IMPLEMENTING A

CURRICULUM
DAILY IN THE CLASSROOM

KOFFKA RARE B. BITOLINAMISA

 DESIRED LEARNING OUTCOME

• Review the components of a daily plan for

teaching
• Identify intended learning outcomes
• Match learning outcomes with appropriate
teaching methods
 STARTING THE CLASS RIGHT:
LAYING DOWN THE CURRICULUM
PLAN
OBJECTIVES OR
INTENDED LEARNING
OUTCOMES

ASSIGNMENT SUBJECT MATTER

OR AGREEMENT OR CONTENT

ASSESSMENT PROCEDURE
OF LEARNING OR STRATEGIES OF
OUTCOMES TEACHING
 OBJECTIVES/ INTENDED LEARNING
OUTCOMES

• Desired learning that will be the focus of the lesson

BLOOM’S TAXONOMY 1956 REVISED BY ANDERSON 2001
EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING
LEVELS OF KNOWLEDGE

• FACTUAL
• CONCEPTUAL
• PROCEDURAL
• METACOGNITIVE
 SMART WAY
SPECIFIC,
MEASURABLE,
ATTAINABLE,
RESULT ORIENTED,
TIME-BOUNDED
KOFFKA RARE B. BITOLINAMISA
 SUBJECT MATTER/
CONTENT

• Comes from a body of knowledge (facts,

concepts, procedure and metacognition) that
will be learned through the guidance of the
teacher.
• WHAT?
This is followed by the references.
 PROCEDURE/
STRATEGIES OF TEACHING

• CRUX OF IMPLEMENTING CURRICULUM

• HOW? How a teacher will put life to the
intended learning outcomes (ILO)
 ASSESSMENT OF LEARNING
OUTCOMES
(ALO)

• The teacher will find out if the Intended

learning outcomes have been converted
to achieved learning outcomes.
 ASSIGNMENT/
AGREEMENT

• A task or piece of work assigned to

be pass tomorrow.