IMPLEMENTING A

CURRICULUM DAILY IN THE

CLASSROOM
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) references material with page number, interventions given to the
students and remarks to indicate how many students have mastered the lesson or
are needing remediation's
However, teachers with less than 2 years of teaching experience shall be
required to prepare. Daily Lesson which shall include the following

I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
• Starting the Class Right: Laying Down the Curriculum
Plan
 
Before the class begins every day, 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.
I. 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
cognitive, affective and psychomotor. Blooms Taxonomy has
revisited by his own student Lorin Anderson and David
Krathwohl. Letus study both in the comparison below.
Blooms Taxonomy (1956) Revised Bloom’s by Anderson (2001)

EVALUATION CREATING

SYNTHESIS EVALUATING

ANLYSIS ANALYZING

APPPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING
Revised Bloom’s Taxanomy: A Quick Look
There are the major changes in the revised taxonomy.
These are:
a) Changing the names in the six categories from nouns to
verbs.
b) Rearranging these categories
c) Establishing the levels of the knowledge level in the
original version.
- Let us study cognitive categories with the example key words (verbs) for
each in the new version of Bloom’s Taxonomy that follow.
Categories
Remembering. Recall or retrieve previous
learned information
Understanding. Comprehend meaning,
translation, state problem in own words,
making meaning.
Applying. Use concept in new situation,
applies what has been learned in new
situation.
Analyzing. Separate materials or concepts
into component parts so that the
organization is clear. Distinguishes between
facts and inferences.
Evaluating. Make judgements about the
value of ideas or 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 Words
Define, describes, identifies, labels, list,
outline, selects, states
Comprehends, explains, distinguishes,
estimates, gives example. Interprets,
predicts, rewrites, summarizes
Applies, changes, computers, operates,
constructs, modifies, uses, manipulates,
prepares, shows, solves
Breaks down, compares, contrast, diagrams,
differentiates, discriminates, identifies, infers,
outline, relates, selects, separates
Appraises, compares, criticizes, defends,
describes discriminates, evaluate, interprets,
justifies, summarizes
Composes, compiles, designs, generates,
modifies, organizes, rearranges,
reorganizes, revises, rewrites, summarizes,
creates
 Higher Order Thinking Skills (HOTS)
Creating Doing

Evaluating Active

Analyzing Receiving and Participating

Applying Visual Receiving

Understanding Passive

Remembering Verbal Receiving

Lower Order Thinking Skills (LOTS)