Unpacking the Learning Competency

 Unpacking is a technique teachers can use to make sense

Unpacking of the standards and competencies and then create focused
learning targets to make them actionable.
  Clarify ambiguous or reconciling conflicting terms in the
standards or competencies.
 Make explicit connections between standards and
competencies.
 Provide for missing competencies in order to achieve the
Unpacking standards.
 Identify the budget of time as suggested by the learning
competency code.
 Break down in explicit terms the coverage or process
involved in the standard or competencies.
 To serve as your guide in lesson planning.
 To make the learning targets easier to achieve for students
 1. Identify the Learning Competency relevant to the target
of the period.
2. Find the verb in the LC.
3. Find the nouns and the noun phrases in the LC.
4. Find the conditions in the LC.
Helpful Steps 5. Identify what level is the LC verb in Bloom’s Taxonomy.
6. Formulate the Learning Objectives by focusing on the
actual level of the LC and the prerequisite levels.
7. Formulate the Learning Objectives from the bottom of BT
until it reaches the level of the LC.
8. Consider the time duration.
 Sample LCs:

 Use the properties of materials whether they are useful or

harmful.
 Use the appropriate suprasegmentals: pitch, stress,
juncture, intonation, etc.
Helpful Steps  Naipapaliwanag ang mahahalagang probisyon ng
Reproductive Health Law
 Nasusulat ang isang suring-pelikula batay sa mga
itinakdang pamantayan
 Performs appropriate first aid for injuries and emergency
situations in physical activity and sport settings
  Remembering: This level involves recalling previously
learned information. Examples of activities at this level
include memorization and recitation.
Bloom’s  Understanding: This level involves comprehending the
Taxonomy of meaning of information. Examples of activities at this level
include summarizing, paraphrasing, and explaining.
Learning
 Applying: This level involves using learned information in
Objectives new situations. Examples of activities at this level include
problem-solving, applying principles, and demonstrating a
skill.
  Analyzing: This level involves breaking down complex
information into its component parts and examining
relationships among the parts. Examples of activities at this
level include comparing and contrasting, identifying
Bloom’s patterns, and analyzing cause and effect.
 Evaluating: This level involves making judgments about the
Taxonomy of value or quality of information, based on criteria or
Learning standards. Examples of activities at this level include
critiquing, judging, and evaluating.
Objectives
 Creating: This level involves generating new ideas,
products, or solutions based on previously learned
information. Examples of activities at this level include
designing, constructing, and producing.
Helpful Steps
  Performance — answering the question: What will students be
able to do? and has an action-based verb which describes an
observable, measurable behavior, or skill.

Anatomy of an  Condition — answering the question: How/under what

conditions will students be able to do it?
Objective
 Criteria — for determining success. Answering the
question: How well will students be able to do it and what will be
the minimum level of evidence/achievement in order for student’s
performance to be acceptable?
 ARALING PANLIPUNAN
 Napaghahambing ang mga sinaunang kabihasnan sa Asya
(Sumer, Indus, Tsina) (AP7KSA-IIC-1.4)
SCIENCE
BBL ACTIVITY  Explain what happens when volcanoes erupt (S9ES-IIIb-28)
ENGLISH
 Develop paragraphs that illustrate each text type (narrative in
literature, expository, explanatory, factual and personal recount,
persuasive) (EN8WC-IIf2.2)
 FILIPINO
 Nailalahad ang pangunahing ideya ng tekstong nagbabahagi ng
bisang pandamdamin ng akda (F7PB-IIIa-c-13)
MAPEH
 Utilizes skills and knowledge aboyut foreground, middle ground,

BBL ACTIVITY and background to emphasize depth in painting a landscape

(A5PR-IIf))
MATHEMATICS
 Proves the conditions for similarity of triangles. *** 39.1  SAS
similarity theorem, 39.2  SSS similarity theorem, 39.3  AA
similarity theorem, 39.4  right triangle similarity theorem, 39.5
 special right triangle theorems (M9GEIIIg-h-1)