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MIDTERM learning or teaching strategies are
MODULE 3
LEARNING OUTCOMES: SOURCES
AND CHARACTERISTICS
OUTCOME BASED EDUCATION
● is a methodology of curriculum design and
teaching designed to emphasize what
students could be able to do after being
taught in school. It simply signifies what the
outcomes of student learning are after the
process of learning.
● It also provides what students can expect
from a specific core or subject while taking
it.
● According to different studies, some of the
benefits of OBE are:
○ Transparency: It creates
transparency for both sides; the
students know what to expect from a
course, and the teachers know what
to deliver or demonstrate through the
course structure.
○ Precision: The clear expectations
between the teacher and students
help create a precise outcome,
allowing students to progress in their
chosen field of interest; and lastly,
○ Comparison: OBE helps assess and
compare every student’s
achievement records to decide their
course of action in a new
environment. Additionally,
institutions can compare themselves
by checking to see what outcomes
they have in common and defining
what areas need improvement.
● William G. Spady is considered the father of
OBE, or outcome-based education. He is
known as an academician and psychologist.
wherein, through him, the term for OBE was
coined in the year 1988. One of his popular
phrases was "All Students Can Learn And
Succeed, But Not In The Same Way And Not
On The Same Day."
LEARNING OUTCOMES
● happen in different forms and can be
classified at various levels depending on the
competence of students to acquire
knowledge.However, it depends on what
implemented in a classroom or school.
● is exclusive for an institutional only.
● The intended institutional outcomes were
considered as the widest form of outcomes.
● Institutional Learning Outcomes (ILO)
consists of knowledge, skills, abilities, and
attitudes that students are expected to
develop as a result of their overall
experiences with any aspect of the college,
including courses, programs, and student
services.
TYPES OF LEARNING OUTCOMES
1. Intellectual skills - with this type of
learning outcome, the learner will
understand concepts, rules or procedures.
Put simply, this is understanding how to do
something.
2. Cognitive Strategy - the learner uses
personal strategies to think, organize, learn
and behave.
3. Verbal Information - this type of learning
outcome is when the learner is able to
definitively state what they have learned
from an organized body of knowledge.
4. Motor Skills - this category is concerned
with the physical ability to perform actions,
achieving fluidity, smoothness or proper
timing through practice.
5. Attitude - this category is concerned with
the physical ability to perform actions,
achieving fluidity, smoothness or proper
timing through practice.
SOURCES OF LEARNING OUTCOME
1. Institutional Vision and Mission
Statements
These serve as foundational sources for learning
outcomes, reflecting the values and goals of
educational institutions.
THE DEPED VISION
We dream of Filipinos who passionately love
their country and whose values and competencies
enable them to realize their full potential and
contribute meaningfully to building the nation. As
a learner-centered public institution, the
Department of Education continuously improves
itself to better serve its stakeholders.
THE DEPED MISSION
To protect and promote the right of every Filipino
to quality, equitable, culture-based, and complete
basic education where: Students learn in a
child-friendly, gender sensitive, safe, and

motivating environment. Teachers facilitate
learning and constantly nurture every learner.
Administrators and staff, as stewards of the
institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are
actively engaged and share responsibility for
developing life-long learners.
CORE VALUES
● Maka-Diyos - This core value emphasizes
the recognition of a higher power, the
importance of faith, and the integration of
ethical principles and values into
education.
● Maka-tao - This core value highlights the
value of empathy, compassion, and social
responsibility.
● Makakalikasan - This core value
promotes the understanding of humanity’s
interconnectedness with the natural world
and the importance of preserving and
protecting the environment.
● Makabansa - This core value instills a
sense of love, loyalty, and commitment to
the Philippines as a nation.
2. Policies and Standards by Government
Education Agencies:
Directives from agencies like DepEd, TESDA,
and CHED outline specific competencies and
standards for educational programs.
3. Profession-Specific Competencies
Professions, industries, and regulatory boards
define competencies required for specific roles,
ensuring graduates are equipped for workplace
demands.
To bridge the gap between academe and industry,
expected competencies identified by the different
professions, business and industry should be
adopted to ensure that graduates are able to perform
as expected in their respective workplaces and/or
Professions.
4. Alignment with National Development
Goals:
Learning outcomes should align with national
development goals and global trends, such as the
2030 Agenda for Sustainable Development and
ASEAN Qualifications Reference Framework,
preparing graduates for both local and global
challenges.
PROGRAM OUTCOMES
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Program Outcomes for Teacher Education Based on
the CMOs (CHED MEMORANDUM ORDER)
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:
6.1. Common to all programs in all types of
schools The graduates have the ability to:
a. articulate and discuss the latest
developments in the specific field of practice
(PQF level 6 descriptor)
b. effectively communicate in English and
Filipino, both orally and in writing
c. work effectively and collaboratively with a
substantial degree of independence in
multi-disciplinary and multi- cultural teams
(PQF level 6 descriptor)
d. act in recognition of professional, social and
ethical responsibility
e. preserve and promote "Filipino Historical
and cultural heritage" (based on RA 7722)
6.2 Common to the discipline (Teacher
Education)
a. Articulated the rootedness of education in
philosophical, cultural, historical,
psychological, and political contexts.
b. Demonstrate mastery of subject
matter/discipline
c. Facilitate learning using a wide range of
teaching methodologies and delivery modes
appropriate to specific learners and their
environments.
d. Develop innovate curricula, instructional
plans, teaching approaches, and resources
for diverse learners.
6.3 Common to graduates of a horizontal type of
institution as defined in CMO 46, 2012
a. Graduates of professional institutions
demonstrate service orientation in their
respective professions.
b. Graduates of colleges are 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.
c. Graduates of universities contribute to the
generation of new knowledge by
participating in various research and
development projects.
THE PHILIPPINE PROFESSIONAL
STANDARD

● serves as a guide for teacher development,
performance evaluation, and professional
growth. The PPST covers various domains
such as subject matter knowledge, teaching
strategies, learning environment
management, and professional ethics,
aiming to enhance the quality of teaching
and learning nationwide.
a. Basis of Teacher Education Program
Outcomes: The PPST forms the
foundational framework upon which the
outcomes of teacher education programs in
the Philippines are built. It provides a
comprehensive set of guidelines and
expectations for aspiring educators to meet
as they undergo training and preparation.
b. Alignment with Department Orders: The
PPST was established under Department
Order #42, s. 2017 by the Department of
Education (DepEd). This official decree
outlines the standards and competencies that
teachers are expected to embody and
demonstrate in their professional practice.
Department Order #42, s. The Department
of Education in the Philippines establishes
the K to 12 Basic Education Program, which
includes guidelines for curriculum,
assessment, and support systems to improve
the quality and relevance of education.
c. Comprehensive Framework: The PPST
consists of 7 Domains and 37 strands,
encompassing various facets of effective
teaching and professional conduct. These
domains and strands cover a wide range of
skills, knowledge areas, and dispositions
that contribute to the development of
high-quality educators.
1. Social Regard for Learning
- Learning Environment
- Diversity of Learners
- Community Linkages
2. Learning Environment
- Learning Design
- Learning Strategies
3. Diversity of Learners
- Differentiated Instruction
- Assessment
4. Curriculum
- Curriculum Content and Pedagogy
5. Planning, Assessing, and Reporting
- Planning
- Assessing and Reporting
6. Community Linkages
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- Personal Growth and Professional Development
- Professionalism and Community Involvement
7. Personal Growth and Professional
Development
- Personal Growth
KEY CHARACTERISTICS OF QUALITY
TEACHERS:
● Mastery of Content Knowledge and
Pedagogy:
Teachers should possess a deep understanding of
subject matter and be adept at applying pedagogical
principles to facilitate student learning effectively.
● Creation of Supportive Learning
Environments:
Teachers are responsible for establishing classroom
environments that are conducive to learning,
characterized by safety, fairness, and intellectual
stimulation.
● Responsive to Learner Diversity:
Teachers must recognize and respect the diverse
backgrounds, experiences, and learning styles of
their students, adapting instruction to meet
individual needs.
● Alignment with Curriculum
Requirements:
Teachers align their instruction with national and
local curriculum standards, ensuring relevance and
coherence in their teaching.
● Effective Assessment Practices:
Teachers employ a variety of assessment strategies
to monitor student progress,
provide timely feedback, and inform instructional
decision-making.
● Establishment of School-Community
Partnerships:
Teachers collaborate with stakeholders to enrich the
learning experience and foster positive relationships
within the school community.
● Commitment to Personal and
Professional Development:
Teachers prioritize continuous growth and
reflection, actively seeking opportunities for
professional learning and improvement.
CHARACTERISTICS OF GOOD LEARNING
OUTCOME
1. One good characteristic of learning
outcomes must be centered on the student.
2. Good learning outcomes are based on and
aligned with 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.
5. Good learning outcomes include a spectrum
of thinking skills from simple remembering
to creating, outlined in Bloom’s and
Anderson’s revised taxonomy of objectives.
BLOOM’S TAXONOMY AND ANDERSON’S
REVISED TAXONOMY
● The spectrum of thinking skills is the range
of a person’s cognitive abilities, from the
lowest and simplest cognitive to the more
complex as described in Bloom’s and
Anderson’s revised taxonomy of objectives.
● In 1956, Benjamin Bloom, along with his
collaborators, they published a framework
for categorizing educational goals in the
book: The Taxonomy of Educational
Objectives. And this framework comprises
six major categories or levels: Knowledge,
Comprehension, Application, Analysis,
Synthesis, and Evaluation.
UNDERSTANDING BY DESIGN (UBD)
FINK’S TAXONOMY OF SIGNIFICANT
LEARNING
● A Taxonomy for Teaching, Learning, and
Assessment in 2001 by David Krathwohl
and Lorin Anderson, provided a clearer
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instructional goal. It highlights the
interaction of two domains that is cognitive
process and knowledge content. The
knowledge domain into levels which are the;
1. Factual Knowledge: Basic elements of a
discipline that a student must know and be
able to work with to solve problems
including basic terminology and specific
details and elements.
2. Conceptual Knowledge: Interrelationships
between basic factual knowledge that
demonstrate how elements work together,
for example, classifications and categories,
principles and generalizations, and theories,
models, and structures.
3. Procedural Knowledge: How something is
done including the methods of inquiry,
skills, algorithms, techniques, and methods
needed to investigate, apply, or analyze
information.
4. Metacognitive Knowledge: Awareness and
knowledge of one’s own cognition including
strategies for learning, contextual and
conditional knowledge about cognitive
tasks, and self-knowledge.
● This framework offers “backward design”
where it prioritizes the learning goals as a
result of education over developing learning
activities and teaching approaches.
● He defined learning in terms of change. He
believes that in order for learning to occur,
change should happen to the learners. This
taxonomy includes six categories:
Foundational Knowledge, Application,
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Integration, Human Dimension, Caring, efficient at learning but becoming
self-directed, they direct their own learning
along the end of a program.

STRUCTURE OF THE OBSERVED

LEARNING OUTCOME (SOLO)
● is a means of classifying Iearning outcomes
in terms of their complexity. Learning
becomes more complex as it progresses.
● Teaching-learning begins with one or few
aspects of the task (unstructural), then
tackling several aspects of the task unrelated
and so tasks that are independent of each
and Learning How To Learn other (multistructural), then integrating the
multiple aspects into a whole (relational),
A. Foundational Knowledge: Learners and finally generalizing into something
Remember and understand information. It abstract (extended abstract). See the
goes beyond memorization, it focuses on behavior terms that apply per level.
foundational knowledge.
B. Application: Learning a new action,
whether a new skill, or way of thinking. It is
the application of learned concepts.
C. Integration: Learners make connections
between ideas, learning experiences, or
subject areas.
D. Human Dimension: Learning about
yourself and others. This may mean how the
material applies to students and those around
them. It recognizes how important it is to
understand human aspects of life.
E. Caring: Developing interest or value for
the topic within students. The empathy
among the learners.
F. Learning How to Learn: Improving
students’ learning skills while
simultaneously learning content. This means
that students are not only becoming more

6. Good learning outcomes are SMART -

Specific, Measurable, Attainable, Result
oriented and Time-bound. Good learning
outcomes are stated using behavioral terms
7. Good learning outcomes are useful and
relevant to the learners.