Scribd
Upload
159 views

PPST Resource Package Objective 8

This document discusses setting achievable and appropriate learning outcomes aligned with learning competencies. It explains that learning outcomes focus on how students will apply and integrate knowledge, not just coverage of material. Learning outcomes should include active verbs demonstrating skills like those in Bloom's Taxonomy. They must be achievable, appropriate, and aligned with competencies. An example is given of a teacher planning outcomes for teaching measures of central tendency that go beyond textbook problems to a performance task where students apply their understanding. Learning outcomes can be products or performance targets demonstrating students' learning.

Uploaded by

Joshua Wijangco
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
159 views

PPST Resource Package Objective 8

This document discusses setting achievable and appropriate learning outcomes aligned with learning competencies. It explains that learning outcomes focus on how students will apply and integrate knowledge, not just coverage of material. Learning outcomes should include active verbs demonstrating skills like those in Bloom's Taxonomy. They must be achievable, appropriate, and aligned with competencies. An example is given of a teacher planning outcomes for teaching measures of central tendency that go beyond textbook problems to a performance task where students apply their understanding. Learning outcomes can be products or performance targets demonstrating students' learning.

Uploaded by

Joshua Wijangco
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 22

If learning is your

passion, this resource


package is for you.
In this module, we will provide you with several illustrations of practice
highlighting different strategies that can be used in setting achievable
and appropriate learning outcomes that are aligned with the learning
competencies.
The difference between learning outcomes and learning competencies is that the former
focus on the application and integration of the content knowledge from the perspective of the
learners. They can more explicitly and directly address expectations for student learning.
Instead of focusing on coverage of material, learning outcomes articulate how students will
be able to employ the material, both in the context of the class and more broadly (University
of Toronto, n.d). Learning outcomes include
products or performance targets our learners need to demonstrate by the end of a particular
assignment, class or any learning activity.
In setting learning outcomes, we should think of active verbs that would demonstrate our
learners’ knowledge and understanding in terms of specific actions. With this, it is helpful to
review the different cognitive skills as listed in Bloom’s/Anderson Krathwohl’s Taxonomy.
Since learning outcomes are built from the content and performance content
standards, we have to observe these principles:
1. They should be achievable.
They should be set within the range of abilities of the learners (Academic
Programmes Quality & Resources Unit, University of Malta, 2009)
2. They should be appropriate.
They should be targeting relevant skills, knowledge, and attitudes.
3. They should be aligned with the learning competencies.
They should be in congruence with the learning competencies set for the
learning area and level.
Alignment of learning outcome to learning competency and performance task

Teacher Shiela is a Junior High School Math Teacher for Grade 7


students. She will teach the competency Illustrates the measures of
central tendency (mean, median, and mode) of a statistical data
M7SP-IVf-1. During her lesson planning, she asks herself, “How
would I want my students to use the knowledge about measures of
central tendency? Believing that it is not enough to have her students
solve problems in the textbook, she thinks of allowing her students to
work in appropriate performance task.
Alignment of learning outcome to learning competency and performance task

Teacher Shiela is a Junior High School Math Teacher for Grade 7


students. She will teach the competency Illustrates the measures of
central tendency (mean, median, and mode) of a statistical data
M7SP-IVf-1. During her lesson planning, she asks herself, “How
would I want my students to use the knowledge about measures of
central tendency? Believing that it is not enough to have her students
solve problems in the textbook, she thinks of allowing her students to
work in appropriate performance task.
Learning outcomes can be specific products or performance
targets that we want our learners to demonstrate. Products
generally refer to varied concrete evidences of learning while
performance targets are the expected skills that our learners
should demonstrate after any instructional activity.
This is illustrated in the Verb Wheel based on Bloom’s
Taxonomy below.
Setting learning outcomes through unpacking standards
Setting learning outcomes through unpacking standards
Thank you

You might also like