Republic of the Philippines

CAVITE STATE UNIVERSITY

Don Severino de las Alas Campus
Indang, Cavite, Philippines

EDUC 90
BSE-FILI 21

Reporter:
Mary Louise Ann S Fernandez
Rommel P. Gapud

Implementing A Curriculum Daily In The Classroom Daily

Dep.Ed Order No.70 s.2012

GUIDELINES ON THE PREPARATION OF DAILY LESSONS

August 13, 2012

DO 70, s. 2012
Guidelines on the Preparation of Daily Lessons

1. Beginning School Year (SY) 2012-2013, teachers of all public elementary and
secondary schools will have more time for the preparation of necessary
support instructional materials and student-centered activities as the
Department of Education (DepEd) adopts flexibility in the preparation of daily
lessons.
2. Teachers’ Guides (TGs) have been prepared for teachers of Grades 1 and 7
in the K to 12 Curriculum and the same will be done for succeeding grades.
Likewise, there are available Teachers’ Manuals (TMs), textbooks and
supplementary materials for use by teachers in the different year levels.
3. To enable the teachers to do other meaningful teaching-related tasks, which
include, but not limited to preparing instructional aids, assessing learners’
portfolios and conducting learning interventions, the following Guidelines on
the Preparation of Daily Lessons (DLs) are issued:

a. Teachers who have been in the service for more than two (2) years, private
school experience included, shall not be required to prepare detailed lesson
plans (DLPs). They may adopt the Daily Lesson Logs (DLLs) which contain
the following entries:

• Lesson as cited in the TG/TM reference materials with the page/s number;
 • Learners’ Material used such as Activity Sheets, Modules, other materials with
the page number reference.
• Remarks indicating number of learners within mastery level; number of
learners needing enrichment/refinement lessons; and
• Other activities include the interventions given to the pupils/ students who did
not master the lesson(s) in the previous day.
b. Teachers with less than two (2) years teaching experience shall be required to
prepare DLPs which shall include the following:

• Objectives.
• Subject Matter.
• Procedure.
• Assessment; and
• Assignment.

c. Teachers may make modification of/or deviation from the TGs/TMs whenever
necessary to suit the learners’ ability provided that the learning standards and
competencies are met. They are encouraged to enhance the TGs to provide
activities that will develop higher thinking skills.

d. DLPs/DLLs shall be written in the language of the TGs/TMs. Grade 1 teachers

need not translate them to the Mother Tongue (MT). However, the use of MT as
medium of instruction must be strictly followed.

5. A sample DLLs Form is provided in the enclosure.

6. Immediate dissemination of and strict compliance with this Order is directed.

1. Starting the Class Right: Laying Down the Curriculum Plan

MAIN PARTS OF LESSON PLAN:

• Objectives (Intended Learning Outcomes)

• Subject Matter
• Procedures or Strategies of Teaching
• Assessment of Learning outcomes
• Assignment or Agreement

2. NTENDED LEARNING OUTCOMES

These are the desired learning that will be the focus of the lesson.

Blooms Taxonomy

The framework elaborated by Bloom and his collaborators consisted of six major
categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation. The categories after Knowledge were presented as “skills and abilities,”
with the understanding that knowledge was the necessary precondition for putting
these skills and abilities into practice.

REVISED BLOOM’S BY ANDERSON (2001)

Anderson and Krathwohl felt that subject matter (noun) and cognitive processes
(verb) should be separate dimensions, so they replaced Bloom’s nouns with verbs to
reflect the nature of thinking for each category.

BLOOMS TAXONOMY (1956) REVISED BLOOM’S BY ANDERSON (2001)

EVALUATION CREATING

SYNTHESIS EVALUATING

ANALYSIS ANALYZING

APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING

Categories and Example Key word

Knowledge Understand Apply Analyze Analyze Create

define explain solve analyze analyze design

identify describe apply compare compare compose

describe interpret illustrate classify classify create

label paraphrase modify contrast contrast plan

list summarize use distinguish distinguish combine

Levels of Knowledge

• Factual knowledge-ideas, specific data, information

 • Conceptual Knowledge-words or ideas known bycommon name, common
features, multiple similarexamples which may either be abstract or concrete
• Procedural Knowledge-how things work, step-by-stepactions, methods of
inquiry

Take Note

should be written in the SMART way. (Specific, Measurable, Attainable, Result

Oriented, Time Bound)

2. Subject Matter or Content

• The WHAT in teaching.

• Comes from the body of knowledge that will be learned through the guidance
of the teacher.

3. Procedure/Methods and Strategies

• How a teacher will put life to the intended outcome sand the subject matter to
be used depends to on this component.

There are many ways of teaching for

1.Direct Demonstration Methods (Guided Exploratory/Discovery Approach, Inquiry

Method, Problem-based Learning, Project Method)

2.Cooperative Learning (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,

Outcome-based Approach)

Different Learning Style

COMMONCHARACTERISTICS TIPS FOR TEACHERS

ABOUTLEARNERS

VISUAL-Uses graphs, charts, pictures. Turn notes into pictures, diagrams,

Tends to remember things that bare maps. Learn the big picture first than
written in form. details. Make mind maps or concept
maps

AUDITORY-Recalls information through Record lectures and listen to these.

hearing and speaking. Preferred to be Repeat materials out loud

“parrots”. Read aloud.

 told how to do things orally. Learns
aloud.

KINESTHETIC-Prefers hands-on Learn something while doing another

approach. Demonstrates how to do, thing. Work while standing. Does many
rather than explain. Like group work things at one time.
with hands on-minds on;

Teaching and learning must be supported by instructional materials.

1.Use of direct purposeful experience through learning by doing retains almost all of
the learning is retained: 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.

3. Passive participation (50% remembering) Ex: watching a movie, viewing exhibit,

watching demonstrations

4. Looking at pictures, paintings, illustrations and drawings (30% remembering)5.

Hearing lectures, monologues, sermon (20% remembering) Reading (10%
remembering)

Using methods and materials to implement the plan: Taking Action

• Lesson Using Basic Steps and Parts as Prescribed by DepEdOrder 70 s.2012

for teachers two years and less in service.

Finding out what has been achieved: Assessing achieved outcomes

• Test and other tools are utilized at the end of the lesson to identify this.
• What Knowledge, Process, understanding and Performance (KPUP) are
demonstrated by the learners?
Reference

Unike S. Implementing A Curriculum Daily in the Classrooms OFF ACADEMIA

PREMIUM.

https://www.academia.edu/38335370/Implementing_A_Curriculum_Daily_in_the_Cla
ssrooms

Labastida R, L. (2016) Implementing A Curriculum Daily in the Classrooms

SlideShare.

https://www.slideshare.net/RizzaLynnLabastida/implementing-a-curriculum-daily-in-
the-classrooms