chapter 3

• Learning outcomes


  Knowledge, skills and values that students are expected to demonstrate at the end of the lesson
• Levels of learning outcomes

  • Institutional outcomes
  • Graduate attributes (student outcomes)
  • Program outcomes
  • Course outcomes
  • Learning outcomes
• Teaching objectives


  Formulated from the point of the teacher, state what the teacher does
• Learning outcomes


  Formulated from the point of view of the learner, state specifically what knowledge, skill or value must be demonstrated by the learner after instruction
• There should be no disconnect between teaching objective and learning outcome, they must be aligned
• Sources of learning outcomes

  • Institution's vision and mission statements
  • Policies and competencies/standards from government education agencies
  • Expected competencies from professions, business and industry
  • Thrusts and development goals of national government
  • International trends and development
• Schools should consider the thrusts and development goals of national government in the formulation of learning outcomes
• In a global world, the determination of learning outcomes must consider international trends and development to make graduates globally competitive
• Examples of international developments to consider

  • 2030 Agenda for Sustainable Development
  • ASEAN Qualifications Reference Framework
  • Philippine Qualifications Framework
• Program outcomes for teacher education based on CMOs 74-80 s. 2017

  • Ability to articulate and discuss latest developments in the specific field of practice
  • Ability to effectively communicate in English and Filipino, both orally and in writing
  • Ability to work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams
  • Ability to act in recognition of professional, social and ethical responsibility
  • Ability to preserve and promote "Filipino historical and cultural heritage"
  • Ability to articulate the rootedness of education in philosophical, cultural, historical, psychological, and political contexts
  • Demonstrate mastery of subject matter/discipline
  • Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
  • Develop innovate curricula, instructional plans, teaching approaches, and resources for diverse learners
  • Demonstrate service orientation in their respective professions (for graduates of professional institutions)
  • 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 (for graduates of colleges)
  • Contribute to the generation of new knowledge by participating in various research and development projects (for graduates of universities)
• Characteristics of quality teachers in the Philippines based on the Philippine Professional Standards for Teachers


  • 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
  • Apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research
  • Display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process
  • Exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to promote high-quality learning outcomes
  • Provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement
  • Create an environment that is learning-focused and efficiently manage learner behavior in a physical and virtual space
  • Utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of high standards of learning
  • Respect learners' diverse characteristics and experiences as inputs to the planning and design of learning opportunities
  • Encourage the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment
  • Translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning
  • Apply their professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons that are responsive to learner diversity
• Teacher education programs


  • Utilize a range of resources
  • Provide intellectually challenging and stimulating activities
  • Encourage constructive classroom interactions
  • Aim for high standards of learning
• Learning environments


  • Responsive to learner diversity
  • Respect learners' diverse characteristics and experiences
  • Encourage celebration of diversity
  • Differentiated teaching practices
• Teachers


  1. Interact with national and local curriculum requirements

  2. Translate curriculum content into relevant learning activities

  3. Plan and design well-structured and sequenced lessons

  4. Communicate learning goals to support learner participation, understanding and achievement
• Teachers


  • Apply professional knowledge
  • Collaborate with colleagues
  • Contextually relevant and responsive to learners' needs
  • Incorporate a range of teaching and learning resources
• Assessment


  1. Apply variety of tools and strategies

  2. Monitor, evaluate, document and report learners' needs, progress and achievement

  3. Use assessment data to inform and enhance teaching and learning

  4. Provide learners feedback on learning outcomes
• Teachers


  • Establish school-community partnerships
  • Identify and respond to opportunities linking classroom to wider community
  • Uphold professional ethics, accountability and transparency
• Teachers


  • Value personal growth and professional development
  • Maintain caring attitude, respect and integrity
  • Engage in personal and professional reflection and learning
• Learning outcomes in teacher education must consider institutional outcomes, CHED program outcomes, Philippine Professional Standards for Teachers, and DepEd vision and mission
• Good learning outcomes


  • Centered on the student/learner
  • Aligned with institutional, program and course outcomes
  • Based on and aligned with local, national and international trends and issues
  • Known and understood by students and faculty
  • Include a spectrum of thinking skills from simple to complex
• SMART learning outcomes


  Specific, Measurable, Attainable, Result oriented, Time-bound
• Good learning outcomes are useful and relevant to the learners
• Learning outcomes


  Knowledge, skills and values that students are expected to demonstrate at the end of the lesson
• Levels of learning outcomes

  • Institutional outcomes
  • Graduate attributes (student outcomes)
  • Program outcomes
  • Course outcomes
  • Learning outcomes
• Teaching objectives


  Formulated from the point of the teacher, state what the teacher does
• Learning outcomes


  Formulated from the point of view of the learner, state specifically what knowledge, skill or value must be demonstrated by the learner after instruction
• There should be no disconnect between teaching objective and learning outcome, they must be aligned
• Sources of learning outcomes

  • Institution's vision and mission statements
  • Policies and competencies/standards from government education agencies
  • Expected competencies from professions, business and industry
  • Thrusts and development goals of national government
  • International trends and development
• Schools should consider the thrusts and development goals of national government in the formulation of learning outcomes
• In a global world, the determination of learning outcomes must consider international trends and development to make graduates globally competitive
• Examples of international developments

  • 2030 Agenda for Sustainable Development
  • ASEAN Qualifications Reference Framework
  • Philippine Qualifications Framework
• Program outcomes for teacher education based on CMOs 74-80 s. 2017

  • Ability to articulate and discuss latest developments in the field
  • Effectively communicate in English and Filipino
  • Work effectively and collaboratively in multi-disciplinary and multi-cultural teams
  • Act with professional, social and ethical responsibility
  • Preserve and promote Filipino historical and cultural heritage
  • Articulate the rootedness of education in philosophical, cultural, historical, psychological, and political contexts
  • Demonstrate mastery of subject matter/discipline
  • Facilitate learning using appropriate teaching methodologies and delivery modes
  • Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
• Program outcomes for graduates of different types of institutions

  • Professional institutions demonstrate service orientation
  • Colleges are qualified for various types of employment and participate in development activities and public discourses
  • Universities contribute to the generation of new knowledge by participating in research and development projects
• Characteristics of quality teachers in the Philippines based on PPST

  • Mastery of content knowledge and its interconnectedness
  • Sound and critical understanding of theories and principles of teaching and learning
  • Apply developmentally appropriate and meaningful pedagogy
  • Display proficiency in Mother Tongue, Filipino and English
  • Exhibit needed skills in communication strategies, teaching strategies and technologies
  • Provide safe, secure, fair and supportive learning environments
  • Efficiently manage learner behavior
  • Utilize a range of resources and provide intellectually challenging activities
  • Establish learning environments responsive to learner diversity
  • Translate curriculum content into relevant learning activities
  • Apply professional knowledge to plan and design well-structured and sequenced lessons
• Teacher education programs


  • Utilize a range of resources
  • Provide intellectually challenging and stimulating activities
  • Encourage constructive classroom interactions
  • Aim for high standards of learning
• Learning environments


  • Responsive to learner diversity
  • Respect learners' diverse characteristics and experiences
  • Encourage celebration of diversity
  • Differentiated teaching practices
• Teachers


  1. Interact with national and local curriculum requirements

  2. Translate curriculum content into relevant learning activities

  3. Plan and design well-structured and sequenced lessons

  4. Communicate learning goals to support learner participation, understanding and achievement
• Teachers


  1. Apply a variety of assessment tools and strategies

  2. Monitor, evaluate, document and report learners' needs, progress and achievement

  3. Use assessment data to inform and enhance teaching and learning

  4. Provide learners with feedback about learning outcomes
• Teachers


  • Establish school-community partnerships
  • Identify and respond to opportunities that link teaching and learning to wider community
  • Uphold professional ethics, accountability and transparency
• Teachers


  • Value personal growth and professional development
  • Maintain caring attitude, respect and integrity
  • Engage in personal and professional reflection and learning