Pprogram, Course, & Intended Learning Outcomes.pptx

this is about program, course, and intended learning outcomes

1. PROGRAM, COURSE, AND INTENDED LEARNING OUTCOMES (PLO, CLO, ILO) – Constructing & Mapping in Mathematics Education – BY ALAIZA MAE ARIQUE

2. At the end of the lesson, the pre-service teacher (PST) should be able to: 1. construct program learning outcomes, course learning outcomes, and intended learning outcomes 2. map the program learning outcomes with course learning outcomes 3. map the course learning outcomes with intended learning outcomes Learning Outcomes

3. What is Learning Outcome? It describes the measurable skills, abilities, and knowledge or values, the students should be able to demonstrate as a result of completing a program, course, or lesson. Part of CHED’s Outcomes-Based Education (OBE) framework. Ensur es alignment with DepEd K–12 / MATATAG Curriculum for future teachers. Outcomes guide curriculum, teaching, and assessment. Why it matters?

4. Three Levels of Outcomes PLOs (Program): Graduate-level competencies (e.g., what a BSEd Math graduate should know and do). CLOs (Course): Achievements at the end of a subject (e.g., Teaching Mathematics in JHS). ILOs (Intended/Lesson): Lesson- or week-level targets, measurable and specific.

5. PROGRAM LEARNING OUT COMES (PLO's) are the skills, competencies, and "big ideas" students should be articulate, put into action, or utilize. are statements that specify what students will know or be able to do as a result of an activity and are expressed as knowledge, skills, attitudes, or values.

6. is a measurable expectations or anticipated outcomes. is a comprehensive and well-developed list that can provide information about student learning, curriculum, and teaching. PROGRAM LEARNING OUT COMES (PLO's)

7. Wri ting Program Learning Outcomes Ess ential to learning-centered institutions. They should be observable. By clearly stating the outcome that occurs as a result of the education, institutions and programs become better positioned for using effective techniques and pedagogies for advancing student learning. Each set of outcomes should be comprehensive, coherent, and contextualized for a specific discipline. They should be clearly written and easily understood by faculty, students, staff, administrators, and external constituencies.

8. Tip s for Developing Effective, Measurable Program Learning Outcomes Keep statements short and focused on a single outcome. Learning outcomes should have two parts: an action verb and content area . Bloom's taxonomy is a hierarchical design of ways of thinking (action or performance verbs) that classifies learning or cognition into six levels, categorized from less to more complex ( Suskie , 2009). Level 1- Remember Level 2- Understand Level 3- Apply Level 4- Analyze Level 5- Evaluate Level 6- Create

9. Tip s for Developing Effective, Measurable Program Learning Outcomes

10. Tip s for Developing Effective, Measurable Program Learning Outcomes Include complex or higher-order learning outcomes when they are appropriate. Utilize learning outcomes as a basis for course preparation Learning outcomes should be smart (specific, measureable, acceptable, realistic to achieve, and time bound with a deadline) to the instructor.

11. a. Exhibit competence in mathematical concepts and procedures b. Exhibit proficiency in relating mathematics to other curricular areas c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics d. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics e. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity f. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world Example of Program Learning Outcomes CHED Memorandum Order No. 75, s. 2017 – Policies, Standards, and Guidelines for Bachelor of Secondary Education

12. COURSE LEARNING OUT COMES (CLO's ) is a central to your course's curriculum. similarly describe the competencies the student will achieve upon successfully completing the course. are specific and measurable statements that define the knowledge, skills, and attitudes learners will demonstrate by the completion of course.

13. 3 Types of CLOS Exploitation of Resources Adaptation Costs ”What will students completing this course know?” Cognitive outcomes Behavioral outcomes Affective outcomes “What will students completing course be able to do?” “What will students completing this course care about or think?”

14. Good Course Learning Outcomes... us e action verbs to specify the demonstrable and measureable, knowledge, skills or dispositions possessed by students completing this course. are meaningful. are measurable. are distinctive. are aligned/consistent with learning outcomes/goals are paired with Learning Activities in the course that allow the students to achieve the CLOs and allow teachers to assess the achievement.

15. Steps to writing CLOs Step 1: Select an action verb using Bloom's Taxonomy. Step 2: Select the subject content students are performing that task for. Step 3: Decide if your CLO requires either a level of achievement or a condition of performance.

16. Examples of Course Learning Outcome

17. INTENDED LEARNING OUT COMES (ILO's ) define what a learner will have acquired and will be able to do upon successfully completing their learning. should be expressed from the students' perspective and are measurable, achievable and assessable. focus on just-that-they articulate what students should be able to know, do, and value by the end of course.

18. the key to creating an aligned course or a course in which content, context, instructional strategies, learning activities, and assessment all work together to support students achievement of those outcomes. INTENDED LEARNING OUT COMES (ILO's ) student-centered and describe your intentions for your students learning at the level of module.

19. INTENDED LEARNING OUTCOMES (ILOs) The verbs used for module outcomes need to be specific because outcomes need to be measurable and appropriate to the level of the module. Try to avoid expressions such as 'know,' 'understand ,' 'be familiar with, and 'be aware' as these are too vague to convey the exact nature of the outcome being sought and are difficult to assess accurately.

20. Step s in writing ILOs 1.) Decide on the Purpose Why is this unit being offered? What do students need to learn in this unit to progress through the course and achieve the CLO? Where does what students learn in this unit fit within the whole course structures? If one of your students was asked what they learned in your unit, what would you like the student to say? What specific intellectual and practical skills will a student leave the unit with that they lacked when they started

21. Step s in writing ILOs 2.) Identify the Content It is recommended that you start by defining the content that the student will learn within the unit. When more than one identified purpose contains the same content, merging these into a single ILO is appropriate.

22. Step s in writing ILOs 3.) Select the Appropriate Verb Once the content has been defined, consider the level of cognitive activity with which the student will be expected to engage. What level of thinking do you want students to use about the content. It can be expressed with a verb.

23. Step s in writing ILOs 4.) Add the Context (when necessary) When you have identified what the students will learn and what they will do with it, the next step is to define the context in which students will be able to do with the context. When selecting the appropriate context, it is important to consider the place the unit occupies within the course structure, and its contribution to student development towards CLOs, just as when selecting verbs. Context helps to define and put limits around what you are going to teach the students within the unit.

24. Step s in writing ILOs 5.) Ensure Clarity To ensure that the ILO is well-written, the final step is to put the elements together and ensure that the whole makes sense not to you as an expert, but to your students, who are learners in the area. You will need to remove any jargon or discipline specific language, and replace them with plain language.

25. At the end of the week, the pre-service teacher (PST) should be able to : a . construct program learning outcomes , course learning outcomes, and intended learning outcomes b. map the program learning outcomes with course learning outcomes c. map the course learning outcomes with intended learning outcomes Intended Learning Outcomes (ILOs

26. CURRICULUM MAP & THE CURRICULUM MAPPING PROCESS

27. Curriculum Map A curriculum map identifies where in the curriculum learning outcomes are addressed... WHAT is taught? WHERE? HOW?

28. Curriculum Map The mapping process may help you determine whether your curriculum and learning outcomes are aligned, and may reveal gaps in your curriculum. When building the map, you might discover: that there are learning outcomes that are not being fully addressed (or addressed at all). when, where, and how to collect assessment data. where you can make changes for improvement after you've collected and analyzed assessment data.

29. Curriculum Mapping Process 1. Make a matrix or spreadsheet. 2. Identify the degree or program outcomes ( BEEd , BSED). 3. Identify the subjects or courses under the degree ( GenEd , ProfEd , and Major for BSEd ). 4. List the subjects along the vertical cells of the matrix in a logical or chronological order. 5. List the degree program outcomes along the horizontal cell (use code as PO1, PO2... if outcomes are too long to fit in the cell) PO means Program Outcomes . 6 . Cross the Subject and the Outcome, and determine if such subject accomplishes the outcomes as either Learned (L), Performed (P) or given Opportunity (O). Place the code in the corresponding cell. 7. Fill up all cells. 8. After accomplishing the map, set it as a guide for all teachers teaching the course for student to complete the degree in four years.

30. Example: Legend: L-learned P- practised O- oppurtunity to learn and practice

31. CLO–ILO Mapping Matrix for College & Advanced Algebra:

32. www.reallygreatsite.com C onclusion In summary, learning outcomes serve as the backbone of curriculum design. At the program level (PLOs) , they define what a graduate should become; at the course level (CLOs) , they specify what a student should achieve in each subject; and at the lesson level (ILOs) , they describe what a learner should be able to do after every class session. By mapping PLOs, CLOs, and ILOs, we ensure constructive alignment, where teaching, learning, and assessment all work together toward the same goals. This systematic approach not only prevents gaps and overlaps in the curriculum but also guarantees that pre-service teachers are fully prepared with the knowledge, skills, and values needed for their future profession.

33. THANK YOU! www.reallygreatsite.com