PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers

Session 3.0
Identifying learning
progression and learning
targets in a learning unit
of the k-12 spiral science
curriculum

Learning Action Cell Session Guide

Science 4-6

Prepared by:

CHERRY E. AZUL
Master Teacher I
Legazpi City Division Office
Department of Education – Region
Objectives of the Session
At the end of the session, teachers should be able to:
1. State the difference between a content progression and 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; and
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
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 Approximate Duration

 Curriculum Guide in Science 1.5 hours / 90 minutes

 manila paper or cartolina,
pentel pen

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References
Understanding the “Understands” in KUDs
Retrieved Dec. 15, 2016 from
http://sjcdifferentiation.wikispaces.com/file/view/UnderstandingKUDs.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

Retrieved Dec. 15, 2016 from
http://www.onrc.washington.edu/Outreach/RuralMathDocs/DevelopingLearni
ng ProgressionDocs.pdf

Science Standards and Learning Targets

https://www.youtube.com/watch?v=9UeTcrR7bC4

Hess, K. (2008) Developing and Using Learning Progressions as a Schema for

Measuring Progress. Retrieved Dec. 15, 2016 from
http://www.nciea.org/publication_PDFs/CCSSO2_KH08.pdf

Introduce the session (10 minutes)

“Good ______ everyone. Welcome to an exciting LAC session. Today, we’ll

have a journey together on the road to successful learning. 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.

Note to the facilitator: Slide no. 2

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

“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 minutes)

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Have participants review the competencies they unpacked in the previous session.
Ask the participants to form groups and perform the following:
1. Review the list of competencies you unpacked in the selected unit.
2. Discuss in your group how you should sequence the competencies.
3. Figure out which ones will be tackled first, second and so on.

Note to the facilitator: Slide no. 4 and 5. Make a new list showing the order of the
competencies. Write your group’s answers in column 2 of Session 3 Worksheet 1.
Explain the basis of your sequencing.

ANALYSIS (10 minutes)

Write on another board each group’s reason for sequencing. Next, have participants
view the reasons and then ask the participants the following questions:
1. Compare your group’s output with the output of the other groups.
2. What common reasons served as the basis for the different groups’
sequencing?

ABSTRACTION (30 minutes)

“What is learning progression? How is it different from a learning target? How

can learning progression and learning targets help us in sequencing unpacked
competencies? How can they help us in teaching our students?

Let us find out by watching the video on Identifying a Learning Progression

and Learning Targets in a Learning Unit of the Kto12 Spiral Science
Curriculum. This topic was discussed by Mr. Joseph Randolph P. Palattao,
Supervising Education Program Specialist, Bureau of Learning Delivery, Teaching
and Learning Division of the DepEd Central Office.”

VIEWING OF THE VIDEO

Viewing #1. Identifying Learning Progression and Learning Targets in a Learning

Unit
Resource Person: Joseph Randolph Palattao, PRIMALS 4-6 National
Training of Trainers

Key Discussion Points

1. A KUD is a type of learning progression showing students moving from
content to performance mastery.
2. A content progression shows the order of topics whereas a learning
progression is about the sequence of what students will know, understand and
do.
3. 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
scientific thinking is not developed if U is not done; no practical use of scientific
knowledge if D is not done.
4. The more formative assessments are done, the more students are able to
monitor their accomplishment resulting in greater responsibility for learning.

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DISCUSSION (10 minutes)

1. What is the KUD sequence?

2. For Know, what are the key terms or facts that students will need to know?
What action verb may be used in relation to knowing these terms and facts?
3. For Understand, what relationships between facts are students expected to
make? What action verb may be used in relation to understanding these
relationships? For Do, what application will students show? What action verb
may be used to describe the application?
4. Can one part come ahead of another or can we skip one part?
5. What is learning progression? How is it different from learning target?
6. Give other examples of learning progression and learning target.

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.

Reflection

Note to the facilitator: Show Slide no. 7

1. How can learning targets and formative assessments affect our Science
teaching?
2. What benefits can result from aligning learning targets and formative
assessments?
3. What challenges can teachers face in aligning learning targets and formative
assessments?

APPLICATION (30 minutes)

Note to the facilitator: Show Slide no. 8

“Based on our unpacked set of competencies, let us now try 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.”

Note to the facilitator: Distribute or retrieve copies of session 3 Worksheet 1. How

Slide no. 9

“Again, we will work with the unit we selected in the previous session.”
Note to the facilitator: Provide participants with time to complete the table in the
worksheet. If there is time, invite some participants to share. Show Slide 10.

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.

Closure (5 minutes)

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Show the powerpoint Slide No. 11 that has the following quotation by Vince Gowmon:
“You cannot make people learn. You can only provide the right conditions for learning
to happen.” If time permits, ask the participants the implication of the quotation to the
session.

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