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Shift of Educational Focus from Content to Learning Outcomes

MODULE 1

OVERVIEW
Reduced to the barest components, the educative process happens between the
teacher and the student. Education originated from the terms “educere” which meant “to
draw out”. Ironically, however, for centuries we succeeded in pertuating the belief that
education is a “pouring in” process wherein the teacher was the infallible giver of
knowledge and the student was the passive recipient. It followed that the focus of
instruction was content and subject matter. We were used to regarding education
basically in terms of designating a set of subjects to take and when the course is
completed we pronounce the students “ educated” assuming that the instruction and
activities we provided will lead to the desire knowledge, skills and other attributes that
we think the course passers would possess.
The advent of technology caused a change of perspective in education, nationally
and internationally. The teacher ceased to be the sole source of knowledge. With
knowledge explosion, students are surrounded with various sources of facts and
information accessible through user-friendly technology. The teacher has become a
facilitator of knowledge who assist in the organization, interpretation and validation of
acquired facts and information.

LEARNING OUTCOMES

At the end of this module, the students should be able to:

A. Explain at least 3 characteristics of outcomes-based education
B. Distinguish among institutional outcomes, program outcomes, program outcomes, course
outcomes and learning outcome
C. Make a reflection paper focus on the content of learning outcomes
D. Formulate learning outcomes based on given education objectives.

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

Activity
Let’s Do these: 1. Here are the pictures of different approach or strategies. Describe
how would you differentiate education before to from the present?
Are you ready to become a future teacher? As a future teacher how
can you be an effective? Expound your answers. Write your answer
on the self- assessment activities sheet (SAA). See on the next pages.

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Analysis
Guided Questions: 1. When you gave your own perception about how education before is
different from the present? What will be the result to our learners?
2. How the learners perform learning?
3. Who are performing best in the class room? Learners or teachers?
4. What will happen to the learners in the 21th century?
5. Do you believe that the future learners must be passionate in developing
their own learning?

Abstraction
Let’s Discuss:

1.1 Outcomes- based Education : Matching Intentions with Accomplishment

The change in educational perspective is called Outcomes-Based Education (OBE) which has
three (3) characteristics:
1. It is student centered; that is, it places the students at the center of the process by focusing
on student learning outcomes (SLO)
2. It is faculty driven; that is, it encourages faculty responsibility for teaching, assessing
program outcomes and motivating participation from the student
3. It is meaningful: that is; it provides data to guide the teacher in making valid and
continuing improvement in instruction and assessment activities.
To implement outcomes-based education on the subject or course level, following procedure
is recommended:
1. Identification of the educational objectives of the subject/course.
Educational objectives are the broad goals that the subject/ course expects to achieve, and
defining in general terms the knowledge, skills and attitude that the teacher will help the
students to attain. The objectives are stated from the point of view of the teacher such as” to
develop, to provide, to enhance, to inculcate, etc.”
2. Listing of learning outcomes specified for each subject/ course objective. Since
subject/course objectives are broadly stated, they do not provide detailed guide to be
teachable and measureable. Learning outcomes are stated as concrete active verbs such as: to
demonstrate, to explain, to differentiate, to illustrate, etc. A good source of learning outcomes
statements is the taxonomy of educational objective by Benjamin bloom.

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Cognitive, also knowledge, refers to mental skills such as remembering, understanding,

applying, analysing, evaluating, and synthesizing/creating
Psychomotor, also referred to as skills, includes manual or physical skills, which proceed
from mental activities and range from the simplest to the complex such as observing,
imitating, practising, adapting and innovating.
Affective, also known as attitude, refers to growth in feelings or emotion from the
simplest behaviour to the most complex such as receiving, responding, valuing, organizing,
and internalizing.
3. Drafting outcomes assessment procedure.
This procedure will enable the teacher to determine the degree to which the students are
attaining the desire learning outcomes. It identifies for every outcome the data that will be
gathered which will guide the selection of the assessment tools to be used and at what point
assessment will be done.
1.1 The Outcomes of Education
Outcomes-based education focuses classroom instruction on the skills and competencies that
students must demonstrate when they exit. There are two (2) types of outcomes: immediate
and deferred outcomes.
Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade
level, a segment of the program, or of the program itself.
Examples;
 Ability to communicate in writing and speaking
 Mathematical problem-solving skill
 Skill in identifying objects by using the different senses
 Ability to do research and write the result
 Ability to produce artistic or literary works
Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of a subject; grade
level or degree program.
Examples:
 Success in professional practice or occupation
 Promotion in a job
 Success in career planning, health and wellness
 Awards and recognition
1.2 Institutional, Program, Course and Learning
These are the attributes that a graduate of an institution is expected to demonstrate 3 or
more than 3 years after graduation.
Outcomes in Outcomes-Based education (OBE) come in different levels:
1. Institutional
2. Program
3. Course, and
4. Learning/Instructional/lesson outcomes
Institutional outcomes are statement of what the graduates of an educational institution
are supposed to be able to do beyond graduation.
Program outcomes are what graduates of particular educational programs or degrees are
able to do at the completion of the degree.
Course or subject outcomes are what students should be able to demonstrate at the end of
course or subject.

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Learning or instructional outcomes are what students should be able to do after a lesson
or instruction.
Institutional outcomes are most broad. These institutional outcomes become more
specific in the level of program or degree outcomes, much more specific in the level of course
or subject outcomes and most specific in the learning or instructional outcomes.
Program outcomes and learning outcomes are discussed more in detail in chapter 3.
Educational objectives as given in 1.4 are formulated from the point of view of the teacher.
Learning outcomes are what students are supposed to demonstrate after instruction.
1.3 Sample educational Objectives and Learning Outcomes in Araling Panlipunan
(K-12)

Educational Objectives Learning Outcomes

1. Pagbibigay sa mga magaaral ng kaalaman
at pang-unawa tungkol sa tao, kapaligiran
at lipunan
(cognitive objective )
2. . Paglinang ng kakayahan na magsagawa
ng proyektong pangtahanan
(Psychomotor Objective)
3. Pagganyak sa mga mag-aaral upang
maipamalas ang malalim na pagpapahalaga
sa kapaligiran (affective objective)
1.1 Nailalarawan ang sariling buhay simula sa
pagsilang hanggang sa kasalukuyang edad.
1.2 Nasasabi at naipapaliwanag ang mga
alituntunin sa silid-aralan at sa paaralan
1.3 Naiisa-isa ang mga tungkulin ng isang
mabuting mamamayan sa pangangangala ng
kapaligiran
2.1 nakakasulat ng sanaysay ng naglalarawan ng
mga taong bumubuo ng sariling pamilya.
2.2 Nakapagsasagawa ng panayam sa ilang mga
mahahalagang pinuno ng sariling barangay at
naisusulat ang mga nakalap
3.1 nakasusulat ng tula, awit o maikling kwento
tungkol sa kahalagahan ng kapaligiran
3.2 Nakagagawa ng video presentation tungkol sa
wastong pag-aalaga ng kapaligiran.

Application
Let’s Do these:
1. Give and Explain 3 characteristics of OBE
2. Distinguish among institutional, program, course and lesson, instructional outcome.

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SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

LFM Name:_DE LA CRUZ, JEREMIAS LA GUARDIA

Course& Year:_BSED – Math – 3rd Year
Module Number and Title:_Module 1 - Shift of Educational Focus from Content to Learning Outcomes
Contact No. 09515696620

A. Give and Explain 3 characteristics of OBE

1. It is student centered; that is, it places the students at the center of the process by focusing on
student learning outcomes (SLO)
2. It is faculty driven; that is, it encourages faculty responsibility for teaching, assessing program
outcomes and motivating participation from the student
3. It is meaningful: that is; it provides data to guide the teacher in making valid and continuing
improvement in instruction and assessment activities.
B. Distinguish among institutional, program, course and lesson, instructional outcome.
1. Institutional outcomes and Program Outcomes
Institutional outcomes are statements that are supposed to be able to do beyond
graduation specifically from graduates of educational institutions. While program outcomes are also
statements to be accomplished, but from educational program or degrees after its completion. We can also
say that program outcomes are part of institutional outcomes.

2. Learning Outcomes and Educational Outcomes

Educational Outcomes are statements to be accomplished intended for the whole
educational development of a student including the three domains, Cognitive, Psychomotor, and
Affective. While Learning Outcomes are more specific statements or skills that should acquired by the
students after the completion of lessons or instructions. We can also say that learning outcomes are part of
Educational outcomes.

1. Course Outcomes and Lesson Outcomes

Course outcomes are what students should be able to demonstrate at the end of course or
subject. While Lesson Outcomes are what students should be able to do at the end of Lessons. We can
also say that Lesson outcomes are part of course outcomes.
2. Institutional Outcomes and Learning Outcomes
Learning outcomes are what students should be able to do after a lesson. While
Institutional outcomes are statements that are supposed to be able to do beyond graduation specifically
from graduates of educational institutions. Institutional outcomes have the broadest scope out of all
outcomes stated. Learning Outcomes are just part of Institutional Outcomes.

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KEY POINTS
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 Cognitive, also knowledge, refers to mental skills such as remembering, understanding, applying,
analysing, evaluating, and synthesizing/creating
 Psychomotor, also referred to as skills, includes manual or physical skills, which proceed from
mental activities and range from the simplest to the complex such as observing, imitating,
practising, adapting and innovating.
 Affective, also known as attitude, refers to growth in feelings or emotion from the simplest
behaviour to the most complex such as receiving, responding, valuing, organizing, and
internalizing.
 Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade
level, a segment of the program, or of the program itself.
 Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of a subject; grade level or
degree program.
 Institutional outcomes are statement of what the graduates of an educational institution are
supposed to be able to do beyond graduation.
 Program outcomes are what graduates of particular educational programs or degrees are able to
do at the completion of the degree.
 Course or subject outcomes are what students should be able to demonstrate at the end of course
or subject.
 Learning or instructional outcomes are what students should be able to do after a lesson or
instruction.
 The change in educational perspective is called Outcomes-Based Education (OBE) which has
three (3) characteristics: It is student centered, It is faculty driven, It is meaningful.

END OF MODULE ASSESSMENT

Don’t ignore this page here is the step on how you submit your output. Thank you! And
God Bless. Keep Safe kapamilya.
After analysing and reading this module, answer the activities
provided attach at the end of this module after the references.
Write your answer on the separate paper.

Submit your answer at Osmena colleges College of teacher

education office or you can reach me thru my fb account Jeslene
Lupague Pusing and my email address:
lupaguejeslene@gmail.com
Or contact thru this no. 09503541456

SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

Here is the key based on the activities above activity.

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APPLICATION!
B. Distinguish among institutional, program, course and lesson, instructional outcome.
1. Institutional outcomes are outcomes most broad. These institutional outcomes become more
specific in the level of program or degree outcomes, much more specific in the level of course
or subject outcomes and most specific in the learning or instructional outcomes. And Program
outcomes and learning outcomes are specific to degrees are programs spelled out in the
specific policies, standard.
2. Learning Outcomes are what the students should be able to do after o lesson or instruction
and Educational Outcomes are formulated from the point of view of the teacher.
3. Course outcomes are what students should be able to demonstrate at the end of course or
subject and Instructional outcomes are what the students should be able to do after o lesson or
instruction
4. Institutional Outcomes are statement of what the graduates of an educational institution are
supposed to be able to do beyond graduation and Learning Outcomes are what the students should
be able to do after o lesson or instruction

LOOKING AHEAD

Congratulation for making it till the end of this module! If you aced the assessment,
I am happy and proud of you. For the next module, Please advance reading about
Measurement, Assessment and Evaluation in Outcomes-Based Education and write
down questions you may have experience and let’s see for the next discussion.

Discuss!
How would you differentiate measurement, assessment and evaluation?

SELF AND MODULE EVALUATION

This part requires you to rate the quality of the module to help you continuously improve the development of
this learning module. This also asks you to rate your learning experience for each of the modules.

Rate the module using the following:

1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree

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The learning module: 1 2 3 4

Please check appropriate column

was engaging /
allowed for self-checking (SAAs) /
developed in gradual, manageable steps /
provided independent, self-paced learning /
contained relevant information I needed /

Self- Evaluation

Rate the extent of your learning in this module using the scale below. Check the column corresponding
to your rating in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3- I’m a Practioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.

My learning: 1 2 3 4
I can now

Please check appropriate column

A. Define important terms of educational focus on the
content of learning outcomes /

B. Distinguish between Institutional outcomes , learning Outcomes and Program

Outcomes /
C. Formulate learning Outcomes based on given educational outcomes /

REFERENCES

 Assessment of learning 1 copyright, 2017 by: Rosita l. Navarroo Ph.D, Rosita G. Santos, Ph.D and
Brenda B. Corpuz, Ph.D. Published by: LORIMAR PUBLISHING, INC.

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END OF MODULE ASSESSMENT (Answer Sheet)

(Please don’t forget to provide information on this part)

LFM Name: DE LA CRUZ, JEREMIAS LA GUARDIA Course& Year: BSED-Math-3rd Year

Module Number and Title: Module 1 - Shift of Educational Focus from Content to Learning Outcomes
Date accomplished: October 17, 2020

Contact number: 09515696620 E-mail Address or Fb account: jeremiasdelacruz238@gmail.com

Now that you have finished the review of the various concepts outlined above, it is now
time for an assessment to see how far you have improved. Write your answers on the
blank space provided for each question.
Task 1. The following are educational objectives for the subject Elementary Science (K-12). For every
educational objective, formulate two learning outcomes:

Educational Objectives Learning Outcomes

1. To provide instruction that will enable the
pupils to understand their immediate
physical environment by using their
senses, questioning, sharing ideas and
identifying simple cause-and- effect
relationships. (cognitive domain)
2. To equip the pupils with the skill to
conduct guided investigation by following
a series of steps that includes making and
testing prediction, collecting and
recording
Data, discovering patterns and suggesting
possible explanations. (psycho-motor
objective)
3. To encourage among the pupils a deep
understanding and appreciation of the
differences of the plant and animal groups
found in the locality.
_________________________________________
1.1. The pupils can differentiate objects and
living things from their environment.
1.2. The pupils can identify colors, shapes, and
other aspects from their environment.
2.1 The pupils can draw inferences from
pictures of time settings based on
shadows.
2.2 The pupils can pick-up patterns from
images shown to them.
3.1 The pupils can state some importance of
the plants and animals to the people.
3.2 The pupils can appreciate the diversity of
plants and animals.

Task 2. Differentiate each of the following pairs by explaining the meaning of each and giving examples
for further clarification.
1. Educational outcomes and Learning Outcomes
2. Immediate outcomes and Deferred Outcomes
3. Content and Learning Outcomes
4. Program Outcomes and Course Outcomes
5. Students centered instruction and Content centered Instruction

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Answer (Task 2)
1.) Educational outcomes and Learning Outcomes
Educational Outcomes are statements to be accomplished intended for the whole educational
development of a student including the three domains, Cognitive, Psychomotor, and Affective.
Example:
 Pagbibigay sa mga magaaral ng kaalaman at pang-unawa tungkol sa tao, kapaligiran at lipunan.
(cognitive objective )
Learning Outcomes are more specific statements or skills that should be acquired by the students
after the completion of lessons. We can also say that learning outcomes are part of Educational
outcomes.
Example:
 Nailalarawan ang sariling buhay simula sa pagsilang hanggang sa kasalukuyang edad.
 Nasasabi at naipapaliwanag ang mga alituntunin sa silid-aralan at sa paaralan

2.) Immediate outcomes and Deferred Outcomes

Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade level, a
segment of the program, or of the program itself.
Example:
 Ability to do research and write the result.
 Ability to produce artistic or literary work.
Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of a subject; grade level or
degree program.
Example:
 Success in career planning, health and wellness
 Awards and recognition

3.) Content and Learning Outcomes

Content Outcomes are skills or knowledge that should be acquired after the completion of a training
or discussion.
Example:
 Extend understanding and appreciate author’s purpose and style
 Develop comprehension strategies
Learning Outcomes are more specific statements or skills that should acquired by the students after
the completion of lessons or instructions.
Example:
 Nakagagawa ng video presentation tungkol sa wastong pag-aalaga ng kapaligiran.
 Nakasusulat ng tula, awit o maikling kwento tungkol sa kahalagahan ng kapaligiran

4.) Program Outcomes and Course Outcomes

Program outcomes are what graduates of particular educational programs or degrees are able to do at
the completion of the degree.
Example:
 Organize communities towards self-reliance and self-sufficiency.
 Demonstrate leadership skills that will help teaching or training students who will empower their
communities.

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Course or subject outcomes are what students should be able to demonstrate at the end of course or
subject.
Example:
 Enumerate Multiple Intelligences.
 Describe and give examples of Multiple Intelligences.

5.) Students centered instruction and Content centered Instruction

Students centered instructions are statements intended to be followed by the students.
Example:
Wear your foot socks
Raise your hands if you are going to speak.

Content centered instructions is an approach to teaching that focuses not on the medium of
instruction, but rather on what is being taught or the content of the instruction.

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