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FIDP Steps-KUD-RBT Level - EGS

This document discusses how to relate general enabling strategies with levels of thinking from the KUD classification. It provides the KUD classification which lists thinking skills from the Revised Bloom's Taxonomy and pairs them with enabling general strategies. It also provides steps for creating a Focused Instructional Design Plan (FIDP) which involves unpacking standards, designing performance tasks, and classifying learning competencies according to KUD levels and thinking skills.

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Pj Tv
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980 views1 page

FIDP Steps-KUD-RBT Level - EGS

This document discusses how to relate general enabling strategies with levels of thinking from the KUD classification. It provides the KUD classification which lists thinking skills from the Revised Bloom's Taxonomy and pairs them with enabling general strategies. It also provides steps for creating a Focused Instructional Design Plan (FIDP) which involves unpacking standards, designing performance tasks, and classifying learning competencies according to KUD levels and thinking skills.

Uploaded by

Pj Tv
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Relating General Enabling Strategy with Levels of Thinking from KUD Classification

KUD Classification Thinking Skills (RBT) Enabling General Strategy


Creating (Can you generate new
Doing products, ideas or ways of Problem Solving (Doing)
viewing things?)
Evaluating (Can you justify a Reasoning &Proof (Making
decision?) Sense)
Analyzing (Can you break
information into parts to Communication (Discussing or
Understanding explore understanding and Writing about one’s thinking)
relationships?)
Applying (Can you use the Connections (to other
information in another familiar mathematical ideas, to other
situation?) discipline)
Understanding (Can you explain
ideas or concepts?) Representation (Modeling,
Knowing
Remembering (Can you recall Writing…)
information?)

Steps to Create FIDP


1. Copy & paste the following from the Curriculum Guide:
a. Details about the subject (e.g. core subject description)
b. Complete Learning Competencies
c. Most Essential Learning Competencies
2. Indicate the Culminating Performance Standard by considering the goals or components
of your subject:
EXAMPLE: Personal Development
To make Students:
a. Know themselves and become aware of the developmental stages they are in
b. Understand themselves and the significant people around them
c. Make important career and life choices
d. Decide on a career path after SHS
3. Design a Performance Task in GRASPS format
4. Unpack the Standards by classifying the learning competencies according to the KUD
Levels
5. Classify the highest thinking skills to assess for the competence using the RBT Levels of
Thinking Skills.

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