Lesson 2:

Implementing a
Curriculum
Daily in the
Classroom
DESIRED LEARNING OUTCOMES

• Review the components of a daily plan for

teaching
• Identify intended learning outcomes
• Match learning outcomes with appropriate
teaching methods

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 So, as prospective teachers, you should
prepare lesson plans that will comply with
the necessary components asked by the
Department of Education. Those who will be
employed in the private schools, may have
a different lesson plan format, but the
fundamental parts will be the same

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› 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

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I. Intended Learning Outcomes

These are desired learning that will be

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. 5
Bloom’s Taxonomy (1956) Recised Bloom’s by Anderson
(2001)
EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

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

A. Changing the names in the six categories

from nouns to verbs

B. Rearranging theses categories

C. Establishing the levels of knowledge level in

the original version

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Cognitive categories with the example key words (verbs) for each in the
new version of Bloom’s Taxonomy
 In writing objectives or intended
learning outcomes, it is always
recommend that more of the higher
order thinking skills (HOTS) should be
develop and less of the low order
thinking skills (LOTS) for learners.

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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.

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Levels of Knowledge
3. PROCEDURAL KNOWLEDGE
how things work, step by step action, methods
of inquiry
4. METACOGNITIVE KNOWLEDGE
knowledge of cognition in general, awareness
of knowledge of one’s own cognition, thinking
about thinking.

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 Intended learning outcomes (ILO) should be written
in a SMART way. Specific, Measurable, Attainable,
Result Oriented (outcomes) and Time Bound.

I. Subject Matter or Content

- 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 the
references.

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Cont’d

II. Procedure or Method 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 on this component.

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 There are many ways of teaching for the
different kinds of learners

Corpuz & Salandanan, (2013) enumerated the

following approaches and methods which may
be useful for the different kinds of learners.

1. Direct Demonstration Method

2. Cooperative Learning Approaches
3. Deductive or Inductive Approaches
4. Other Approaches
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STUDENTS HAVE DIFFERENT LEARNING STYLE

There are many classification of learning styles according to the different

authors. The Multiple Intelligence Theory of Howard Garner implies
several learning style, but for our lesson, we will just focus on the three
learning styles which are Visual, Auditory and Kinesthetic.

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TEACHING AND LEARNING MUST BE SUPPORTED BY
INSTRUCTIONAL MATERIAL (IMs)

Instructional material should complement visual, auditory and

tactile or a combination of the three. However, following Dale’s Cone of
Learning which is visual device.

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Thank You !!!!!

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