731159024-4-Learning-outcomes-Sources-and-Characteristics.pptx

Learning Outcomes

1. Learning outcomes: sources and characteristics Elthon Jake C. Buhay, LPT

2. Learning outcomes At the end of the Chapter, the student should be able to: explain the meaning of learning outcomes; state the sources of learning outcomes; explain why learning outcomes must consider needs of industry explain the characteristics of good learning outcomes, and; determine whether a given learning outcome is good or not and improve on learning outcomes that do not meet standards.

3. Introduction Students who are well-informed about what behaviors are expected of them in a course/subject or learning activity have a definite guide learning activity and are therefore perceived to attain success. Teachers who know very well what they wish their students to demonstrate or perform will be in the best position to align their instructional activities to the desired learning outcomes.

4. Meaning of learning outcomes

5. Institutional Outcomes-Graduate Attributes Program Outcomes Course Outcomes Learning Outcomes

6. Meaning of learning outcomes Learning outcomes emphasize that these are the knowledge, skills, and values that students are expected to demonstrate at the end of the lesson. These are the ones assessed in the process of teaching-learning and are expected to be demonstrated at the end of the lesson.

7. Sources of learning outcomes 1. The institution’s vision and mission statement are a relevant source of student learning expectations. Public schools refer to the public school system vision and mission statements as source of learning outcome.

8. Department of education, Philippines’ vision, mission, and core values

9. Sources of learning outcomes 2. Policies and competencies and standards issued by government education agencies such as the DepEd, TESDA, and CHED are prescribed sources of learning outcomes.

10. Sources of learning outcomes 3. To bridge the gap between academe and industry, expected competencies identified by the different professions, business, and industry should be adopted to ensure that graduates are able to perform as expected in their respective work places and/or professions.

11. Sources of learning outcomes 4. For schools to be relevant, they should consider the thrusts and development goals of national government in the formulation of learning outcomes. Schools are there for society and society is also there for the school.

12. Program outcomes for teacher education Based on the CMO’s 6.1 Common to all programs in all types of schools, The graduates have the ability to: articulate and discuss the latest developments in the specific field of practice. (PQF Level 6 descriptor) effectively communicate in English and Filipino, both orally and in writing

13. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor) act in recognition of professional, social, and ethical responsibility preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

14. Program outcomes for teacher education Based on the CMO’s 6.2 Common to description (Teacher Education) Articulated the rootedness of education in philosophical, cultural, historical, psychological, and political contexts Demonstrate mastery of subject matter/discipline

15. Facilitate learning using a wide range of teaching methodologies and deliver modes appropriate to specific learners and their environments. Develop innovate curricula, instructional plans, teaching approaches, and resources for diverse learners.

16. Program outcomes for teacher education Based on the CMO’s 6.3 Common to graduates of a horizontal type of institution as defined in CMO 46, 2012 Graduates of professional institutions demonstrate service orientation in their respective professions Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the communities they serve.

17. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects.

18. The Philippine professional standards for teachers

19. The program outcomes for the teacher education program in the Philippines must necessarily be based on the Philippine Professional Standards of Teachers issued by the Department of Education in Department Order #42, s. 2017.

20. Learning outcomes in teacher education subjects must take into consideration the program outcomes laid down by CHED and the Philippine Professional Standards for Professional Teachers issued by the Department of Education.

21. Characteristics of good learning outcomes

22. Characteristics of good learning outcomes Good learning outcomes are centered on the student/learner. This is the reason why learning outcomes are referred to as student learning outcomes. Good learning outcomes are learner-centered. They describe what the learner is able to do as a result of teaching.

23. Characteristics of good learning outcomes 2. Good learning outcomes are based on and aligned with the institutional, program and course outcome. It is in aligning learning outcomes with institutional outcomes that education institutions realize their institutional outcomes.

24. Characteristics of good learning outcomes 3. Good learning outcomes are based on and aligned with local, national and international trends and issues. From the social reconstructionist point of view, schools are not ivory towers. They are expected to help address social problems and so for relevance, it is necessary that learning outcomes are based on and aligned with current issues.

25. Characteristics of good learning outcomes Good learning outcomes are known and are very well understood by both students and faculty. The learning outcomes are no secret for the teacher only. In fact, in OBE and OBTL the teacher starts the lesson with a clarification of the learning outcome/s to ensure that each student knows what is/are expected of him/her.

26. Characteristics of good learning outcomes Good learning outcomes includes a spectrum of thinking skills from simple remembering to creating or from the lowest and simplest cognitive, unistructural process to cognitive in Bloom’s and Anderson’s revised taxonomy of objectives. Other than Bloom’s taxonomy, the most popular among taxonomies of objectives, are other taxonomies of learning objectives that include simple thinking skills and higher order thinking skills.

27. Bloom’s and Anderson’s taxonomy of objectives

28. Other taxonomies of learning objectives

29. Other taxonomies of learning objectives McTighe and Wiggins (McTighe, 2018) in their Understanding by Design ( UbD ) described four key types of educational goals — knowledge, basic skills, long-term understanding and long-term transfer goals. They also cited 6 facets of understanding.

30. Mctighe and Wiggins’ 6 facets of understand FACETS OF UNDERSTANDING Explain Provide explanations Interpret Identify means Apply Use knowledge in new situation Have perspective See viewpoints through critical eyes Emphathize Able to find value in what others may find odd Have self-knowledge Aware of what they do not understand

31. Fink’s taxonomy for significant learning Caring Learning how to learn Integrations Human Dimension Application Foundational knowledge

32. The S tructure of the o bserved l earning o utcome (solo)

33. In summary, all the taxonomies of objectives or outcomes discussed in the foregoing paragraphs begin with the cognitive process at the lowest level becoming more complex and higher in level as one goes higher in the taxonomy of objectives.

34. Characteristics of good learning outcomes Good learning outcomes are SMART S pecific, M easurable, A ttainable, R esult-oriented, and T ime-bound. “To discuss everything that you learned from this course” is not a good learning outcome. “to illustrate with a concrete example at least 5 principles of learning” is a good learning outcome. Good learning outcomes are stated using behavioral terms.

35. Characteristics of good learning outcomes “ at the end of the 60-minute period, the students are expected to illustrate with a concrete example at least 5 principles of learning” is a good learning outcome. Good learning outcomes are stated using behavioral terms.

36. Characteristics of good learning outcomes Good learning outcomes are useful and relevant to the learners. The learning outcomes are for the learners to attain at the end of the lesson.

37. Review for mastery What are the learning outcomes? State the sources of learning outcomes. Why must the needs of industry be considered in the formulation of learning outcomes? What are the characteristics of good learning outcomes? How do you determine if a given learning outcome is good or not?

38. Any questions?

39. Slide Tite Thank you for listening!