Republic of the Philippines
ISABELA STATE UNIVERSITY
Roxas, Isabela
College of Education
Text of Report in SEd Prof 311
Topic: Implementing A Curriculum Daily Plan in the Classroom
Date: 10/03/2024
Reporter/s: Jovan Cantinero
Valerie Jane Viernes
Xylem Asuncion
Instructor: Ma’am Marilyn Luzano
Content (Outline, Definition, Examples)
Learning Objectives
At the end of the lesson, the student should be able to:
a) review the components of a daily plan for teaching
b) identify the indented learning outcomes
c) match learning outcomes with appropriate teaching methods.
A teacher activity is like implementing a minuscule curriculum. 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
determine if the students have truly learned.
DepEd Order No. 70 s. 2012
Teachers of all the public elementary and secondary schools will not be
required to prepared 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 a Daily Lesson Plan which shall include the following:
Objectives
Subject Matter
Procedure
Assessment
Assignment
Starting the Class Right: Laying Down the Curriculum Plan
A Teacher must have written a lesson plan. The main parts of 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
INTENDED LEARNING OUTCOMES (ILO)
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 Krathwol.
Blooms Taxonomy (1956) Revised Blooms by Anderson
(2001)
EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING
Revised Bloom’s Taxonomy
Categories Example Keywords
Remembering. Recall or retrieve Defines, describe, identifies, labels,
previous learned information. lists, outlines, selects, states
Understanding. Comprehend Comprehends, explains,
meaning, translation, state problem in distinguishes, estimates, give
own words, making meaning. examples, interprets, predicts,
rewrites, summarize.
Applying. Use concept is new Applies, changes, computes, operates,
situation, applies what has been constructs, modifies, uses,
learned in new situation. manipulates, prepares, shows,
separates
Analyzing. Separate materials or Breakdowns, compares, contrasts,
concepts into competent parts so that diagrams, differentiates,
the organization is clear. discriminates, identifies, infers,
Distinguishes between facts and outlines, relates, selects, separates.
difference.
Evaluating. Make judgements about Appraises, compares, contrasts,
the value of ideas or materials. diagrams, differentiates,
discriminates, identifies, infers,
outlines, relates, select, separates
Creating. Build a structure or pattern Composes, compiles, designs,
from various elements. Put parts generates, modifies, organizes,
together to create a whole to make summarizes, creates, evaluates,
new meaning and structure. reorganizes, revises, rewrites.
Higher-Order Thinking Skills
CREATING
EVALUATING
ANALYZING
APPLYING
UNDERSTANDING
REMEMBERING
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.
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.
Specific
Measurable
Attainable
Result(oriented/outcomes)
Time bound
I. Subject Matter or Content. (SM)- comes from a body of knowledge
that will be learned through the guidance of the teacher. Subject matter is
the WHAT in teaching. In a plan, this is followed by references.
II. Procedure of Method and Strategies- this is the crux of curriculum
implementation. How teacher will put life to the intended outcomes and
the subject matter to be used depends on this component.
Approaches and Methods Used for Teaching Different Kinds of Learners
(Corpuz & Salandanan, 2013)
1. Direct Demonstration Methods
Guided Exploratory/Discovery Approach
Problem Based Learning
Project Method
2. Cooperative Learning Approaches
Peer Tutoring
Learning Action Cells
Think-Pair-Share
3. Deductive or Inductive Approaches
Project Method
Inquiry-Based Learning
4. Other Approaches
Blended Learning
Reflective Teaching
Integrated Learning
Outcomes-Based Approach
The Three different Learning Styles of Students
1. Visual- uses graphs, charts, pictures; tends to remember things that
are written in form.
2. Auditory- recalls information through hearing and speaking; prefers
to be told how to do things orally; learns aloud.
3. Kinesthetic- prefers hands on approach; demonstrates how to do;
rather than explain; likes group work with hands on and minds on.
