ACA 327 REVIEWER
assimilate information for own use
Elements of Teaching & Learning
 Teacher: prime mover of the
educational wheel
 Learners: key participants in the
learning process
 Conducive environment: provides
essential features and ingredients
that could make a headway in
guiding the processes and
methodologies needed for smooth
linkage among the three.
The learner is:
 embodied spirit (sentient body &
rational soul)
 body & soul exist in mutual
dependence
Fundamental Equipment of the Learner
Cognitive
 5 senses (see, hear, feel, taste and
smell)
 instinct
 imagination (form representations of
objects)
 memory (retain, recall & recognize
past mental acts)
 intellect (form concepts, judgment &
reason out
Appetitive
 feelings / emotion (pleasantness &
unpleasantness; pain and joy)
 rational will (guiding force in the
learner's character as to what is
good and desirable))
5 DISTINGUISHING ELEMENTS
OF THE LEARNER
1. Ability
 dictates the prospects of success in
purposeful activity
 capacity to understand and
and application
➢ Ability to learn categories
- Fast
- Average
- Slow
➢ Mental ability
- Superior
- Above average
- Below average
2. Aptitude
 innate talent or gift
 natural capacity to learn certain
skills
 An early recognition of innate skills
is indeed is compelling so as to not
to waste such inborn learning.
3. Interests
 Strong attraction or appeal to
particular activities
 Lessons that give them the chance
to express their deep feelings for
objects or actions will be more
meaningful and easily absorbed.
4. Family / Cultural Background
 Students who come from different
socioeconomic background
manifest a wide range of behavior
due to differences in upbringing
practices.
Some families are:
✓ express their preference in self-
discipline while other left to
passively follow home regulations
✓ class participation is influenced by
the home training & experiences
(inactive or confident)
5. Attitudes
 Individual’s perspective and
disposition
 Students have a unique way of
thinking and reacting.
 Some attitudes (curiosity,
responsibility, creativity,
persistence)
Multiple Intelligences
Intelligence – ability or set of abilities that
allows a person to solve a problem or
fashion a product that is valued in one or
more cultures
Visual/ Spatial (Picture Smart)
- Learning visually, organizing ideas
spatially, see concepts in action,
see things in one’s mind to create a
product or solve a problem
Verbal/ Linguistic (Word Smart)
- Learning through the spoken and
written word
Bodily/ Kinesthetic (Body Smart)
- Learning through interaction with
one’s environment
- “Concrete experiences”
Musical (Music Smart)
- Learning through patterns, rhythms
and music, identification of patterns
through all the senses
Intrapersonal (Self Smart)
- Learning through feelings, values
and attitudes
Interpersonal (People Smart)
- Learning through interaction with
others, promotes collaboration and
working cooperatively
Naturalist (Nature Smart)
- Learning through classification,
categories and hierarchies, picks up
on subtle differences in meaning
Existential (Spirit Smart)
- Learning by seeing the “big picture”
Learning/Thinking Styles
 Refers to preferred way an
individual processes information
 Sensing-Thinking (Mastery Style)
 Sensing-Feeling (Interpersonal
Style)
 Intuitive-Thinking (Understanding
Style)
 Intuitive-Feeling (Self-Expressive
Style)
Sensory Preferences
 Visual Learners (SEE) - Must see
actions and facial expression
 Visual-iconic (SEE) – prefer visual
imagery like film, graphic display or
pictures
 Visual Symbolic (SEE) – prefer
abstract symbolism
 Auditory Learners (HEAR) – must
hear verbal lectures, discussions,
talking things through, listen to what
others have to say
 Listeners (HEAR) – remember
things said to them, carry mental
conversations
 Talkers (HEAR) – Talk and discuss,
ask questions, whisper comments
 Tactile/ Kinesthetic Learners (DO)
– Hands-on approach, exploration,
learning by doing
Global-Analytical Continuum – analytic
thinker tends toward the linear, step-by-
step process of learning.
 Analytic Left-Brain (LINEAR) –
Step-by-step processes of learning,
see finite elements, tree seers,
 comfortable with details and
hierarchies of information
➢ LEFT BRAIN (Analytic)
• Successive Hemisphere
Style
• Verbal
• Responds to word meaning
• Sequential
• Processes information
linearly
• Responds to logic
• Plans ahead
• Recalls people’s names
• Speaks with few gestures
• Punctual
• Prefers formal study design
• Prefers bright lights while
studying
 Global Right-Brain (NON-LINEAR)
– See whole pattern, forest seers,
give attention to the over-all
structure
➢ RIGHT BRAIN (Global)
• Simultaneous Hemisphere
Style
• Visual
• Responds to tone of voice
• Random
• Processes information in
varied order
• Responds to emotion
• Impulsive
• Recalls people’s faces
• Gestures when speaking
• Less punctual
• Prefers sound/music
background while studying
• Prefers frequent mobility
while studying
THE TEACHER
“The professional teacher is the “licensed
professional who possesses dignity and
reputation with high moral values as well
as technical and professional
competence…he/she adheres to observe
and practice a set of ethical and moral
principles, standards and values.” (Code of
ethics of professional teachers, 1997)
Professional Attributes
 A professional teacher perceives
himself/herself as someone who
can effect change or learning
(sense of efficacy) because she/he
is an expert in what she/he teaches
(subject matter knowledge) and in
how she/he teaches (pedagogical
knowledge)
Professional teacher possesses
the following attributes:
 Control of the knowledge base of
teaching and learning and use of
this knowledge to guide the science
and art of his/her teaching practice.
 An Expert
 Repertoire of best teaching practice
and can use these to instruct
children in classrooms and to work
with adults in the school setting.
 A Collaborator
 Dispositions and skills to approach
all aspects of his/her work in a
reflective, collegial, and problem-
solving manner.
 A Manager
  View of learning to teach as a  Have a pleasing personality and a
lifelong process and dispositions model of values
and skills for working towards
 Have passion for teaching, sense of
improving his/her own teaching as
humor, patience and enthusiasm
well as improving schools
The Learning Environment – is the place
 (A Lifelong Learner)
where teaching and learning can take
Personal Attributes place in the most effective and productive
manner.
 Personality is the sum of one’s
personal characteristics. The Classroom
 It is one’s identity  Arrangement of Furniture
 Personality:  Physical condition of the classroom
-weak  Classroom proceedings
-dynamic  Interactions
 Teacher’s personality must be Learning Environment
natural and genuine, that is, devoid
 The learning environment consists
of pretenses and artificiality. They
of the physical, as well as the
must be consistent, true and
psychological environment, that
authentic.
surrounds the learner and that
Some Outstanding Personal Qualities influences his/her learning.
1. Passion: compelling force that emerges  A physical environment that is
from one’s inborn love for children. clean, orderly, well-ventilated, well-
lighted, spacious that allow
2. Humor: stands for anything funny,
movements, and free from
which elicits a smile laughter or amusing
unnecessary distractors is
reaction.
conducive to learning
3. Values & Attitude:
 A non-threatening classroom
-Teachers are models of values. atmosphere where people feel they
are respected and accepted and for
-Values connote standards, code of what they say and do is conducive
ethics and strong beliefs. atmosphere for learning.
*open-mindedness
*Fairness
*sincerity & honesty
*Professionalism
To facilitate learning, teacher must:
 be expert in his/her subject and
skilled in the science and art of
teaching;
ACA 327 – Principles and Methods of Teaching Accounting
Donell Christian A. Cloma
SME: Mr. Gonzalo D. Ruales, Jr., CPA, MBA
GUIDING PRINCIPLES IN THE
SELECTION AND USE OF TEACHING
STRATEGIES:
1. Learning is an active process.
• We have to actively engage
the learners in learning
activities if we want them to
learn what we intend to
teach.
• Hands-on-minds learning
• Research shows 3. A non-threatening atmosphere

o 75% retention rates enhances learning.

in learning by doing • Physical classroom

o 90% retention rates condition:

learning by teaching o Proper lightning

others. o Good ventilation

o Order
o Tidiness
o painting of the room.
• Psychological climate:
o personality of a
teacher
o rapport between
students and the
teacher
o relationship among
students
2. The more senses that are involved
Steps on how to create a positive
in learning, the more and the
classroom atmosphere:
better the learning
1. Cultivate culture respect
2. Believe in our student’s capacity.
ACA 327 – Principles and Methods of Teaching Accounting
Donell Christian A. Cloma
SME: Mr. Gonzalo D. Ruales, Jr., CPA, MBA
3. Make our students feel they evaluation to hone our
belong to a community of learners student’s thinking skills.
with shared goal or purpose 7. An integrated teaching approach
4. Encourage more collaboration is far more effective than teaching
and cooperation and less isolated bits of information.
competition • considers the Multiple
5. Give allowance for mistakes Intelligences (MI) & varied
GUIDING PRINCIPLES IN THE learning styles (LS) of
SELECTION AND USE OF TEACHING students
STRATEGIES:
4. Emotion has the power to
increase retention and learning.
• bring emotion into the
classroom
• recognize the power of
emotion to increase
retention.
5. Learning is meaningful when it is
connected to the student’s
everyday life.
• The meaningfulness &
relevance of what we teach is
An integrated approach
considerably reduced by our
incorporates successful,
practice of teaching simply for
research- based and brain-
testing.
based instructional strategies.
• “answering pedagogy”
6. Good teaching goes beyond recall
Some research findings about
of information
the brain (Wolfe, 2001):
• teaching should reach the
1. Without rehearsal or
levels of application,
constant attention,
analysis, synthesis, and
ACA 327 – Principles and Methods of Teaching Accounting
Donell Christian A. Cloma
SME: Mr. Gonzalo D. Ruales, Jr., CPA, MBA
information remains in 1. Involving Students in Real-life or
working memory for only Authentic Problem-Solving
about 15-20 secs. 2. Using Projects to Increase
2. Learning is a process of Meaning & Motivation
building neural networks. 3. Simulations & Roleplays as
Meaning makers
4. Classroom Strategies Using
Visual Processing.

Visuals are powerful aids in retention as

well as in understanding.

3. Our brains have difficulty

comprehending very large
numbers because we have
nothing in our experience
to ‘hook’ them to.
4. The eyes contain nearly
70% of the body’s sensory
receptors & send millions of
signals every second along
the optic nerves to the
visual processing of the
brain.
5. There is little doubt when
information is embedded in
the music or rhyme, its
recall is easier than when it
is in prose.
BRAIN – BASED STRATEGIES:
ACA 327 – Principles and Methods of Teaching Accounting
Donell Christian A. Cloma
SME: Mr. Gonzalo D. Ruales, Jr., CPA, MBA
ACA 327 – Principles and Methods of Teaching Accounting
Donell Christian A. Cloma
SME: Mr. Gonzalo D. Ruales, Jr., CPA, MBA
5. Songs, jingles & raps -END-
6. Mnemonic Strategies
7. Writing Strategies
8. Active Review
9. Hands-on activities
An integrated approach is also
interdisciplinary and multidisciplinary.
Touch the other aspect of life outside the
school.

An instructional Approach is also

integrated when it includes the
acquisition of knowledge, skills as well as
values. Relate your subject with other
subjects.
GUIDING PRINCIPLES IN THE
SELECTION AND USE OF TEACHING
STRATEGIES:
8. There is no such thing as best
teaching method. The best
method is the one that works, the
one that yields results.

Factors to consider in the choice of

teaching method:
a. Instructional objective
b. Nature of the subject
matter;
c. The learners;
d. The teacher; &
e. School policies.
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
WHAT IS LEARNING? • Learning is also an important

source of motivation, Stimulation

• Learning is the one of the
and job satisfaction
important psychological process
determine the human behavior. Meaning of Learning

Learning is simply means that permanent

change in behavior through
• Learning is the process of
education, training, practice and
accumulation of knowledge, skills
experience
and attitudes. (KSA)

• Learning may be through training,

experience, reading, observation,
discussions, electronic media
including internet,
experimentation, facing the new
challenges, travel and exploration
etc. hence training and
development is more tools for
learning.

• Learning is not a one-time activity

or an annual, half yearly, quarterly
or monthly activity. Learning is a
continues process
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
DIFFERENCE B/W the possible behavior of an individual in a
TRAINING, DEVELOPMENT, given situation in order to achieve a goal.
EDUCATION AND LEARNING
GENERAL PRINCIPLES OF
Training -Training is concerned with the LEARNING
teaching of specific, factual, narrow
Readiness
scoped subject matter and skills. It is a
formal classroom learning activities.
Readiness implies a degree of
concentration and eagerness. Individuals
 Development- Development is
learn best when they are physically,
concerned with a broader subject matter
mentally, and emotionally ready to learn,
of a conceptual or theoretical nature and
and do not learn well if they see no
the development of personal attitudes. It
reason for learning. Getting students
comprises all learning experiences, both
ready to learn, creating interest by
on and off the job, including
showing the value of the subject matter,
formal, classroom training.
and providing continuous mental or
 Education -Education, primarily, physical challenge, is usually the
involves the presentation of material by instructor’s responsibility.
the faculty to students who are learning
EXERCISE
about the subject matter. The material
being studied is fundamentally well The principle of exercise states that
known material. Those activities known those things most often repeated are
as teaching and training are included in best remembered. It is the basis of drill
this category. and practice. It has been proven that
students learn best and retain
Learning- Learning is the process of
information longer when they have
acquiring knowledge or skill through
meaningful practice and repetition. The
study, experience or teaching. It is a
key here is that the practice must be
process that depends on experience and
meaningful. It is clear that practice leads
leads to long-term changes in behavior
to improvement only when it is followed
potential. Behavior potential describes
by positive feedback.
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
EFFECT RECENCY
The principle of effect is based on the
emotional reaction of the student. It has
a direct relationship to motivation. The
principle of effect is that learning is
strengthened when accompanied by a
pleasant or satisfying feeling, and that
learning is weakened when associated
with an unpleasant feeling. , every
learning experience should contain
elements that leave the student with
some good feelings.
PRIMACY
The state of being first, often creates a
strong, almost unshakable, impression.
Things learned first create a strong
impression in the mind that is difficult to
erase. For the instructor, this means that
what is taught must be right the first time.
for example, a student learns a faulty
technique, the instructor will have a
difficult task correcting bad habits and “re
teaching” correct ones. The student's first
experience should be positive, functional,
and lay the foundation for all that is to
follow. What the student learns must be
procedurally correct and applied the very
first time.
The principle of recency states that
things most recently learned are
best remembered. Conversely, the
further a student is removed time-wise
from a new fact or understanding, the
more difficult it is to remember. For
example, it is fairly easy to recall a
telephone number dialed a few minutes
ago, but it is usually impossible to recall
a new number dialed last week.
INTENSITY
The principle of intensity implies that a
student will learn more from the real thing
than from a substitute. For example, a
student can get more understanding and
appreciation of a movie by watching it
than by reading the script. Likewise, a
student is likely to gain greater
understanding of tasks by performing
them rather than merely reading about
them.
REQUIREMENT
The law of requirement states that "we
must have something to obtain or do
something." It can be ability, skill,
instrument or anything that may help us
to learn or gain something. A starting
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
point or root is needed; for example, if
you want to draw a person, you need to
have the materials with which to draw,
and you must know how to draw a point,
a line, and a figure and so on until you
reach your goal, which is to draw a
person.

FREEDOM

The principle of freedom states that

things freely learned are best learned.
Conversely, the further a student is
coerced, the more difficult is for him to
learn, assimilate and implement what is
learned. Compulsion and coercion are
antithetical to personal growth. The
greater the freedom enjoyed by
individuals within a society, the greater
the intellectual and moral advancement
enjoyed by society as a whole.

Since learning is an active process,

students must have freedom: freedom of
choice, freedom of action, freedom to
bear the results of action—these are the
three great freedoms that constitute
personal responsibility. If no freedom is
granted, students may have little interest
in learning.

END
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
Issues in Higher Education An educational method that focuses on
• Deficiency, limited, and ineffective basic what students can do after they are
education. taught.
• Motivation 3 Different Views about OBE
• Prioritization 1. As a theory in education.
• Weak research 2. As a systemic structure for education.
• Programs that arenot compliant with the 3. As a classroom practice.
CHED’S standards. Presupposition
• Mismatch of jobs Someone can determine what things are
Trends in Education essential for all students “to be able to
• ASEAN 2015 do”.
• K-12 Example: Agriculturist
• Spiral Progression Curriculum What do you think an agriculturist should
• Accreditation be able to do?
• Massive Faculty Upgrading and 1. Soil Analysis
Retooling 2. Fertilizer Computation
• Philippine Qualifications Framework 3. Proper use of Tools
• Typology 4. Methods of Planting
• OBE or Outcome Based- Education 5. Asexual Reproduction
OBE or Outcome Based- Education 6. Harvesting
Survey about OBE 7. Proper Handling in Transportation
1. A teacher will not stop teaching until all Example: Doctor
of the students learn. What do you think a doctor should be
2. Output with considerable time. able to do?
3. Product and practical exam. 1. Clinical Skills
4. Adjust program for assessments. 2. Perform Practical Procedures
5. More on performance 3. Investigate a Patient
6. We can teach in high school or college. 4. Manage a Patient
7. Assessment of outputs. 5. Health Promotion and Disease
8. Extra income. Prevention
O.B.E. 6. Skills of Communication
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
7. Retrieve and Handle Information 3. Schools (and teachers) control the
Example: Accountant conditions that determine whether or not
What do you think an accountant should students are successful at school
be able to do? learning.
1. Prepare/Analyze financial statements Four Essential Principles
2. Prepare tax returns / Perform tax 1.Clarity of Focus
management activities. 2. Designing Back
3. Perform assurance services (e.g. 3. High Expectations
audit) 4. Expanded Opportunities
4. Make relevant and meaningful Ten Life Performance Roles
decisions in the organization 1. Learner and thinker
5. Perform management consultancy 2. Listener and communicator
services 3. Implementer and performer
Two Common Approaches to OBE 4. Problem finder and solver
1. Student mastery of traditional subject- 5. Planner and designer
related academic outcomes and some 6. Creator and producer
cross-discipline. 7. Teacher and mentor
2. Emphasizes long-term, cross- 8. Supporter and contributor
curricular outcomes that are related to 9. Team member and partner
students’ future life roles. 10. Leader and organizer
OBE Learning Outcomes OBE as a curriculum
1.Knowledge Three Basic Styles of Programming
2.Understanding 1. Content-based
3.Skills 2. Activities-based
4.Attitudes 3. Outcomes-based
Three Basic Premises of OBE Q: Why is it important to know the
1. All students can learn and succeed but outcomes prior to planning and teaching?
not all in the same time or in the same What do you want the students to learn?
way. (Learning Outcomes) → Why should they
2. Successful learning promotes even learn it? (Motivation) → How can you
more successful learning. best help students learn it? (Teaching
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
Strategies) → How will you know if they • Identify specifically what should be
have learnt it? (Assessment)
Course Objective
What THE TEACHER expects
students to know and be able to do (as a
whole) at the end of instruction
Not behavioral in nature
Verbs: Know, Understand
One course objective may generate
several learning outcomes
Objectives are intended results or
consequences of instruction, curricula,
programmes, or activities.
Course Learning Outcome
What THE STUDENTS are be able to do
(specific) at the end of instruction
Stated in behavioral terms
Verbs: Identify, Discuss,
Evaluate
Several learning outcomes are derived
from one course objective
Outcomes are achieved results or
consequences of what was learned –
evidence that some learning took place.
Why Learning Outcomes?
• Provide direction in the planning of a
learning activity
• Focus learner’s behavior on that is to be
changed
• Serve as guidelines for content,
instruction and evaluation
learned
• Convey to learners exactly what is to be
accomplished
Sample Learning Outcomes (NO PIC)
Indicators, Metrics, Targets
Indicators – competencies
Metrics – what will be measured
Targets – desired value
For example:
• After a course in Introduction to
Psychology, students are expected to be
able to “discuss concepts in selected
content areas of psychology.”
(Indicators)
• Metrics could include the completion of
papers and particular levels of
examinations.
• Targets would be desired standards,
such as 100% completion with the
average rating C+.
Writing Learning Outcomes
1. What knowledge is the student able to
articulate at the end of the course?
2. What skills is the student able to
demonstrate at the end of the course?
3. What attitudes is the student able to
exhibit at the end of the course?
4. Finally, which KSAs can be grouped
together to form a competency?
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
9. Align content, methodologies, and
assessment with the learning outcomes.

What is a HIGHER- ORDER Thinking

Skill?

What are the characteristics of good

learning outcomes?
1. Keep statements short and simple.
State the outcome as a single sentence
of 25 words or less.
2. Keep goals and outcomes aligned with
the aims of education as stated in the
Philippine Constitution, the national goals
of education, and the vision, mission and
goals of the institution.
3. It should be SMART.
4. Consider the three domains of learning
(Bloom, 1956, 1973).
5. State learning outcomes as results, not
processes (activities or strategies).
6. Choose only one observable
verb/behavior in a statement of outcome.
Choose the behavior that is of a higher
dimension of complexity.
7. Sequence outcomes logically In 2001, there was a revision to

8. State objectives from the learner’s Bloom’s...

point of view, not the teachers.

DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
•One approach could be an
exercise followed by a lecture followed by
an application activity.
• Another approach would be
starting with a text that need to be
corrected, culling the principles of
grammar from the corrections, and then
having writing exercises.
Assessment of Student Learning
• Assessment involves one or more
processes that identify, collect, analyze,
and report data that can be used to
evaluate achievement of learning
outcomes.
• Effective assessment uses relevant
Choosing Methodology
direct, indirect, quantitative and
If the learning outcomes focus on the
qualitative measures appropriate to the
student, there should also be changes in
learning outcome.
the methodology used.
• It is also important to remember that in
For example:
developing alternative modes of
• An engineering class could have
evaluation and assessment, rubrics must
simulations, experiments, and problem
be clear so that the process maintains a
solving.
certain objectivity and transparency.
• A philosophy class could have
• As assessment improves the student’s
discussions of readings, or critique of
learning, it likewise improves the
schools of thought.
teacher’s teaching.
The content includes the knowledge of
Preparing a Learning Plan
English grammar, syntax, and
Learning Plan
pronunciation; the skills of organization,
• Lay out the plans for content,
fluency, and enunciation; and the attitude
methodology, resources, and
of openness to communicate.
assessment.
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
• A syllabus with time element and
specific activities.
OBE Programming
Rationale – explain why the program
exists.
Aims – explain what the program can
achieve.
Outcome Statements- indicate what
students are to learn
Content Statements – indicate what
broad areas of content will be used as
vehicles for student learning.
Teaching Strategy Statement – indicate
how the learning activities will be
organized.
reasonably determine from the
objective whether or not they have
achieved it?
• Achievable ‐ Can the objective be
realistically accomplished at the
end of the class/course?
• Clear & specific ‐ Do chosen
verbs have a clear meaning?
• Alignment with expectations ‐ Is
the verb aligned with the level of
cognitive understanding expected
of students? Could you expect a
higher level of understanding?
PPT 3 – CHARACTERISTICS OF

Assessment Guidelines – indicate how GOOD LEARNING OUTCOME (REFER

student learning will be assessed and TO PG. 4

reported. –END –

PPT 2 – DOMAINS OF LEARNING

(SEPARATE PRINT THE TABLE)

CHECKLIST QUESTIONS FOR

WRITING LEARNING OBJECTIVES,
PG.3

• Observable ‐ Does the learning

objective identify what students
will be able to do after the topic is
covered?
• Measurable ‐ Is it clear how you
would test achievement of the
learning objective? Can students