1.0 Identifying Learning Progression and Learning Targets in The K-To-12 Spiral Mathematics Curriculum

PRIMALS 4-6
Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers
Session 1.0
IDENTIFYING LEARNING
PROGRESSION AND LEARNING
TARGETS IN THE K-TO-12 SPIRAL
MATHEMATICS CURRICULUM
Learning Action Cell Session Guide

Mathematics 4-6
Prepared by:
JOSEPH RANDOLPH P. PALATTAO

Supervising Education Program Specialist
Teaching and Learning Division
Bureau of Learning Delivery
Department of Education
(Adapted from the original session guide prepared by Mike Q. Rapatan, Ph.D.)
Objectives of the Session
At the end of the session, teachers should be able to:
1) State the difference between a content progression and a learning progression

2) Discuss the KUD framework as a basis for a learning progression
3) Chart a learning progression guided by the KUD framework
4) Write child-friendly learning targets or success criteria for a particular learning
unit
5) Suggest formative assessments aligned to learning targets or success criteria
Key Understanding or Learning Points
1) Based on the content progression of the spiral curriculum, teachers can chart a
specific learning progression that shows how students will learn the content. In
a learning progression, teachers establish the steps in the conceptual process
that students need to undergo in order to achieve understanding. Teachers also
consider the gaps that students need to bridge in order to properly acquire the
content. Hence, while a content progression is topic-oriented, a learning
progression is centered on how students are led to think about the content. For
Masters and Forster (as cited in Hess 2008), a learning progression is then “…
a picture of the path students typically follow as they learn…”. It is also the
“purposeful sequencing of teaching and learning expectations across multiple
developmental stages, ages, or grade levels” (see
http://edglossary.org/learning-progression/).
2) A learning progression is not the same as a vertical articulation of the subject’s
scope and sequence across grade levels. The latter lists the topics to be
covered whereas the former states student actions with regards to the specific
content and skills.
3) 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.
4) One way to set the learning targets in a learning progression is to use a KUD
organizer. In this organizer, 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.
Materials Needed: References:
Curriculum Guide in Understanding the “Understands” in KUDs

Mathematics, Manila Retrieved Dec. 15, 2016 from
paper or cartolina, http://sjcdifferentiation.wikispaces.com/file/view/Understandi
pentel pen ngKUDs.pdf
Understanding Learning Targets Learning Progressions

over Time
Retrieved Dec. 13, 2016 from
http://reethspufferevaluationsite.weebly.com/uploads/1/3/0/
3/13036730/
Professional Learning Documents: Developing Learning

Progressions
http://www.onrc.washington.edu/Outreach/RuralMathDocs/
DevelopingLearningProgressionDocs.pdf
Hess, K. (2008) Developing and Using Learning

Progressions as a Schema for Measuring Progress.
http://www.nciea.org/publication_PDFs/CCSSO2_KH08.pdf
Approximate duration: 2 hours
Introduce the session (10 minutes)
Say: Good ______ everyone. Welcome to another exciting LAC session. Today,
we’ll have a journey together as we deepen our understanding about how we can
lead our learners to think about Mathematics content within a particular lesson or
learning unit. Let’s begin by recalling the activity you had in the previous LAC
session on unpacking of competencies. What did you consider in performing the
task? What challenges did you encounter in unpacking the competencies?
Note to the facilitator:

If you have less than 10 participants, ask each of them to share to the whole group.
If there are more than 10, then ask only 3 participants to share their answers to the
whole group. Thank them for sharing their thoughts.
SHOW: Slide no. 2

SAY: In the previous session, we looked at different ways of unpacking the
Mathematics curriculum. We came up with more detailed or additional
competencies in order to achieve the content and performance standards.
SHOW: Slide no. 3

SAY: In this session, we will examine the way these competencies are sequenced
and more importantly, as part of assessment, specify learning targets that show
evidence of students’ performance of the competencies. In a standards-based
curriculum, how then should competencies be sequenced? What are learning
targets that show students’ attainment of the competencies?
ACTIVITY (20 min)

DO: Let the participants form the groups they had in the previous session.
SHOW: Slide nos. 4 and 5
DO: Distribute the worksheet to each group. Then, ask them to perform the
following:
a. Review the list of competencies you unpacked in the selected unit.
b. Discuss in your group how you should sequence the competencies. Figure
out which ones will be tackled first, second and so on.
c. Make a new list showing the order of the competencies. Write your group’s
answers in the second column of Session 3 Worksheet 1. Explain the basis
of your sequencing.
DO: Allow each group to present their outputs. Write on another board each
group’s reason for sequencing.
ANALYSIS (10 min)

DO: Have the participants reflect on their experience in doing the activity by asking
the following questions:
a. What were your thoughts while doing the activity?
b. What did you find easy/challenging in accomplishing the task? Why?
DO: Have participants view the reasons written on the board. Let them compare
their respective outputs with the outputs of the other groups. Then ask the following
questions:
a. What common reasons served as the basis for the different groups’
sequencing?
b. In a standards-based curriculum like our K-to-12 Mathematics curriculum,
what needs to be the primary basis for sequencing?
c. How do we know that our sequence is standards-based?
ABSTRACTION (30 mins)

SAY: As pointed out in a previous session, the standards act as a well-spring of
instructional and assessment decisions that we have to make. From the content
standard, we are guided on the knowledge that students have to know and
understand. From the performance standard, we are directed to the application that
students have to do as evidence of their knowing and understanding. This
sequence illustrates a learning progression.
So what is a learning progression? How is it different from a content
progression? What are learning targets and how are they related to a learning
progression? How can we use learning progressions and learning targets to
improve teaching and learning in our classrooms?
(Show Slide 6) Let us find out by watching the video on Identifying Learning
Progressions and Learning Targets in the K-to-12 Spiral Math and Science
Curriculum. This topic will be discussed to us by Mr. Joseph Randolph P. Palattao,
Supervising Education Program Specialist of the DepEd Central Office’s Bureau of
Learning Delivery-Teaching and Learning Division.
VIEWING OF THE VIDEO

Note to the facilitator: At 14:25, statements shown are related to Science. For the
Math group, present the following statements:
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.
5) Create word problems involving percent, with reasonable answers.
DISCUSSION (15 MINUTES):

Ask:
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 a 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.
For Know, what are the key terms or facts that students will need to know? What
action verbs may be used in relation to knowing these terms and facts?
For Understand, what relationships between facts are students expected to make?
What action verbs may be used in relation to understanding these relationships?
For Do, what will students do to apply what they know and understand about the
content they are learning? What action verbs may be used to describe the
application? (Answers found at 09:15-09:30 in the video.)
What would be the consequence on the students’ achievement of the standards if

we skip one part (e.g. from K to D or from K to U only)?
 All parts of the KUD sequence have to be covered. Shallow memorization will
result if only K is done. Student misconceptions are not addressed and
mathematical thinking will not be sufficiently developed if U is not done. There
will be no practical use of mathematical knowledge if D is not done.
How does the KUD compare with Bloom’s taxonomy?
 If we put KUD beside the revised form of Bloom’s taxonomy, we will see that K
is similar to Remembering, U for Understanding, and D for Applying, Analyzing,
Evaluating and Creating.
How is a learning progression different from a learning target?

 A learning progression, like the KUD, can give us a total picture of the flow of
student learning. But as we view this picture, we also need to determine how
well our students are achieving the plan we have set out to do. So based on a
learning progression, learning targets can be designed as a way for enabling
students to purposefully demonstrate their learning. These learning targets are
also referred to as success criteria.
How are learning targets different from competencies?

 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.
How are learning targets stated?

 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 are able to assess their own
learning.
How can we help our students determine their performance in relation to the
learning targets?
 Along with the ‘I can’ statements, we can provide formative assessments to help
students determine how well they have achieved the learning targets. Formative
assessments may check on how well students know, understand or do. Thus, it
is important that the type of formative assessment to be used is aligned with the
learning target to be assessed.
Note to the facilitator:

If you have less than 10 participants, ask each of them to share to the whole group.
If there are more than 10, then ask only 3 participants to share their answers to the
whole group. Thank them for sharing their thoughts.
APPLICATION (30 mins)
SHOW: Slide no. 7

SAY: Based on our unpacked set of competencies, let us now try to determine the
KUD and specify learning targets or success criteria and corresponding formative
assessments. We will be answering columns 2-3 of Session 3 Worksheet 1.
DO: Distribute or retrieve copies of Session 3 Worksheet 1.
SAY: Again, we will work with the unit we selected in the previous session.
DO: Provide participants with time to complete the table in the worksheet. If there is
time, invite some participants to share. When done, have participants do a Gallery
Walk to see samples of learning progressions and learning targets and compare
their answers with the rest. Gather comments from participants about comparison
of their group work with gallery walk examples.
Reflection
 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?
Closure ( 5 min )
Show a quotation. If time permits, ask the participants how it is related to the
session topic. Then thank the participants for their contributions during the session.
SESSION 3 WORKSHEET 1
IDENTIFYING A UNIT LEARNING PROGRESSION AND LEARNING TARGETS
GROUP MEMBERS:
DIRECTIONS
Column 1 contains the published Content and Performance Standards and
Competencies for the unit on the Human Body System taken up in Grade 6. In
Column 2, write your groups unpacked competencies in a specific learning

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PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

Learning Action Cell Session Guide

JOSEPH RANDOLPH P. PALATTAO

Objectives of the Session

At the end of the session, teachers should be able to:

1) State the difference between a content progression and a learning progression

Key Understanding or Learning Points

Materials Needed: References:

Curriculum Guide in Understanding the “Understands” in KUDs

Understanding Learning Targets Learning Progressions

Professional Learning Documents: Developing Learning

Hess, K. (2008) Developing and Using Learning

Introduce the session (10 minutes)

Note to the facilitator:

SHOW: Slide no. 2

SHOW: Slide no. 3

ACTIVITY (20 min)

ANALYSIS (10 min)

ABSTRACTION (30 mins)

VIEWING OF THE VIDEO

DISCUSSION (15 MINUTES):

How is a learning progression different from a content progression?

What must students be able to do as they develop from K to U to D?

What would be the consequence on the students’ achievement of the standards if

How is a learning progression different from a learning target?

How are learning targets different from competencies?

How are learning targets stated?

Note to the facilitator:

APPLICATION (30 mins)

SHOW: Slide no. 7

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