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Understanding by Design (UbD):
The Core of the 2010 SEC
When students are learning poorly, we
cannot expect them to be ready for
further learning, or for work.
100
74
66 65
46
20 16
Grade 1 Grade 4 Elem
Graduates
HS New
Entrants
HS
Graduates
College New
Entrants
College
Graduates
Typical Progression of a Cohort of Pupils
(based on cohort of Grade I pupils from SY 1995-1996
to College Graduates SY 2008-2009)
Public and Private
PHILIPPINES
NAT MPS Secondary Education Level
Philippines
0
20
40
60
Philippines 37.75 46.8 44.33 46.64 49.26
2003-2004 2004-2005 2005-2006 2006-2007 2007-2008
“The youth continued to account for
the majority of the unemployed at
49.1% of the total unemployed in
2006. Their unemployment was
registered at 17.6% which is more than
twice the national unemployment rate
and three times the rate of those in
the prime working age group of 25-54
years.” (DOLE)
If we can strengthen the development in
our schools of the most demanded
workforce skills: communication, critical
thinking, flexibility, problem solving,
creativity, and technological fluency,
then we will succeed in preparing our
children for work and for lifelong learning.
We need to strengthen the core
curriculum.
What we need to do together
Strengthening the Core
Curriculum
 What should continue?
 What should change?
What should change?
The general tendency among teachers to teach
for facts, rather than for thinking
Results of national and international assessments
confirm our students’ poor conceptual
understanding. Teaching has been too focused on
covering the ground.
What should change?
Teaching practices that prevent our children
from thinking
Teachers need to teach for understanding,
and do it by design.
What should continue (but needs to be
taken to a higher level)?
Learning as meaning-making
Learning as integrative
Authentic assessment
Features of the Curriculum
Lean- focuses on essential
understandings
Sets high expectations
(standards-based)
Rich and challenging-
provides for enrichment
programs designed for
students’ multiple
intelligences
Develops readiness and
passion for work and lifelong
learning
SPA
SPS
S&T
Tech-Voc
SPED
Core Curr.
SPJ
SPFL
The 3-Stage Design of the
Curriculum
identify desired results;
determine acceptable evidence;
plan learning experiences and
instruction.
Source: Wiggins, G. and Kline, E. (2010). Understanding by Design (handout)
Results/Outcomes
Assessment
Learning Plan
Content/
Performance
Standards
Products/
Performances
Essential
Understandings
Essential
Questions
Learning
Activities
Assessment
Criteria/
Tools
Resources/
Materials
Objectives
(knowledge/skills)
Facets of Understanding
Concept
Coverage of the Session
Our curriculum goal
Assessing our learners’ progress
Planning teaching and learning for understanding
We need to prepare our
children for a competitive
future.
The future is NOW!
Functional Literacy for All
Communication Skills
Ability to clearly express one’s ideas and feelings
orally and non-verbally
Ability to listen
Ability to read, comprehend and respond to ideas
presented
Ability to write clearly one’s ideas and feelings
Ability to access, process and utilize available basic
and multimedia information
Numeracy skills
Ability to make critical and informed
decisions
Innovativeness and creativity
Scientific thinking
Future orientation
Critical Problem Solving
Ability to earn a living
Sustainable use of resources (including
time) and appropriate technology
Entrepreneurship
Productivity
Financial literacy
Sustainable Use of
Resources/Productivity
Self-development: self awareness; self-discipline;
sense of responsibility; self-worth; self-realization
Sense of personal and national identity
Knowledge of one’s history, pride in one’s culture
and respect for that of others
Recognition and practice of civil and political rights
Development of Self
and a Sense of Community
Knowledge, acceptance, respect, and
appreciation of diversity
Peace
Non-violent resolution of conflicts
Global awareness, interdependence and
solidarity
Expanding one’s world vision
Unpacking the Desired
Outcome
1. Formulating the learning standards
2. Looking for evidence of learning
Determining Power Standards
Endurance: does the standard address
knowledge and skills that will endure throughout
a student’s academic career and professional life?
Leverage: Does it address knowledge and skills
that will be of value in multiple content areas?
Necessity: Does it provide the essential
knowledge and skills that students need to
succeed in the next grade/year level?
(Reeves,2005).
Performance
Standards
Content
Standards
Learning
Standards
EU
What students should
know, understand
and be able to do
What students should
create/add value to/
transfer
D
em
onstrate
understanding
Perform
understanding
Level
of
Performance
Level
of
Understanding
Performance
Standards
Content
Standards
Learning
Standards
AssessmentAssessment
EU
Assessment: Core Processes
Assess student’s readiness for learning for
understanding.
Provide developmentally appropriate interventions to
bridge learning gaps.
Check for understanding; monitor progress.
Remediate, if necessary.
Evaluate performance (transfer skills).
2010 SECONDARY
EDUCATION CURRICULUM
ENGLISH
First Year
Quarter I – Narrative
General Standard
The learner demonstrates literary and
communicative competence through his/her
understanding of the different genres of Philippine
Literature and other text types for a deeper
appreciation of Philippine culture.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
Quarter 1 - NARRATIVE
The learner demonstrates understanding of the
distinctive features, aesthetic elements and
underlying objectives of varied types of Philippine
narratives using the most appropriate language forms and
functions.
Language Focus:
• Simple past tense
• Time markers
• WH Questions
• S-V Agreement
• Direct Discourse
• Reported Speech
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
The learner tells a story creatively and
proficiently.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
Narratives are the interesting accounts
of people’s ideas, feelings, and values
pertinent to the development of their
culture and society.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
Why do we study narratives?
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Creative and proficient storytelling
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Explanation
Explain the development of events and progress of ideas in a
story.
Criteria:
Accurate
Coherent
Use of appropriate language forms and functions:
• Simple past Tense
• Time markers
• WH Questions
• S-V Agreement
• Direct Discourse
• Reported Speech
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Express actions that happened at a definite past time
Prove that the interesting accounts of people’s ideas, feelings
and values in Philippine folk narrative are pertinent to the
development of their culture and society
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Interpretation
Share a story showing one’s understanding and appreciation
of an effective and meaningful literary piece
Criteria:
• Significant
• Insightful
• Illuminating
Gather, analyze and present folk narratives with ease
Criteria:
• Significant
• Insightful
• Meaningful
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Application
Use appropriate sources of information, multimedia and
technology to create a story
Criteria:
• Adaptive
• Diverse
• Effective
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Use simple past tense, time markers and WH questions to
effectively narrate actions
Make verbs agree with their subjects
Exhibit clear reporting of ideas, thoughts and actions using
direct and reported speech to avoid ambiguities
Use reported and direct speech to give accurate accounts of
important details
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Perspective
Analyze interdependence of plot characters, theme and other
narrative elements
Criteria:
• Critical in an analytical sense
• Insightful
• Revealing
Empathy
Relate ideas discovered from the narrative to real life
experiences
Criteria:
• Insightful
• Open
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Self- knowledge
Self assess one’s strengths and weaknesses in telling a story
effectively
Criteria:
• Meta-cognition
• Reflective
• Self-adjusting
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Performance assessment of storytelling based on the
following criteria:
• Focus/Theme
• Accuracy
• Audience Contact
• Sequence/
• Development of action
• Dialogue
• Language
• Delivery
• Voice
SCIENCE
First Year
Quarter I – Scientific
Methods and Space Science
General Standard
The learner demonstrates understanding of
basic science concepts and processes in an
integrative way to solve problems critically,
think innovatively/creatively and make
informed decisions in order to protect the
environment, conserve resources and
sustain quality life.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
Quarter 1 – Scientific Methods and Space Science
The learner demonstrates understanding of scientific
methods.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
Learners perform in groups at least one
teacher-guided community-based
investigation using scientific methods
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
Scientific methods are valuable when
internalized as a process to solve
problems in life.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
When do scientific methods become
valuable?
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
A community-based science
investigation using scientific
methods
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
EXPLANATION
How is scientific knowledge acquired and validated?
Criteria:
a. Thorough (explaining all needed steps of scientific
methods used until conclusions are reached to
generate scientific knowledge; and explaining how
results of science investigations are subjected to
review and testing of other scientists)
b. Clear (expressing with clarity scientific thought in
oral or written form)
c. Justifiable ( providing depth and breadth of
scientific reasoning)
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
INTERPRETATION
Why is it important to translate the data collected
through tables and graphs while using scientific
methods?
Criteria:
a.Meaningful ( giving brief yet substantial
discussion on the importance of graphing/
tabulating data while using scientific methods)
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
b. Illustrative (using given graphed or tabulated data
to show relationships or connections between
organizing or transforming raw data and the
provision of a more compact and organized way
based on specific purposes; and how
relationships or connections can be used in
determining patterns and trends)
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
APPLICATION
How will you use scientific methods in solving
problems at home/community (e.g. Increase of insect
pests) considering economic, social, cultural and
other factors?
Criteria:
a. Appropriate (illustrating how scientific methods can
be used/ adapted/ customized in solving problems
at home or community)
b. Practical( discussing how scientific methods can
be done easily to solve a problem at home or in
the community)
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
PERSPECTIVE
How are approaches/ procedures of investigations
done by some scientists different/ similar from those
of others?
Criteria:
a. Insightful (providing similarities and differences on
the approaches/ procedures after considering all
situations/ views)
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
b. Credible (using authoritative sources of
information while expounding similarities and
differences)
c. Critical-minded (combining research, knowledge
of historical context, and balanced judgment to
prove similarities and differences; becoming
skeptical of another view point based on very
small sample of data; distinguishing between
irrelevant and relevant or inaccurate and accurate
information, and appropriate and inappropriate
analogies)
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
EMPATHY
What would it be like to work as a scientist?
Would you emulate scientists the way they develop
their attitudes and values while using scientific
methods?
Criteria:
a. Perceptive (recognizing scientific attitudes and
values developed by scientists while doing
scientific methods)
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
b. Open-minded/Receptive (accepting readily/
willingly that these scientific attitudes and values
must be developed by scientists and oneself)
c. Sensitive/Responsive (exhibiting how scientists
develop scientific attitudes and values while using
scientific methods)
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
SELF-KNOWLEDGE
Question learners need to ask themselves:
How can I give my best contribution to the
community using scientific methods?
Criteria:
a. Reflective (becoming aware of one’s limitations in
applying scientific methods, and of how one’s
thoughts are influenced/ shaped by these)
b. Responsive (reacting positively as a result of
having scientific methods changed one’s view;
reacting positively to how the learner can use
scientific methods in the community)
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
c. Efficient ( expounding how time and resources
can be used productively, how safety measures
can be done throughout the investigation, and how
data can be recorded objectively or honestly)
d. Effective (discussing how the desired/ expected
results/outputs can be achieved after using
scientific methods)
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Performance assessment of a science
investigation based on the following criteria:
• Community-based
• Using scientific methods
(Please see Attachment 1 for the indicators per
criterion)
2010 SECONDARY EDUCATION
CURRICULUM
CP-TLE (H.E)
Foods and Food Service I
Q1- Basic Cooking
Q2- Cooking Native Delicacies
Q3- Baking Breads, Pastries and
Pies
Q4- Baking Cookies and Cakes
CP-TLE (H.E)
Foods and Food Service I
First Year
Quarter 1 – Basic
Cooking
General Standard
The learner demonstrates
understanding of PECs, the
environment and market, and the
process and delivery of quality cooked
and baked products.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs):
•Characteristics
•Attributes
•Lifestyles
•Skills
•Traits
Analysis and interpretation of PECs by cluster
•Achievement
•Planning
•Power
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
The learner prepares, based on
PECs, a plan of action that addresses
his/her areas of development and
areas of strength.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
Successful entrepreneurs, like those
engaged in the business of cooking,
continuously develop and improve their
PECs.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
How does one ensure success
in a chosen entrepreneurial
career, like cooking?
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Plan of action, based on PECs,
addressing one’s areas of
development and areas of strength
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Explanation
Describe your PECs focusing on strengths and
development areas
Criteria:
•Clear
•Comprehensive
•Concise
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Interpretation
Compare your PECs with those of a successful
practitioner
Criteria:
•Clear
•Comprehensive
•Concise
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Application
Apply one’s PECs in pursuing a chosen entrepreneurial
activity
Criteria:
• Appropriate
• Effective
• Practical
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Perspective
Express your thoughts from the viewpoint of a seasoned
entrepreneur the importance of PECs
Criteria:
•Valid
•Relevant
•Plausible
•Sensitive
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Empathy
Express your feelings if you are an entrepreneur who finds
difficulty in coping with the PECs of a chosen career
Criteria:
•Open
•Objective
•Sensitive
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Self- knowledge
Assess, based on the results of your PECs, your level of
confidence as a prospective entrepreneur in cooking.
Criteria:
• Reflective
• Insightful
• Objective
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Assessment of the plan of action based on the following
criteria:
• Comprehensiveness
• Appropriateness of strategies in terms of addressing
personal areas of development and improving one’s
areas of strength
• Doability
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
The learner demonstrates understanding of the
environment and market for cooking as an entrepreneurial
career.
Key ideas:
•Consumer needs and wants
•Existing industry related to cooking
•Products/services that satisfy the needs and wants of target
customers
Key processes:
SWOT analysis
Opportunity seeking and seizing
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
The learner formulates a business
idea based on the analysis of the
immediate environment and market
for cooking as an entrepreneurial
career.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
The needs and wants of the target
market and industry help determine the
product to be produced and/or service
to be offered.
One’s choice of an entrepreneurial
activity is influenced by the needs and
wants of consumers.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
Seeking and responding effectively to a
business opportunity are the basis for
starting and maintaining a successful
business venture.
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
How does one determine the
needs and wants of the target
market and industry in the
immediate community?
How does one select an
entrepreneurial activity to be
pursued?
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
How can one respond
effectively to a business
opportunity?
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Formulation of a business idea
based on the analysis of the
immediate environment and market
for cooking as an entrepreneurial
career
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Explanation
Explain the importance of the immediate environment and
market in identifying business opportunities in cooking.
Criteria:
•Clear
•Comprehensive
•Concise
•Coherent
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Interpretation
Interpret the data gathered from the immediate
environment and market in identifying business
opportunities in cooking.
Criteria:
•Reliable
•Accurate
•Objective
•Relevant
•Valid
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Application
Generate business ideas from data analysis
Criteria:
• Appropriate
• Innovative
• Practical
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Perspective
Express from the point of view of a business owner the
importance of scanning the environment and market in
generating business ideas.
Criteria:
•Valid
•Relevant
•Insightful
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Empathy
Express your feelings when entrepreneurs offer the same type
of business in a community.
Criteria:
•Objective
•Persuasive
•Sensitive
•Open-minded
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Self- knowledge
Self-assess your level of confidence in formulating business
ideas.
Criteria:
• Reflective
• Insightful
• Objective
Stage 2 : Assessment
Product/
Performance
At the level of
Understanding Performance
Assessment of formulated business idea based on the
following criteria:
•Profitable
•Feasible
•Practical
•Responsive to consumer needs
•Innovative
Implementing UBD-based Learning
Plans
Quarter 1 : Topic: Time Frame:
Stage 1
Content Standard: Performance Standard:
Essential Understanding(s): Essential Question(s):
Students will know: Students will be able to do:
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Stage 3
Teaching/Learning Sequence:
Resources (Web sites, Software, etc.)
Materials/Equipment Needed:
WHERETO
Explore
Firm Up
Deepen
UNDERSTANDING
Transfer++
(Create,
Add value)
ContentStandardPerf.Standard
Assessment
W H E R E T O
W- How shall we help students know where they’re
headed and why they’re going there? Where is the
unit/lesson going? What is expected? In what ways will
students be evaluated?
H- How shall we hook and engage students’ interest
through thought-provoking experiences at the
beginning of each instructional episode?
W H E R E T O
E- What experiences shall we provide to help
students make their understandings real? How shall
we equip them for success throughout the unit or
course?
R- How shall we cause students to reflect, revisit,
revise, and rethink?
E- How shall students express their understandings
and engage in meaningful self-evaluation?
W H E R E T O
T- How shall we tailor (differentiate) our
instruction to address the unique strengths and
needs of every learner?
O- How shall we organize learning experiences
so that students move from teacher-guided and
concrete activities to independent applications
that emphasize growing conceptual
understandings?
Ref. Brown, J. (2004). Making the Most of Understanding by Design. VA:ASCD.
Learning/Instructional Plan
I. Explore
Diagnose.
Activate prior knowledge.
Clarify expectations and how learning shall be assessed:
standards; products/performances; criteria, tools.
Hook and engage student interest.
Ask EQ; encourage student questions; welcome
tentative responses as guide to further exploration.
Learning/Instructional Plan
II. Firm Up
Provide a variety of learning resources
(books, videos, readings/documents, web-based
resources, etc.) and differentiated activities to validate
responses to EQ; process students’ meanings and check
these against the EU.
Encourage students to reflect, revise, or rethink their
understanding.
Check for understanding; provide feedback; check
against content standard.
Learning/Instructional Plan
III. Deepen
Provide a variety of learning resources and
differentiated activities/learning experiences in similar
contexts to further validate student understanding.
Encourage students to reflect, rethink, revise their
understanding.
Have students express their understanding
Check for mastery of EU; provide feedback; check
against content standard.
Learning/Instructional Plan
IV. Transfer
Provide for transfer of learning to a new or different
context.
Evaluate product/performance; check against
performance standard.

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Ub d based curr v10-

  • 1. Understanding by Design (UbD): The Core of the 2010 SEC
  • 2. When students are learning poorly, we cannot expect them to be ready for further learning, or for work.
  • 3. 100 74 66 65 46 20 16 Grade 1 Grade 4 Elem Graduates HS New Entrants HS Graduates College New Entrants College Graduates Typical Progression of a Cohort of Pupils (based on cohort of Grade I pupils from SY 1995-1996 to College Graduates SY 2008-2009) Public and Private PHILIPPINES
  • 4. NAT MPS Secondary Education Level Philippines 0 20 40 60 Philippines 37.75 46.8 44.33 46.64 49.26 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008
  • 5.
  • 6. “The youth continued to account for the majority of the unemployed at 49.1% of the total unemployed in 2006. Their unemployment was registered at 17.6% which is more than twice the national unemployment rate and three times the rate of those in the prime working age group of 25-54 years.” (DOLE)
  • 7.
  • 8. If we can strengthen the development in our schools of the most demanded workforce skills: communication, critical thinking, flexibility, problem solving, creativity, and technological fluency, then we will succeed in preparing our children for work and for lifelong learning. We need to strengthen the core curriculum. What we need to do together
  • 9. Strengthening the Core Curriculum  What should continue?  What should change?
  • 10. What should change? The general tendency among teachers to teach for facts, rather than for thinking Results of national and international assessments confirm our students’ poor conceptual understanding. Teaching has been too focused on covering the ground.
  • 11. What should change? Teaching practices that prevent our children from thinking Teachers need to teach for understanding, and do it by design.
  • 12. What should continue (but needs to be taken to a higher level)? Learning as meaning-making Learning as integrative Authentic assessment
  • 13. Features of the Curriculum Lean- focuses on essential understandings Sets high expectations (standards-based) Rich and challenging- provides for enrichment programs designed for students’ multiple intelligences Develops readiness and passion for work and lifelong learning SPA SPS S&T Tech-Voc SPED Core Curr. SPJ SPFL
  • 14. The 3-Stage Design of the Curriculum identify desired results; determine acceptable evidence; plan learning experiences and instruction. Source: Wiggins, G. and Kline, E. (2010). Understanding by Design (handout)
  • 17. Coverage of the Session Our curriculum goal Assessing our learners’ progress Planning teaching and learning for understanding
  • 18. We need to prepare our children for a competitive future. The future is NOW!
  • 20.
  • 21.
  • 22. Communication Skills Ability to clearly express one’s ideas and feelings orally and non-verbally Ability to listen Ability to read, comprehend and respond to ideas presented Ability to write clearly one’s ideas and feelings Ability to access, process and utilize available basic and multimedia information
  • 23.
  • 24. Numeracy skills Ability to make critical and informed decisions Innovativeness and creativity Scientific thinking Future orientation Critical Problem Solving
  • 25.
  • 26. Ability to earn a living Sustainable use of resources (including time) and appropriate technology Entrepreneurship Productivity Financial literacy Sustainable Use of Resources/Productivity
  • 27.
  • 28. Self-development: self awareness; self-discipline; sense of responsibility; self-worth; self-realization Sense of personal and national identity Knowledge of one’s history, pride in one’s culture and respect for that of others Recognition and practice of civil and political rights Development of Self and a Sense of Community
  • 29.
  • 30. Knowledge, acceptance, respect, and appreciation of diversity Peace Non-violent resolution of conflicts Global awareness, interdependence and solidarity Expanding one’s world vision
  • 31. Unpacking the Desired Outcome 1. Formulating the learning standards 2. Looking for evidence of learning
  • 32. Determining Power Standards Endurance: does the standard address knowledge and skills that will endure throughout a student’s academic career and professional life? Leverage: Does it address knowledge and skills that will be of value in multiple content areas? Necessity: Does it provide the essential knowledge and skills that students need to succeed in the next grade/year level? (Reeves,2005).
  • 33. Performance Standards Content Standards Learning Standards EU What students should know, understand and be able to do What students should create/add value to/ transfer D em onstrate understanding Perform understanding
  • 35. Assessment: Core Processes Assess student’s readiness for learning for understanding. Provide developmentally appropriate interventions to bridge learning gaps. Check for understanding; monitor progress. Remediate, if necessary. Evaluate performance (transfer skills).
  • 37. General Standard The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Philippine Literature and other text types for a deeper appreciation of Philippine culture.
  • 38. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question Quarter 1 - NARRATIVE The learner demonstrates understanding of the distinctive features, aesthetic elements and underlying objectives of varied types of Philippine narratives using the most appropriate language forms and functions. Language Focus: • Simple past tense • Time markers • WH Questions • S-V Agreement • Direct Discourse • Reported Speech
  • 39. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question The learner tells a story creatively and proficiently.
  • 40. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question Narratives are the interesting accounts of people’s ideas, feelings, and values pertinent to the development of their culture and society.
  • 41. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question Why do we study narratives?
  • 42. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Creative and proficient storytelling
  • 43. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Explanation Explain the development of events and progress of ideas in a story. Criteria: Accurate Coherent Use of appropriate language forms and functions: • Simple past Tense • Time markers • WH Questions • S-V Agreement • Direct Discourse • Reported Speech
  • 44. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Express actions that happened at a definite past time Prove that the interesting accounts of people’s ideas, feelings and values in Philippine folk narrative are pertinent to the development of their culture and society
  • 45. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Interpretation Share a story showing one’s understanding and appreciation of an effective and meaningful literary piece Criteria: • Significant • Insightful • Illuminating Gather, analyze and present folk narratives with ease Criteria: • Significant • Insightful • Meaningful
  • 46. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Application Use appropriate sources of information, multimedia and technology to create a story Criteria: • Adaptive • Diverse • Effective
  • 47. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Use simple past tense, time markers and WH questions to effectively narrate actions Make verbs agree with their subjects Exhibit clear reporting of ideas, thoughts and actions using direct and reported speech to avoid ambiguities Use reported and direct speech to give accurate accounts of important details
  • 48. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Perspective Analyze interdependence of plot characters, theme and other narrative elements Criteria: • Critical in an analytical sense • Insightful • Revealing Empathy Relate ideas discovered from the narrative to real life experiences Criteria: • Insightful • Open
  • 49. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Self- knowledge Self assess one’s strengths and weaknesses in telling a story effectively Criteria: • Meta-cognition • Reflective • Self-adjusting
  • 50. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Performance assessment of storytelling based on the following criteria: • Focus/Theme • Accuracy • Audience Contact • Sequence/ • Development of action • Dialogue • Language • Delivery • Voice
  • 51. SCIENCE First Year Quarter I – Scientific Methods and Space Science
  • 52. General Standard The learner demonstrates understanding of basic science concepts and processes in an integrative way to solve problems critically, think innovatively/creatively and make informed decisions in order to protect the environment, conserve resources and sustain quality life.
  • 53. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question Quarter 1 – Scientific Methods and Space Science The learner demonstrates understanding of scientific methods.
  • 54. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question Learners perform in groups at least one teacher-guided community-based investigation using scientific methods
  • 55. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question Scientific methods are valuable when internalized as a process to solve problems in life.
  • 56. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question When do scientific methods become valuable?
  • 57. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance A community-based science investigation using scientific methods
  • 58. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance EXPLANATION How is scientific knowledge acquired and validated? Criteria: a. Thorough (explaining all needed steps of scientific methods used until conclusions are reached to generate scientific knowledge; and explaining how results of science investigations are subjected to review and testing of other scientists) b. Clear (expressing with clarity scientific thought in oral or written form) c. Justifiable ( providing depth and breadth of scientific reasoning)
  • 59. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance INTERPRETATION Why is it important to translate the data collected through tables and graphs while using scientific methods? Criteria: a.Meaningful ( giving brief yet substantial discussion on the importance of graphing/ tabulating data while using scientific methods)
  • 60. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance b. Illustrative (using given graphed or tabulated data to show relationships or connections between organizing or transforming raw data and the provision of a more compact and organized way based on specific purposes; and how relationships or connections can be used in determining patterns and trends)
  • 61. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance APPLICATION How will you use scientific methods in solving problems at home/community (e.g. Increase of insect pests) considering economic, social, cultural and other factors? Criteria: a. Appropriate (illustrating how scientific methods can be used/ adapted/ customized in solving problems at home or community) b. Practical( discussing how scientific methods can be done easily to solve a problem at home or in the community)
  • 62. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance PERSPECTIVE How are approaches/ procedures of investigations done by some scientists different/ similar from those of others? Criteria: a. Insightful (providing similarities and differences on the approaches/ procedures after considering all situations/ views)
  • 63. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance b. Credible (using authoritative sources of information while expounding similarities and differences) c. Critical-minded (combining research, knowledge of historical context, and balanced judgment to prove similarities and differences; becoming skeptical of another view point based on very small sample of data; distinguishing between irrelevant and relevant or inaccurate and accurate information, and appropriate and inappropriate analogies)
  • 64. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance EMPATHY What would it be like to work as a scientist? Would you emulate scientists the way they develop their attitudes and values while using scientific methods? Criteria: a. Perceptive (recognizing scientific attitudes and values developed by scientists while doing scientific methods)
  • 65. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance b. Open-minded/Receptive (accepting readily/ willingly that these scientific attitudes and values must be developed by scientists and oneself) c. Sensitive/Responsive (exhibiting how scientists develop scientific attitudes and values while using scientific methods)
  • 66. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance SELF-KNOWLEDGE Question learners need to ask themselves: How can I give my best contribution to the community using scientific methods? Criteria: a. Reflective (becoming aware of one’s limitations in applying scientific methods, and of how one’s thoughts are influenced/ shaped by these) b. Responsive (reacting positively as a result of having scientific methods changed one’s view; reacting positively to how the learner can use scientific methods in the community)
  • 67. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance c. Efficient ( expounding how time and resources can be used productively, how safety measures can be done throughout the investigation, and how data can be recorded objectively or honestly) d. Effective (discussing how the desired/ expected results/outputs can be achieved after using scientific methods)
  • 68. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Performance assessment of a science investigation based on the following criteria: • Community-based • Using scientific methods (Please see Attachment 1 for the indicators per criterion)
  • 69. 2010 SECONDARY EDUCATION CURRICULUM CP-TLE (H.E) Foods and Food Service I Q1- Basic Cooking Q2- Cooking Native Delicacies Q3- Baking Breads, Pastries and Pies Q4- Baking Cookies and Cakes
  • 70. CP-TLE (H.E) Foods and Food Service I First Year Quarter 1 – Basic Cooking
  • 71. General Standard The learner demonstrates understanding of PECs, the environment and market, and the process and delivery of quality cooked and baked products.
  • 72. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs): •Characteristics •Attributes •Lifestyles •Skills •Traits Analysis and interpretation of PECs by cluster •Achievement •Planning •Power
  • 73. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question The learner prepares, based on PECs, a plan of action that addresses his/her areas of development and areas of strength.
  • 74. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question Successful entrepreneurs, like those engaged in the business of cooking, continuously develop and improve their PECs.
  • 75. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question How does one ensure success in a chosen entrepreneurial career, like cooking?
  • 76. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Plan of action, based on PECs, addressing one’s areas of development and areas of strength
  • 77. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Explanation Describe your PECs focusing on strengths and development areas Criteria: •Clear •Comprehensive •Concise
  • 78. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Interpretation Compare your PECs with those of a successful practitioner Criteria: •Clear •Comprehensive •Concise
  • 79. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Application Apply one’s PECs in pursuing a chosen entrepreneurial activity Criteria: • Appropriate • Effective • Practical
  • 80. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Perspective Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECs Criteria: •Valid •Relevant •Plausible •Sensitive
  • 81. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Empathy Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria: •Open •Objective •Sensitive
  • 82. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Self- knowledge Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in cooking. Criteria: • Reflective • Insightful • Objective
  • 83. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Assessment of the plan of action based on the following criteria: • Comprehensiveness • Appropriateness of strategies in terms of addressing personal areas of development and improving one’s areas of strength • Doability
  • 84. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question The learner demonstrates understanding of the environment and market for cooking as an entrepreneurial career. Key ideas: •Consumer needs and wants •Existing industry related to cooking •Products/services that satisfy the needs and wants of target customers Key processes: SWOT analysis Opportunity seeking and seizing
  • 85. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question The learner formulates a business idea based on the analysis of the immediate environment and market for cooking as an entrepreneurial career.
  • 86. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. One’s choice of an entrepreneurial activity is influenced by the needs and wants of consumers.
  • 87. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question Seeking and responding effectively to a business opportunity are the basis for starting and maintaining a successful business venture.
  • 88. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question How does one determine the needs and wants of the target market and industry in the immediate community? How does one select an entrepreneurial activity to be pursued?
  • 89. Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question How can one respond effectively to a business opportunity?
  • 90. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Formulation of a business idea based on the analysis of the immediate environment and market for cooking as an entrepreneurial career
  • 91. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Explanation Explain the importance of the immediate environment and market in identifying business opportunities in cooking. Criteria: •Clear •Comprehensive •Concise •Coherent
  • 92. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Interpretation Interpret the data gathered from the immediate environment and market in identifying business opportunities in cooking. Criteria: •Reliable •Accurate •Objective •Relevant •Valid
  • 93. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Application Generate business ideas from data analysis Criteria: • Appropriate • Innovative • Practical
  • 94. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Perspective Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria: •Valid •Relevant •Insightful
  • 95. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Empathy Express your feelings when entrepreneurs offer the same type of business in a community. Criteria: •Objective •Persuasive •Sensitive •Open-minded
  • 96. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Self- knowledge Self-assess your level of confidence in formulating business ideas. Criteria: • Reflective • Insightful • Objective
  • 97. Stage 2 : Assessment Product/ Performance At the level of Understanding Performance Assessment of formulated business idea based on the following criteria: •Profitable •Feasible •Practical •Responsive to consumer needs •Innovative
  • 99. Quarter 1 : Topic: Time Frame: Stage 1 Content Standard: Performance Standard: Essential Understanding(s): Essential Question(s): Students will know: Students will be able to do: Stage 2 Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance Stage 3 Teaching/Learning Sequence: Resources (Web sites, Software, etc.) Materials/Equipment Needed:
  • 101. W H E R E T O W- How shall we help students know where they’re headed and why they’re going there? Where is the unit/lesson going? What is expected? In what ways will students be evaluated? H- How shall we hook and engage students’ interest through thought-provoking experiences at the beginning of each instructional episode?
  • 102. W H E R E T O E- What experiences shall we provide to help students make their understandings real? How shall we equip them for success throughout the unit or course? R- How shall we cause students to reflect, revisit, revise, and rethink? E- How shall students express their understandings and engage in meaningful self-evaluation?
  • 103. W H E R E T O T- How shall we tailor (differentiate) our instruction to address the unique strengths and needs of every learner? O- How shall we organize learning experiences so that students move from teacher-guided and concrete activities to independent applications that emphasize growing conceptual understandings? Ref. Brown, J. (2004). Making the Most of Understanding by Design. VA:ASCD.
  • 104. Learning/Instructional Plan I. Explore Diagnose. Activate prior knowledge. Clarify expectations and how learning shall be assessed: standards; products/performances; criteria, tools. Hook and engage student interest. Ask EQ; encourage student questions; welcome tentative responses as guide to further exploration.
  • 105. Learning/Instructional Plan II. Firm Up Provide a variety of learning resources (books, videos, readings/documents, web-based resources, etc.) and differentiated activities to validate responses to EQ; process students’ meanings and check these against the EU. Encourage students to reflect, revise, or rethink their understanding. Check for understanding; provide feedback; check against content standard.
  • 106. Learning/Instructional Plan III. Deepen Provide a variety of learning resources and differentiated activities/learning experiences in similar contexts to further validate student understanding. Encourage students to reflect, rethink, revise their understanding. Have students express their understanding Check for mastery of EU; provide feedback; check against content standard.
  • 107. Learning/Instructional Plan IV. Transfer Provide for transfer of learning to a new or different context. Evaluate product/performance; check against performance standard.

Editor's Notes

  1. At the secondary level, the over-all MPS increased from 37.8 % to 49.3 % over the same period or an improvement of 11.5 percentage points. However, these figures are still far from the satisfactory achievement level of 75 %.
  2. Source: Wiggins, G. and Kline, E. (2010). Understanding by Design (handout)