GOOD DAY !

Dr. Diaz
Mr. Paat
WHAT IS AN ALIGNMENT
PRINCIPLE?
ALIGNMENT PRINCIPLE

A rule in the implementation of a Curriculum Guide:

Articulates assessment activities from the purpose in
teaching the subject.
Assessment activities respond to the thinking skills that
need to develop among learners as viewed in the
competencies.
Teaching strategies enable learners to:
Develop the thinking skills that are implied by learning
competencies
Perform task that are demanded by perform standards.
What to teach?
(in the CG)
Why teach?
How to assess &
Evaluate?
How to teach?
Curriculum Guide • Goal in teaching the • Appropriate • Appropriate
subject in the grade assessment and teaching strategies
• Learning Standards level evaluation and techniques
• Content mechanism
• Performance • Nature of the
• Competencies subject

• Role of the subject

in attaining the
mission of the Montalan, 2015
school.
STEPS IN
IMPLEMENTING THE
CURRICULUM GUIDE
FIRST STEP

Define the purpose in including the subject in

the Senior High School curriculum

Why teach the subject in SHS?

Answer can be fully captured by the Culminating
Performance Standard
Implications:
Other performance standards served as “enabling
performance standards” culminating performance
standard defines the appropriate performance task
(BIG TASK) to demand from the learners.
Tasks demanded by “ enabling performance
standards” checks the readiness of learners to
perform the performance standard thus called as
“performance checks”
SECOND STEP

Based on the given learning competencies, articulate

the necessary thinking skills to develop among
learners to enable them to carry out the performance
task.
An action is a result of knowledge on something (transfer of
learning)
Identify the highest thinking skill required to carry out a
performance task.
Thinking skills are identified in bloom’s taxonomy of
cognitive dimension
THIRD STEP

Identify appropriate teaching strategies that are

necessary in developing the levels in thinking?

Enabling General Teaching Strategies

Problem Solving (doing Subject/doing Test)
Reasoning and Proof (making Sense)
Communication (discussing or writing about one’s thinking)
Connections (to other mathematical ideas, to other
discipline)
Representation (modelling, writing, etc.)
In summary of all steps that embodies the
alignment principle is called Aligned Classroom
Instruction Delivery Plan (ACID Plan) which
uses the template as shown.
 Articulating “ACID” Plan with Teaching Guide
ACID PLAN Parts of Teaching Guide (per CHED sample)

Introduction
Performance Standards
Motivation

Highest Enabling strategy to use in Developing

Instruction/Delivery
the highest thinking Skills to Assess

Highest Thinking skills to asses Practice

Enrichment
NOTE: they also connected to culminating
performance standard and performance task
Evaluation
except Practice.
PERFORMANCE TASK
Is articulate from a culminating performance
standard (what are students expected to be able to
do?)

Has a Goal, Role, Audience, Situation, Product,

Standard or (GRASPS)
 LEVELS OF THINKING AS
DEFINED IN THE REVISED
BLOOM’S TAXONOMY
LOWER ORDER THINKING (LOT) LEVEL

Level (LOT) The learner Answer the question Common verbs use
Make use of
Can you use the
information in a Implementing,
information in
Applying context different carrying out using
another familiar
from the one in executing
situation?
which it was learned
Interpreting,
GRASPS the meaning exemplifying,
of information by summarizing,
Can you explain ideas
Understanding interpreting and inferring,
or concepts?
translating what has paraphrasing,
been learned classifying,
comparing, explaining
Level (LOT) The learner Answer the question Common verbs use
Recognizing, listing,
Recall, restate and describing,
Can you recall
Remembering remember learned identifying,
information?
information retrieving, naming,
locating, finding
HIGHER ORDER THINKING (HOT) LEVEL

Level (HOT) The learner Answer the question Common verbs use
Designing,
Create new ideas and Can you generate new
constructing,
information using products ideas, or
Creating planning,
what has been ways of viewing
investigating,
previously learned. things?
devising, making
Checking,
Makes decisions hypothesizing,
Can you justify a
based on in-depth critiquing,
Evaluating decision or course of
reflection, criticism experimenting,
action?
and assessment judging, testing,
detecting, monitoring
Level (HOT) The learner Answer the question Common verbs use
Comparing,
Breaks learned Can you break
organizing,
information into its information into
deconstructing,
Analyzing parts to best parts to explore
attributing, outlining,
understand that understanding and
finding, structuring,
information relationships?
integrating
RELATING LEVELS OF THINKING FROM “RBT”
WITH “KUD”
KUD Classification Levels of thinking (RBT)
Doing Creating (can you generate new products, ideas, or ways of
viewing things?)
Evaluating (can you justify a decision of action?)
Analyzing (can you break information into parts to explore
Understanding understanding and relationship?)
Applying (can you use the information in another familiar
situation?)
Knowing Understanding (can you explain ideas or concepts?)
Remembering (can you recall information)
PUTTING TOGETHER THE
LEVELS OF THINKING TO
ASSESS, ENABLING
TEACHING STRATEGIES
AND “KUD”
CLASSIFICATION
 SAMPLE
KUD Classification Understanding (WW)
Level of thinking to • Evaluating
assess (RBT Levels) • Analyzing
• Applying
Assessment question • Constructed response
shall require …
Type of question • Open-ended (essay)
Enabling general teaching • Reasoning & proof
strategy • Communication
• Connection
Some appropriated • Question & answer pairs, Focused listing, Two column method
specific teaching • Ice breakers, think/pair/share, write/pair/share, student
strategy(ies) summaries
• Corners, Two column method
ARTICULATING “ACID”
PLAN WITH THE
TEACHING GUIDE
 SAMPLE

ACID plan Teaching Guide

Performance standards
• Describe the abilities and skills that
Introduction and
learners are expected to demonstrate in
motivation
relation to the content standards and
integration of 21st – century skills
Highest enabling strategies to use in
developing the highest thinking skills to
assess
• Appropriating the teaching strategy with
Instruction/Delivery
the thinking skills targeted to develop
among students as needed in delivering the
performance task (based on the culminating
performance standard)
 ACID plan Teaching Guide
Highest thinking skills to assess
• Appropriating assessment techniques with Practice,
the highest thinking skill to evaluate Enrichment, and
• Culminating performance standard ≈ Evaluation
performance task
FOOD FOR THOUGHT!

F(X) = Y
THANK YOU!

Dr. Diaz
Mr. Paat