson Plans (DLP) which shall include the following: I. Objectives or Intended Learning Outcomes (ILO) II. Subject Matter (SM) III. Procedure or Strategies of Teaching (SOT) 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. Are based on Taxonomy of Objectives presented to us as Cognitive, Affective and Psychomotor.

STARTING THE CLASS RIGHT : Laying Down the Curriculum Plan I. Intended Learning Outcomes(ILO) Learning objectives direct the teacher what learning activities should he/she give. Learning objectives direct the teacher what form of evaluation / assessment to give. A good learning objective has the three components and has satisfied the SMART criteria.

REVISED BLOOM’S TAXONOMY

There are 3 major changes here: 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. REVISED BLOOM’S TAXONOMY – COGNITIVE DOMAIN

PSYCHOMOTOR DOMAIN  PERCEPTION ◦ Associate, compare, feel, hear, identify, inspect, listen, notice, recognize, scan, select  SET ◦ Adjust, comprehend, arrange, identify, locate, organize, locate  GUIDED RESPONSE ◦ Adapt, correct, imitate, match, practice, repeat  MECHANISM ◦ Assemble, fasten, manipulate, mix, mold, set-up, shape  COMPLEX ◦ Adjust, combine, regulate, integrate  ADAPTATION ◦ Adapt, adjust, alter, convert, correct, order  ORIGINATION ◦ Construct, create, design, develop

AFFECTIVE DOMAIN  RECEIVING ◦ Accept, choose, differentiate, follow, respond to, show interest  RESPONDING ◦ Acclaim, answer, commend, comply, volunteer  VALUING ◦ Associate with, assume responsibility, believe in, debate  ORGANIZATION ◦ Adhere to, balance, classify, defend, theorize  CHARACTERIZATION ◦ Avoid, change behavior, develop life philosophy, manage, resist, resolve, revise

1. FACTUAL KNOWLEDGE - ideas, specific data or information. LEVELS OF KNOWLEDGE 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 wor, 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.

 Must be written in a SMART way: ◦ S = Specific ◦ M = Measurable ◦ A = Attainable ◦ R = Resource-oriented (Outcomes) ◦ T = Time-bounded INTENDED LEARNING OUTCOMES (ILO)

II. Subject Matter or Content (SM) comes from a body of knowledge (facts, concepts, procedure adn 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.

III. Procedure or Methods and Strategies * There are many ways of teaching for the different kinds of learners. 1. Direct Demonstration Methods: a. Guided Exploratory/Discovery Approach b. Inquiry Method c. Problem-based Learning d. Project method 2. Cooperative Learning Approaches: a. Peer Tutoring b. Learning Action Cells c. Think-Pair-Share

* There are many ways of teaching for the different kinds of learners. III. Procedure or Methods and Strategies 3. Deductive or Inductive Approaches: a. Project Method b. Inquiry-based Learning 4. Other approaches: a. Blended Learning b. Reflective Teaching c. Integrated Learning d. Outcomes-based Learning

III. Procedure or Methods and Strategies The Multiple Intelligence Theory of Howard Garner implies several learning styles. *Students have different learning styles. COMMON CHARACTERISTICSTIPS FOR TEACHERS ABOUT LEARNERS VISUAL - Uses graphs, charts, pictures. Tend to remember things that are written in form. Turn notes into pictures, diagrams, maps. Learn the big picture first than details. Make mind maps and concept maps. AUDITORY - Recalls information through hearing and speaking. Prefers to be told how to do things orally. Learns aloud. Records lectures and listen to these. Repeat materials out loud “parrots”. Read aloud. KINESTHETIC - Prefers hands-on approach. Demonstrates how to do, rather than explain. Likes group work with hands on-minds on. Learn something while doing another thing (eats while studying). Work while standing. Likes fieldwork. Does many things at one time.

III. Procedure or Methods and Strategies Instructional materials should complement Visual, Auditory and Kinesthethic or a combination of the three. *Teaching and Learning must be supported by Instructional Materials (IMs) Dale's Cone of Learning which is visual devices that can help teachers to make decision on what resources and materials will maximize learning.

III. Procedure or Methods and Strategies

IV. Assessment Finding out what has been achieved: Assessing achieved outcomes. Tests and other tools are utilized at the end of the lesson to identify this. (more detailed discussion will be found on Chapter 4 Evaluating the Curriculum pages )

V. Assignment and Agreement Supplementary activities to be done at home. Additional materials / references to bring for the next session.