LESSON 2

ALIGNING LEARNING OUTCOMES WITH

LEARNING COMPETENCIES

Aligning learning outcomes with the learning competencies is one of the most crucial
components of the lesson planning process and, as much of teaching, aligning is
sophisticated work. Learning outcomes specify teaching intent, that is, what your students
should be able to do the following instructions. They tell you and your students where you
are going. Educators often refer to learning outcome as a specific statement (objective) that
describes exactly what a student will be able to do in some measurable way (Hartel and
Foegeding, 2004). Outcomes answer questions such as:
● By the end of a program of study, what do you want students to be able to do?
● How can your students demonstrate the knowledge the program intended them to
learn?
There may be more than one measurable outcome defined for a given competency. With
practice, this module should lead you to your mastery in writing learning outcomes.
Specifically, the following are the objectives in this module:
● Determine what learning outcomes are and how they can be used to design a lesson
plan and assess student learning.
● Apply the theory of constructive alignment that underlies the outcomes model of
learning.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Identify learning outcomes that are aligned with learning
competencies.
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

Directions:
FRAYER MODEL
1. Complete the four-square organizer for the following key concepts: Competency and
Learning outcome.
2. Share your conclusions with the entire class. Use these presentations to review the
entire list of key concepts.

Definition Characteristics
These are the cumulative of student’s These are the common characteristics of
skills, attitude and learning that they competencies on education.
must enhance and Competencies help ● It must uphold knowledge,
students draw and apply in real life to develop skills and values.
actualize their learning both in life and● Relative to each other and coined
in their chosen field. together.
● This must be shown in actions.
Competencies
Examples Non-Examples
These are one of the example of a
competency for Grade 10 level in ESP. ● Hindi kayang mapatunayan na
● 2.3 Napatutunayan na ang ang konsiyensiyang nahubog
konsiyensiyang nahubog batay sa batay sa Likas na Batas Moral ay
Likas na Batas Moral ay nagsisilbing gabay sa tamang
nagsisilbing gabay sa tamang pagpapasiya at pagkilos
pagpapasiya at pagkilos

Definition
These are the statements that serves as
a determinant of the learning or skills
that the students must accomplish by
the end of the lessons.
Characteristics
The characteristics of a learning
outcomes is described with the
abbreviation SMART. Specific,
Measurable, Attainable, Relevant &
Time-bound.

Learning
Outcomes
Examples Non-Examples
Here are some examples: Here are some non-examples:
● Nakagagamit ng konsensiya ● Hindi nakagagamit ng konsensiya
nang matalino at mabisa sa nang matalino at mabisa sa
tamang pagpapasiya at kilos. tamang pagpapasiya at kilos.
● Nakakasiyasat ng mapanuri batay ● Nakakasiyasat ng basta-basta ng
sa likas na batas moral sa tamang hindi batay sa likas na batas moral
pagpapasya. sa tamang pagpapasiya.
GUIDE QUESTION::
What is the difference between Competencies and Learning Outcomes?
The difference between the competencies and learning outcomes is that the former is
determined generally by what the learning or skills the student must learn and is given
through the curriculum while the learning outcomes is specifically crafted for the lesson
depending on the target learned usually created by the teachers. Both have the same
goal of demonstrating the knowledge students have acquired.

OBSERVATION FOR CLARIFICATION

A. Review the sample lesson plan you have secured from a teacher in Lesson 1. Using the
matrix given below, analyse the sample you secured and give your comments and
suggestions.

Components Sample Comments

Title of the Lesson Plan/Topic Dignidad ng Tao The topic is appropriate

for the certain grade
level during the 2nd
Quarter of the school
year.

Competencies (MELCS) Nakabubuo ng mga paraan Along with the topic,

upang mahalin ang sarili at
kapwa na may
pagpapahalaga sa dignidad
ng tao.
the MELCS is aligned
with what should be the
essential learning
competency situated in
virtual learning.

Intended Learning Nakabubuo ng liham sa mga The supposed activity

Outcomes/Objectives taong di nagawan ng mabuti indicated in the
bilang tanda ng learning outcomes
pagsisimulang igalang ang seems shallow and
dignidad ng kapwa. inappropriate.

Suggestion of using
activities in class that
might inflict reflection
given to the limited
time with the use of
accessible platforms as
Padlet and such.

Instructional strategies Direct Instruction The discussion could

have been more
interactive, learning
Instructional strategies Direct Instruction (continuation)

could have been more

exciting if it would
involve the learners in
the process.

I notice that the lesson

specially the content is
more on the teacher’s
input and limitedly
gives opportunities for
student participation.

Assessments Formative Assessment The assessment is good

on giving three (3)
concrete plans/ways on
giving importance to
human dignity but it
could be further
improved with the use
of tech integration and
for easy evaluation as
well.

GUIDE QUESTION::
Are the objectives composed of only learning outcomes and not learning activities?
Explain.
The objectives are created with the competency as a guide and appropriate learning
activities in mind. It is impossible to formulate these objectives with incorporating the
activity that would target the expected goal . If the objectives fail to include these
learning activities then that objective does not follow the SMART format in creating it
and therefore wrong.

GUIDE QUESTION::
Are the learning outcomes stated in overt observable terms? Explain.
Yes it is, as much as we want reflective, holistic and long-term learning, we must bear
in mind that we also need to evaluate the students’ performance within an allotted time.
This is the purpose of the learning outcomes that enables us to to go directly on our goal
without compromising the content and learning our students need to acquire while
evaluating them through similar means.
GUIDE QUESTION::
Are the learning outcomes aligned with the curriculum competencies? Explain.
Yes and it should always be. The curriculum competencies serves as our basis in
crafting our much specific learning outcomes/objectives. Without these, the teacher will
have a hard time formulating the target goal for each and every lessons.

GUIDE QUESTION::
Are the learning outcomes able to cover meaningful content, skills, and/or dispositions?
Yes, the learning outcomes should be able to cover meaningful content, skills and
dispositions as to know that the students are learning something. This serves as our
determinant to students’ performance and that they have been able to achieve/surpass
the target learning outcomes.

REALIZATIONS THROUGH
REFLECTIONS

Analyse the observation that you have accomplished in the previous activity and complete
the diagram that follows.
 CONFIRMATION OF PASSION

PROFESSIONAL READING
Find professional readings about learning outcomes alignment. Based on your readings,
answer the guide questions.

Title: Examining the Alignment of Subject Learning Outcomes and Course Curricula
Through Curriculum Mapping

Author(s): Bick-Har Lam & Kwok-Tung Tsui

Reference: Lam, B. H., & Tsui, K. T. (2013). Examining the Alignment of Subject Learning
Outcomes and Course Curricula Through Curriculum Mapping. ERIC - Education Resources
Information Center. https://files.eric.ed.gov/fulltext/EJ1016003.pdf

GUIDE QUESTION::
Why should learning outcomes and learning competencies be aligned?
Learning outcomes and learning competencies should be aligned as it can
enhance the effectiveness of curriculum planning and implementation and makes
the learning and teaching processes more meaningful. Also, this study elaborated on
the importance of curriculum competencies in enabling teachers to reflect on their
teaching methods and create engaging and professional activities that suits the topic
with a goal of developing not just the students but also the teachers as well. It also
points out that it is unlikely for schools to produce high-quality student learning
unless the competencies and learning outcomes are full understood by the
teacher.On this, we can conclude on how essential for the two (2) to be aligned as
they are both important in crafting lessons with a clear intent and purpose in mind.

GUIDE QUESTION::
What do well-aligned learning outcomes look like?
Learning outcomes are characterized as an important element in a curricula wherein
it expects students to demonstrate their knowledge and ability based on their learning
for each lesson (King & Evans, 1991; Prideaux, 2000; Spady, 1994).. The study implies that
learning outcomes should be built by the teacher to embody the content and supposed
purpose of the lesson, it should also be set within the intended semester or academic
year within the given timeframe, taking also into consideration the activities to be
conducted and resources, its consistency with the given topic and lastly the assessment
that would sum the students’ learning. In short, the learning outcomes should always
embody the abbreviation SMART, specific, measurable, attainable, relevant and
time-bound.
 HABITUATE TO PERPETUATE

CREATING OBJECTIVES
Use the “Objective Builder” created by the University of Central Florida. Objective builder
provides a step-by-step process for the creation of measurable learning outcomes/objectives
in the cognitive, affective, or psychomotor domains. So here is the challenge. Take the
competencies (MELCS) and use the Objective Builder to create objectives for your classroom.

Competency Learning Outcomes/Objectives

5.2 Natutukoy ang mga
kilos na dapat panagutan
(5.2 Determines the
actions that should be
accountable)
Given the topic discussed, the student will employ a list of their
actions that shows accountability within ten (10) minutes.
(Cognitive)

8.4 Nakapagtataya ng Given a moral dilemma, the students will internalize on the
kabutihan o kasamaan ng situation within thirty (30) minutes. (Affective)
pasiya o kilos sa isang
sitwasyong may dilemma
batay sa layunin, paraan at
sirkumstansya nito
(8.4 Predicting goodness
or evil of decision or action
in a situation with
dilemma based on its
purpose, method and
circumstance)

9.4 Nakagagawa ng Given a lesson review, the student will a daily journal showing
angkop na kilos upang their actions that strengthen their love for God within a week.
mapaunlad ang (Psychomotor)
pagmamahal sa Diyos
9.4 Takes appropriate
action to develop the love
of God)

GUIDE QUESTION::
What are the components of well-constructed learning objectives? Explain each.
The components of a well constructed learning objectives as implied in the objective
builder of University of Central Florida are the conditions, audience, behavior and degree.
All of these components attributed to a SMART objectives that aims to definitely target
student learning.
GUIDE QUESTION::
How do you make a meaningful connection between the competencies and learning
outcomes?
As a teacher, we make meaningful connections between the competencies and
learning outcomes by bridging them through its relativeness to each other. We must
base and make our learning outcomes from the competencies given by the curriculum.
These two is like being a parent of the education system that serves as a foundation for
the family, the students serves as the children in a family that must be nourished and
grow into an individual who will make a difference and valuable contribution in our
society.

GUIDE QUESTION::
In terms of constructing a learning outcome, what did you find out about yourself today?
Actually, I have been having a hard time before seeing if the learning outcomes I
formulated is acceptable or plausible until it comes to our first demo teaching where our
supervisor acknowledged the objectives we have done. I am actually uplifted that time
and as I start to progress through this module, I started gaining confidence in my
capability to create a good learning outcomes that is achievable as well. I wanted to
improve myself more in the future so I would be much confident and truly feel satisfied
with it.

GUIDE QUESTION::
What did you commit to change about constructing a learning outcome to better assess
the learners?
I commit to be more confident and rely to my fellow teachers or superiors if there is
something I needed help with. I understand the connection between the competencies
and learning outcomes better that’s why II aim to improve myself more in creating
learning outcomes and be much proficient with it. In return, I will also help my fellow
who had a hard time in this as well.