PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers

SCIENCE

DEPARTMENT OF EDUCATION
Acknowledgment of SOURCE:

PowerPoint Presentation Prepared and Presented by:

MICHELLE G. HATID-GUADAMOR
Education Program Supervisor
SDO-Sorsogon

(Presented during the Regional PRIMALS last October

18-21, 2018 at Regent Hotel, Naga City)

DEPARTMENT OF EDUCATION
Learning Progression
“purposeful sequencing of teaching and learning expectations across
multiple developmental stages, ages, or grade levels”

A learning progression also contains learning targets. Learning targets

look and sound like competencies because both talk about specific
skills that students need to show. However, competencies cover an
entire unit while learning targets are done for a particular lesson in the
unit. Learning targets are usually stated in child-friendly language for a
pupil to follow. These contain success criteria often written in the form “I
can…”. These statements are shown to the pupils at the beginning of
the lesson so that pupils know what they are supposed to achieve and
at the end, they are able to assess their learning.
One way to set the learning targets in a
learning progression is through the use of K-U-
D (Know-Understand-Do) progression. In this
progression, teachers can have students’
progress from knowing to understanding and
on to doing. Teachers can examine the
adequacy and flow of their learning targets in
terms of a KUD sequence.
 ALIGNING CURRICULUM,
INSTRUCTION AND ASSESSMENT

DEPARTMENT OF EDUCATION
OBJECTIVES OF THE SESSION:

1.Explain aligned curriculum, instruction and assessment;

2.Design a sample of constructively aligned Intended

Learning Outcomes (ILO), Assessment Tasks (AT) and
Teaching/ Learning Activities (TLA); and

3.Reflect on the importance of constructively aligned ILO,

AT, and TLA.

DEPARTMENT OF EDUCATION
ACTIVITY (30 minutes):
1. Consider your output (LC, unpacked LC, and K-U-D
sequence/learning targets) from the previous session .
2. Accomplish the template below:
Learning Unpacked LC/ Intended Learning Assessment Tasks Teaching/Learning
competency Teaching-Learning Outcome (AT) Activities
(LC) Objectives (ILO) (TLA)
(TLO)

3. Present your output.

DEPARTMENT OF EDUCATION
ACTIVITY (20 minutes):
1. Consider your output (LC, unpacked LC, and K-U-D
sequence/learning targets) from the previous session .
2. Accomplish the template below:
Learning Unpacked LC/ Intended Learning Assessment Tasks Teaching/Learning
competency Teaching-Learning Outcome (AT) Activities
(LC) Objectives (ILO) (TLA)
(TLO)

Classify • Identify materials that • Learners can Identify

materials based float and sink materials that float
on the ability to • Classify materials and sink
absorb water, based on their ability • Learners can classify
to float or sink materials based on
float, sink, and their ability to float or
undergo decay. sink
(S4MT-Ia‑1)

3. Present your output.

DEPARTMENT OF EDUCATION
OPTION ACTIVITY:

1. Type in the chat box or in the FB comments for the appropriate

Assessment Task and Teaching Learning Activities based on
the presented LC, Unpacked LC/Teaching-Learning Objectives
(TLO) and Intended Learning Outcome (ILO)

DEPARTMENT OF EDUCATION
Presentation of Output

DEPARTMENT OF EDUCATION
Analysis:
1.How did you find the activity? Why?
(Why did you find difficulty in accomplishing the task?
What can you do so you can be helped in overcoming such
difficulty?)
2. Consider the elements indicated in the template:
LC- TLO – ILO – AT – TLA
What can you say about how these elements were
arranged/ sequenced? How would this help the teacher?
3. What significant insight/ realization have you learned
from this activity?
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 What is constructive alignment?

http://www.parentingscience.com/toy-blocks.html
 Biggs defines constructive
alignment as:

The “constructive” aspect refers to

what the learner does, which is to
construct meaning through relevant
learning activities.

The “alignment” aspect refers to what the teacher

does, which is to set up a learning environment that
supports the learning activities appropriate to
achieving the desired learning outcomes.
https://sydney.edu.au/education_social_work/groupwork/docs/ConstructiveAlignment.pdf
 “CONSTRUCTIVE ALIGNMENT
starts with clearly stating, not what
the teacher is going to teach, but
what the outcome of the teaching
is intended to be.”
-J.Biggs & C. Tang-

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
The Intended Learning Outcomes (ILOs) are statements of
what the learners are expected to be able to do as a result
of engaging in the learning process (studying a
program/course).

-expressed in the form of action verbs ILOs

leading to observable and
assessable outcomes

TLAs ATs
Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University, 4th edition. McGraw Hill
 The Assessment Tasks (ATs) tell us how well the
student has achieved the intended learning outcome.

ILOs

TLAs ATs

Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University, 4th edition. McGraw Hill
 The Teaching Learning Activities (TLAs )stimulate,
encourage or facilitate learning of one or more
intended learning activity.

- require students to apply, invent,

ILOs
generate new ideas, diagnose and
solve problems

TLAs ATs

Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University, 4th edition. McGraw Hill
 Constructive Alignment
of Intended Learning Outcomes (ILO), Assessment
Tasks (AT) and Teaching/Learning Activities (TLA)
-------------------------------------------------------------------------------------
-
LC TLO ILO AT TLA

DEPARTMENT OF EDUCATION
 22

Teacher’s intention Student’s activity

- to analyze & - to identify &
- to compare ignored
- to memorize

mismatch
“dealing with test”

An unaligned course
- to identify &
- to memorize

Exam’s assessment
https://pdfs.semanticscholar.org/800f/59ad22ca17b5b9c2c6419d21a841a133df81.pdf
Reflection:

Why is there a need to observe constructive

alignment of LC, ILO, AT, and TLA? Or
constructive alignment of curriculum,
assessment and instruction?

How would this constructive alignment of

curriculum, assessment and instruction change
the perspective of our teachers towards
teaching and learning?
DEPARTMENT OF EDUCATION
Application:

1. Improve/revise your output by designing a sample of a

constructively-aligned ILO-AT-TLA.

5. Present your group output.

DEPARTMENT OF EDUCATION
 Presented by:

MARLO ANTONIO S. GUTIERREZ

Principal 1
Calabaca Integrated School
3-Day Division Virtual Training on Pedagogical Retooling in
Mathematics, Languages and Science (PRIMALS) for Grade 4-6

DEPARTMENT OF EDUCATION