EDUC 204 Implementing a Curriculum Daily in the Classrooms.pptx

Implementing a Curriculum

1. Chapter 3 Module 4 Lesson 2: . Implementing a Curriculum Daily in the Classrooms Prepared by: Ms. Ellaisha G. Anselmo, LPT

2. DepED Order No. 70 s. 2012 Teachers of all public elementary and secondary schools shall 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) reference materials. Teachers with less than 2 years of teaching experience shall be required to prepare Daily Lesson Plans which shall include the following: Objectives Subject Matter Procedure Assessment Assignment

3. Starting the Class Right: Laying Down the Curriculum Plan A teacher must have a lesson plan with the main parts ; (1) Objectives or Intended Learning Outcomes, (2) Subject Matter , (3) Procedure or Strategies of Teaching, (4) Assessment of Learning Outcomes and (5) Assignment or Agreement

4. Intended Learning Outcomes (ILO) desired learning that will be the focus of the lesson based on the Taxonomy of Objectives presented to us as cognitive , affective and psychomotor . should be written in a SMART way; Specific, Measurable, Attainable, Result-Oriented and Time Bounded

5. Revised Bloom’s Taxonomy: A Quick Look 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.

6. Blooms Taxonomy (1956) Revised Bloom's by Anderson (2001) EVALUATION CREATING SYNTHESIS EVALUATING ANALYSIS ANALYZING APPLICATION APPLYING COMPREHENSION UNDERSTANDING KNOWLEDGE REMEMBERING

7. In writing objectives or intended learning outcomes, it is always recommended that more of the higher thinking skills (HOTS) should be developed and less of the lower thinking skills (LOTS) for learners. Remember:

8. Levels of Knowledge Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

9. 1. Factual Knowledge - ideas, specific data or information 2. Conceptual Knowledge - words or ideas known by common name, common features, multiple specific examples

10. 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

11. Question : How will you as a teacher arrange a teaching-learning situation which will engage students to learn?

12. There are many ways of teaching for the different kinds of learners. Corpuz & Salandanan (2013) Approaches and Methods

13. 1. Direct Demonstration Methods: Guided Explanatory/Discovery Approach, Inquiry Method, Problem-based Learning (PBL), Project method. 2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells, Think-Pair-Share 3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning 4. Other Approaches: Blended Learning, Reflective Teaching, Integrated Learning, Outcomes-Based Approach Corpuz & Salandanan (2013) Approaches and Methods

14. Teachers have to take consideration that the different strategies should match with the learning styles of the students. Remember:

15. Students have different learning styles The Multiple Intelligence Theory of Howard Gardner; 1. Visual 2. Auditory 3. Kinesthetic

16. Common Characteristics Tips for Teachers about Learners Visual - uses graphs, charts, pictures; tends to remember things that are written in form. Turn notes into pictures, diagrams, maps. Learn the big picture first than details. Make mind maps and concept maps. Auditory - recalls information through hearing and speaking; prefers to be told how to do things orally; learns aloud. Record lectures and listen to these. Repeat materials out loud “parrots”. Read aloud. Kinesthetic - prefers hands-on approach; demonstrates how to do, rather than explain; likes group work with hands-on-minds on. Learn something while doing another thing (eats while studying). Work while standing. Like fieldwork. Do many things at one time.

17. Teaching and Learning must be supported by instructional materials (IMs) Instructional materials should complement Visual , Auditory and Tactile or a combination of the three. Edgar Dale’s Cone of Learning

18. Cone of Learning

19. Question : So, what instructional support materials will the teacher use, according to the learning styles and the outcomes to be achieved?

20. 1. Use of direct purposeful experience through learning by doing retains almost all of the learning outcomes. Ninety percent of learning is retained. Examples are field trip, field study, community immersion, practice teaching. 2. Participation in class activities, discussion, reporting and similar activities where learners have the opportunity to say and write. Seventy percent of learning is remembered. Examples are small group discussion, buzz session, individual reporting, role play, panel. Here are some guidelines:

21. 3. Passive participation as in watching a movie, viewing exhibit, watching demonstration will retain around 50% of what has been communicated. 4. By just looking at still pictures, paintings, illustrations and drawings, will allow the retention of around 30% of the material content. 5. By hearing as in lecture, sermon, monologues, only 20% is remembered. 6. Reading, will ensure 10% remembering of the material. Here are some guidelines:

22. “I see and I forget. I hear and I remember. I do and I understand.” - Confucius Remember:

23. Methods and materials must implement the plan and finding out what has been achieved The teacher will find out if the intended learning outcomes (ILO) have been converted into achieved learning outcomes (ALO). Tests and other tools are utilized

24. Thank you for Listening!