CHAPTER 3

Lesson 4: Learning Outcomes:

Sources and Characteristics
LEARNING OUTCOMES

1. Explain the meaning of learning outcomes;

2. State the sources of learning outcomes;
3. Explain why learning outcomes must consider needs of
industry;
4. Explain the characteristics of good learning outcomes; and
5. Determine whether a given learning outcome is good or
not and improve on learning outcomes that do not meet
standards.
Meaning of learning Outcomes

-Learning outcomes are the knowledge, skills and values that

students are expected to demonstrate at the end of the lesson.

-Teaching objectives are not synonymous to the learning outcomes.

Teaching objectives are teacher-centered while learning outcomes are
learner-centered. Teaching objectives state what the teacher does while
learning outcomes state what learners are expected to do.
SOURCES OF LEARNING OUTCOMES

Learning outcomes are derived from the following:

-vision and mission statements of educational institutions;
-policies, outcomes and competencies issued by the DepEd such as
the Philippine Professional Standards for Teachers (PPST);
-program outcomes for teacher education issued by the Commission
on Higher Education (CHED);
-Table of Specification for the Licensure Examination for Teachers
from the Professional Regulatory Board for Professional Teachers;
-the competency standards from the Technical Education Skills
Development Authority (TESDA);
SOURCES OF LEARNING OUTCOMES

Learning outcomes are derived from the following:

-national and regional development goals and framework like the
Philippine Qualifications Reference Framework (PQRF); and
-international trends like the 2030 Agenda for Sustainable
Development, ASEAN Qualifications Reference Framework (AQRF);
and needs of industry.
SOURCES OF LEARNING OUTCOMES
PROGRAM OUTCOMES for Teacher Education based on the CMOs

Based on 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:

(Refer sample to the syllabus in Prof. Ed 8)

The Philippine Professional Standards for Teachers PPST

The 7 Domains and 37 strands of the PPST are in Appendix A.

Learning Outcomes in teacher education subjects must take into
consideration the program outcomes laid down by CHED and the PPST
issued by the DepEd.
In summary, when teacher formulates his/her learning outcomes,
he/she takes into consideration the institutional outcomes, the program
outcomes from the CHED, the PPST and the DepEd vision and mission
statements since DepEd is the main employer of teacher education
graduates.
The 7 Domains of PPST
The Philippine Professional Standards for Teachers PPST

TEACHER QUALITY IN THE PHILIPPINES: The Philippine

Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’ increasing
levels of knowledge, practice and professional engagement. At the same
time, the standards allow for teachers’ growing understanding, applied with
increasing sophistication across a broader and more complex range of
teaching/learning situations.
The following describes the breadth of 7 Domains that are required by
teachers to be effective in the 21st Century in the Philippines. Quality
teachers in the Philippines need to possess the following characteristics:
The Philippine Professional Standards for Teachers PPST

• recognize the importance of mastery of content knowledge and its

interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning.
• provide learning environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement.
• establish learning environments that are responsive to learner diversity. They
respect learners’ diverse characteristics and experiences as inputs to the planning
and design of learning opportunities.
• interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based on
the principles of effective teaching and learning.
The Philippine Professional Standards for Teachers PPST

• apply a variety of assessment tools and strategies in monitoring, evaluating, documenting

and reporting learners’ needs, progress and achievement. They use assessment data in a
variety of ways to inform and enhance the teaching and learning process and programs.
• stablish school-community partnerships aimed at enriching the learning environment, as
well as the community’s engagement in the educative process. They identify and respond
to opportunities that link teaching and learning in the classroom to the experiences,
interests and aspirations of the wider school community and other key stakeholders.
• value personal growth and professional development and exhibit high personal regard for
the profession by maintaining qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity. They value personal and professional reflection and learning
to improve their practice. They assume responsibility for personal growth and professional
development for lifelong learning.
LEARNING OUTCOMES

Learning outcomes must 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.
Good Learning Outcomes are learner-centered. The learner
outcomes describe very clearly what the learner is expected to know and do
based on and aligned with the institutional, program and course outcomes.
Good Learning Outcomes are based on and aligned with needs of
industry and with local, national and international trends and issues.
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.
CHARACTERISTICS OF GOOD LEARNING OUTCOMES

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- Specific, Measurable,
Attainable, Result- oriented and Time-bounded
7. Good Learning outcomes are useful and relevant to the
learners
LEARNING OUTCOMES

❑ When learning outcomes are specific and crystal clear, teachers

are given clear direction in teaching and learners see and
understand clearly what are expected of them.

❑ Learning outcomes include a spectrum of thinking skills from

simple remembering to creating or from the lowest and simplest
cognitive, unistructural process to the higher cognitive and
integrative processes.
BLOOM’S AND ANDERSON’S TAXONOMY OF OBJECTIVES
BLOOM’S AND ANDERSON’S TAXONOMY OF OBJECTIVES
McTighe and Wiggins UNDERSTANDING BY DESIGN (UbD)
Fink’s for TAXONOMY FOR SIGNIFICANT LEARNING
Bigg’s SOLO Taxonomy