Second Semester, Academic Year 2020 – 2021

Course Code :
Cognate 209
Course Title :
Curriculum Development and Recent Trends
Professor :
Dr. Daisy L. Aranguren
Student Name :
Maricis A. Revilla
MAED – Educational Management
_________________________________________________________________________

Chapter III: Implementing the Curriculum/Lesson 2

 Level of Knowledge
 Learning Styles
 Writing Lesson Plan

LEVEL OF KNOWLEDGE

3 Levels of knowledge included in addition to the 6 levels of cognitive processes in original taxonomy but rareld
discussed. Revised version gives more attention to the 3 original levels of knowledge- Factual, Conceptual and
Procedural and adds a 4th – Metacognitive.
1. FACTUAL KNOWLEDGE – basic elements students must know if they are to acquainted with the discipline
or solve any of the problems in it.
 Exists at relatively low level of abstraction
Subtypes of Factual Knowledge
 Knowledge of terminology ( e,g., words, numerals,signs, pictures )
 Knowledge of specific details ( including descriptive and prescriptive data ) and elements
2. CONCEPTUAL KNOWLEDGE – learning is a process by which students learn new information that
organizes that information into logical mental structures.
 Conceptual learning focuses on big ideas, themes and the like rather than lists of facts (though its
depends on and subsumes such facts )
 Learning that requires an understanding of the significance of the points and their interrelationships.
3. PROCEDURAL KNOWLEDGE – or Know-how is the knowledge of how to perform some task.
 It focuses on the “way” needed to obtain a result.
 Typical examples are procedural programming languages, which allow the specification of the
actions or operations needed to obtain something.
 Remember that procedural knowledge is typically incorporated in an algorithm or a program.
 4. METACOGNITIVE KNOWLEDGE – knowledge of persons variables refers to general knowledge about how
human beings learn and process information, as well as individuals knowledge of one’s own learning
processes.
 Knowledge of task variables include knowledge about the nature of the task as well as the type of
processing demands that it will place upon the individual.
 Knowledge about strategy variables include knowledge about both cognitive and metacognitive
strategies, as well as conditional knowledge about when and where it is appropriate to use such
strategies.
There are many ways of teaching for the different kinds of learners ( Corpuz & Salandanan, 2013 ) enumerated the
following approaches and methods, whivh maybe useful for the different kinds of learners. Some are time tested
methods, while others are non-conventional constructivist methods.
1. Direct Demonstration Methods: Guided Explatory/Discovery Approach, Inquiry Method, Problem-based
Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action cells, Thin-Pair Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-based Learning.
4. Other approaches: Blended learning, Reflective Teaching, Integrated Learning, Outcomes-based
approach

What is a Learning Style

 A concept that has been popular since the 1970s
 By definition a Learning Style is…
 Learning styles are various approaches or ways of learning.
 They involve educating methods, particular to an individual, that are presumed to allow that
individual to learn best.
 Most people prefer an identifiable method of interacting with, taking in, and processing stimuli or
information.
Students have different learning styles. There are many classifications of learning styles according to the different
authors. The Multiple Intelligence Theory of Howard Garner implied several Learning Styles. But for our lesson, we
will just focus on the three learning styles which are Visual, Auditory and Kinesthetic. These three preferred styles
can help teachers choose the method and the materials they will use.
VISUAL- learn through seeing

 See the teacher

 Sit in front of the classroom

  Think in pictures

 Learn best from visual displays

AUDITORY – learn through listening

 Verbal lessons

 Discussions

 Listening to others

 Interprets meaning by listening

 May read aloud

KINESTHETIC – learn through moving, doing and touching

 Hands on approach

 Hard time sitting stil

 Rather demonstrate than explain

 Prefers group work

Instructional materials should complement Visual, Auditory and Tactile or a combination of the three. However,
following Dale’s Cone of Learning which is visual device that can help teachers to make decision on what resources
and materials will maximize learning.
 CONE OF LEARNING

WRITING A LESSON PLAN

What is a lesson plan?
 A teacher’s detailed description of the course of instruction for an individual lesson.
 A lesson plan is a written guide for trainers plans in order to achieve the intended learning outcomes. It provides
specific definition and direction on learning objectives, equipment, instructional media material requirements,
and conduct of the training.
What to consider when writing a lesson plan
 Know your students

 Ability and interest levels

 Background

 Attention Spans

 Ability to work together in groups

 Prior knowledge and learning experiences

 Special needs or accommodations

 Learning preferences

 Know the Content

 Subject matter that you will be teaching

 State/school district curriculum guides

  National/state curriculum standards

 Know the Instructional Materials

 Technology, software, audio/visuals, teacher mentors, community resources, equipment, library

resources, local guest speakers, etc.

A lesson plan should be written in a SMART way

SPECIFIC – Your goal is direct, detailed and meaningful

MEASURABLE – Your goal is quantifiable to track progress or success.
ATTAINABLE – Your goal is realistic and you have the tools and/or resources to attain it.
RELEVANT – Your goal aligns with your company mission.
TIME BOUND – Your goal has a deadline.

COMPLETE PARTS OF A LESSON PLAN

1. OBJECTIVES
2. SUBJECT MATTER
3. PROCEDURE
 PRELIMINARY ACTIVITIES
 DEVELOPMENTAL ACTIVITIES
 MOTIVATION
 PRESENTATION OF THE LESSON
 DISCUSSION
 APPLICATION
 GENERALIZATION
4. EVALUATION
5. ASSIGNMENT
OBJECTIVES
1. COGNITIVE – What do you expect the learners to learn mentally? (MIND)
2. AFFECTIVE – What values do you expect the learners to learn? (HEART)
3. PSYCHOMOTOR – how will the learners apply the new lesson taught?
(BODY)

SUBJECT MATTER
1. Topic Name
2. References
 Curriculum Guide, Teacher’s Guide, Learners Materials, Textbooks, Websites, Learning Materials from the
LR Portal (LRMDS)
3. Materials Needed
4. Values Integrated
5. Strategies

PROCEDURE
1. PRELIMINARY ACTIVITY
A. Prayer
B. Greetings
C. Energizer
D. Checking of Attendance
E. Checking of Assignments
F. Recalling the Classroom Rules
2. DEVELOPMENTAL ACTIVITIES
A. Drill
B. Enhances the literacy skills/numeracy skill (Identification of sounds, using graphs, etc.)
B. Review
 Activate the previous learned
C. Unlocking Difficulties
 Introducing vocabulary words that the learners will encounter during the lesson
3.. MOTIVATION (actively related to the new lesson)
  What exciting activity can I use to motivate my learners? (still related to the lesson)
 Is it age appropriate? Does is mee the needs and interests of my learners?
 Does it gives me information about the prior knowledge of the learners about the new lesson?
4. PRESENTATION OF THE LESSON
 Any activity that will introduce the lesson
 It could be a bridgebfrom the motivation to the lesson Proper Discussion
5. DISCUSSION
 step by step
 systematic
 Introduce the new lesson
 Give series of example about the new lesson
 Involve the learners in the discussion

6. APPLICATION
 What activity can I use to let the learners use the new lesson?
(Worksheets, group activities, games, guided practice and Independent practice)
7. GENERALIZATION
 Let the learners create their own summary about the new lesson learned
ASK-

 What is…?
 How can you…?
 What are the steps in…?

EVALUATION
 Is it reliable?
 Does it match the learning objectives of the lesson?
 Is it appropriate for the need and interests of the learners?

ASSIGNMENT
 Does it sustain in the new lesson taught?
 Does it require higher difficulty (Enrichment)
 Does it require the same format and difficulty (Remediation)
References:
● Purita P. Bilbao, E. F. (2014). Curriculum Development for Teachers. 776 Aurora Blvd., cor. Boston Street,
Cubao, Quezon City, Metro Manila: LORI MAR.
● https://www.theaudiopedia.com
● https://pt.researchgate.net
● https://www.slideshare.net