MODULE 4 LESSON 2

NAME: MC WILSON O. DECENA SLP 1C

SUBJECT: Curriculum Development

Take Action

Activity 1: What is your Learning Style?

Study the Learning Style Choice Board and check as many as you feel you want too
more often.

2. If you have more choices, then you have a multiple learning style individual.
Visual Musical/ Auditory Verbal

∙ Create Visual Diagram ∙ Write a Song or Rap ∙ Teach Concept

∙ Graph Results of a
Survey ∙ Create a
Comic Strip
∙ Use an Instrument to Create
∙ Create a Poster
∙ Draw a Map
∙ Create a Power Point
∙ Create a Webcast or
Video
∙ Create a Dance ∙ Write Instructions
∙ Write a Jingle Create Ads
∙ Create a Rhyme ∙ Write a Poem
∙ Keep a Journal
∙ Retell in your Own
Words ∙ Teach Concept
Mapping ∙ Write a story

Physical/ Kinesthetic Learning Styles Choice Logical/ Mathematics

Board
∙ Create a Game ∙ Create a Code
∙ Do an Experiment We all learn in different ∙ Make a Timeline
∙ Construct a Model ways! Pick your way to ∙ Compare/Contrast
∙ Build a Representation discover, think, create and Ideas ∙ Create an
learn concepts in all areas: Outline
∙ Create a Sport
math, reading, science, ∙ Design a Map
history, writing etc..
∙ Show a Pattern
∙ Teach Concept mapping

Social Solitary Naturalist

∙ Tells Stories or Poems ∙ Research an Area ∙ Collect and

∙ Survey Others
∙ Interview Someone
∙ Teach a Cooperative
Game
∙ Role Play
∙ Hold a Discussion
∙ Keep a Journal
∙ Write about Personal
Experience
∙ Think about… and plan
∙ Create a Power Point
∙ Read a Book on…
Categorize Data,
Material or Ideas
∙ Discover or
Experiment ∙ Take a
Field Trip
∙ Adapt Materials
∙ Label and Classify
 Activity 2: Matching the Teaching Strategies with Learning Style in
Curriculum Implementation

Congratulations Future Teacher!

Now that you have identified your own learning style, what strategy or method of teaching
will be most appropriate for you? Look for 4 members from among your classmates who
have similar learning style with you.

10
Make a group Lesson Plan that is most appropriate for your group, using the basic
components as prescribed by the Department of Education.

I. Objectives
II. Subject Matter
III. Procedure
VI. Assessment
V. Assignment

DETAILED LESSON PLAN

Concept of intelligence

I. OBJECTIVES

a. Define intelligence and know the brief history of Alfred Binet.

b. Identify the areas of development, and
c. Determine the four elements of intelligence and the growth and development of
the brain.

II. SUBJECT MATTER

Topic: Concept of Intelligence

Materials: Laptop Photo’s, and PowerPoint presentation.

Subject integrated: 4 A’s (Activity, Analysis, Abstraction, and Application).

Time Duration: 45 minutes

III. ROUTINE ACTIVITY

Teacher: Miss Macy please led the prayer.

Miss Macy: Lord God, guard me through this day in all I do and all I say.  We give
you, our school. We give you all the teachers and staff who work here, we give
you all the children who study here. We pray our school would be the place of
great discovery, adventure, and creativity, Amen.
 Teacher: okay before you take your seat, kindly arrange your chairs first and pick up
the pieces of dirt, thank you. You may now sit down, and I will check the attendance,
say present once I call your name.

Students: Present/Absent.

IV. PROCEDURE

Teachers’ activity Students’ activity

Motivation:

Good morning, class! Good morning sir!

How are you? Were fine sir!
Good to know, hope you will learn something
today.
A. Activity

Pre-assessment.
Yes Sir
Before we proceed with our discussion, I have a
question to ask.
What comes to your mind when you hear and
read the word intelligence?
Sir!
Okay, class are you ready?
Who wants to share your answer first? A person possessing a highly
developed intellect.
Good. Okay Mr. Gilbert

(And the teacher will randomly call the student.)

Thank you so much, your answer is all correct.

Very good class.

B. Analysis

Why do you think we had that kind of activity? I think sir it has something to do
Anyone who wants to answer? Yes Mr. Eric with the topic for today.

Yes, that is correct. Thank you, Mr. Eric

C. Abstraction

Our topic for today will be the concept of

intelligence. So, to give you a further idea about
the topic, I will discuss it now.

What is the concept of intelligence?

Intelligence is the ability to acquire and apply

knowledge. Intelligence is defined as mental
capability that involves the ability to reason,
plan, solve problems, think abstractly,
comprehend complex ideas, learn quickly, and
learn from experience.

Alfred Binet
1157-1911

Who is Alfred Binet?

Alfred Binet was born on July 11, 1857, in Nice,
France. He was the only child of a physician
father and an artist mother. His parents
separated when he was very young and his
mother raised him. Binet attended college in
Paris at the age of 15 and received his license to
practice law in 1878 and then decided to follow
the family tradition of medicine. Nevertheless,
his interest in psychology became more
important than finishing his medical studies.
In 1905, he developed a test in which he had
children do tasks such as follow commands,
copy patterns, name objects, and put things in
order or arrange them properly. He gave the test
to schoolchildren and created a standard based
on his data. From Binet's work, the phrase
"intelligence quotient," or "IQ," entered the
vocabulary. The IQ is the ratio of "mental age" to
chronological age. Binet’s tests (the Binet-
Simon IQ test) focused on measuring the brain’s
capacity for learning rather than on actual
achievement. Cognitive psychologist Lewis
Terman (1877-1956), while on staff at Stanford
University, later revised Binet’s work, with a
resulting IQ test still used today: the Stanford-
Binet IQ test.

Binet identify 4 areas of development, following

are;
 1. Physical development refers to the
advancements and refinements of motor
skills, or, in other words, children's
abilities to use and control their bodies.
Gross-motor skills involve the mastery
of large muscle movements, as well as
the building of strength in muscle
groups like the arms, legs, and core

2. Social development is about improving

the well-being of every individual in
society so they can reach their full
potential. The success of a society is
linked to the well-being of each citizen.
Social development means investing in
people

3. Emotional development
involves learning what feelings and
emotions are, understand how and why
they occur, recognizing your feelings
and those of others, and developing
effective ways for managing those
feelings

4. Cognitive or intellectual development

means the growth of a child's ability to
think and reason. It is about how they
organize their minds, ideas, and
thoughts to make sense of the world
they live in. Begin to reason and argue,
uses words like why and because.
Understand concepts like yesterday,
today, and tomorrow.

Binet’s 4 elements of intelligence.

1. Direction is the ability to set up a goal and

work toward it.

2. Adaptability means that when faced with

a problem, the person can make the
adjustments needed to solve it.

3. Comprehension means having a basic

understanding of exactly what the
problem is.

4. Self-Evaluation is the idea that a person

working on a problem should be able to
evaluate whether the answer is correct.

Binet focus on intellectual development

BRAIN GROWTH AND DEVELOPMENT.

At birth, the brain is one-fourth its adult weight.
At six months, the brain has grown to half its
adult weight. At age two, the brain is three-
fourths adult size and weight. Females have a
physically smaller brain, but 11% more neurons
than males

The brain is made up of nerve cells called

neurons, the majority of which were present at
birth. Neurons located in the various lobes or
segments of the brain are task-specific. This
means certain neurons located in certain areas
of the brain are responsible for specific tasks.

The number of connections, or synapses,

determines a person’s capacity to learn.
The more synapses, the greater the learning
capacity.

Neurons are hooked together with varying

numbers and kinds of connections called
synapses (a neuron and its synapses are shown
at right). The number of connections results
from inherited growth patterns first, and then
environmental stimuli and challenges. New
learning exercises the brain, causing the blood
supply to increase, and leading to a greater
supply of oxygen to the brain.

LIMITATIONS TO LEARNING
A window of opportunity is a critical period
between birth and about the age of 10, in which
the brain connections reach their peak. After
that time, the brain starts eliminating inactive
neurons. The child’s brain must be provided
proper nourishment, stimulation, challenge, and
nurturing during these early years to encourage
neuron activity.

The body’s ability to create new neurons,

especially after the age of 10, is severely limited
if not impossible. If they are destroyed or
eliminated, they are gone forever. (experimental
and controversial embryonic stem cell research
offers the most promise for restoring
permanently damaged or destroyed neurons)

Example: Gene therapy

Gene therapy can turn certain brain glial cells
into functioning neurons, which in turn could
help repair the brain after a stroke or during
neurological disorders like Alzheimer's or
Parkinson's diseases.

MEASURING THE "CAPACITY TO LEARN”

Binet-Simon Intelligence Test

Alfred Binet and his colleague Theophile Simon

first developed the work of measuring
intelligence known as the Binet-Simon
intelligence test. The test was developed to
identify the reason for schoolchildren’s bad
habits and to take corrective actions. Today, the
Binet-Simon intelligence scale is among the
most important tests of intelligence.

This Binet-Simon intelligence scale or test is the

father of the contemporary intelligent test after
which several English language versions of the
test were produced. The test contains thirty
items, ranging from simple to complex to capture
the ability of children of different ages. The test
contained copying a drawing, repeating a string
of digits, understanding a story, and so on.

They collected simple problems that measured

higher mental processes such as reasoning,
memory, and spatial thinking. The typical items
required children to define common words (What
is a pencil?), name objects seen in pictures,
explain how two objects are like (How are a cow
and a dog alike?), draw designs of memory, etc.
These items seemed to represent the ability
level that was typical for children of a certain
age, whereas other items are associated with
those of different ages.

For example, while making the original test, for

six years olds, Binet and Simon made items that
could be passed by about 2/3 of the six years
old children was regarded as a question for a
six-year-old test. When the same question was
given to seven and a year old children, it was
passed by more than two-thirds of the children
of seven and eight and less than two-thirds of
the children that were younger than six.

An IQ score indicates the capacity or learning

size of the brain. the brain’s potential to learn. It
does not measure what actual learning has
taken place.

An Intelligence Quotient indicates a person's

mental abilities relative to others of
approximately the same age. Intelligence is
defined as the capacity for verbal and numerical
reasoning.

Classificat IQ % of
ion Scores population
130 and
Very Superior 2.2
over
120-
Superior 6.7
127
111-
High Average 16.1
119
Average 90-110 50
Low Average 80-89 16.1
Borderline 70-79 6.7
Below
Handicapped 2.2
70

MENTAL HANDICAP

When the Stanford-Binet was developed,

individuals scoring below 70 were called
“mentally deficient”, and the 4 levels of
deficiency were labeled from least to most
severe as “borderline deficiency, moron,
imbecile, and idiot”. Society’s misuse of those
terms eventually led to a change. The term
“mental retardation” replaced “deficient”, and the
words “mild, moderate, severe, and profound”
replaced previous labels.
 IQ Range Classification

50-69 Mild
35-49 Moderate
20-34 Severe
below 20 Profound

Today, the term “mental retardation” has been

replaced with “mental handicap”. Mildly mentally
handicapped individuals are considered
educable. Moderately handicapped individuals
are considered trainable.
Name changes have occurred to reinforce the
idea that all human beings have value within
American society, as well as general
acceptability. Even the upper scores have been
changed from “superior” labels to “gifted” and
“high ability learners”.

ACHIEVEMENT TEST SCORES

The second type of educational testing is

achievement testing. Rather than measure the
“capacity or potential” for learning like
intelligence testing, achievement tests measure
what has been learned.

Some more examples of achievement tests

include:
• A math exam based on the most recent
chapter of your book
• In your social psychology class, there will be
an exam.
• In your Spanish class, a comprehensive final.
• Exams such as the ACT and SAT.
• A demonstration of talents in your martial arts
lesson.

ROADBLOCKS TO LEARNING

A learning disability exists when there is a 20

point discrepancy between IQ and achievement
test scores. This disability is simply some type
of “roadblock” or barricades to learning; it can
never be cured.

Other conditions that meet legal definitions as

“roadblocks to learning” are Autism, behavioral
disorders, hearing impairment including
deafness, mental handicap, multiple disabilities,
orthopedic impairments, other health
impairments, specific learning disabilities,
speech and language impairments, traumatic
brain injury, and visual impairment or blindness.
Students experiencing “roadblocks” are eligible
for special education services.

SPECIAL EDUCATION

The federal government enacted a law in 1975,

now known as the Individuals with Disability
Education Act or IDEA, guaranteeing that ALL
children, regardless of physical, mental, or
emotional handicap, are entitled to a free,
appropriate public education in the least
restrictive environment. This law is very
important in setting up what is expected of
school districts and the state. With this law came
federal funds to help pay for the costs of special
education.

As a result of these laws, the federal and state

governments set up ways to protect parents' and
students' rights. These procedures are outlined
in Rule 51. In addition to actual education
services, it covers other related services such as
physical, speech, and occupational therapies
and transportation from birth to age 21. The
specific program of services for each child
meeting Rule 51 eligibility is outlined in a
document called Individual Education Plans
(IEPs).

D. Application

Because you already know, what intelligence is

and how it develops intellectually. I will show you
a photograph, and you will have to figure out
what kind of intellectual progress I am talking
about and give me an example. This is your
graded recitation on the topic of the day.

Are you a ready student?

 Yes Sir!

(After the teacher has finished exhibiting the

photograph, he will select a student at random to
summarize the topic covered today.)

Mr. Jayvee, would you like to share with us what

you learned about the topic today?
Great job Mr. Jayvee

How is the topic of today's class?

Yes Sir!
That is good to hear.

Thank you, Sir!

It was good Sir and very heart-

melting because we can relate.

1. EVALUATION
Now in a 1/2 sheet of paper, I want you to Okay, Sir!
answer the following questions:
1. Define intelligence in your own words
2. Refers to the advancements and
refinements of motor skills, or, in other
words, children's abilities to use and
control their bodies.
a) Emotional development
b) Cognitive / intellectual development
c) Physical development
d) Social development
3. Involves learning what feelings and
emotions are, understand how and why
they occur, recognizing your feelings and
those of others, and developing effective
ways for managing those feelings.
a) Emotional development
b) Cognitive / intellectual development
c) Physical development
d) Social development
4-7. Give the four elements of intelligence
8. In your own understanding what is
intelligence quotient?
9-10. What did you learn about the Concept
of Intelligence by: Alfred Binet?

(After 10 minutes)

Are you done? Yes Sir!

Okay please submit your papers.

Very good class! I am happy that you

understand our topic and be able to answer
things that I asked you to do. I hope you enjoyed
our topic today. Thank you, Sir!
 V. ASSIGNMENT

For your assignment,

1. Bring bond paper and pencil tomorrow.
2. Study general intelligence by spearman.

That is all for today, class dismissed.

Good-bye class! Good-bye Sir!

VI. REMARKS
Based on my discussions, there are numerous factors that influence an
individual's learning development and intellectual capacity. As prospective
educators, we must consider all aspects of a student's learning. We must teach
them how to build their abilities and knowledge in a way that allows them to readily
adjust to the learning we provide. We must also consider each student's unique
learning abilities to provide them with the assistance they need to reach their full
potential as a student.
VII. REFLECTIONS
Majority of my student met all my learning objectives. Only 96.4 percent of them
received a perfect grade based on the evaluation I gave them. The remaining 3.6
percent of students received an average score of 5 to 6 points. I concluded that
the learning tools I gave were ineffective for those students who did not receive a
perfect score. The issue I had during my discussion was with the internet
connection and not being able to recall all the substance/content of my topic. I also
failed to modify the font size of the PowerPoint presentation I prepared which
cause difficult to read. I also forgot to apply one of the 4p's which is very important
to the learnings of my student. One of the factors, I mentioned earlier, I believe
some of them did not obtain a perfect score. As a result of an issue, I'm having
with my lesson plan. I told myself that if I ever had to teach the following topic, I
would do everything in my skill to make it a success and more educational. I'm
looking forward to participating in more activities that will help me improve my
teaching skills and prepare me for the future.

Total number points distribution

 Reference: International Bureau of Education, Modern Ideas about Children
https://www.education.ne.gov/wp-content/uploads/2017/08/12-Intellectual-
Development.ppt.

How New Brain Cells Regenerate

https://www.verywellmind.com/adult-neurogenesis-can-we-grow-new-brain-cells-
2794885.

New gene therapy reprograms brain glial cells into neurons.

https://www.sciencedaily.com/releases/2018/11/181105122433.

A Guide to the Binet-Simon and Stanford-Binet Intelligence Test.

https://tyonote.com/binet-simon_intelligence_test/

The Types of Aptitude Testing

https://www.verywellmind.com/what-is-an-aptitude-test-2794806

Name of Presenter : MC WILSON ORETO DECENA

_______________________________________________________________________
Baccalaureate Degree: BACHELOR OF SCIENCE IN AGRICULTURE
_______________________________________________________________________
Major : PLANT PATHOLOGY
_______________________________________________________________________
School Graduated from: CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
_______________________________________________________________________

Self-Check

Let’s recall! Provide the answer to what is asked in each item.

1. What is the first level of knowledge in Bloom’s taxonomy? knowledge

2. What is the highest level of cognition in the Revised Bloom’s Taxonomy? Evaluation

3. What DepEd Order requires a newly hired teacher to write a lesson plan? DO 70 s.

2012
4. What is referred to as a miniscule curriculum that the teacher implements every

day? Lesson Plan

5. What is the learning style of a learner, who likes to tinker with many things?

Kinesthetic Learner

6. What component of a lesson plan requires an active action for a curriculum to be

implement? Objectives

7. Who provided a visual model to show what instructional support can best enhance
learning? Neil D. Fleming

8. Who is Bloom’s student who revised his taxonomy of objectives? Lorin Anderson

9. Who is the frontline curriculum implementor? The Teachers

10. Who provided the original taxonomy for the cognitive domain? Benjamin Bloom

Self-Reflect

Reflect and answer the statement below, based on the lesson you learned in this
lesson.

When I become a teacher, I will constantly consider what I have learnt during my
schooling, especially when preparing and organizing the teachings that I would deliver
with excitement and energy in the classroom. because I believe that having this
personality as a teacher will assist me in imparting knowledge to my pupils and assisting
them in becoming effective learners