Unpacking
Learning
Competencies
Presented by: Pauline Q. Burlaza
Assesment in learning 1- Educ 4
February 17, 2025
Introduction
Unpacking Learning Competencies
A crucial step in effective curriculum
design, involves breaking down broad
statements into smaller and more
manageable learning objectives. This allows
educators to create targeted instruction,
assessments, and learning experiences.
Learning Objectives :
At the end of the lesson, student should be
able to:
a. discuss the learning competencies using 5Ps
;
b. define the ABCD of the objectives ; and
c. explain the writing objectives from
competencies.
Overview
Unpacking learning competencies
involves breaking down broad learning
objectives into specific, measurable, and
observable skills and knowledge that
students should acquire. This process helps
teachers understand what students need to
know and be able to do to achieve the
desired learning outcomes.
UNPACKING LEARNING COMPETENCIES
USING THE 5PS
• Purpose - This clarifies why students are
learning this particular competency.
Ex:
Competency: Analyze and interpret graphs
and charts in science texts.
Purpose: Develop critical thinking skills and
the ability to extract information from
scientific data.
• Pitch - This considers the difficulty level
of the competency, ensuring it's
appropriate for the learner's age,
developmental stage, and prior
knowledge. Ask questions like, "Is this
competency too advanced for some
students or too basic for others?"
• Pace - this outlines the timeline and
learning activities needed to achieve
the competency. Includes key
assessments to monitor progress and
make adjustments.
• Progress - this defines how learning
will be evaluated to determine if
students have mastered the
competency.
Ex:
Progress: Formative assessments through
class discussions, quizzes, and individual
presentations, summative assessment trough
a research project analyzing and interpreting
scientific data.
• Place - this specifies the learning
environment where the competency will
be developed.
Ex:
Imagine a high school science lesson
where the competency is for students to
"conduct a controlled experiment on
chemical reactions." The lesson is set in a
well-equipped laboratory with proper
safety gear, lab benches, and necessary
apparatus.
ABCD OF THE STATEMENT OF OBJECTIVES
Writing objectives from competencies
• Learning Competencies
is a general statement that describes the use
of desired knowledge, skills, behaviors, and
abilities.
• Learning Objectives
descrives what the learner should be able to
achieve at the end of a learning period.
Writing effective learning objectives
Writing learning objectives from
competencies involves breaking down
broad competencies into specific:
• Understand the Competency - A
competency is a broad skill, knowledge, or
ability that learners should develop.
• Identify Key Elements - Determine the
essential skills, knowledge, and behaviors
required.
• Use the ABCD Method for Writing Objectives
• Audience:
Who is learning? (e.g., students, employees)
• Behavior:
What will they do? (Use measurable action verbs
from Bloom’s Taxonomy)
• Condition:
Under what circumstances? (e.g., given a scenario, using
a tool)
• Degree:
To what level of proficiency? (e.g., 80% accuracy, within
5 minutes)
Example Learning Objective:
Given a business scenario, students will
deliver a professional presentation using clear
language, appropriate tone, and structured
arguments with at least 80% effectiveness
based on a rubric."
• Align with Bloom’s Taxonomy
Use verbs that match cognitive levels (e.g.,
remembering, understanding, applying,
analyzing, evaluating, creating).
• Check for Clarity & Measurability
Avoid vague verbs like understand or
know—instead, use explain,
demonstrate, or analyze.
Ensure the objective is measurable by
setting clear criteria.
Conclusion
Unpacking learning competencies is a
crucial process in education that involves
breaking down complex skills and knowledge
into smaller, manageable parts. By dissecting
complex skills into specific, measurable,
achievable, relevant, and time-bound (SMART)
components.
This process enables teachers to create
targeted lessons, assess student progress
accurately, and adjust instruction to meet
diverse needs.
Thank you!
References :
Pawilen, G. T . (2019). The teacher and the school curriculum. Published
REX BOOK STORE.
https://youtu.be/lJ3X72lxdp4?si=7sCb4eoi1g28YsPV
https://youtu.be/fFAx4a1pxIU?si=m3O8cSzQ099R6nRz
https://www.evereducating.com/abcd-learning-objective/
Pawilen, G.T. (2019). The teacher and the school curriculum. Publised REX
BOOK STORE.
https://www.google.com/url?q=https://www.scribd.com/document/
704229386/Unpacking-Learning-Competencies-Using-the-
5ps&sa=U&ved=2ahUKEwjO5ry4-J-
LAxUvsFYBHW2XAVMQFnoECAAQDQ&usg=AOvVaw2fDu0TDmBRGmS9S
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Assessment:
Directions: In a ¼ sheet of paper.
Write your name and today’s date.
Number it from 1-10. Read each item
carefully and write the correct answer.
Identification
1. This specifies the learning environment
where the competency will be developed.
2. This clarifies why students are learning this
particular competency.
3. This outlines the timeline and learning
activities needed to achieve the competency.
Includes key assessments to monitor progress
and make adjustments.
4. What does A stand for in ABCD statement
of objectives?
5.What does D stand for in ABCD statement
of objective?
6.What does C stand for in ABCD statement
of objective?
7-10. Enumerate 4 levels of Bloom's
taxonomy there are six levels of Bloom's
taxonomy.
Key answer:
1. Place
2. Purpose
3. Pace
4.Audience
5. Degree
6. Condition
7-10.
Remember, Understand, Apply, Analyze, Evaluate,
Create.
