MABINI COLLEGE OF BATANGAS, INC.

J. PANOPIO ST., POBLACION, MABINI, BATANGAS

“A Tradition of Excellence”

REFLECTION: LEARNING OUTCOMES: SOURCES AND CHARACTERISTICS

CHAPTER 3

“Teach to the individual, not the curriculum”

This method of teaching places more emphasis on catering to each student's individual
needs, abilities, and learning preferences than it does on rigidly adhering to a set curriculum.
This method acknowledges that each student is unique and may need individualized training
to fully develop their potential and understand subjects. Through customized instruction,
teachers can design a more effective and interesting learning environment that meets the
requirements of a wide range of pupils. In order to support improved learning outcomes, it
encourages a student-centered approach where the emphasis is on identifying and
addressing each student's unique needs.

Outcomes-Based Education
The change in educational perspective is called Outcomes-Based Education (OBE) which
has three (3) characteristics:

1. It is student-centered; that is, it places the students at the center of the process by
focusing on Student Learning Outcomes (SLO).
2. It is faculty-driven; that is, it encourages faculty responsibility for teaching, assessing
program outcomes and motivating participation from the students.
3. It is meaningful; that is, it provides data to guide the teacher in making valid and
continuing improvement in instruction and assessment activities.
To implement outcomes-based education on the subject or course level, the following
procedure is recommended:
1. Identification of the educational objectives of the subject/ course. The objectives
are stated from the point of view of the teacher such as: “to develop, to provide, to
enhance, to inculcate, etc.”

2. Listing of learning outcomes specified for each subject/ course objective. A good
source of learning outcomes statements is the taxonomy of educational objectives by
Benjamin Bloom. Bloom’s taxonomy of educational objectives is grouped into three (3):
o Cognitive, also called knowledge, refers to mental skills such as remembering,
understanding, applying, analyzing, evaluating, synthesizing/creating.
o Psychomotor, also referred to as skills, includes manual or physical skills, which
proceed from mental activities and range from the simplest to the complex such as
observing, imitating, practicing, adapting and innovating.
o Affective, also known as attitude, refers to growth in feelings or emotions from
the simplest behavior to the most complex such as receiving, responding, valuing,
organizing, and internalizing.

3. Drafting outcomes assessment procedure. It identifies for every outcome the data
that will be gathered which will guide the selection of the assessment tools to be used and
at what point assessment will be done.

The Outcomes of Education

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
Outcomes-based education focuses classroom instruction on the skills and competencies
that students must demonstrate when they exit. There are two (2) types of outcomes:
immediate and deferred outcomes.

Immediate outcomes are competencies/skills acquired upon completion of a subject, a

grade level, a segment of the program, or of the program itself.
Examples:

 Ability to communicate in writing and speaking

 Mathematical problem-solving skill

Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of a subject; grade level
or degree program.
Examples:

 Success in professional practice or occupation

 Promotion in a job

Learning Outcome

Learning outcomes are indicators of success of an academic course/programme.

Learning outcomes give a clear idea of what can be achieved by joining a particular
programme. Whether it’s a short course or a degree programme, the learning outcomes
should be listed and written down before the start of the course to know and to check whether
the course is designed and conducted perfectly. Based on the identified learning outcomes,
teaching context, learning activities and assessment scheme have to be properly designed to
successfully conduct and complete the course / programme.

The intended institutional outcomes, the broadest of all outcomes, are derived from the
institution's vision and mission. From the institutional outcomes, schools derive their graduate
attributes (which are also termed student, outcomes). Below the institutional outcomes are
program outcomes.

Higher educational institutions which have their own institutional outcomes that are derived
from their VMG (vision, mission, goals) may add program outcomes to these program
outcomes issued by CHED. More specific than the program outcomes are the course
outcomes, the outcomes for each subject in the curriculum, Most specific are the learning
outcomes which others call intended learning outcomes or student learning outcomes to
emphasize that these are the knowledge, skills and values that students are expected to
demonstrate at the end of the lesson. These are the ones assessed in the process of
teaching-learning and are expected to be demonstrated at the end of the lesson.

Sources of Learning Outcomes:

1. The institution's vision and mission statements are a relevant source of student learning
expectations.
•Public schools refer to the public school’s system vision and mission statements as source
of learning outcomes.
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
•Private schools are either sectarian or non-sectarian and their vision and mission statements
may be sourced from their respective religious goals, in the case of sectarian schools, or their
founder's philosophy in the case of non- sectarian schools
Below are the vision and mission statements and core values of the Department of Education,
Philippines:
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.

OUR CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
 Teacher education institutional must teach the future teachers to align their lessons
(learning outcomes, teaching-learning activities, and assessment tasks) with the
DepEd vision and mission statements.
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”

2. Policies and competencies and standards issued by government education agencies such
as:
 Department of Education (DepEd)
 Technical Education and Skills Development Authority (TESDA) and the
 Commission on Higher Education (CHED) are prescribed sources of learning
outcomes

 The DepEd issued the K to 12 Curriculum Guide that contains the competencies
expected to be taught by teachers in the basic education level.

3. To bridge the gap between academic 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. For schools to be relevant, they should consider the thrusts and development goals of
national government in the formulation of learning outcomes. Schools are there for society
and society is also there for the schools.
Program Outcomes for Teacher Education Based on the CMOs
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.
6.2 Common to the discipline (Teacher Education)
6.3 Common to graduates of a horizontal type of institution as defined in CMO 46, 2012
The Philippine Professional Standards for Teachers
The program outcomes for the teacher education program in the Philippines must
necessarily be based on the Philippine Professional Standards for Teachers issued
by the Department of Education in Department Order #42, s. 2017. While the
program outcomes for teacher education issued by the Commission on Higher Education
were based on the PPST, it may be good to present the gist of the professional standards
contained in 7 Domains, 37 strands.
The teaching profession is a continual process, just like life itself. The teaching-learning
process is greatly influenced by the Philippine Professional Standards for Teachers (PPST). It
focuses on the abilities and methods that support the teaching and learning process and
encapsulates the K–12 teacher quality requirements (Melrose Adona Blog). A commitment to
learning strategies and practice are two important factors that help us succeed academically.
For me, in the teaching profession, success will come from practice, commitment, and a
grasp of the PPST. The PPST is my road map to become a qualified professional teacher as
an aspirant educator.Being a lifelong learner is essential to the educational process as a
future teacher. I can apply the lessons I learned in high school to the career I'm aiming to
(Why Good Educators Are Lifelong Learners, 2018). It enables educators to introduce fresh
methods and resources into the classroom to enhance their students' learning progress.
During high school, I gained great experience in handling situations, talking clearly,
Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
recognizing the distinctions among my peers, and excelling academically. These are qualities
that I think match the PPST as a future teacher. In light of this, I am inspired to work toward
high standards of thought, values, and beliefs.

Characteristics of Good Learning Outcomes

1. Good learning outcomes are centered on the student learner. This is the reason why
learning outcomes are referred to as student learning outcomes good learning
outcomes are learner-centered.

2. Good learning outcomes are based on and aligned with (he institutional, program
and courseoutcomes

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 or from the lowest and simplest cognitive,
unistructural process to cognitive in Bloom's and Anderson's revised taxonomy
of objectives.

They also cited 6 facets of understanding. Knowledge goals specify the knowledge that
students should know while basic skills state what students should be able to do.
Understanding goals refer to students' grasp of big ideas. Learner's understanding is
demonstrated when they can:
Explain Provide explanations

Apply Use knowledge in new situation

Interpret Identify means

Have perspective See viewpoints through critical eyes
Empathize Able to find value in what others may find odd
Have self-knowledge Aware of what they do not understand

Fink's Taxonomy for Significant Learning (Fink, 2003) includes:

1. Caring - developing new feelings, interests and values)

2. Learning how to learn - becoming a self-directed learner

Address: J. Panopio St., Poblacion, Mabini, Batangas
E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117
 MABINI COLLEGE OF BATANGAS, INC.
J. PANOPIO ST., POBLACION, MABINI, BATANGAS
“A Tradition of Excellence”
3. Integration – connections

4. Human Dimension – learning about self and others

5. Application - skills (critical, creative and practical thinking)

6.Foundational knowledge remembering

In summary, all the taxonomies of objectives or outcomes discussed in the foregoing

paragraphs begin with the cognitive process at the lowest level becoming more complex and
higher in level as one goes higher in the taxonomy of objectives. Good learning outcomes are
concerned not only with the cognitive process in the lower level like remembering but also
with more complex outcomes in the higher cognitive level such as applying, evaluating and
creating.

4. Good learning outcomes are SMART - Specific, Measurable, Attainable, Result -

oriented and Time-bound.

5. Good learning outcomes are useful and relevant to the learners.

Prepared by: Submitted by:

Myca M. Hernandez Mrs. Melba Marasigan

BEED-3

Address: J. Panopio St., Poblacion, Mabini, Batangas

E-mail address: mabinicollegeofbatangas@yahoo.com
Tel. Number: 043-487-0117