Facilitating Learner-Centered Teaching

MOTIVATIONAL AND AFFECTIVE FACTORS

YAY! DONE!

Assessment of Learning 1
Chapter 3
Program Outcomes and Learning Outcomes
LEARNING OUTCOMES: State the program outcomes expected of all educational institutions and
educational institutions according to type.
3.1. Program Outcomes and Student Learning Outcomes
Before, teachers were more content-centered than outcomes-centered.
*In the past, teachers were more concerned about the delivery and covering the contents of the subject
matter. And it’s only secondary to think about the learning outcomes. Kumbaga, ang focus noon ay ang
maituro nang maayos at kumpleto ang topics sa isang subject. It’s all about the content. At saka nalang
ang specific knowledge, skills, or expertise that the learner will get from the class.
But it’s all different now.
CHED – The body that regulates higher education in the Philippines.
Memorandum Order # 20, s. 2014 requires the ff. program outcomes for all higher education
institutions:
*Program outcomes are the knowledge, skills, and abilities students should possess when they graduate
from a program. These outcomes may also emphasize lifelong learning.
a. Articulate and discuss the latest developments in the specific field of practice 66.
*Graduates of a specific program should be able to easily express themselves when it comes to
matters related to their fields of practice.
For an instance, if they are a graduate of AB Communications, they must be able to converse
fluently enough or they are able to communicate using different platforms.

b. Effectively communicate orally and in writing using both English and Filipino.
*This is already clear. No need to expound. Graduates must be able to connect with other people
using the Universal Language, English (is the international language of business, commerce,
science, medicine, and many other key areas.)

c. Work effectively and independently in multi-disciplinary and multi-cultural teams 67.

*Graduates must be able to survive in a diverse environment, especially in their professional
work. They must be able to collaborate with people despite different disciplines for them to
achieve common goals. Also, we are now living in a culturally diverse society.
The cultural differences among groups may consist of ethnic heritage, values, traditions,
languages, history, sense of self, and racial attitudes. Any of these cultural features can become
 barriers to working together. So, graduates must be able to work effectively when faced with
people from these backgrounds.

d. Act in recognition of professional, social, and ethical responsibility.

*Graduates must be able to act with proper decorum. This is for me, a very important note that is
usually neglected in a professional environment. Students who graduated with a degree should
know how to act with a sense of responsibility and not act selfishly.

e. Preserve and promote “Filipino historical and cultural heritage” 68.

*Preserving cultural heritage is a big movement that should be supported by the government,
communities, and professionals such as degree graduates. And they are encouraged to help in the
conservation of the Philippine historical and cultural heritage. It is not specified by what means,
but I guess a simple sharing for awareness on protecting these, is a simple step that will do.

Some program outcomes are based on HEI (Higher Education Institution) type:
*In addition, the following program outcomes are based on HEI which is also anchored to the
Memorandum Order by CHEd. So, basically, the next outcomes are likely the things I mentioned a while
ago. And these are:

 Graduates of professional institutions demonstrate a service orientation in one’s profession.

 Graduates of colleges participate in various types of employment, development activities, and
public discourses, particularly in response to the needs of the communities one serves.
 Graduates of universities participate in the generation of new knowledge or in research and
development projects.
 Graduates of State Universities and Colleges, must, in addition, have the competencies to support
“national, regional, and local development plans.”
In summary, all of these program outcomes are what the teachers should envision for their students as
ideal graduates 3 or more years after their graduation.

Building and Enhancing New Literacies Across the Curriculum

Picture/GIF of money: Question: If you were given a million pesos, how would you spend it?
I was curious about the varying answers to this question because somehow, we will have an idea how
someone manage or handle their money.
One of the literacies that are stressed in the 21 st Century Curriculum:
Financial Literacy
-is the ability to make informed judgments and make effective decisions regarding the use and
management of money.
-Financial literacy is a core life skill in an increasingly complex world where people need to take charge
of their own finances, budget, financial choices, manage risks, saving, credit, and financial transactions
(De Leon 2009).
(Hastings, et al. (2013) refer financial literacy as:
1. Knowledge of financial products (e.g., a stock vs. a bond, fixed vs. adjustable rate mortgage);
STOCK- form of equity (or raising money) by allowing investors to be part owners company
(INVOLVES UNCERTAINTY)
BONDS- debt financing (risky when the company delayed their payments)
MORTGAGE- type of loan secured with real estate/personal property (you can purchase a house
immediately without paying for the whole cost)
2. Knowledge of financial concepts (e.g., inflation, compounding, diversification, credit scores);
INFLATION- when there is more money in the economy than stuff to spend it on. (Price hikes when
there’s scarcity on products)
CREDIT SCORES- credit history (a numerical expression that tells whether the bank can lend you
money)
Or are we all concerned about our employers if they are consistently paying for our mandatory benefits?
3. Mathematical skills or numeracy for effective financial decision-making;
The key to effective financial decision-making is knowing how to do your Math. From the simple
estimating and the actual buying of groceries, we always calculate first especially when we’re on a
budget. And do all people care about budgeting, in the first place? Unless mayaman ka siguro and you
can afford all your wants and needs. In everything that we want to do that is connected to our finances, it
will all reflect and will be measured through our knowledge and skills in Math.
4. Engaged in certain activities such as financial planning.
How about when we finally get our bonuses, or when we have saved up a huge amount of money? And
we don’t know what to do with it. Should we just spend it? Someone’s financial literacy also comes down
to being involved in financial activities like getting insurance, investing and so on.

-Poor financial decisions can have a long-lasting impact on individuals, their families and society caused
by lack of financial literacy. Low levels of financial literacy are associated with lower standards of living,
decreased psychological and physical well-being and greater reliance on government support.
The lack of these skills is called financial illiteracy.

With this, we will now relate FINANCIAL LITERACY TO FINANCIAL EDUCATION

Discussion: Teachers and students are expected to be knowledgeable about the basics of economics
(relating to the production, distribution, and consumption of goods and services) and financial
management. This way, you as a teacher, can extend the skill into livelihood activities, entrepreneurship,
and wise handling of personal finances.
Financial Education is the ability to use knowledge and skills to effectively manage one’s financial
resources for lifetime financial security. (Mandell, 2009).
Hindi enough na aware or knowledgable ka when it comes to finances, dapat nai-aapply din natin
sa buhay natin.
Republic Act 10922, otherwise known as the “Economic and Financial Literacy Act”,
Approved: July 22, 2016
(Sgd.) BENIGNO S. AQUINO, III
President of the Philippines
The National Economic and Development Authority (NEDA) leads the annual celebration of the EFL
(Economic and Financial Literacy Act) week.
This particular RA mandates DepEd to “ensure that economic and financial education becomes an
integral part of formal learning.”
Section 4. Economic and Financial Literacy of Students and the Youth. - To improve the economic
and financial literacy of students and the youth, all public and private elementary and secondary schools
under the DepED, the state and private colleges and universities under the CHED, the Technical
Education and Skills Development Authority (TESDA), and the NYC, in coordination with the NEDA,
are hereby mandated to conduct consciousness-raising and knowledge-expanding activities on
economic and financial literacy including the setting up of literature comers, organizing fora,
trainings, and conducting basic economic and financial management classes.

The DepED is also encouraged to assess and revise the high school economics curriculum to make it
more age-appropriate, and ensure that economic and financial education becomes an integral part of
formal learning.
Financial Literacy in the Philippines
In his article “State of Financial Education in the Philippines” Go (2017) indicated several findings of
research with regard to the state of financial literacy in the country including the following:
• World Bank study in 2014 estimated 20 million Filipinos saved money but only half had bank accounts.
• Asian Development Bank (ADB) study in 2015 revealed that PH does not have a national strategy for
financial inclusion, stating that while institutions strive to broaden financial services, financial
literacy should also complement such initiatives.
• As per Standard & Poor’s (S&P) Rating Services survey last year only 25% of Filipinos are financially
literate. This means that about 75 million Filipinos have no idea about inflation, risk diversification,
insurance, compound interest, and bank savings.
• Ten years after the discovery of the stock market, still less than one percent of the PH population is
invested in it.
• More than 80 % of the working middle class have no formal financial plan.
Because of these findings, public and private sectors alike have recognized the need to strengthen
financial education in the country. Last November 27-28, 2018 more than 1,000 leaders, decision-
makers, influencers, and representatives from public and private institutions, civic society, and the
academe gathered for the first-ever Financial Education Stakeholders Expo organized by BSP
Other aspects of Financial Literacy will be discussed further in the next modules of our subject and by our
other classmates.
To give you a sneak peek of what more to come for this literacy, here’s a list of the sub-topics under
Financial literacy:
Financial Planning
Goal Setting and Valuing
Budgeting, Spending, and Investing
Savings and Banking
Avoiding Financial Scams
Insurance and Taxes
Tips on How to Be Financially Stable