LESSON II

CRAFTING LEARNER-CENTERED LEARNING

OUTCOMES

UNIT LEARNING OUTCOMES

At the end of the unit, students are expected to perform the following:
⮚ Apply Bloom’s Taxonomy in writing learning outcomes.
⮚ Design a learner-centered learning outcome.

PRE-TEST

Read and understand the following questions below. Choose the best answer.
1. Which of the following best describes a learning outcome?
A. It is learner-centered.
B. It describes the skills and knowledge the learners must acquire.
C. It provides the skills and knowledge for the teacher to teach.
D. It acknowledges the learner’s diversity.
2. Which of the following best describes revised Bloom’s taxonomy?
A. It highlights the cognitive domain.
B. It uses verbs instead of nouns.
C. It integrates knowledge dimensions.
D. It composes of 6 categories.
3. What knowledge dimension refers to strategic knowledge?
A. Metacognitive
B. Factual
C. Conceptual
D. Procedural
4. Which of the following learning outcomes belongs to Creating ?
A. Use the microscope in studying photosynthesis.
B. Memorize the laws of motion.
C. Design a model of an animal cell.
 D. Identify the importance of food web.
5. Which of the following learning outcomes belongs to Remembering?
A. Reflect on the teachings of Buddha.
B. Summarize the operation of permutations and combinations.
C. Develop a schematic diagram about noble gases.
D. List the significance of colonization in the Philippines

ACTIVITY

Read the article about the “Evaluation and Effectiveness of Learning Outcomes: Student’s
Perspectives” and answer the questions on the ANALYSIS part in your activity notebook. (Click the
link below or see Appendices)
https://sci-hub.tw/https://doi.org/10.1016/j.sbspro.2012.09.628

ANALYSIS

After reading the article, briefly answer the following questions.

1. As a student, what is your idea of learning outcomes?
2. What is its significance in lesson planning? Teacher? Students?
3. What are the benefits of learning outcomes?
4. How does it make a lesson successful?

ABSTRACTION

Aims
Aims are general statements that provide direction or intent to educational action. Aims are
usually written in amorphous terms using words like: learn, know, understand, appreciate, and
these are not directly measurable. Aims may serve as organizing principles of educational direction
for more than one grade. Indeed, these organizing principles may encompass the continuum of
educational direction for entire programs, subject areas or the district (Wilson, 2014)
Goals
Goals are statements of educational intention which are more specific than aims. Goals,
too, may encompass an entire program, subject area, or multiple grade levels. They may be in
either amorphous language or in more specific behavioral terms (Wilson, 2014)
Learning Objectives
A learning objective is an outcome statement that captures specifically what knowledge,
skills, attitudes learners should be able to exhibit following instruction.
Learning Outcomes
Learning outcomes are statements that describe the knowledge or skills students should
acquire by the end of a particular assignment, class, course, or program, and help students
understand why that knowledge and those skills will be useful to them. They focus on the context
and potential applications of knowledge and skills, help students connect learning in various
contexts, and help guide assessment and evaluation.

Revised Bloom’s Taxonomy

(Click on the link for revised Bloom’s Taxonomy/ see Appendices)
https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/
https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf

The ABCD of learning objectives

Objectives describe what learners will be able to do at the end of instruction, and they
provide clear reasons for teaching. When writing objectives be sure to describe the intended result
of instruction rather than the process of instruction itself. Clearly defined learning objectives are
useful for instructors, instructional designers, and students: In order to select and design
instructional content, materials or methods and have a sound basis by which success can be
measured. To give designers and instructors an objective method to determine how successful
their material has been. By clearly stating the results we want the learners to accomplish,
instructors can identify whether students have gained the appropriate skills and knowledge.
Because objectives should be stated before learners begin their instructional materials, they
provide students the means to organize their efforts toward accomplishing the desired behaviors.
Components of an objective:
● When writing learning objectives, avoid terms that cannot be clearly understood by the
reader.
● It is necessary to communicate an objective as clearly as possible to avoid
misinterpretation.
 ● A useful objective successfully describes an intended instructional result by describing the
purpose of the instruction.
● The BEST statement is one that excludes the greatest number of possible meanings other
than the one intended. In other words, it succeeds in communicating the intent of
instruction yet avoids misinterpretation.
The ABCD’s of Learning Objectives/Outcomes
The ABCD's of Learning Objectives includes four characteristics that help an objective
communicate an intent:
Audience The learners: Identify who it is that will be doing the performance (not the instructor).
Behavior (Performance): What the learner will be able to do Make sure it is something that can be
seen or heard.
Condition The conditions under which the learners must demonstrate their mastery of the objective:
What will the learners be allowed to use? What won't the learners be allowed to use?
Degree (or criterion) HOW WELL the behavior must be done: Common degrees include: Speed,
Accuracy, Quality Please watch the video below about ABCD's in writing learning objectives.
(Click on the link for a video about the ABCD’s of Learning Outcomes)
https://www.youtube.com/watch?v=lhrMWIZlhto&feature=emb_title

APPLICATION

By this time, you should be able to think of a topic that you will demonstrate at the end of
this course, so that the following activities will be related to your own lesson.
ABCD’s of Learning Objectives
Write your own learning outcomes based on the ABCD of learning objectives. Identify the
audience, behavior, condition, and degree in your learning objectives by using the format provided.
Subject: __________________________
Topic: ___________________________
Grade Level: _____________________

Learning Outcomes:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________;

(a)____________________________________________________________________
(b)____________________________________________________________________
(c)____________________________________________________________________

Audience: ______________________________________________________________
Behavior:_______________________________________________________________
Condition: ______________________________________________________________
Degree:________________________________________________________________

Revised Bloom’s Taxonomy

Based on the topic that you have chosen, create two learning outcomes per level of the
revised Bloom's Taxonomy. Use the matrix provided to you in answering the task. Remember to
stick with the topic you would like to demonstrate
Subject:
Topic:
Grade Level:

COGNITIVE DOMAIN

Remembering

Understanding

Analyzing

Applying

Evaluating

Creating
 REFLECTION

In 100-150 words, write your reflection about the topic in your journal notebook.

POST-TEST

Read and understand the following questions below. Choose the best answer.
1. Which of the following best describes a learning outcome?
A. It is learner-centered.
B. It describes the skills and knowledge the learners must acquire.
C. It provides the skills and knowledge for the teacher to teach.
D. It acknowledges the learner’s diversity.
2. Which of the following best describes revised Bloom’s taxonomy?
A. It highlights the cognitive domain.
B. It uses verbs instead of nouns.
C. It integrates knowledge dimensions.
D. It composes of 6 categories.
3. What knowledge dimension refers to strategic knowledge?
A. Metacognitive
B. Factual
C. Conceptual
D. Procedural
4. Which of the following learning outcomes belongs to Creating?
A. Use the microscope in studying photosynthesis.
B. Memorize the laws of motion.
C. Design a model of an animal cell.
D. Identify the importance of food web.
5. Which of the following learning outcomes belongs to Remembering?
A. Reflect on the teachings of Buddha.
B. Summarize the operation of permutations and combinations.
C. Develop a schematic diagram about noble gases.
D. List the significance of colonization in the Philippines

REFERENCES
Acero, V., Javier, E., & Castro, H. (2015). Principles of Teaching 1 Revised Edition. Rex Bookstore.
Quezon City, Philippines

Corpuz, B. & Salandanan, G. (2007). Principles of Teaching 1. Lorimar Publishing. Quezon City,
Philippines

Corupuz, B. & Salandanan, G. (2003). Principles and Strategies of Teaching. Quezon City,
Philippines

Serrano, S. & Paez, A. (2015). Principles of Teaching 1. Adriana Publishing. Quezon City,
Philippines

Internet Sources

https://teaching.utoronto.ca/teaching-support/course-design/developing-learning-outcomes/
what-are-learning-outcomes/

https://www.erasmusnet.org/single-post/2018/01/22/7-EXAMPLES-OF-LEARNING-OUTCOMES-
HOW-TO-WRITE-THEM

https://sc.edu/about/offices_and_divisions/cte/teaching_resources/coursedevelopment/
learning_outcomes/index.php

https://web.uri.edu/assessment/examples-of-learning-outcomes-statements/

https://www.teaching-learning.utas.edu.au/__data/assets/pdf_file/0005/1112/
learning_outcomes.pdf

https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/
https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf
https://sci-hub.tw/https://doi.org/10.1016/j.sbspro.2012.09.628