PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers

Session 2.0
ALIGNMENT OF CURRICULUM,
INSTRUCTION AND ASSESSMENT

Learning Action Cell Session Guide

Mathematics 4-6

Prepared by:

CESAR A. RESTAURO, JR.

Education Program Supervisor (Mathematics)
Curriculum and Learning Management Division
Department of Education – Region VII
Objectives of the Session
At the end of the session, teachers should be able to:
1. Explain aligned curriculum, instruction and assessment;
2. Design a sample of constructively aligned Intended Learning Outcomes,
Assessment Tasks and Teaching/ Learning Activities; and
3. Reflect on the importance of constructively aligned ILO, AT, and TLA.

Key Understanding or Learning Points

1. Curriculum( a set of outcomes) is the planned sequence of what students
do to learn (Intended Learning Outcomes), how students acquire that
learning ( Teacher Learning Activities) and how students’ learning are
verified (Assessment Task).
2. The “alignment” aspect refers to what the teacher does, which is to set up a
learning environment that supports the learning activities appropriate to
achieving the desired learning outcomes.
3. To align the assessment process with the K to 12 curriculum the adapted
Cognitive Process Dimensions may be used as guide not only in lesson
development but also in the formulation of assessment tasks and activities
(D.O. no. 8, s. 2015).
4. “Constructive” comes from the constructivist theory that learners use their
own activity to construct their knowledge as interpreted through their own
existing schemata.

K-Know (facts, names, dates, places, information, vocabulary)

U-Understand (big ideas, generalization, principles, ideas that transfer across
situations)
D-Do (skills of the discipline)

5. Intended Learning Outcome (ILO) - is a statement of what the learner is

supposed to be able to do and at what standard. When students attend
lectures, however, their main activity is receiving, not doing.
6. Teaching Learning Activities (TLAs) - require students to apply, invent,
generate new ideas, diagnose and solve problems – or whatever other things
they are expected to be able to do after they graduate.
7. Assessment Tasks (TAs) – that tell us, not how well students have received
knowledge, but how they can use it in academically and professionally
appropriate ways, such as solving problems, designing experiments, or
communicating with clients.
Materials Needed Approximate Duration

 Projector 1.5 hours / 90 mins

 Laptop
 Manila paper
 Pentel pens
 Meta strips
  Masking tape
 bond paper
 Curriculum Guide 4-6
 Strips containing the following
words/phrases: Intended Learning
Outcomes, Teacher Learning Activities,
Assessment Task, Constructive alignment,
Curriculum, Instruction
References
DepEd Order no.8, s. 2015
www.trenton.k12.nj.us
K-12 Curriculum guide
Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University, 4th
edition. McGraw Hill
http://www.parentingscience.com/toy-blocks.html
https://intranet.tudelft.nl/fileadmin/Files/medewerkersportal/TBM/Onderwijsdag_2014
/What-is-ConstructiveAlignment.pdf
https://intranet.tudelft.nl/fileadmin/Files/medewerkersportal/TBM/Onderwijsdag_2014
/What-is-ConstructiveAlignment.pdf
https://sydney.edu.au/education_social_work/groupwork/docs/ConstructiveAlignment
.pdf
https://pdfs.semanticscholar.org/800f/59ad22ca17b5b9c2c6419d21a841a133df81.p
df
http://www.ucdoer.ie/index.php?title=Using_Biggs%27_Model_of_Constructive_Align
ment_in_Curriculum_Design/Continued&oldid=528
http://www.davidparker.com/janine/mathpage/patterns.html#FIBONACCI
Note to the facilitator:
1. Watch the original video on the topic “Alignment of Curriculum…” by Prof.
Myla Detecio and the topic “Learning Progression and Learning Targets” by
Mr. Palattao before running the session for your reference.
2. Prepare the materials.
3. Make it sure your laptop is compatible with the projector.

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

have a journey together on the road to successful learning. Let’s begin it by giving
you these sets of puzzle pieces of words or phrases for you to work on.
This activity is entitled “JUAN,KONEK”.

PRIMING ACTIVITY (5 minutes)

“JUAN, KONEK”

Instruction:
1. Group the participants in to 6 groups.
2. Give each group a set of puzzle pieces.
3. In 2 minutes, instruct them to arrange the puzzle pieces together to form a
meaningful word or phrase.
4. Let the group say something about it.
 “Let’s find out whether your ideas really hit what we are trying to convey in this
session which is entitled “Alignment of Curriculum, Instruction and Assessment”. We
need to establish standards as we move forward by introducing our targets for today:

Note to the facilitator: Introduce the objectives of the session.

OBJECTIVES OF THE SESSION

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

1. explain aligned curriculum, instruction and assessment;
2. design a sample of constructively aligned Intended Learning Outcomes,
Assessment Tasks and Teaching/ Learning Activities; and
3. reflect on the importance of constructively aligned ILO, AT, and TLA.

ACTIVITY (10 minutes)

“GO FOR M5, TARA, USAP TAYO”

1. The 6 groups shall be clustered in to 2.

2. Cluster 1 (1-3) will work on LC# 19: Visualizes multiplication of fractions using
models.
3. Cluster 2(4-6) will work on LC# 71: Formulates the rule in finding the next
term in a sequence

Note to the facilitator: Though they are clustered, the original 6 groups shall have
different outputs. Let the participants do the activity according to their understanding
of the template provided.

Instructions:
1. Discuss within the group the template provided and completely fill it out with
your answers based from your own experiences.
2. Share it to the entire group.

ANALYSIS (15 minutes)

1. What did you feel while doing the activity?

2. Do you think it is necessary for us to consider our learners while planning our
activities as well as the assessment task for them? How about the set of
outcomes?
3. How do you know if the given assessment task is aligned to the learning
targets?
4. What roles do curriculum, instruction and assessment play in student
learning?

ABSTRACTION (50 minutes.)

“Now, may I invite you to watch a video from Professor Myla E. Detecio,De la
Salle University.”
Viewing #1. Alignment of Curriculum, Instruction, and Assessment (Segment 1)
Resource Person: Myla E. Detecio

Note to the facilitator: After the slide on the Blooms Taxonomy, the facilitator will
pause the video and may give process questions or ask insights from the
participants.

Process questions:
1. How sure are we that our learners have learned what we intend them to
learn?
2. What will happen if the given assessment is incongruous to the intended
learning outcome?

“To give you more concrete example on the alignment of curriculum,

instruction and assessment, let’s continue watching THE VIDEO, at this time
stressing out the how our learners be guided in formulating the rule of the next term
in a sequence. Are you familiar with the Tower of Hanoi?”

Viewing #2. Alignment of Curriculum, Instruction, and Assessment (Segment 2)

Resource Person: Myla E. Detecio

REFLECTION (5 minutes)
1. Does anybody like to share their own ways of teaching sequence for the
learners to easily formulate the rule in finding the next term?
2. Do you think having the mental map of what students should know(K),
understand (U) and do(D) improve their academic performance?
3. Alignment within curriculum, instruction and assessment task is a complex
and time-consuming endeavor. Now, how do you ensure a constructive
alignment among the said elements?

Note to the facilitator: The facilitator shall add the key learning points to strengthen
the learnings of the participants.

APPLICATION (20 minutes)

Referring to your Math Grades 4-6 CGs, choose 1 competency and design a sample
of constructively aligned Intended Learning Outcomes, Assessment Tasks and
Teaching/ Learning Activities using similar template in the activity specifying the
learning targets in KUD format.

Learning Intended Learning Teacher/Learner Assessment

Competency Outcomes (ILO) Activities (TLA) Task (AT)
K-
U-
D-

Note to the facilitator: Ideally there should be substantial time for application.

Closure (5 minutes)
 “To end this session on Alignment of Curriculum, Instruction and Assessment,
may I share these statements as a sort of an analogy.

Janet Hale lives in the Sonoran Desert in Tucson, Arizona. As an avid

gardener, she has found the agave plant to be a perfect analogy to represent the
beauty and utility of curriculum alignment. Because the landscape is so dry in the
desert, every leaf of an agave is aligned in a strategic way to channel rain into the
plant’s roots. The alignment of its leaves allows it to flourish the same way that a
well-aligned curriculum can impact student growth and achievement.”

Note to the facilitator: The facilitator may also share in another context (optional).
He/she may solicit insights from the participants.

“Auto mechanics performs alignment by lining up the direction of the wheels

so the vehicle is pointed in a straight line. Curriculum alignment follows the same
principle, with the wheels being curriculum, standards, instructions and assessment.”

Prepared by:

CESAR A. RESTAURO, JR.

RO7

Activity

Learning Intended Teacher/Learner Assessment

Competency Learning Activities (TLA) Task (AT)
Outcomes (ILO)
Application

Learning Intended Learning Teacher/Learner Assessment

Competency Outcomes (ILO) Activities (TLA) Task (AT)
K-

U-
D-