Republic of the Philippines

MINDANAO STATE UNIVERSITY

General Santos City
College of Education
Bachelor of Physical Education

Semi-Detailed lesson Plan

Name: Abby Ghayle Faith C. Anape, Kia Khyte Flores, Amir Kudarat, Ernest Castillon,
Jian Cuyos

Time: Tuesday and Friday (10:30-12:00 am)

1. Learning Outcome

At the end of the discussion, the students should be able to:

 Understand the meaning of the Learning Outcomes;
 Recognize its sources and characteristics;
 Evaluate whether the given learning outcome is good or not.
 Appreciate the importance of Learning Outcomes.

2. Subject Matter
 Topic: “Learning Outcomes: Sources and Characteristics”
 References: https://www.chaffey.edu/outcomes/program-learning-
outcomes.php
 Materials: PowerPoint presentation
Printed Material and other Visual aids
Laptop
Tv Screen

3. Learning Procedure Teacher/Student Activity

Preliminary Activities 1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Rules
 Always be on Time.
 Be attentive to teachers while listening.
 Keep your classroom clean.
 Be friendly with everyone.
 Respect other students’ personal
belongings
 Raise your hand if you want to say
something.

Instruction: The teacher will ask questions regarding

with the previous discussion last meeting.
 Review of previous
lesson Review
1. What was our topic last meeting?
2. Can you recall what is the meaning of the
OBE (Outcome Based Education)?
3.1 Activities Pre- Activity

“Pass the paper”

The teacher will explain the instruction to the student

In this activity, “Pass the paper”, the class will be

divided into two (2) groups. The teacher will provide a
draw box and inside of the box, there has eight (8)
questions in each eight (8) pieces of paper. The
teacher will be the one to draw for the two (2) groups
which is one question for the Group 1 and one
question for the Group 2. After the two groups receive
the paper, the teacher will play some music while the
person passes the paper beside him/her until the
music stop. To whomever the paper lands will be the
one to answer the question written of the paper. They
will only have 30 sec. to share their thoughts/ insights
regardless of what is in the paper.

3.2 Analysis Activity

“Raise your flag with a Twist”

The teacher will explain the instruction to the student.

The class will be divided into two groups. Each group

will choose one (1) representative to go in front of the
table. The teacher will give each student a one red flag
and the other is one green flag. Then, the teacher will
show four (4) pics in each four (4) slides in the tv
screen that is only answerable in one (1) word.
Whoever knows the answer, will raise their flag after
the teacher will shout “raise!”. And those group who
gets the high points will be the winner.

1.

Answer: Learning
 2.

Answer: Outcome

3.

Answer: Source
4.

Answer: Characteristics

Process Questions:
1. Did you enjoy our activity, Raise your Flag with a
Twist?
2. Did you encounter any difficulties in identifying what
the picture is shown in the screen?
3. Do you have any idea what will be our topic for
today?
4. Does anyone of you have knowledge about the
Learning Outcome?
3.3 Abstraction The teacher will conduct a lecture-discussion with
a PowerPoint presentation and other instructional
materials and allow the students to listen and interact
during the discussion.

Introduction
In OBE, the focus is on learning outcomes.
Learning outcomes are naturally associated with
learners thus the phrase student learning outcomes.
Don’t get confused. We are still referring to the same
learning outcomes focused on the student or the
learner.
Students who are well informed about what
behaviors are expected of them in a course/subject or
learning activity have a definite guide during the
learning activity and are therefore perceived to attain
success. Correlatively, 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.

Meaning of Learning Outcome

Outcomes come in different levels.
1. Institutional Outcomes- the broadest of all
outcomes, are derived from the institution’s
vision and mission.
2. Program Outcomes- are measurable
statements that describe knowledge or skills
that students achieve upon completion of their
academic program.
3. Course Outcomes- specific and measurable
statements that define the knowledge, skills,
and attitudes learners will demonstrate by the
completion of a course.
4. Learning Outcomes- to emphasize that these
are the knowledge, skills, and values that
students are expected to demonstrate at the
end of the lesson. There are the ones assessed
in the process of teaching-learning and are
expected to be demonstrated at the end of the
lesson.

Teaching objectives are not the same as learning

outcomes. Teaching objectives are formulated from the
point of the teacher while learning outcomes are
formulated from the point of view of the learner.
Teaching objectives state what the teacher does while
learning outcomes state specifically what knowledge,
skill or value must be demonstrated by the learner after
the instruction. There should be no disconnect
between teaching objective and learning outcome. In
the words of OBE, they must align.

Sources of Learning Outcomes

1. Department and Institutional Goals

 Institutions' Vision and Mission statements are

the relevant sources of student learning
expectations.
  Public schools
-refer to the public school's mission and vision
statements as a source of learning outcomes.

 Private schools
-are either sectarian or non-sectarian, have their
mission and vision as their source of learning
outcomes from their respective religious goals, or their
founder's philosophy.

Constructive Alignment
-When school teachers must align their teaching-
learning activities and assessment tasks with their
learning outcomes (called learning objectives), which
are in turn aligned with their mission vision statements.
-To ensure focus and transparency while delivering a
consistent level of education.

2. Policies and Competencies and Standards

Issued by Government Education Agencies

 Department of Education (DepEd)

-DepEd issued the K-12 curriculum guide that contains
the competencies expected to be taught by teachers in
the basic education level.
- primary education first stage of basic education) and
lower secondary education (second stage).
-PPST (Philippine Professional Standards for
Teachers).

 Technical Education and Skill Development

Authority (TESDA)
-has a list of competencies per course.
- provides direction, policies, programs, and standards
towards quality technical education and skills
development.

 Commission on Higher Education (CHED)

-has program outcomes and course outcomes for all
programs.

PPST from DepEd and program outcomes teacher

education from CHED
-To bridge the gap between academe and industry, to
ensure that graduates are able to perform as expected
in their respective workplaces and professions.

3. For schools to be relevant, they should consider

the thrusts and development goals of the
national government in the formulation of
outcomes.
 Schools are there for society and society is also
there for the schools.

4. the determination of learning outcomes must

likewise consider international trends and
development.
 This makes graduates globally competitive.

Program Outcomes for Teacher Education Based

on the CMOs.
 Based on the CMOs 74-80 s. 2017, The Policies,
Standards and Guidelines for the teacher education
program, graduates of all programs in all types of
schools (professional institution, college or university)
have the ability to:
6.1 Common to all programs in all types of
schools. The graduates have the ability to:
a) Articulate and discuss the latest developments
in the specific field of practice. (PQF level 6
descriptor)
b) Effectively communicate in English and Filipino,
both orally and in writing.
c) Work effectively and collaboratively with a
substantial degree of independence in multi-
disciplinary and multi- cultural teams. (PQF level
6 descriptor)
d) Act in recognition of professional, social and
ethical responsibility.
e) Preserve and promote “Filipino historical and
cultural heritage” (based on RA 7722).

6.2 Common to the discipline (Teacher

Education)
a) Articulted the rootedness of education in
philosophical, cultural, historical, psychological,
and political contexts.
b) Demonstrated mastery of subject matter/
discipline.
c) Facilitate learning using a wide range of
teaching methodologies and delivery modes
appropriate to specific learners and their
environments.
d) Develop innovate curricula, instructional plans,
teaching approaches, ad resources for diverse
learners.

6.3 Common to graduates of a horizontal

type
of institution as defined in CMO 46, 2012.
a) Graduates of professional institutions
demonstrate service orientation in their
respective professions.
b) 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.
c) Graduates of universities contribute to the
generating of new knowledge by participating in
various research development projects.

The Philippine Professional Standards for Teachers

The program outcomes for the teacher education
program in the Philippines must necessarily be based
on the Philippine Professional Standard for Teachers
issued by the Department of Education in Department
Order #42, s. 2017. While the program outcomes for
teacher education issued by the Commission on
Higher Education were based on the PPST, it may be
good to present the gist of the professional standards
contained in 7 Domains, 37 strands.
Q: Why Learning Outcomes must consider needs
of industry?
- Learning Outcomes must consider or be based
on needs of industry to eliminate the gap
between the academe and industry and so
make teaching-learning relevant to the needs of
industry to prepare the graduates adequately for
their future jobs.

CHARACTERISTICS OF GOOD LEARNING

OUTCOMES

1. Good learning outcomes are centered on the

student/learner.

2. Good learning outcomes are based on and aligned

with the institutional, program, and course outcomes.

3. Good learning outcomes are based on and aligned

with local, national, and international trends and
issues.

4. Good learning outcomes are known and are very

well understood by both students and faculty

5. Good learning outcomes include 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.
6. Good learning outcomes are SMART.
7. Good learning outcomes are useful and relevant to
the learners.

Determine whether each given learning outcome is

good or not.

Learning Outcome Good Bad Improved Version

(/) (x)
1. To understand the phrase
“assessment for learning”

2. To lecture on academe and

industry linkage.

3. To develop effective
communication skills in English
both oral and written.
4. To solve problems involving
unlike fractions.

5. To complete a Master’s Degree.

3.4 Application “Pick me, Choose me!”

The teacher will explain the instruction to the student

Instruction: The class will be divided into 5 groups.

Each group will choose 1 (one) representative to
choose a color. Before they will choose a color, the
representative will pick an emoji and sing “Leron-leron
sinta” and together with the group, express the song
based on the emoji he/she got. After that, they will be
given 5 paper that contains a question/statement to be
answered in a 1 whole sheet of paper. (You have 20
minutes to finish the task)

4. Evaluation
“Where to Pick?”

Multiple Choice. Select the letter of the correct

answer.

1. Which is TRUE of Learning Outcomes?

a. What learners are expected to demonstrate
at the end of a lesson.
b. What institutions are expected to realize.
c. What an education program is supposed to
attain.
d. What a course is supposed to achieve.

2. Why should educational institutions consider

needs of industry in the formulation of learning
outcomes?
a. To prepare graduates for the world of work
b. To eliminate probation of new employees in
industry
c. For industry to save on cost for human
resource development
d. To add prestige for educational institutions

3. Which of this is the good learning outcome?

I. describe the general features of
autonomic nervous system
II. will analyze and respond to arguments
about racial discrimination.
III. will know how to use the company’s
Learning Management System (LMS).

a. I and III
b. I, II, and III
c. II and III
d. I and II

4. Which does not apply to good learning

outcomes?
a. State what and how teachers must teach.
b. State what must be realized at the end of the
program.
c. Describe how students must be taught.
d. State the specific knowledge and skills that a
 students must be able to demonstrate at the
end of a lesson.

5. Which is a behavioral term that is used in the

formation of a learning outcome?
a. Understand
b. Refuse
c. Appreciate
d. Comprehend

5. Assignment Instruction: Research about the meaning and

methods of the Authentic Assessment and write it in a
one (1) whole piece of yellow paper. Make sure to write
the references/source that you use for research. Pass
it on October 23, 2023.