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Session 3.0
Identifying learning
progression and learning
targets in a learning unit
of the k-12 spiral science
curriculum
Prepared by:
CHERRY E. AZUL
Master Teacher I
Legazpi City Division Office
Department of Education – Region
Objectives of the Session
At the end of the session, teachers should be able to:
1. State the difference between a content progression and learning
progression;
2. Discuss the KUD framework as a basis for a learning progression;
3. Chart a learning progression guided by the KUD framework;
4. Write child-friendly learning targets or success criteria for a particular
learning unit; and
5. Suggest formative assessments aligned to learning targets or success
criteria
2
References
Understanding the “Understands” in KUDs
Retrieved Dec. 15, 2016 from
http://sjcdifferentiation.wikispaces.com/file/view/UnderstandingKUDs.pdf
Note to the facilitator: If you have less than 10 participants, ask each of them to share
to the whole group. If there are more than 10, then ask only 3 participants to share
their answers to the whole group. Thank them for sharing their thoughts.
“In the previous session, we looked at different ways of unpacking the Science
curriculum. We came up with more detailed or additional competencies in order to
achieve the content and performance standards.”
Note to the facilitator: Slide no. 3
“In this session, we will examine the way these competencies are sequenced
and more importantly, as part of assessment, specify learning targets that show
evidence of students’ performance of the competencies. In a standards-based
curriculum, how then should competencies be sequenced? What are learning targets
that show students’ attainment of the competencies?”
3
Have participants review the competencies they unpacked in the previous session.
Ask the participants to form groups and perform the following:
1. Review the list of competencies you unpacked in the selected unit.
2. Discuss in your group how you should sequence the competencies.
3. Figure out which ones will be tackled first, second and so on.
Note to the facilitator: Slide no. 4 and 5. Make a new list showing the order of the
competencies. Write your group’s answers in column 2 of Session 3 Worksheet 1.
Explain the basis of your sequencing.
Write on another board each group’s reason for sequencing. Next, have participants
view the reasons and then ask the participants the following questions:
1. Compare your group’s output with the output of the other groups.
2. What common reasons served as the basis for the different groups’
sequencing?
4
DISCUSSION (10 minutes)
Note to the facilitator: If you have less than 10 participants, ask each of them to share
to the whole group. If there are more than 10, then ask only 3 participants to share
their answers to the whole group. Thank them for sharing their thoughts.
Reflection
1. How can learning targets and formative assessments affect our Science
teaching?
2. What benefits can result from aligning learning targets and formative
assessments?
3. What challenges can teachers face in aligning learning targets and formative
assessments?
“Based on our unpacked set of competencies, let us now try determine the
KUD and specify learning targets or success criteria and corresponding formative
assessments. We will be answering columns 2-3 of session 3 Worksheet 1.”
“Again, we will work with the unit we selected in the previous session.”
Note to the facilitator: Provide participants with time to complete the table in the
worksheet. If there is time, invite some participants to share. Show Slide 10.
Closure (5 minutes)
5
Show the powerpoint Slide No. 11 that has the following quotation by Vince Gowmon:
“You cannot make people learn. You can only provide the right conditions for learning
to happen.” If time permits, ask the participants the implication of the quotation to the
session.
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