Respecting Developmental Progressions

(Activity)

Soledad A. Ulep
Ed n a G. Callan ta
Sequencing learning activities developmentally

• Do the learning activities/tasks progress from simple to complex? from easy to difficult?
• Are there no gaps in the learning activities/tasks? Are there no unnecessary overlaps?
• Is there a continuity or needed reinforcement in the methods/processes used by learners in
performing the learning activities/tasks?
• Are the concepts and skills needed to learn a new concept/topic already covered?
• Does the lesson progress in terms of increasing levels of thinking required from the learners to
perform the learning activities/tasks?
• Does the lesson provide a variety of learning activities/tasks?
• Are the learning activities/tasks aligned with the lesson objectives?
Providing opportunities to learners to engage in conceptual
strategies

• Does the lesson include learning activities/tasks that require learners

to reason based on correct conceptual understanding?

Providing opportunities to learners to engage in procedural

strategies
• Does the lesson include learning activities/tasks that require learners
to practice/apply what they have learned?
• Does the lesson include learning activities/tasks that enable learners
to gain mastery of what they have learned?
Building on and enriching prior knowledge
• Are the concepts being learned built on prior knowledge?

• Do the concepts being learned enrich prior knowledge?

Supporting domain/strand knowledge

• Do the learning activities/tasks relate to concepts and procedures
learned or being learned in the other domains/strands?
Considering that learning occurs in contexts
• Does the lesson include a context to which the learners can relate?

Using developmentally appropriate challenging learning activities

• Does the lesson include learning activities/tasks that are developmentally
appropriate and challenging ?
Thank you.