Cherrie G.

Angcao

Unit 1

Shift of Educational Focus from Content to Learning Outcomes

1.Student- centered- It focus on learner’s mastery over a particular skill.

Student thinking is facilitated and encouraged. It focus on empirically
measuring students’ performance (outcomes). It start s with a clear picture
of what is important for students to be able to do, organizing the curriculum
and instruction and assessment.

2.Faculty-driven- It affirms teacher as facilitators rather than lecturers. The

teacher guides the students through learning with scaffolding and hands-on
activities. The teacher encourages application of developing knowledge and
skills.

3.Meaningful- It provides a data to guide teachers in making

improvements. It develops a clear set of learning outcomes around which an
educational system can focus. Learning outcomes are supported by teaching
and learning activities that makes learning outcomes achievable.
 1. Institutional outcome – It is the statement of what graduates of the
institution are supposed to be able to do.
2. Program Outcome- It is the statement of what graduates from a
particular degree program should be able to do.
3. Course Outcome- It is the statement of what students should be able
to do after the completion of a given course.
4. Learning Outcome – It is the statement of what is expected that a
student will be able to do as a result of a learning activity.

Because of knowledge explosion

the teacher is the facilitator of

knowledge
 C

from content to learning outcomes

of learning outcomes statement

which means to “draw out”

was content and subject matter

of educational objectives

of immediate outcome
A

Teacher and student

of learning outcome
 describe
the characteristics of their physical
environment using their five
senses.

formulate
questions about how the
physical
environment impacts individual
well-being.

perform
simple experiments efficiently.
make
use of results to discover
patterns that supports the
hypothesis.

demonstrate
sensitivity towards the difference
between plants and animals.

a
ppreciate
the distinct characteristics of
plants and of animals.
 Educational objectives are broad goals that the subject or course
expects to achieve.

Learning outcome reflects what the learner will be able to do as a

result of participating in the educational activity. In comes in concrete active
verbs of “Blooms’s Taxonomy”.

Immediate outcome is the competencies or skills acquired upon

completion of an instruction, subject, grade level and segment of a program or
the program itself. It is the instructional outcome.

Deferred outcome is the institutional outcome. It is the ability to

apply cognitive, psychomotor and affective skills competencies in various
situations many years after completion of a degree program.

Content learning is the topics, themes, behaviours, concepts, facts

often grouped within a subject or learning area that is expected to be learned
and form the basis of teaching and learning.

Learning outcome is “what the students are able to do as a result of

completing a course.” It is learning that will take place across the curriculum
through concise statements, made in sepcific and measuravble terms of what
the students will know and or be able to do as a result ofg having
successfully completed a course.
 Institutional outcome is the statement of what graduates of the
institution are supposed to be able to do.
Program outcome is the statement of what graduates from a
particular degree program should be able to do.

Program outcome is the statement of what graduates from a

particular degree program should be able to do.
Course outcome is the statement of what students should be able
to do after the completion of a given course.

Student-centered instruction shifts focus of instruction from

teachers to students. It puts the students intetrest first and enganges
students in their own success by encouraging them to direct their own
learning and to work with others
Content-centered instruction focuses on the topic or
subject matter.

“To develop communication skills” is to develop the ability to

convey information to another effectivelyand efficiently. It is comprised
many skills of which reading, writing, speaking and listening are the four
pillars.

“Can communicate orally and in writing” is the ability to send

messages through written word and ispoken conversation.