IMPLEMENTING A

CURRICULUM DAILY IN THE

CLASSROOM

Araujo, Christian Dale E.

PCED-02-401P
WHY IS IT IMPORTANT TO HAVE A
LESSON PLAN?
“Teachers of all public elementary and
secondary schools will not be required to
prepare detailed lesson plans. They may
adopt daily lesson logs which will contain
the needed information and guide from
the Teacher Guide (TG) and Teacher DEPED ORDER
Manual (TM) reference material with no. 70 s. 2012
page number, interventions given to the
students and remarks to indicate how
many students have mastered the lesson or
are needing remediation”
FOCUS CONTENT
LAYING DOWN THE CURRICULUM PLAN

Objectives or Intended Learning

I. Outcomes

II Subject Matter
.

III Procedure or Teaching Strategies

.
IV. Assessment of Learning Outcomes

V. Assignment or Agreement
I. INTENTDED LEARNING
OUTCOMES
One of the most recognized learning Three major changes in the
theories in the field of education. revised taxonomy
Educators often use Bloom's
Taxonomy to create learning outcomes
that target not only subject matter but 1. Changing the names in the six
also the depth of learning they want
categories from nouns to verbs
students to achieve, and to then create
assessments that accurately report on 2. Rearranging these categories.
students’ progress towards these
outcomes 3. Establishing the levels of the

knowledge in the original version.

 I. INTENTDED LEARNING
OUTCOMES
Blooms Taxonomy (1956) Revised Bloom Taxonomy by
Anderson and Krathwohl (2001)
Three major changes in the
revised taxonomy
EVALUATION CREATING

1. Changing the names in the six

SYNTHESIS EVALUATING
categories from nouns to verbs
ANALYSIS ANALYZING
2. Rearranging these categories.
APPLICATION APPLYING
3. Establishing the levels of the

COMPREHENSION UNDERSTANDING knowledge in the original version.

KNOWLEDGE REMEMBERING
Categories
Remembering – recall previous
learned information
Understanding – Demonstrate
understanding of facts and ideas
Applying – Solve problems to new
situation by applying acquired
knowledge
Analyzing – Examine information
into parts, make inferences and find
evidences
Evaluating – present and defend
opinions by making judgement based
on a set of criteria
Creating – Compile information
together, build structure from various
elements
Example Key Words Measurement of Learning
Choose, Define, Find, Label, List, Match, Can the learner recall or remember the
Name, Recall, Relate, Select information?
Classify, Compare, Demonstrate, Explain, Can the learner explain ideas or
Interpret, Summarize, Illustrate, Show, concepts?
Translate
Apply, Build, Construct, Develop, Identify, Can the learner use the information in a
Organize, Plan, Solve, Utilize new way?
Analyze, Assume, Categorize, Distinguish,  Can the learner differentiate between the
Divide, Inference, Examine, Inspect, various parts or components or the
Simplify, whole?
Appraise, Assess, Conclude, Decide, Can the learner justify a position or
Determine, Disprove, Evaluate, Judge, decision?
Prove, Rate, Support, Value
Adapt, Build, Change, Compose, Construct, Can the learner create a new product,
Design, Develop, Elaborate, Formulate, generate a new idea, or create a different
Improve thought process?
In formulating objectives or
intended learning outcomes, it
is preferable that more of
Higher Order Thinking Skills
(HOTS) is developed and less
of Lower Order Thinking
Skills for the learners.  

LOT and HOT relate to the

lesser and greater amount of
cognition involved in learning
at the six levels of Bloom’s
Taxonomy.