SELF-REFLECTION

SELF-REFLECTION
KNOWLEDGE SKILLS ATTITUDES
As a Proficient As a Proficient As a Proficient
Teacher, I know… Teacher, I do… Teacher, I feel…

… that setting ….plan my lessons ….driven in setting

achievable and around achievable and
appropriate achievable and appropriate
learning outcomes appropriate learning outcomes
aligned with the learning outcomes with the learning
learning aligned with the competencies
competencies is learning
necessary in competencies.
instructional
planning.
ALIGNING ACHIEVABLE
OUTCOMES AND
COMPETENCIES
Key Concepts:
Learning Competencies
These refer to the knowledge,
understandings, skills, and
attitudes the students need to
demonstrate.

Appropriate
Learning Outcome:
Targeting relevant skills,
knowledge, and attitudes.
Achievable
Learning Outcome
It is a set within the range of abilities of
the learners

Alignment with the

Competency:
The congruence of the learning outcomes
to the level of knowledge, skills, and
attitudes described in the competency.
RODELYN’s TALK
 SUPPORT GROUP
Teacher Pauline is a Grade 3 English teacher. In teaching the lesson for
the competency EN3G-Ic-1 Identify an imperative sentence, she plans to
use varied pictures as a springboard to elicit the target grammatical
structure from her class. She then thinks of providing her pupils with
different examples of these sentences as used in varied situations - in
school, in the market and at home. To reinforce their
understanding, she will ask them to write imperative
sentences on a given situation.

?
How does Teacher Pauline plan
and teach the content?
 SUPPORT GROUP
Teacher Pauline is a Grade 3 English teacher. In teaching the lesson for
the competency EN3G-Ic-1 Identify an imperative sentence, she plans to
use varied pictures as a springboard to elicit the target grammatical
structure from her class. She then thinks of providing her pupils with
different examples of these sentences as used in varied situations - in
school, in the market and at home. To reinforce their
understanding, she will ask them to write imperative
sentences on a given situation.
Prior to instructional delivery, she has

? planned for her lesson. Do her instructional

goals go beyond knowing and
understanding? Why? Why not?
 SUPPORT GROUP
Teacher Pauline is a Grade 3 English teacher. In teaching the lesson for
the competency EN3G-Ic-1 Identify an imperative sentence, she plans to
use varied pictures as a springboard to elicit the target grammatical
structure from her class. She then thinks of providing her pupils with
different examples of these sentences as used in varied situations - in
school, in the market and at home. To reinforce their
understanding, she will ask them to write imperative
sentences on a given situation.
Does she set achievable and appropriate

? learning outcomes aligned with the

learning competencies? Why? Why not?
Proficient teaching involves careful
consideration of what students should know
and be able to do by the end of a lesson,
assignment, activity, or quarter.

Learning outcomes, unlike competencies, focus

on the practical application and integration of
knowledge from the learner's perspective.
Learning outcomes specify what
students should be able to
demonstrate and include
performance targets.

When setting learning outcomes,

use active verbs that represent
specific actions, referring to
Bloom's/Anderson Krathwohl's
Taxonomy for guidance.
 Taxonomies of Cognitive Domain

01 Remembering Define
Identify
List
Recognizing or
Name
recalling knowledge
Recall
from memory
Recognize
Record
Relate
Repeat
Underline
 02 Understanding
Constructing meaning from different types of functions

Choose Identify Interpret

Cite examples of Locate Pick
Demonstrate use of Report Restate
Describe Determine Review Recognize
Differentiate between Select Tell
Discriminate Discuss Translate Respond
Explain Express Give Practice Simulates
in own words
 03 Applying
Using learned material, or to implement
material in new and concrete situations
Apply Illustrate
Demonstrate Interpret
Dramatize Operate
Employ Operationalize
Generalize Practice
Shop Relate
Use Schedule
Initiate
 Analyze Appraise
04 Analyzing Calculate Categorize
Compare Conclude
Contrast Correlate
Breaking materials or Criticize Deduce
concepts into parts, Debate Detect
Determine Develop
determining how the
Diagram Differentiate
parts relate to one
Distinguish Draw
another or how they conclusions Estimate
interrelate, or how the Evaluate Examine
parts relate to an Experiment Identify
Infer Inspect Inventory
overall structure or
Predict Question
purpose. Relate Solve Test
Diagnose
05 Evaluating
Making judgments based on
criteria and standards through
checking and critiquing.

Appraise Assess Choose

Compare Critique
Estimate Evaluate
Judge Measure Rate
Revise Score Select
Validate Value Test
 06 Creating
Arrange Assemble Collect
Putting elements Compose Construct Create
together to form a Design Develop Predict
coherent or Manage Modify Organize
functional whole; Plan Prepare Produce
reorganizing Propose Formulate
elements into a new Reconstruct Set-up
pattern or structure Synthesize
through generating, Devise
Observe these principles:
01 Achievable
They should be set within the
range of abilities of the learners

02 Appropriate
They should be targeting relevant
skills, knowledge, and attitudes.

03 Aligned with the

learning competencies
ILLUSTRATION OF PRACTICE NO. 1:
Alignment of learning outcome to learning
competency and performance task

Teacher Shiela is a Junior High School Math Teacher for Grade 7

students. She will teach the competency Illustrates the measures
of central tendency (mean, median, and mode) of a statistical
data M7SP-IVf-1. During her lesson planning, she asks herself,
“How would I want my students to use the knowledge about
measures of central tendency? Believing that it is not enough to
have her students solve problems in the textbook, she thinks of
allowing her students to work in appropriate performance task.
 HOW TO DO IT?
01 Identify the cognitive level of the competency.

Illustrates the measures of central tendency (mean,

median, and mode) of a statistical data M7SP-IVf-1.

“Illustrates” Application level of cognitive domain

 HOW TO DO IT?
02 Think about what the learners should be able to know or
demonstrate after the instruction.
BEHAVIOR - an action verb to
Compute the measures of describe what students will be
central tendency (mean, able to do as a result of a
median, mode) (BEHAVIOR) learning activity
in a simple survey (CONDITION)
accurately. (CRITERIA) CRITERIA: are limits or range of
successful learning (how well
CONDITION: an environment or situation in the learner has to perform to say
which the students will perform the behavior that the LO has achieved)
or the tools/information they will be given
when they demonstrate their learning
 HOW TO DO IT?
03. Plan a learning activity that will reinforce the teaching
based on the set outcome (Think of a performance task)
Here, the teacher sets the learning outcomes by deconstructing the
competency. In deconstructing or unpacking the competency,
the teacher should:
1. Identify whether the competency describes knowledge, reasoning, skills, or
product learning target.
2. Consider the knowledge, reasoning, and/or skills prerequisite to the
competency. These questions can be used as guide:
a. What does a learner need to know and understand to attain mastery
on this competency?
b. What patterns of reasoning, if any, are required to attain mastery of this
competency?
c. On what specific performance skills, if any, must learner attain proficiency to
attain mastery of this competency?
d. What products, if any, would learners be proficient in creating if they have
mastered this competency?
 ILLUSTRATION OF PRACTICE NO. 2
Learning outcomes can be:
Products
generally refer to
varied concrete They should be set within the
evidences of range of abilities of the learners
learning

Performance
targets are the
expected skills
that our learners
should
demonstrate after
any instructional
activity
 ILLUSTRATION OF PRACTICE NO. 2, Example

This can vary in number as long as:

it is aligned to content, resources,
and assessment methods.

Steps in unpacking
the course of study:

1. Identify program
goals.
2. Identify course
learning objectives.
3. Prepare instructional
support materials.
4. Plan for formative
course assessment.
5. Plan for summative
assessment.
To set the learning outcomes for a
longer span of instruction:
1. Align with grade level standards in the curriculum
guide when defining what students should know or
accomplish by the end of the unit/quarter.
2. Specify the primary skills, abilities, and knowledge
students will gain.
3. Initiate with a clear statement like, "At the end of the
unit/quarter, students should be able to..."
4. Avoid vague verbs that may lead to varied
interpretations of required actions (e.g., know,
understand, become aware of). Opt for measurable
behaviors.
5. Utilize clear, simple, and concise language accessible
to students, teachers, and other stakeholders.
 ILLUSTRATION OF PRACTICE NO. 3:
In planning learning outcomes:
Think 1st of specialization in
broader perspective
Not just align at the present,
but to the succeeding course

Curriculum mapping
Process of aligning learning activities,
learning outcomes and assessment
with the course and program goals
Effective learning outcomes are:
1. Clearly stated with CLEAR and accurate
language, using active verbs to describe
expected knowledge, skills, understanding, or
attitudes. E.g. DONT USE “know” or understand”
2. Accurately indicating the content students
should learn or demonstrate.
3. Guided by systematic instructional planning
(should link activities, teaching, & assesment
well)
4. Should be Measurable for effective assessment
tasks.
Other Illustrations of Practice
For the affective domain, you can consider Bloom’s levels of
processes (from lowest order to the highest) (e.g. ESP)
1. Receiving: attending to a stimulus, e.g., listening to
instructions
2. Responding: reacting to a stimulus, e.g., participating in a
discussion
3. Valuing: attaching value to an object, phenomenon,
behavior or principle, e.g., demonstrate appreciation of
good teamwork
4. Organization: organizing different values into the
beginning of an internally consistent value system, e.g.,
adopt a systematic approach to problem solving
5. Characterizing: internalizing a value system & behaving
accordingly in a pervasive, consistent & predictable
manner, e.g. ,display self-reliance, work independently &
diligently, act ethically.
Other Illustrations of Practice
For the affective domain, you can consider Bloom’s levels
of processes (from lowest order to the highest):

1. Receiving ask, choose, describe, follow, give, hold, identify,

locate, name, point to, select, sit, erect reply, use

Answer, assist, aid, comply, conform, discuss, greet, help, label,

2. Responding
perform, practice, present, read, recite, report, select, tell, write

3. Valuing complete, demonstrate, differentiate, explain, follow, form, initiate,

invite, join, justify, propose, read, report, select, share, study, work

adhere, alter, arrange, combine, compare, complete, defend,

4. Organizing explain, formulate, identify, integrate, modify, order, organize,
prepare, relate, synthesize

Act, discriminate, display, influence, listen, modify, perform, practice,

5. Characterizing
propose, qualify, question, revise, serve, solve, verify
Other Illustrations of Practice
For the psychomotor domain, Simpson (1972) specified
seven levels (from lowest order to the highest) (e.g. PE):
1. Perception: Using sense organs to gather information about a motor
activity, such as repeating oral instructions for an experiment.
2. Set: Demonstrating readiness to undertake a specific action, for example,
explaining the series of steps involved in a process.
3. Guided Response: Early stage of learning a performance skill involving
imitation and trial-and-error, like following directions.
4. Mechanism: Later stage of learning a performance skill when it can be
executed proficiently, as seen in smoothly and confidently following the
same procedure.
5. Complex Overt Response: Skillful performance of a complex movement
pattern, exemplified by quickly performing a routine procedure.
6. Adaptation: Skills so well-developed that an individual can modify them to
suit the situation, such as altering a routine procedure to address an
unfamiliar problem.
7. Origination: Creating new movement patterns based on highly developed
skills, such as devising a new procedure to tackle new/novel situations.
Other Illustrations of Practice
For the psychomotor domain, Simpson (1972) specified
seven levels (from lowest order to the highest) (e.g. PE):
Choose, describe, detect, differentiate,
1. Perception distinguish, identify, isolate, relate, select

2. Set begin, display, explain, move, proceed, react, show, state, volunteer

3. Guided Response copy, trace, follow, react, reproduce, respond

assemble, calibrate, construct, dismantle, display, manipulate,

4. Mechanism measure, mend, mix, organize, sketch

5. Complex Same as mechanism but includes adverbs such

Overt Response as quicker, more accurate, automatic
6. Adaptation Adapt, alter, rearrange, reorganize, revise, vary, change
Arrange, build, combine, compose, construct, create,
7. Origination
design, initiate, make, originate
PROFESSIONAL DEVELOPMENT PLAN
Having examined key concepts and practice
illustrations for setting achievable learning outcomes,
consider ways to strengthen this indicator based on
your module learning.
T h a n k y o u !
Happy Planning!