INSET(Senior High School)

Unpacking StandardsFOCUSED ALIGNMENT OF

CURRICULUM, ASSESSMENT , AND

INSTRUCTION

WHY “UNPACK” STANDARDS?

•Clear Expectations•Targets of Performance•Focus on evidence of learning•Assessments that measure the standards•Instructional alignment with standard

GOALS• Align curriculum, assessment, and instruction.• Make teaching/learning plans more meaningful and usable.

UNPACKING

Assessment

Instruction

• is assessment driven• aids in determining instruction.• develop clear understanding of -how will students use the content -what essential questions will engage students to achieve mastery of skills

UNPACKING

ALIGNMENT !

Instruction

Evaluation

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What we Teach?

How we Teach?

What we asses?

Congruency

TOTAL INSTRUCTIONAL ALIGNMENT CONCEPTUAL MODEL

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TOTAL INSTRUCTIONAL ALIGNMENT CONCEPTUAL MODEL EVALUATIONCURRICULUMINSTRUCTION

8

UNALIGNED INSTRUCTIONAL PROGRAM-CONCEPTUAL MODEL

Curriculum

InstructionEvaluation

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SAMPLE CURRICULUM GUIDE

CURRICULUM GUIDE CODE LEGEND

FIVE TASKS... UNPACKING• Identify the standard.

Reflect on the standard... if possible collaborate with others. (What does the standards mean, why are we teaching this, what should students know, what should students be able to do…)

• Determine the content by reviewing the standard and circling the nouns.(This will help you determine content and allow you to determine what is appropriate for your level of students, where might it stand on Bloom's Taxonomy or KUD)

• Investigate the skills by reviewing the standard and circling the verbs. (This will allow you to determine the appropriate skills or performance to be demonstrated by students.)

• Create Learning Targets or Learning Outcomes demonstrating what students will be able to do from your reflection and listing of verbs and nouns. (These will later be used in planning learning activities along with formative and summative assessments. Keep in mind where students may have already been, and where they are going to).

http://sacs.schoolwires.net/Page/9279

A STANDARD IN K-12 CURRICULUM CAN BE UNPACKED INTO THE FOLLOWING:KNOWLEDGE (K) UNDERSTANDING (U) DOING (D)

The “should know” part of the learning goals. It covers facts, vocabulary, dates, places, names, people, definitions, rules, procedures, and other information

How knowledge (K) is related to larger reality with certain meaning. This includes big ideas, principles, theories, statement of truths, essential questions, and other important generalizations.

Specific set of micro-skills or micro-processors reflective of what they know and understand. This includes discipline-specific or basic skills, thinking skills, planning or evaluation skills, collaboration skills, and communication skills.

STEP 1: IDENTIFY THE STANDARD.CONTENT CONTENT

STANDARDPERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

C. Endogenic Processes

4. geologic processes that occur within the Earth

The learners shall be able to: 1. Conduct a survey to assess the possible geologic hazards that your community may experience. (Note: Select this performance standard if your school is in an area near fault lines, volcanoes, and steep slopes.)

6. describe where the Earth’s internal heat comes from.

7. describe how magma is formed (magmatism)

S11/12ES-Ib-14

S11/12ES-Ic-15

STEP 2: REFLECT ON THE STANDARD... IF POSSIBLE COLLABORATE WITH OTHERS. (WHAT DOES THE STANDARDS MEAN, WHY ARE WE TEACHING THIS, WHAT SHOULD STUDENTS KNOW, WHAT SHOULD STUDENTS BE ABLE TO DO…)

CONTENT CONTENT STANDARD

PERFORMANCE STANDARD LEARNING COMPETENCIES

CODE



The learners shall be able to: 1. Conduct a survey to assess the possible geologic hazards that your community may experience. (Note: Select this performance standard if your school is in an area near faultlines, volcanoes, and steep slopes.)



S11/12ES-Ib-14

S11/12ES-Ic-15

STEP 3. DETERMINE THE CONTENT BY REVIEWING THE STANDARD AND CIRCLING THE NOUNS. (THIS WILL HELP YOU DETERMINE CONTENT AND ALLOW YOU TO DETERMINE WHAT IS APPROPRIATE FOR YOUR LEVEL OF STUDENTS, WHERE MIGHT IT STAND ON BLOOM'S TAXONOMY OR KUD)CONTENT CONTENT

STANDARDPERFORMANCE STANDARD LEARNING

COMPETENCIESCODE






S11/12ES-Ib-14

S11/12ES-Ic-15

STEP 4. INVESTIGATE THE SKILLS BY REVIEWING THE STANDARD AND CIRCLING THE VERBS. (THIS WILL ALLOW YOU TO DETERMINE THE APPROPRIATE SKILLS OR PERFORMANCE TO BE DEMONSTRATED BY STUDENTS.)CONTENT CONTENT

STANDARDPERFORMANCE STANDARD LEARNING

COMPETENCIESCODE






S11/12ES-Ib-14

S11/12ES-Ic-15

STEP 5. CREATE LEARNING TARGETS OR LEARNING OUTCOMES DEMONSTRATING WHAT STUDENTS WILL BE ABLE TO DO FROM YOUR REFLECTION AND LISTING OF VERBS AND NOUNS. (THESE WILL LATER BE USED IN PLANNING LEARNING ACTIVITIES ALONG WITH FORMATIVE AND SUMMATIVE ASSESSMENTS. KEEP IN MIND WHERE STUDENTS MAY HAVE ALREADY BEEN, AND WHERE THEY ARE GOING TO).

SPECIFIC LEARNING OUTCOMES

At the end of the lesson, the learners will be able to:1. Discuss the sources and significance of the Earth’s internal heat2. Describe the different processes and conditions responsible for the

transfer of heat

CONTENT CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

K U D






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Unpacking the Standards

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Concepts

Skills

Context

Breaking down the individual standard into its component parts.

What you want the student to know. The main idea, the content (NOUNS include adjectives)

What you want students to do(VERBS include objects)Measurable examples: identify, solve, computeNon-example: know, learn, understand

How you want the student to use the content and the skills; The resources/ method that must be used

Unpacking K-U-D from Standards

Standard: Relate the parts of a cell and its functions that enable people to live a healthy lifestyle and achieve well being

Knowledge: state different parts of a cellUnderstanding: discuss how structures of cell parts contribute to good health

Doing: make a weekly plan of healthy lifestyle activities

INSET(Senior High School)

Education

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