Rayver Anthony D.
Pamatian
BTVTED - 2
I. Make an Educational Outcomes based on your Learning Outcomes.
Educational Objectives Learning Outcomes
1. You will directly know what students 1.1. Measurements for critical concepts
are suffering or doing excellent with in the subject area, allow students to
their learning outcomes that way. That apply theoretical information to real-life
means you can adjust your lessons, such situations.
as delving into a concept that students 1.2. Students should read and then think
found difficult or using new methods to about how these case studies or research
keep the class active. It is about data can be viewed critically i.e.
ensuring that your teaching reaches the patterns, issues that need a solution with
mix of students directly in front of you. clear logical reasoning.
1.3. As a final project, students will be
required to synthesize information from
takes and other types of argumentative
points into coherent arguments or
projects that show deep understanding
and original thought.
2. By sharing assessment feedback with 2.1. Students will practice respecting
your students, you are not just giving multiple viewpoints through lively
grades — instead you equip them to dialogue with diverse colleagues who
better understand their own learning hold other views, prompted to engage
trajectory. This feedback helps them see openly and empathetically.
all the places that they are doing well, 2.2. Apply ethical principles on a
and where there might be ways for input consistent basis to the decision-making
some extra effort to take more control of process and demonstrate an appreciation
their own learning in a way which is of moral importance.
entirely reassuring. 3.3. Students will exhibit a sustained
interest in learning by participating in
class activities, completing assignments
on time, and seeking additional
resources to deepen their understanding.
3. The results from assessing your students 3.1. Students will demonstrate proficiency in
are not just numbers it´s a map to help you performing specific physical tasks or
make decisions in the classroom. This should procedures related to their field of study, such
influence how you choose to spend more time as laboratory experiments or technical
on a specific unit, or even introduce new operations.
resources; ultimately resulting in better 3.2. Students will accurately and efficiently
learning for your students and improvements use tools or instruments, showcasing their
all around. ability to coordinate multiple motor skills
under controlled conditions.
3.3. Students will adapt learned physical
techniques to new and complex situations,
showing flexibility and creativity in problem-
solving through action.
II. The following are educational objectives for the subject Elementary Science (K
to 12). For every educational objective, formulate two learning outcomes:
Educational Objectives Learning Outcomes
1. To provide instructions that will 1.1. Students connect with
enable the students to understand their environment through
their immediate physical sensory exploration.
environment by using their 1.2. Students engage in
senses, questioning, sharing group discussions to uncover
ideas and identifying simple cause-and-effect relationships
cause-and-effect relationship. collaboratively.
(Cognitive objective)
2. To equip the students with the 2.1. The students can
skill to conduct guided personally conduct guided
investigations by following a investigations by making
series of steps that includes predictions, collecting data, and
making and testing predictions, suggesting explanations based
collecting and recording data, on patterns observed.
discovering patterns and 2.2. The students can
suggesting possible explanations actively participate in hands-on
(psycho-motor objective). exploration, analyzing data to
propose personalized
explanations during
investigations.
3. To encourage among the 3.1. The students can deeply
students a deep understanding understand and appreciate the
and appreciation of the plant and animal groups in their
differences of the plant and neighborhood.
animal groups found in the 3.2. The students can hold
locality. the unique traits and roles of
local plant and animal groups.
III. Differentiate each of the following pairs by explaining the meaning of each and
giving examples for further clarifications.
1. Educational Objective and Learning Outcome
The preference objective or intent of a particular class or program is applied to as the
educational objective. It describes what the students should know or be able to
accomplish after finishing the learning exercises.
Learning Outcome is defined as the measurable and observable skills and knowledge that
a student should be able to demonstrate or having a result of the learning process. It is
understandable the specific, achievable, and assessable criteria that define successful
learning.
2. Immediate Outcome and Deferred Outcome
Immediate Outcome These are the short-term results that are directly achieved
immediately after taking a particular action or fulfilling a specific mediate. These
outcomes are typically observable and measurable in the short term, providing a starting
indication of the impact of the action.
On the other hand, deferred outcomes are the longer-term effects that usually take time to
materialize following the implementation of an intervention or action and may not be
immediately evident. These effects could include long-term, medium- to long-term
behavioral, trend, or pattern changes.
3. Content and Learning Outcome
Content is a substance that is delivered through a course, lesson or other teaching. This is
the stuff of what will be taught, not just all those dead topics, concepts and theories, etc.
but also facts must point out that matters too as well one hoping students learn some
skills. Content is the meat and potatoes of what students need to know to comprehend,
discuss, evaluate etc. with respect to a given topic area.
Learning Outcomes, on the other hand, provide explicit statements stipulating what
students will be able to know or do because of having been taught that content. They are
the skills, knowledge and abilities that have a specific level of complexity in terms of
what students can be expected to learn.
4. Institutional Outcome and Program Outcome
Institutional outcomes are the top-level goals of an entire institution, which might
encompass a wide-ranging purpose for their students and within community. These
establish the direction and purpose of the institution. On the other hand, program results
are those precise articulations that spell out what students should be able to complete
once they have finished a specific educational course. Rather, they are about the
competences that students will acquire by way of being enrolled in this one program or
another. This is like the difference between for example a university wanting to graduate
students who can think critically and an engineering’ program that wants to graduate
student that know how to plan, design and build structures in a sustainable way.
5. Program Outcome and Course Outcome
Program outcomes are broader and describe the overall competencies that a student
should be able to demonstrate upon completion of a degree. Course outcomes are far
more explicit, and they specify precisely what students will learn over the duration of a
single course. At the end of the entire program, you measure program outcomes.
Course outcomes, on the other hand are assessed after a specified course usually within
some shorter period. Program outcomes drive overall curriculum program design and
ensure that all the courses are matched with objectives of an educational institution for its
graduates. Whereas course outcomes officially inform the teaching and learning process
of a specific course, helping instructors organize lessons as well as assessments.
6. Student-centered Instruction and Content-centered Instruction
Student centered outcomes honor the unique learning path, engaged by a given learner,
while content-centered outcomes force-feed standard items of knowledge and skill.
Student-centered assessments are often diverse and inclusive, while content-centered
outcome is generally standardized and uniform. Student-centered outcomes focus on the
well-being and academic learning, as well as social and emotional skills growth of
students; content-centered outcomes prioritize fact, content, conceptual mastery.
7. “To develop communication skills” and “can communicate orally and in writing”
"To develop communication skills" is the goal, or improvement process, while "can
communicate orally and in writing" are more specific competences that have been
achieved. The first one has to do with the learning and improving process itself, whereas
second is about putting that into work, showing you know how to communicate. The
topic of developing communication skills itself is a larger concept, whereas oral and
writing are all what it addresses.
