ACTIVITY 2 – LEARNING OBJECTIVES / LEARNING OUTCOMES

Written Discourse:

1. What are instructional objectives?

Knowing how a child learns is helpful, but it is not the end of the educational process.
The teacher also needs to use some information in the classroom and
determine how much and how well the student is learning. Most
people would agree that the goal of education is learning. Knowing
the objectives can be helpful in learning process. With this when we talk
about Instructional objectives, according to the internet source, “Instructional
objectives serve as goals that teachers have set in the achievement of
a greater goal. They also tell students what is expected of them.” So in
my own understanding, instructional objectives determine the selection of
learning experiences, learning activities and methods of evaluation.
Also, they state that we can see behavioural changes expected from a
learner after an encounter with a learning activity. All in all,
instructional objectives dictate and direct students from a teaching
and learning process, for without them, teachers will have nothing to
follow in order to achieve what it should achieve. . So, the clearer a teacher
can be in identifying which activities demonstrate mastery of a particular topic, the easier it is for
students to set up learning activities, the student to carry these out, and the teacher to evaluate
the student's performance. In short, instructional objectives help in
monitoring and evaluating the whole educational process in
Education.
2. What are Learning Objectives?

Every program of instruction begins with a goal. This goal can

be broken down into learning objectives, which are concise
statements about what students will be able to do when they
complete course. It simply means that learning objectives provide
students with a clear purpose on which to focus on their learning
efforts. As future educators, our learning objective must be student-
centered in the sense that we should have a good idea of what we
want for the students to accomplish in a given course. And thus,
learning objectives are also a way to establish and articulate
academic expectations for students so they know precisely what is
expected of them.

3. What are the difference between Aims and Objectives?

we all want to be someone; a doctor, nurse, teacher,

In childhood,
embalmer, or any successful person. Here, we set the aims and
objectives to achieve in our lifetime. In education, there is somewhat
a purpose in each activity to attain. But what is the difference between
aims and objectives? Well, Aims are general statements concerning the
overall goals, ends or intentions of teaching while Objectives are the
individual stages that learners must achieve on the way in order to
reach these goals. Let us say for example, “a teacher might have an
aim that a learner should be able to save work on a computer but to
achieve this aim a series of objectives must be met like saving a
document, creating a folder etc. With this we can say that no matter how big our aim
is or how we set our purpose, we still need to formulate objectives or series of steps to
accomplish our aim or goal. Aims are broader in sense. You may need to state a number of
objectives to achieve one aim. In the end, there often arises confusion between the terms aim
and objective. When it comes to specification, an aim is a much more general concept whereas
objective is much more specific.

4. What are the main categories of learning objectives?

Having a clear learning objective assists the teacher in the basic course design. It helps
with the creation of assessment, which in return showcases the student’s ability to achieve the
objectives through collecting data or monitoring a student’s progress throughout the learning
process is vital to understand whether they are able to reach the learning objective or not. But
As we all know, learning takes
what are the main categories of learning objectives?
place in three primary domains; same goes with learning objectives,
we can also apply and categories learning objectives into three:
Cognitive, Affective, and Psychomotor.

Cognitive Learning Domain Objective

In this objective, it focuses on knowledge and is easily evaluated

using quizzes and tests because it simply deals with what a student
know, understand and comprehend.
Affective Learning Domain Objective

In this objective, it focuses on things like motivation, attitudes,

perceptions and core values. As future instructors, we are required to
objectively evaluate our students’ affection. Thus, it deals with how
the students should feel about something. This includes listening
attentively, enjoying music, or appreciating literature or any subject.

Psychomotor Learning Domain Objective

In this objective, it focuses on the use of motor skills and can be

evaluated by standard skills testing. And it simply concerns with how
a student controls or moves his body. This includes Include examples
like, printing letters correctly, painting a picture, or dribbling a
basketball etc.

All in all, in forming learning objectives and observing students'

performance, these are the main categories on learning objectives. Cognitive that
emphasizes thinking, Affective that emphasizes feeling, and Psychomotor that
emphasizes acting.

5. What is a learning outcome?

In teaching, teachers do not just stand in front of the classroom

and teach just for the matter of delivering lesson. An effective teacher
will always prepare for their class with an effective lesson plan that will
help students increase their learning ability about a certain topic that is
about to teach in class. This won’t be effective without including
learning outcome to it. Learning outcomes are statements that
describe significant and essential learning that learners have
achieved, and can reliably demonstrate at the end of a course or
program. In other words, learning outcomes identify what the learner
will know and be able to do by the end of a course or program. Let’s
say for example, the learner will have demonstrated the ability to
make engine repairs on a variety of automobiles. In the above statement, the
ability to make engine repairs implies that the person has the requisite knowledge to do so. This
learning outcome is also a valuable component in a class because of the way they sharpen the
focus on student learning. Since it focuses on student products, performances, rather than on
instructional techniques or course content. In other words, students will need to be engaged in
activities that provide opportunities to develop the higher order skills involved and this is what
learning outcome is all about.
6. How do I write learning outcomes?

It is important to take into consideration when we design and

write learning outcomes. But how do we write learning outcomes?
Reflecting, and reading at some ways on writing learning outcomes on the sources. There
are many ways to write learning outcomes, there are some key
elements that should be observed in writing learning outcomes.
These are some of suggestions that may assist in writing intended
learning outcomes:

Focus on student’s behaviour - Learning outcomes are about

what students are able to demonstrate upon completion of a course
or a span of courses or a program. Learning outcomes are not about
what the instructors can provide but what the students can
demonstrate. Learners should know what they have to do to
demonstrate that they have achieved the learning outcomes.

Use Simple, Specific Action Verbs - When writing learning

outcomes, focus on student behaviour and use simple, specific action
verbs to describe what students are expected to demonstrate.
Learning outcomes must be written clearly, and should be easy to
understand. For instance, “Students will be able to evaluate the need
for assistance technology for their students.” Or Students will be able
to identify, formulate and solve integrative chemistry
problems. Because learning outcomes must show what the expected
level of learning or understanding should be, and it should be
reasonable to the level of the learners and simple.
 Select Appropriate Assessment Methods - In writing learning
outcomes it is important to keep in mind that we assess what is
taught. Find learning outcomes that are a source of objective data for
assessment, indicating clearly what learners have to understand,
know and/or be able to do. All learning outcomes have to be
observable and measurable. Also consider whether the learning
outcomes encourage the use of assessment methods and encourage
both formative and summative assessment. Because Assessment
methods are tools and techniques used to determine the extent to
which the stated learning outcomes are achieved. That is why this is
one of the key elements in writing learning outcomes.

State Desired Performance Criteria - Performance criteria

express in specific and measurable/observable terms that are
acceptable to a specific course. But we should keep in mind that
grades alone do not provide adequate feedback to students’
performance because grades represent overall competency of
students and do not identify strengths and weaknesses on specific
learning outcomes. For instance, “Students will be able to
communicate effectively, as demonstrated by obtaining at least a “C”
grade in the course.” Notice that this statement can cause
competence instead of good learning outcome. Learning outcomes
help with assessment, and thus should clearly indicate what success
looks like for the learner and not competition.
Learning Outcomes in the Future Tense - In writing learning outcomes, it should be in
the future tense and should choose a verb coming from Bloom’s Taxonomy for effective
statements of learning outcome.

7. How do I use learning outcomes in my teaching practice?

As future educator, it can be valuable in developing learning

outcomes in my teaching practice. I want to make sure that students
can apply things and can connect learning to various contexts
instead of just focusing on the subject matter or the content itself.
Because nowadays, knowledge and skills are much more important
than subject. If we as future educators want our learners or students
to be able to apply knowledge, we should design classroom activities
and assignments that allow the students to see, hear, and experience
the use of knowledge and skills. We can demonstrate how a
particular model is applied to a problem and then provide students
the chance to practice, and then give them an assignment to
demonstrate their understanding. Because in this practice, it normally
examines our own perspective as a teacher to student’s achievement
in the future. And thus we can use learning outcomes in our teaching
practices by developing effective reasoning and decision-making
skills in planning our outcomes to provide all learners with equal
opportunities for learning and academic achievement.