School Learning Action Cell (LAC)

SESSION GUIDE No. 5

January 28, 2022

Session Title: Set achievable and appropriate learning outcomes that aligned with learning competencies.

Duration 2 hours
Target Participants Teacher-Participants
How does this contribute to the This session will provide the teachers with skills in setting achievable and appropriate learning outcomes that aligned with
program outcomes? learning competencies.

Learning Objectives Terminal Objective:

At the end of the session, the participants will be able to set achievable and appropriate learning outcomes that aligned with
learning competencies.

Enabling Objectives:
1. Provide the teachers with knowledge and skills in setting achievable and appropriate learning outcomes that aligned with
learning competencies.
2. Write a Professional Development Plan indicating your strengths, development needs, action plan, timeline and resource
needed.
Teachers are expected to develop a lesson plan applying the three learning domains in teaching to achieve appropriate
learning outcomes that are aligned with learning competencies.
Key Understandings
Teachers’ role is centered in translating curriculum content into learning activities that will enable our learners to integrate
and demonstrate the knowledge and skills they have acquired during a learning activity.

References PPST Resource Package (Module 18)

TOOLS/ TIME
METHODOLOGY/STAGE KEY POINTS RESOUR ALLOTMEN
CES T

Una sa lahat nagpapasalamat ako sa napakagandang pagpapakilala sa akin at ito’y nakalulugod sa aking

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INTRODUCTION pandinig, maraming salamat Ginang Jocelyn Tapang. Slide 5 minutes
Deck
Welcoming of the To start with, allow me to greet everyone a pleasant afternoon. For those who are still not yet in the loop, I
Participants do hope that they will be able to join in this 5th LAC session of ours. I thank God that we are always safe and
healthy, even those previous weeks some of us including me, have experienced flu, coughs and colds. But
thank God for HIS sustaining grace for we are now all ok and still be able to normally breath again. We are
also thankful that we are able to gather today even remotely/virtually as we continue to serve our school
here in LNHS.
This LAC that we have every month will really help us engage with our colleagues in collaborating and
solving shared challenges. This will encourage us to have a critical reflection amongst teachers which
increases the understanding and knowledge of the curriculum and classroom practices.
This afternoon, I am tasked to discuss to you the topic, “Set achievable and appropriate learning
outcomes that aligned with learning competencies ..” So, may I encourage everyone to participate as I
conduct this 5th LAC session. This is actually a revisit of what had already been discussed those previous
years. So, will you please fasten your seatbelt, we are now about to take off and explore again this topic.
Just enjoy the ride.

Terminal Objective:
Reading of terminal At the end of the session, the participants will be able set achievable and appropriate learning outcomes
and enabling that aligned with learning competencies.
objectives
Enabling Objectives:
1. Provide the teachers with knowledge and skills in setting achievable and appropriate learning
outcomes that aligned with learning competencies.
2. Apply the three learning domains in preparing lesson plan.

Say:
We will focus on the following strand and indicator of PPST:

STRAND: Curriculum and planning

INDICATOR: 4.2.2. Set achievable and appropriate learning outcomes that aligned with learning
competencies.

Say: But before we proceed to the discussion proper, let us have a game first. I will give you a link in the
PRIMING ACTIVITY: chat box, then, you may open it and answer the five unscramble words . Just drag the letters into their Slide 10 minutes
correct positions to unscramble the word or phrase. So, for the 1 st two participants who will guess the Deck
Wordwall.net correct answesr will receive prizes. Lots of prizes await. All you are going to do is to provide 5 correct Computer/
Android
answer in the chat box.
Phone/Ta
blets with
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Ask the participants to drag the letters into their correct positions to unscramble the word or phrase. internet
Process the activity. (WORDWALL) connectio
n
Say:
Ok, are we now ready? Let’s start now!

(At the end of the activity) Thank you for the participants. Congratulations to the winners.
Our priming activity is not only a mere game but the answers in this activity is the main focus of today’s
session. The terms we identified have something to do with the input to our work, or duties and
responsibilities as teachers because. It gives us also a time to reflect on our current practice as teachers
most especially in preparing for our lesson plan.

ACTIVITY Say: Before we proceed, let us first reflect on our currents practice. As Proficient Teachers, we have
knowledge, skills and attitudes regarding setting achievable and appropriate learning outcomes. In our Self-
reflection, you can see the three domains, Knowledge, skills and attitudes. As a proficient Teacher, I
Self-Reflection Know… I do….. I feel….. I have to read first the example. (after reading the example)

I have to share also my reflection…

I Know that it is important to focus on converting curriculum content into learning activities that will enable
the learners to demonstrate the knowledge and skills they have acquired during a learning activity.
I Do make these learning competencies come alive in our learners’ behavior by highlighting different
strategies that can be used in setting achievable and appropriate learning outcomes.

I Feel the need for us teachers to effectively consider learning outcomes as part of our instructional planning
because it describes how our learners utilize the knowledge they have acquired.

By this time, may I hear from the participants your own insights or Self-reflection. Anyone, please?

(After the Self-reflection of the teacher presented) What a nice reflection Ma’am _______ .Teachers,
it’s your turn to write your insights. You may submit it later or right after our LAC session. Thank
you once again, We have a nice sharing of our insights.

Process Questions: (Please refer to printed copy fo the answers) Slide 5 minutes
ANALYSIS: Deck
1. How do we plan our lesson?
What I know? 2. Why do we need to plan carefully our lesson?
What I do? 3. Why is it important to develop a lesson plan using the three learning domains?
What I feel?
Let the participants share their insights about the given questions.

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Think & Share Say: Thank you everyone for your participation/answers. The three of you will receive prizes too.

Say:
Before we discuss in detail, let us be familiar with the key concepts of teaching and learning resources.
ABSTRACTION Understanding these concepts facilitates a deeper appreciation of the indicator and helps us deliver
lessons using appropriately-developed teaching and learning resources.
Definition of Terms
ACHIEVABLE LEARNING OUTCOME is a set within the range of abilities of the learners
(Academic Programmes Quality Resources Unit, University of Malta, 2009). It is important to make
sure that outcomes are attainable. Be realistic in considering what is possible for students to
accomplish. Only keep the most essential learning outcomes. The students must be able to
achieve the learning outcome within the logistics of the course (time, environment & others)

APPROPRIATE LEARNING OUTCOME is a targeting relevant skills, knowledge, and attitudes.

Make it sure that It is appropriate to the level of the learners. Learning Outcome needs to be
reviewed in light of students’ ability, developmental levels, their initial skill sets, and the time Slide
available to attain these skill sets. They should also be in line with what is being taught. Deck
60 minutes
ALIGNMENT WITH THE COMPETENCY is the congruence of the learning outcomes to the level
of knowledge, skills, and attitudes described in the competency. The learning outcomes developed
need to be consistent with the learning competency in which they are taught. Because this is
critical in the
interpretation of your assessment results in terms of where changes in instruction should be made.

LEARNING COMPETENCIES. These refer to the knowledge, understandings, skills and attitudes
the students need to demonstrate. There are particular learning competencies set for every
lesson/learning activity. (Department of Education, 2015) – As we came up with the SLM, we are
guided by the CG, where learning competencies are provided. Each lesson has a particular
learning competency to make it sure that what ever activities or learning outcomes, should align
with learning competencies.

LECTURETTE Say:
To further guide you in the setting achievable and appropriate learning outcomes that aligned with
Part 1. Setting learning competencies. We will consider the following scenario to help us fully understand the Slide 25 minutes
achievable and indicator. Deck
appropriate learning
outcomes that l(Refer to slide deck about Teacher Pauline)
aligned with learning (Let the participants answer process question given.)
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competencies

Probing Questions 1. How does Teacher Pauline plan and teach the content?
2. Prior to instructional delivery, she has planned for her lesson. Do her instructional goals go beyond knowing
and understanding? Why or Why not?
3. Does she set achievable and appropriate learning outcomes aligned with the learning competencies? Why
Suggestions for or Why not?
Improvement
In this illustration of practice, Teacher pauline has demonstrated a narrow perspective in instructional planning.
Though Teacher Pauline thinks of content as learning competencies, but obviously, she fails to plan in terms
of learning outcomes. Kaya hindi congruent yung learning outcomes niya sa learning competencies. ( Ang
paglalarawan ng pagsasanay ay nagpakita ng isang makitid na pananaw sa pagpaplano ng pagtuturo. Kahit
na iniisip ni Teacher Pauline ang nilalaman bilang mga kakayahan sa pag-aaral, nagkaroon pa rin ng
pagkukulang or hindi na pa rin nagawang magpalano ng Mabuti sa mga tuntunin na dapat gawin ngmga
estudyante o tinatawag nating learning outcomes)

As a Proficient Teacher, planning our lesson needs careful thinking particularly in addressing the key question
“What should the students know and realistically be able to do by the end of the class, an assignment, an
activity or a quarter?”
(Bilang isang Mahusay na Guro, ang pagpaplano ng ating aralin ay nangangailangan ng maingat na pag-iisip
lalo na sa pagtugon sa pangunahing tanong. Ano ang dapat malaman, matotonan ng mga rstudyante at
makayanang gawin o magagawa ng mga estudyante pagkatapos ng klase, isang takdang-aralin, isang
aktibidad o isang quarter?

The difference between learning outcomes and learning competencies is that the former focus on the
application and integration of the content knowledge from the perspective of the learners. They can more Slide
explicitly and directly address expectations for student learning. (Ang pagkakaiba sa pagitan ng mga learning Deck
outcomes at mga learning competencies ay ang dating nakatuon sa aplikasyon at pagsasama-sama ng
kaalaman sa nilalaman mula sa pananaw ng mga mag-aaral. Maaari mas malinaw at direktang matugunan
ang mga inaasahan na matutunan ng mga estudyante.

Instead of focusing on coverage of material, learning outcomes articulate how students will be able to
employ/execute/demonstrate the material (mga natutunan niya sa lesson), both in the context of the class and
more broadly. Learning outcomes include products or performance targets our learners need to demonstrate
by the end of a particular assignment, class or any learning activity. (Para malaman natin kung may natutunan
ang estudyante, they need to demonstrate it or kailangan nilang ilapat or gawin ito.
-------------------------------------------------------------------------------------------------------------------------------
(Bloom’s Taxonomy)
In setting learning outcomes, we should think of active verbs that would demonstrate our learners’ knowledge
and understanding in terms of specific actions. With this, it is helpful to review the different cognitive skills as
listed in Bloom’s/Anderson Krathwohl’s Taxonomy. So, in the learning outcomes, this is an application of what

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they have learned and understand in the discussion or this is the target output of the students at the end of the
lesson. They will do what is expected from them to perform as our basis if they really do understand lesson.

The process of designing a lesson, then, begins with defining the goals or intended learning outcomes for
the subject. Traditionally, learning outcomes often take the form:

“By the end of this course students will be able to [ACTIVE VERB]…”

This model useful for two reasons:

(1) by using active verbs, we articulate actions that students will be able to do. These actions can be
observed and compared with our desired results;

(2) it puts the focus on students (note: it is not “By the end the course the instructor will have…”), and
advances the ultimate goal of backward design–-to facilitate learning, not simply to “cover” content.

When selecting an appropriate verb that accurately describes the desired level of skill or knowledge
students will obtain, it really useful to refer to different models like Bloom’s Taxonomy (1956) or Fink’s Slide
Taxonomy (2013) and the associated verbs for each Deck

So that students will acquire those skills and competencies sequentially and developmentally. Consult a
Bloom's Taxonomy that will serve as an aid to coming up with developmentally appropriate action verbs

Note: Start each outcome with an action verb

(Present the Taxonomies of Cognitive Domain on slide deck. Ask some participants to read).

I know that we are all familiar with this one because everytime we prepare for our lesson plan, there is always
an inclusion with this domain specifically in cognitive skills. Even in crafting for our learning objectives, we
based it also in the Bloom’s Taxonomy for the inclusion of the three domains.

The first three (Remembering, Understanding & Applying) fall under the LOTS category. Whereas the last
three thinking skills ( Analyzing, Evaluating and Creating) fall under the HOTS category. Lower order thinking
skills foster thinking skills for basic knowledge recall, understanding, or application of appropriately, previously
learned information to draw out factual answers. Higher order thinking skills require students to break down
information into parts, make judgments according to some set of criteria, and create new ideas or put existing
ideas in a new and different way. Once we have this Revised Bloom’s Taxonomy, mas madali tayong
makagawa ng ating learning outcomes

Actually in the Bloom’s Taxonomy, There is a rewording of the cognitive domains from nouns in Bloom’s

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Taxonomy to verbs in the Revised Bloom’s Taxonomy. This change in terms reflected thinking as an active
process. For example, the Knowledge domain was renamed to Remembering. The reason for this is that
knowledge is a product of thinking, and not a form of thinking. Thus, Krathwohl and Anderson (2001) opted for
verbs, rather than nouns in their revision of Bloom’s taxonomy. Slide
Deck
There is also a change in emphasis reflected in the repositioning of the last two categories. In the Revised
Bloom’s Taxonomy, Evaluating precedes Creating as it is said that before we are able to create something, we
need to evaluate it first. Creating seems to be the most difficult cognitive function as it requires us to put parts
together in a new way, or to synthesize parts to form a new product.

(Present the next slide – Three principles)

Since learning outcomes are built from the content and performance content standards, we have to observe
these principles:

1. They should be achievable. They should be set within the range of abilities of the learners (Academic
Programmes Quality & Resources Unit, University of Malta, 2009) Our learning outcomes should be
achievable for the students in your class and achievable in the time allotted to your subject. Crafting realistic
learning outcomes requires some understanding of students’ prior knowledge and skills in your subject.
Because I do believe tht An unrealistic learning outcome sets students up for failure.

2. They should be appropriate. They should be targeting relevant skills, knowledge, and attitudes. It means
that the learning outcomes focuses on relevant knowledge and skills. It should be evident through the rightful
selection of the product and performance target.Learning outcome should clearly articulate what students are
expected to be able to know, do, and value as a result of the learning. It should really be appropriate to the
level of the learners. Check that the outcomes reflect knowledge, skills or attitudes required among learners.

3. They should be aligned with the learning competencies. They should be in congruence with the learning
competencies set for the learning area and level. It describes knowledge and skill in a similar cognitive level.
The learning outcomes developed need to be consistent with the learning competency in which they are
taught. Because this is critical in the interpretation of your assessment results in terms of where changes in
instruction should be made.

Illustration of Practice 1
Say: So, let’s move on to the next illustration of practice (Teacher Shiela)
ILLUSTRATION So, what should Teacher Shiela do to align learning competency with the learning outcomes? (After
OF PRACTICE1 reading the illustration of practice and How To Do It part) Slide
Deck
Alignment of
learning outcome to
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learning competency
and performance
task

(Next, base on the ppt)

In another way around, Teacher Shiela sets the learning competency by unpacking the competency.
1. ____
2. ____

Illustration of practice 1
1. What does a learner need to know and understand to attain mastery on this competency? Ano ang
kailangang malaman at maunawaan ng isang mag-aaral upang maging kabisado sa kakayahang ito?

2. What patterns of reasoning, if any, are required to attain mastery of this competency? Anong mga
pattern of reasoning, kung mayroon man, ang kinakailangan upang maging bihasa sa kakayahang ito?

3. On what specific performance skills, if any, must learner attain proficiency to attain mastery of this
competency? Sa anong partikular na mga kasanayan sa pagganap, kung mayroon man, ang mag-aaral ay
dapat magkaroon ng kasanayan upang matamo ang karunungan sa kakayahang ito?

4. What products, if any, would learners be proficient in creating if they have mastered this
competency? Anong yung mga varied concrete evidences, kung mayroon man, would the learners be
proficient in creating kkung na master na nila ang competency?

_________________________________________________________________________________

Let us now proceed to another Illustration Practice. (Teacher Monalisa) Slide

( Refer to slide deck about Teacher Monaliza) Deck
Lesson

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Illustration of practice 2 – Setting Appropriate and achievable products and performance targets Plan/DLP
Say: Books/
ILLUSTRATION Reference
OF PRACTICE 2 Learning outcomes can be specific products or performance targets that we want our learners to s
demonstrate. Products generally refer to varied concrete evidences of learning while performance targets
are the expected skills that our learners should demonstrate after any instructional activity
Setting Appropriate
and achievable
This is illustrated in the Verb Wheel based on Bloom’s Taxonomy.
products and
(Show the verb wheel based on bloom’s taxonomy)
performance
targets
Read the Illustration of practice - Teacher Monaliza)

(While presenting the Learning Competency)

Here, Teacher Monaliza sees the connection of these competencies enabling her to set a learning outcome
after the unit, one that is a clear demonstration of the integration and application of the previously taught
competencies.

She sets the learning outcome in terms of product and performance target through which the learners can
demonstrate the knowledge and skills they have learned from the lesson.

(After presenting the key questions) – Refer to ppt

Say:

To set the learning outcomes for a longer span of instruction, you have to...
1. Think about what students should be able to know or do after the unit/quarter. Refer to the grade level
standards in the curriculum guide.
2. Indicate the main skills, abilities and knowledge they will acquire.
3. Begin with a clear statement. Write, “At the end of the unit/quarter, students should be able to ……
4. Avoid verbs susceptible to different interpretations of what actions they require. This type of verb
indicates in general behaviors that cannot be objectively measured (e.g., know, understand, become aware
of, appreciate, learn, become familiar with, think)
5. Use clear, simple and concise sentences that can be understood by students.

As in the presented teacher practice, Teacher Monaliza has set only one learning outcome as this is
appropriate for the unit. However, the number of learning outcomes will always vary according to the level
of study and desired outcomes. Therefore, there is no set or good number of learning outcomes after any
instructional activity. But The only valid criteria are to set the number of learning outcomes that are able to
be supported and enhance the learning to provide optimum alignment with content, resources (e.g., time
allocated for study) and forms of assessment (Popenic & Milla, 2015)

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ILLUSTRATION (Refer to slide deck about Teacher Joy)
OF PRACTICE 3 Let us move on to Illustration of Practice 3. Setting Learning Outcomes through unpacking standards
Read illustration practice 3 (Let the participants answer process question given.)
Setting Learning
Outcomes through Learning Outcome: Mise en place (MEEZ ahn plahs) is a French term for having all your ingredients
unpacking measured, cut, peeled, sliced, grated, etc. before you start cooking. Mise en place is French for “putting in
standards place” and is used for prepping kitchen equipment and food before serving.

(After the process questions)

Looking at the HE curriculum map, the horizontal alignment shows that Cookery is a prerequisite course to
Bread and Pastry Production. This is why Teacher Joy always considers learning outcomes not only
aligned with the students’ present course but also thinks of how the development of these learning
outcomes can contribute to their success in the succeeding course.

It can also be noted that at the content level, she crafts a learning outcome that integrates the learning
competencies she teaches daily. For her class’ learning activities, she plans to conduct a mini-food festival
to showcase her students’ skills in preparing salads. Then, she uses rubrics that will evaluate their skills in
food safety and sanitation, organization, culinary techniques, taste and presentation. This process of
aligning learning activities, learning outcomes and assessment with the course and program goals is called
curriculum mapping (UNSW, n.d).
Actually there are the steps that you may take in unpacking the course of study (Lease, 2016):
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.

While going through these steps, it is also important that you always focus on the learning outcomes, what
you really want your students do with what they learnin any instructional activity, we need to self-evaluate
the learning outcomes that we have crafted. The features of effective learning outcomes:

1. Learning outcomes are clearly stated, in clear and unambiguous language.

Use active verbs that specifically describe the expected knowledge, skill, understanding or attitudes the
students need to demonstrate.
Avoid using the terms “know” or “understand”. Instead, find accurate verbs to describe their learning.

2. They should clearly indicate what the students should learn.

Learning outcomes should accurately tell the content the students should learn or demonstrate.

3. They provide a guide for the development of learning activities, teaching and assessment. Learning

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outcomes should establish systematic instructional planning linking teaching methodologies to assessment.

4. They can be assessed effectively – you can envision assessment tasks able to
achieve this. Learning outcomes should be measurable.
_____________________________________________________________________________________

Next, we will move on to the illustration Practice No. 4

You might also have noticed that the presented practices highlight learning outcomes for the cognitive
ILLUSTRATION domain. Equally important are the learning outcomes set for the affective and domains, as with the
OF PRACTICE 4 illustrations of practice below.

Learning Outcome (Present guidelines on slide deck.)

for Affective
Domain Learning Outcome for Affective Domain Illustration Practice No. 4

Having seen how Indicator 3.2.2 can be achieved, we believe that every Proficient Teacher can create
learner-centered culture in his/her classes.
Here are more illustrations of practice that you can consider in aligning you teaching practices with this
Indicator.

Read illustration practice No. 4.

With this performance standard for Edukasyon sa Pagpapakatao for Grade I, Naipakikita ang kakayahan
nang may tiwala sa sarili, Teacher sets learning outcomes that will enable her pupils to demonstrate their
abilities and talents through different ways- singing, dancing, reciting a poem, acting, etc. To set the
outcome for the affective domain, you should consider Bloom’s levels of processes (from lowest order to
the highest).

To set the outcome for the affective domain, you should consider Bloom’s levels of processes (from lowest order to
the highest).

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. For each level,
here are sample action verbs that you can use to set the learning outcome

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Say:
Let us consider the following illustrations of Practice No. 5

( Refer to slide deck)

ILLUSTRATION
OF PRACTICE 5 Learning outcome for psychomotor domain
Learning outcome
for psychomotor As part of his instructional plan in PE for Grade 8 students, Teacher Mark tells his students to prepare a
domain daily physical activity program for the class- a learning outcome he sets in culmination of his weekly
instruction.

For the psychomotor domain, Simpson (1972) specified seven levels (from lowest order processes to
highest):

1. Perception: using sense organs to obtain cues about a motor activity, e.g., repeat o ral instructions for
performing an experiment 2. Set: demonstrating readiness to take a particular action, e.g., explain the
series of steps involved in a process
3. Guided response: early stage of learning a performance skill including imitation and trialand-error, e.g.,
follow directions
4. Mechanism: later stage of learning a performance skill when it can be performed with proficiency,e.g.,
follow the same procedure smoothly and confidently
5. Complex overt response: skillful performance of a complex movement pattern, e.g., perform a routine
procedure quickly
6. Adaptation: skills that are so well-developed that the individual can modify them to fit the situation, e.g.,
alter a routine procedure to deal with an unfamiliar problem
7. Origination: creating new movement patterns based on highly developed skills, e.g., develop a new
procedure to deal with new situations

Having seen how Indicator 4.2.2 can be achieved, you are now better equipped to plan your lessons by setting
achievable and appropriate learning outcomes aligned with the learning competencies

Conclude:
If learning strategies are consistent with skills demonstrated on a test, students will more easily reach the
learning goals. Tasks and activities serve as opportunities to practice skills taught in preparation to
demonstrate it on an evaluation.

Clear objectives and criteria help students focus on the important skills and not get distracted from the
overarching objective. Without alignment, it is also challenging to evaluate the effectiveness of teaching
strategies themselves.
APPLICATION

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APPLICATION Say:
At this time, we will develop a lesson that has achievable and appropriate learning outcomes aligned to the
Develop a lesson given learning competencies.
plan that has
achievable and .Sharing of outputs
appropriate learning
outcomes aligned to By Grade level, sharing and presentation of outputs
the given learning
competencies.

Write a Professional
Development Plan
indicating your
strengths,
development needs,
action plan, timeline
and resource
needed.

Sharing and
Presentation of
Outputs

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CLOSURE

Prepared by:
PILAR C. NASIBOG
CECILIA B. BUYANTE
KATHERINE LYNN A. RICANOR
MAHERA LAGSILA

Noted by:

VERONICA P. CARDINAL
School LAC Coordinator

Recommending approval:

JUNELLEN B. PANESA
Assistant to the Principal

APPROVED:

LEONARDO B. GENOGUIN
Principal III

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