Presented by:

Denn Marc P. Alayon

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Unpacking the curriculum standards is all
about…

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 “Teachers who truly understand what
they want their students to accomplish
will almost surely be more
instructionally successful than teachers
whose understanding of hoped-for
students accomplishments are murky.”

~ W. James Popham

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1. Identify the concepts, knowledge, and
skills.

2. Identify the content complexity.

3. Create student-friendly learning

competency.

4. Identify the evidence of learning.

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Steps in Unpacking the Learning Competencies

1. Identify the concepts, knowledge, and

skills.

• Define/Understand what learners are expected to know,

understand, and be able to do.
• Identify the nouns and verbs in the learning competency.
• The nouns will guide us on the content standards (the
things we are supposed to teach) and the verbs will guide
us on the performance standards (skills we need to
develop among learners).
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Steps in Unpacking the Learning Competencies

2. Identify the content complexity.

• Identify the level in the revised Bloom’s

Taxonomy to define expectations and
deeper understanding.

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Steps in Unpacking the Learning Competencies

3. Create student-friendly learning

competencies.

• Identity the prerequisite skills that learners

need to know, understand, and be able to
do.

• Use WALT (We Are Learning To)

• Refer to KUD framework.

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Steps in Unpacking the Learning Competencies

4. Identify the evidence of learning.

• Identify the evidence of learning through formative

assessment tasks.

• Through this, the learners will be able to show that what

they understand and what they are able to do to show
mastery of the competencies.

• Ensure alignment between competencies and formative

assessment tasks.
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Align the kind of assessment task
you prepare based on the
learning standards.
Learning Competency Assessment Task / Activity

Distinguish different character Ask the learners to compare

traits in the story and contrast character traits
using Venn Diagram.
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Anderson and Krathwohl’s Taxonomy (2001)
Revised Bloom’s Taxonomy of Cognitive Skills

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Unpacking the Learning Competencies

KUD FRAMEWORK

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Learning Competencies
KNOWING (K)
What the learners should know
(facts, people, dates, places,
definitions, rules, vocabulary, data,
information)
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KUD vis-à-vis Anderson & Krathwohl’s Taxonomy

KUD Anderson & Description

Competency Krathwohl’s
Level Taxonomy
Knowing Remembering Recalling
(Level 1) information,
retrieving relevant
knowledge from
long-term memory;
identify, retrieve,
recognize,
duplicate, list,
memorize, repeat,
reproduce 38
Learning Competencies
UNDERSTANDING (U)
General principles, theories, “big”
ideas, essential questions, important
generalizations that learners
understand/perceive as a result of
analysis
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KUD vis-à-vis Anderson & Krathwohl’s Taxonomy

KUD Anderson & Description

Competency Krathwohl’s
Level Taxonomy
Constructing meaning from oral,
Understanding written, and graphic messages,
exemplify, summarize, infer,
(Level 2) compare, paraphrase, discuss
Using information to undertake a
Applying procedure in familiar situations or in
a new way, execute, implement,
Understanding (Level 3) demonstrate, dramatize, interpret,
solve, use, illustrate, convert,
discover
Distinguishing between parts and
Analyzing determining how they relate to one
another and to the overall structure
(Level 4) and purpose, differentiate,
distinguish, compare, contrast,
organize, outline, attribute,
deconstruct
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KUD vis-à-vis Anderson & Krathwohl’s Taxonomy

KUD Anderson & Description

Competency Krathwohl’s
Level Taxonomy
Understanding Evaluating Making judgments
(Level 5) and justifying
decisions,
coordinate,
measure, detect,
defend, judge,
argue, debate,
critique, appraise,
evaluate
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Learning Competencies

DOING (D)

What a learner can do to demonstrate

his or her understanding

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KUD vis-à-vis Anderson & Krathwohl’s Taxonomy

KUD Anderson & Description

Competency Krathwohl’s
Level Taxonomy
Doing Creating Putting elements
(Level 6) together to form a
functional whole;
creating a new
product or point of
view, generate,
hypothesize, plan,
design, develop,
produce, construct,
formulate, assemble,
devise
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 Unpacking the
Learning
Competencies

EN7V-I-a-22: Distinguish between

slang and colloquial expressions in
conversations.
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Unpacking the Learning Competencies: Vocabulary Development

EN7V-I-a-22: Distinguish between slang and colloquial expressions in
conversations.
EN7V-I-a-22.1: Distinguish features of colloquial language (fillers,
contractions, etc.) and slang.
*Define slang & colloquial language.
*Give examples of colloquial words. Knowing
*Identify colloquial words found in a text.

*Use slang and colloquial words in the sentences.

* Distinguish between common slang and colloquial Understanding
expressions

* Compose a dialog using slang and colloquial expressions. Doing

* Role play the composed dialog.

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 Competency and Assessment Map
Grade Level: 3 Learning Area: English Quarter 2
MELC: Distinguish fact from opinion (EN3RC-IIIa 2.13)
Content (Noun): fact, opinion
Skill (Verb): Distinguish
KUD Unpacked Learning Assessment Task /
Competency Activity
(2 to 3 each)
• Define a fact and an opinion Sentence Completion
Knowing (K)
• Identify factual statements from the text. Sentence Analysis
Understanding (U) • Analyze opinions from the text Short Paragraph Analysis
• Differentiate factual statements and
opinions from the given paragraph
• Write factual and opinion statements Write a descriptive paragraph (with
Doing (D) factual and opinion statements about
own personal experience. Highlight the
facts and underline the opinions.
 Competency and Assessment Map
Grade Level: 6 Learning Area: English
Grade Level: 11 Learning Area: Earth Science
Learning Competency from the CG: S11/12ES-Ic-6: Classify rocks into igneous, sedimentary,
and metamorphic
Content (Noun): rocks and its types (igneous, sedimentary, and metamorphic)
Skill (Verb): classify
KUD Unpacked Learning Assessment Task /
Competency Activity

Knowing (K) Describe how igneous, sedimentary, and • Rock formation

metamorphic rocks are formed flowchart/worksheet
• Video clip/ film showing

Understanding (U) Categorize the given samples (actual Laboratory activity on classifying
rock) or examples (pictures) of rocks rocks samples
based on different indicators (crystals,
color, patterns, layering, folds, etc.)

Doing (D) Perform a collaborative project to • Group Project (infographic, map

demonstrate understanding of the
different locations in the Philippines
where each rock type is found or
abundant
or directory, or docu-video)
• Detective/geologist simulation
activity
• Facility tour in the Bureau of
Mines and Geosciences
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Competency and Assessment Map
Unpacking standards to improve instruction

“Ensuring that teachers understand what hides

inside each standard is a first and crucial step
to helping students master each standard"

(Michael Schrimpf, 2016)

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“A curriculum guide is just a
piece of paper unless
enlivened in the
classrooms.”
“Effective teachers
don’t cover the
curriculum.

They uncover it.”

~ Ann Parker