IMPLEMENTING A

CURRICULUM DAILY IN
THE CLASSROOM
THE MAIN PARTS OF THE LESSON PLAN
ARE THE FOLLOWING:

Objectives or Intended learning outcome

(ILO)
Subject matter (SM)
Procedure or Strategies of Teaching
Assessment or learning outcome (ALO)
Assignment or Agreement
I.INTENDED LEARNING OUTCOME (ILO)
This are the desired learning that will be focus
of the lesson.
It is based on the Taxonomy of objectives
presented to us as COGNITIVE, AFFECTIVE
and PSYCHOMOTOR.
 COGNITIVE by Lorin Aderson
 AFFECTIVE by Dvid Krathwohl
 PSYCHOMOTOR by Simpson/Harlow/Dave
BLOOMS TAXONOMY REVISED BLOOM’S
TAXONOMY BY ADERSON
(1956) (2001)
THERE ARE THREE MAJOR CHANGES IN
THE REVISED TAXONOMY OF ADERSON
a) Changing the names of the six
categories from noun to verb
b) Rearranging these categories
c) Establishing the levels of the
knowledge level in the original
version
 COGNITIVE CATEGORIES
Categories
• Remembering
Recall or retrieved
previous learned information
• Understanding
Comprehend meaning,
translation, state problem in
own words, making meaning
Example key verbs
• Defines, describes, identifies,
labels, list, outlines, selects,
states
• Comprehend, explain,
distinguishes, estimates,
gives, examples, interprets,
predicts, rewrites,
summarizes
 Categories
• Applying
Use concept in a new
situation, applies what has
been learned in a new
situation
• Analyzing
Separate materials or
concept into components
parts so that the organization
is clear. Distinguishes
between facts and
inferences
Example key verbs
• Applies, changes,
computes, operates,
constructs, modifies, uses,
manipulates, prepares,
shows, solves
• Breaks down, compares,
contrast, diagrams,
differentiate, discriminates,
identifies, infers, outlines,
relates, select, separates
 Categories
• Evaluating
Make judgement
about the value of ideas
and materials
• Creating
Build a structure or
pattern from various
elements. Put parts
together to create a whole,
to make new meaning and
structure
Example key verbs
• Appraises, compares,
criticizes, defends,
describes, discriminates,
evaluates, interprets,
justifies, summarizes
• Composes, compiles,
designs, modifies,
organizes, rearranges,
reorganizes, revises,
rewrites, summarizes,
create
 Higher Order Thinking Skills HOTS
Doing
Creating
Active
Evaluating Receiving and
participating
Analyzing
Visual Receiving
Applying
Passive
Understanding
Visual Receiving
Remembering
LOTS
Lower Order Thinking Skills
 LEVELS OF KNOWLEDGE
1. Factual Knowledge – ideas , specific data or
information
2. Conceptual knowledge – concept are facts that
interrelate with each other to function together
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