Classroom Instruction Delivery Alignment Map

Grade:_________________________________________________________ Semester: ____________________________________

Core Subject Title: __________________________________________ No. of Hours/Semester: ________________________
Prerequisites (If needed):_______________________
Core Subject Description: _______________________________________________________________________________ _________________

Culminating Performance Standard: _____________________________________________________

First Quarter
Learning Competencies Highest Thinking Highest Enabling Strategy to
Use in Developing the Highest
Skill to Assess
Content Performance Re-grouped Thinking Skill to Assess
Content KU D Assessment
Standards Standards Competencies RBT Enabling General Teaching
Classification Technique
Level Strategy Strategy
WW QA PC
1. K Rem Representation BKP
1. 1. 1.
2. U w/LC1 of PS2 Ap
Essay Connection Corners
2. 1. 2. 1. U An
Second Quarter
Focused
1. 1. 1. 1. U w/LC1 of PS3 An Essay Reasoning & Proof Listing
Think/Pair/
2. 2. 2. 1. U Ap PSolv Communication Share
3. 3. 3. 1. U Eval
Performance Task: ______________________________________________________________________
Relating General Enabling Teaching Strategies with Levels of Thinking and K U D Classification

Enabling General Strategy to

KUD Classification Thinking Skills (RBT)
Develop Thinking Skills

Doing Creating (Can you generate new products, ideas, or ways Problem Solving (Doing Math, doing task)
of viewing things?)

Evaluating (Can you justify a decision or course of Reasoning and Proof (Making Sense)
action?)

Analyzing (Can you break information into parts to Communication (Discussing or Writing
Understanding explore understanding and relationships?)
about one’s thinking)

Applying (Can you use the information in another familiar Connections (to other mathematical
ideas, to other discipline)
situation?)

Understanding (Can you explain ideas or

concepts?)
Knowing Representation (Modelling, writing …)
Remembering (Can you recall information?)
 Basic Active Learning Strategies

Strategy

Ice Breakers gets students talking quickly and personally about their
goals, fears, expectations for the session before them

Think/Pair/Share helps organize prior knowledge; brainstorm questions; or

summarize, apply, or integrate new information

Write/Pair/Share

Student Summaries asks students to explain to a partner the central concepts

just presented
helps to deepen the level of analysis of
presentations/readings, and helps engage participants in
Question & Answer explaining new concepts, as well as considering how/where
Pairs to apply the concepts to their own thinking/work setting
 Basic Active Learning Strategies
Strategy
particularly useful in those moments in which
instructors are asking students to move from one
One Minute
level of understanding to another, from
Paper/Free
presentation of new ideas to application of ideas,
Write
from considerations about self to situations
involving others
works well to introduce a topic, as an exercise
joining/synthesizing two sets of information
(lecture plus follow up reading or two lectures),
and/or as something to return to as a wrap up so
Focused Listing
that participants can compare before/after thinking
 Basic Active Learning Strategies

Strategy

quite effective in moving a group discussion

from basic ideas toward considerations of how
to apply those ideas; the listing can provide a
Two Column
base of ideas from which potential problems as
Method
well as benefits/successes/possibilities can be
identified so that students can begin a next
stage of discussion

Scenarios/Case intends to develop the analysis and evaluation

Studies skills of students
 Basic Active Learning Strategies

Strategy
Reciprocal
Questioning helps students articulate the
Numbered depth of their understanding on
Heads Together the lesson through their
formulated questions
Roundtable

Corners challenges students to

expand/elaborate other
students’ understanding on the
lesson
 Basic Active Learning Strategies
Strategy
Problem-based Asks students to reason inductively or
Learning deductively
Allows students to articulate their
Ten-Two
understanding on the information provided by
Strategy
the teacher
Peer Survey
Allows students generate and share
Shared conclusions
Brainstorming
Helps students articulate understanding and
unresolved questions on provided information
3-2-1 Format
 Basic Active Learning Strategies

Strategy
clarify key points covered,
generate and/or resolve
questions, generate a problem to
Note Check solve, solve a problem posed by
the instructor, or write a paragraph
synthesizing key ideas as set out
in partner's notes
Background
helps students focus attention on
Knowledge Probe
(BKP) what will be important material
 Basic Active Learning Strategies

Strategy

develop a thread of questions

Generating from a reading material and
Questions arrive at an inference based on
the trend of answers

Challenges students to analyse

Jigsaw Teamwork
a situation as a team
 Sample Active Learning Strategies

Enabling General Strategy

to Develop Thinking Skills
Problem Solving (Doing Math, doing task
and create new idea)

Reasoning and Proof (Making Sense)

Communication (Discussing or writing

about one’s thinking)

Connections (to other mathematical ideas,

to other discipline)

Representation (Modelling, writing …)