Denn Marc P.

Alayon
(Facilitator)
3
HOW DO WE KNOW OUR SEQUENCE IS STANDARDS-BASED?
Video- Identifying a Learning Progression and Learning
Targets in a Learning Unit of the Kto12 Spiral Science
Curriculum

Discussed by Mr. Joseph Randolph P. Palattao

Supervising Education Program Specialist of the
Teaching and Learning Division
DepEd Central Office
1) 1:4 is a ratio.
2) Solve non-routine word problems involving addition and/or subtraction
of fractions.
3) When we divide by a fraction, the quotient is larger than the dividend.
4) Every square is a rectangle.
Create word problems involving percent, with reasonable answers
What is a KUD sequence?

 A KUD is a type of learning progression that shows the path to be taken by the
students as they move from content to performance mastery. Unless we first tackle
the content standard, we cannot bring students to the performance standard. Thus,
from the standards, students undergo a process that begins with ‘knowing’, leading
to ‘understanding’, and culminating in ‘doing’. By organizing the competencies into a
KUD sequence, teachers can determine the adequacy and flow of competencies in a
standards-based curriculum and make the flow of learning clear and meaningful.
How is learning progression different from a content progression?

 A learning progression differs from a content progression because the former

illustrates what students do as they learn specific content, whereas the latter
shows the order of topics.
What must students be able to do as they develop from K to U to D?

In a standards-based curriculum, we look for evidence of student learning. In the Know

phase, students are expected to first define terms or unlock the meaning of a learning unit’s
vocabulary. They also gather pertinent facts regarding persons, places, things, events or processes.
In the next phase of Understand, students make connections between facts and build relationships
and explanations for these connections. In the last phase of Do, students apply their understanding
in a specific performance task
INSTRUCTIONS:
Continue with the unit you selected from the list below and
in your group. Write corresponding “I can…” statements
and formative assessments for your unpacked standards
and competencies:
• What realizations do you have about learning progressions
and learning targets?

• How can learning targets and formative assessments affect

our Mathematics teaching?
•
• What benefits can result from aligning learning targets and
formative assessments?

• What challenges might you face in aligning learning targets

and formative assessments?