TRAINING HANDOUTS

Any SHS faculty should know how to implement the prepared Curriculum Guide of the subject s/he will
teach. One of the strategies to effectively implement the Curriculum Guide is by observing the
Alignment Principle. This principle is defined and is translated in a framework below (Montalan, 2015):

What is an alignment principle?

A rule applied in the implementation of a Curriculum Guide:

 Articulates assessment activities from the purpose in teaching the subject

 Assessment activities respond to the thinking skills that need to develop among learners as
viewed in the learning competencies
 Teaching strategies enable learners to:
 Develop the thinking skills that are implied by learning competencies
 Perform tasks that are demanded by performance standards

What to teach? (In the CG) Why teach? How to assess and How to teach?
evaluate?
(Curriculum Guide)  Goal in teaching  Appropriate  Appropriate
the subject in the assessment & teaching strategies
 Learning Standards grade level evaluation & techniques
-Content  Nature of the mechanism
-Performance subject
-Competencies  Role of the subject
in attaining the
mission of the
school

Based on the Alignment Principle, the following are the accompanying steps in implementing the
Curriculum Guide:

FIRST STEP TO CONSIDER IN IMPLEMENTING THE CURRICULUM GUIDE

1. Define the purpose in including the subject in the SHS curriculum

 Why teach the subject in SHS?

 Answer can be fully captured by the Culminating Performance Standard

 This can be deciphered from one of the given performance standards found in either the last
page of the CG or the upper portion of the first page of the CG (Rapatan, 2015)
  Implications (Rapatan, 2015)

 Other performance standards served as “enabling performance standards”. Culminating

Performance Standard defines the appropriate performance task (BIG TASK) to demand
from the learners.

 Tasks demanded by “enabling performance standards” checks the readiness of learners to

perform the performance standard, thus called as “Performance Checks”

SECOND STEP TO CONSIDER IN IMPLEMENTING THE CURRICULUM GUIDE

2. based on the given learning competencies, articulate the necessary thinking skills to develop among
the learners to enable them to carry out the Performance Task

 An action is a result of knowledge on something (transfer of learning)

 Identifying the highest thinking skill required to carry out a Performance Task

 Thinking skills are identified in Bloom’s Taxonomy of Cognitive Dimension

THIRD STEP TO CONSIDER IN IMPLEMENTING THE CURRICULUM GUIDE

3. Identify appropriate teaching strategies that are necessary in developing the Levels of Thinking

Enabling General Teaching Strategies (Montalan, Summer 2016 INSET)

 Problem Solving (Doing Math/Doing Task…)

 Reasoning and Proof (Making Sense)

 Communication (Discussing or Writing about one’s thinking)

 Connections (to other mathematical ideas, to other discipline)

 Representation (modelling, writing…)

The suggested steps in implementing the SHS Curriculum Guide can be put into a plan that embodies the
Alignment Principle. This is called the Aligned Classroom Instruction Delivery Plan (ACID Plan), which
uses the template as shown below (Montalan, 2016).
 Aligned Classroom Instruction Delivery Map

Grade: ___________________________________ Semester: _____________________

Core Subject Title:__________________________ No. Of Hours/Semester:__________

Prerequisite (if needed):_________

Core Subject Description:_________________________________________________________

Culminating Performance Standard:________________________________________________

Performance Task:______________________________________________________________

___Quarter
Highest Enabling
Strategy to Use in
Developing the Highest
Learning Highest Thinking Skill
Thinking Skill to Assess
Competencies Re-grouped to Assess
Competencies
Content Content Performance Assessment Enabling
Standards Standards Technique General
KUD RBT Strategy Teaching
Level Strategy
WW QA PC
Classification
The ACID Plan guides the SHS faculty in developing the contents of every part of the Teaching
Guide (Montalan, 2017). the articulation of every part of the Teaching Guide from the template
of the ACID Plan is shown below.

A performance task…

 Is articulated from a culminating performance standard

What are the students expected to be able to do?

 Has a:

 Transfer goal

 Answer the question “What in the long run after SHS can students do on their own with
what they learned?”

 Performance scenario

 Answer the question “What real life situation can students put themselves in where they can
perform the transfer goal?”
What the levels of thinking are as defined in the Revised Bloom’s Taxonomy (RBT)?

Levels (LOTS) The learner… Answer the question… Common verbs use

Applying Makes use of Can you use the Implementing, carrying

information in a context information in another out, using, execute
different from one in familiar situation?
which it was learned

Understanding Grasps the meaning of Can you explain ideas or Interpreting,

information by concepts? exemplifying,
interpreting and summarizing, inferring,
translating what has paraphrasing,
been learned classifying, comparing,
explaining

Remembering Recall, restate and Can you recall Recognizing, listing,

remember learned information? describing, identifying,
information retrieving, naming,
locating, finding

What the levels of thinking are as defined in the Revised Bloom’s Taxonomy (RBT)?

Levels (HOTS) The learner… Answer the question… Common verbs use

Creating Creates new ideas and Can you generate new Designing, constructing,
information using what products, ideas, or ways planning, inventing,
has been previously of viewing things? devising, making
learned

Evaluating Makes decisions based Can you justify a Checking,

on in-depth reflection, decision or course of hypothesizing,
criticism and action? critiquing,
assessment experimenting, judging,
testing, detecting,
monitoring

Analyzing Breaks learned Can you break Comparing, organizing,

information into its information into parts deconstructing,
parts to best to explore attributing, outlining,
understanding that understanding and finding, structuring,
information relationships? integrating

Relating Levels of Thinking from RBT with KUD

KUD Classification Levels of Thinking (RBT)

Doing Creating (Can you generate new products, ideas, or ways of viewing things?)

Understanding Evaluating (Can you justify a decision or course of action?)

Analyzing (Can you break information into parts to explore understanding and
relationships?)

Applying (Can you use the information in another familiar situation?)

Understanding(Can you explain ideas or concepts?)

Knowing Remembering (Can you recall information?)

Putting together the levels of thinking to assess enabling teaching strategies and KUD Classification

KUD Levels of Assessment Type of Enabling Some

Classification thinking to Question shall Question General Appropriated
assess (RBT require… Teaching Specific
Level/s) Strategy Teaching
Strategy (ies)

Reasoning and Question and

Proof Answer Pairs,
Focused
Listing, Two-
Column
Method

Understanding Evaluating Constructed Open-ended Ice Breakers,

(WW) Response (essay) Communication Think/Pair/Sha
Analyzing re,
Write/Pair/Sha
Applying re, Student
Summaries
Connection Corners, Two-
Column
Method

ARTICULATING “ACID” PLAN WITH THE TEACHING GUIDE

ACID Plan Teaching Guide

 Performance Standards  Introduction

Describe the abilities and skills that learners are --Highlight key concepts and identify the essential
expected to demonstrate in relation to the content questions
standards and integration of 21st century skills
--show the big picture
U-What can learners do with what they know
--Connect and /or review prerequisite knowledge
Ap- How well must learners do their work?
--Clearly communicate learning competencies and
An- How well do learners use their learning or objectives
understanding in different situations
--Motivate through applications and connections
E- How do learners apply their learning or to real-life
understanding in real-life context
 Motivation
C-
--Give local examples and applications

--Engage in a game or movement activity

--Provide a hands-on/laboratory activity

--Connect a real-life problem

 Highest enabling strategy to use in developing  Instruction/Delivery

the highest thinking skill to assess
--Give a demonstration/lecture/simulation/hands-
Appropriating the teaching strategy with the on activity
thinking skills targeted to develop among students
as needed in delivering the performance task --Show step-by-step solutions to sample problems
(based on the culminating performance standard)
--Give applications of the theory

--Connect to a real-life problem if applicable

 Highest thinking skills to assess  Practice

Appropriating assessment techniques with the --Provide easy-medium-hard questions

highest thinking skill to evaluate
--Give time for hands-on unguided classroom work
 Culminating performance standard  and discovery
performance task
--Use formative assessment to give feedback

 Enrichment

--Provide additional examples and applications

--Introduce extensions or generalizations of

concepts

--Engage in reflection questions

 --Encourage analysis through higher order thinking
prompts

--Allow pair/small group discussions

--Summarize and synthesize the learning

 Evaluation

--Supply a diverse question bank for written work

and exercises

--Provide alternative formats for student works:

written, homework, journal, portfolio, group

--Individual projects, student-directed research

project

(Montalan, 2017)