Lesson Plan in Prof.

Ed 5

I. OBJECTIVES

At the end of the lesson, the students should be able to:

 Define curriculum Implementation

 Enhanced the application of outcome-based learning with technology both as an aid
and platform of learning.
 Explain the process of curriculum implementation.

II. SUBJECT MATTER

 Topic: Chapter 3: Implementing the Curriculum Module 4: The teacher as

Curriculum Implementation Manager
 Materials: Power Point Presentation, and chalk
 Values Integrated: Participation, Cooperation, Activeness, and Attentiveness
 Reference: Curriculum Development for Teachers book, pp.66-98

III. PROCEDURE

A. Routinary Activities
1. Greetings
2. Prayer
3. Checking Attendance
4. Recap

B. Activity

Jumbled Letters

C. Analysis
 How do you find the activity? Is it fun?
 How does the activity help you think actively?
 What have you observed from the activity?

D. Abstraction

Implementing the Curriculum

Definition of the Curriculum

-This is the phase where teacher action takes place.

-means putting into practice that written curriculum that has been designed in syllabi, course of
study, curricular guides, and subjects.

-It is a process wherein the learners acquire the planned or intended knowledge, skills s and
attitudes to that are aimed at enabling the same learners to function effectively in society. (SADC
MoE Africa, 2000)

Omstein & Hunskins

1998 defined curriculum implementation as the interaction between the curriculum that has been
written and planned and the person (teachers) who are in change to deliver it to them, curriculum
implementation implies the following:

 Shift from what is current to new or enhanced curriculum.

 Change in knowledge, actions, attitudes of the person involves.
 Change which requires efforts hence goals should be achievable.
 Change in behavior using new strategies and resources.

Loucks and Lieberman (1983) ...trying out of a new practice and what it looks like when actually
used in a school system. It simply means that implementation should be desired change and
improvement.

Classroom Context - Curriculum implementation is 'teaching'.

Implementing means a plan as a guide to engage with the learners in the teaching-learning process
with the end in view that learning has occurred and learning outcomes have been achieved.

-involves strategies with the support instructional materials to go with the strategy. In a larger
scale, curriculum implementation means putting the curriculum into operation with the different
implementing agents.

Implementation takes place in; class, school, district, a division or the whole educational system.
In a larger scale, curriculum implementation means putting the curriculum into operation with the
different implementing agents.

Implementation takes place in; class, school, district, a division or the whole educational system.

In higher education-course, a degree program, the institutions on the whole higher education
system.

Curriculum Implementation requires time, money, personal interaction, personal contacts, and
support.
Curriculum Implementation as a Change Process

Kurt Levin's Force Field Theory and Curriculum Change

Kurt Levin (1951)-The father of social psychology explain the process of change.

Driving Force
 Government Intervention
 Society's Values
 Technological Changes
 Knowledge Explosion

Restraining Forces

IV. Fear of the Unknown

V. Negative Attitude to Change
VI. Traditional Values
VII. Limited Resources
VIII. Obsolete Equipment

Curriculum Change

Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:

1. Substitution
The current curriculum will be replaced or substituted by a new one. Sometimes, we call
this a complete overhaul. Example, changing an old book to entirely new one, not merely
a revision.

—Alteration
In alteration, there is a minor change to the current or existing curriculum. For example,
instead of using a graphing paper for mathematics teaching, this can be altered by using a
graphing calculator.

2. Restructuring
Building a new structure would mean major change or modification in the school system,
degree program or educational system.

— Perturbation
 These are changes that are disruptive, but teachers have to adjust to them within a fairly
short time.

3. Value Orientation
To MCNeil, this is a type of curriculum change. Perhaps this classification will respond to
shift in the emphasis that the teacher provides which are not within mission or vision of the
school or vice versa.

Regardless of the kind of change in curriculum and implementatıon the process of change
may contain three important elements.
 Developmental
It should be developmental in the sense that it should develop multiple perspectives,
increase integration.
 Participatory
For curriculum implementation to succeed, it should be participatory, especially
because other stakeholders like peers, school leaders, parents and curriculum specialists
are necessary
 Supportive
Supportive curriculum implementation is required in the process of change. Material
support like supplies, equipment and conductive learning environment like classrooms
and laboratory should be made available.

Implementing a Curriculum Daily in the Classrooms

● A teaching activity is like implementing a minuscule 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.

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:

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

So, as prospective teachers, you should prepare lesson plans that will comply with the
necessary components asked by the Department of Education.

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

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 revisited by his own student Lorin
Anderson and David Krathwohl. Let us study both in the comparison below.

Revised Bloom's Taxonomy : A Quick Look

There are three major changes in the revised taxonomy. These are:

a. Changing the names in the sex categories. from nouns to verbs.

b. Rearranging these categories.
c. Establishing the levels of knowledge level in the original version.

Levels of Knowledge

1. Factual Knowledge
2. Concetual Knowledge
3. Procedural Knowledge
4. Metacognitive Knowledge

Intended learning outcomes (ILO) should be written in a SMART way. Specific,

Measurable, Attainable, Result Oriented and Time bounded.
1. Subject matter of content - (SM) comes from a body of knowledge facts, concepts,
procedure, and metacognition that will be learned through the guidance of the teacher.
2. Procedure or methods and strategies. This is at the crux of curriculum implementation.
Corpuz and Salandanan, (2013) enumerated the following approaches and methods.
I. Direct Demonstration Method
II. Cooperative Learning Approach
III. Deductive and Inductive Approach:
IV. Other Approaches

Three Learning Styles

1. Visual

2. Auditory

3. Kinesthetic

LESSON PLAN IN SCIENCE

CONTENTS

I. Learning Outcomes
II. Subject Matter
III. Procedure
IV. Assessment of Learning Outcomes
V. Assignment

I. Learning Outcomes
- The expected results of the lesson that describe what students will know and be able
to do after completing the lesson.
II. Subject Matter
-refers to the specific topic or content that the lesson is intended to cover.
III. Procedure
-The procedure outlines the step-by-step process for delivering the lesson.
IV. Assessment and Learning Outcomes
-refer to the specific skills, knowledge, or behaviors that students are expected to learn and
demonstrate as a result of the lesson.
V. Assignment
-an essential component of a lesson plan as they allow students to apply the concepts they
have learned in class, practice new skills, and reinforce their understanding of the material.

E. APPLICATION
Assessment/ Evaluation
 Assignment/ Agreement

E. Assessment (Group Quiz)

F. Assignment

In one sheet of paper answer the question;

What is your overall understanding on the topic? minimum of 150 words.

Prepared by: Instructor

Ocasiones Khlent Vincent Magalona

Mulles
Espinosa
Atanacio
Pelayo
Anuta