MODULE

Set achievable and appropriate learning outcomes that

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aligned with learning competencies.

MODULE 18
4.2.2. Set achievable
and appropriate
learning outcomes that
aligned with learning
competencies

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18
4.2.2. Set achievable
and appropriate
learning outcomes that
aligned with learning
competencies
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INTRODUCTION TO TEACHERS’ RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Rey!

And I am Teacher Dulce!

We are members of your support group in the Department

of Education (DepED). Together with your Principal, Master
Teachers, and colleagues, we are pleased to be your
mentors and companions as you use this resource package.

Are you ready?

W e begin by letting you know the journey of how we put together this resource
package.

In August of 2017, the Department of Education Secretary Leonor Briones signed

the Philippine Professional Standards for Teachers (PPST) into policy through
DepEd Order No. 42, S. 2017. The policy states, among other things, that the PPST
“shall be used as a basis for all learning and development programs for teachers.”

The Department of Education is committed to supporting your continuing

professional development. This resource package hopes to contribute to this
commitment.

As a teacher, understanding the PPST is crucial in order for you to grow and
flourish in your profession. The PPST identifies what you are expected to know, be
able to do, and value in your profession.

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 Set achievable and appropriate learning outcomes that
Introduction
aligned
towith learning
Teachers’ competencies.
Resource Package

MODULE 18
How can this resource package help you?

This resource package can help you as it:

• serves as your guidebook towards becoming better acquainted with the

PPST;
• provides you with another 12 modules for Proficient Teachers based on
12 indicators aligned with the Results-based Performance Management
System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable, and can help you achieve the target indicators
across the curriculum teaching areas and key stages of learners’ education.

We are happy to say that this resource package has been developed and compiled by
teachers in support of other teachers.

Why do you need this resource package?

You will find the materials here useful if you:

• reflect on your own classroom practices and ensure that your teaching
practices are aligned with the next 12 indicators for Proficient Teachers;
• are part of a group of teachers who need materials for your school-based
Learning Action Cell (LAC) sessions in order to (i) learn more about the
PPST, and (ii) innovate with practices using the samples in the
resource package material as guide; and
• want to develop or expand the current
work by (i) providing more examples
of practices, or (ii) working on other
career stages or indicators other
than the 12 presented in this resource
package.

If learning is your passion, this

resource package is for you.

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PPST RESOURCE PACKAGE

You will discover that each module discusses a specific indicator

on becoming a Proficient Teacher. There are key concepts that
will be unpacked as you read the next few parts of these modules.
Most importantly, they will show you relevant illustrations of
practices that may help you understand and attain the indicators.

The modules explore the following indicators.

MODULE 13
1.3.2 Ensure the positive use of ICT to
facilitate the teaching and learning process

MODULE 14 MODULE 20
1.6.2. Display proficient use of Mother 5.3.2 Use strategies for providing timely,
tongue, Filipino and English to facilitate accurate and constructive feedback to
teaching and learning improve learner performance

MODULE 21
MODULE 15
5.5.2 Utilize assessment data to inform
2.1.2 Establish safe and secure learning
the modification of teaching and learning
environment to enhance learning through
practices and programs
the consistent implementation of policies,
guidelines and procedures

MODULE 16 MODULE 22
2.4.2. Maintain supportive learning 6.2.2. Build relationships with parents/
environments that nurture and inspire guardians and the wider school
learners to participate, cooperate and community to facilitate involvement in the
collaborate in continued learning educative process

MODULE 17 MODULE 23
3.2.2. Establish a learner-centered culture 7.3.2 Participate in professional networks
by using teaching strategies that respond to share knowledge and enhance practice
to learners’ linguistic, cultural, socio-
economic and religious backgrounds MODULE 24
7.4.2 Develop personal professional
MODULE 18 improvement plan based on reflection of
4.2.2. Set achievable and appropriate one’s practice and ongoing professional
learning outcomes that aligned with learning
learning competencies

MODULE 19
4.3.2 Adapt and Implement learning
programs that ensure relevance and
responsiveness to the needs of all learners

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Set achievable and appropriate learning outcomes that
Introduction
aligned
towith learning
Teachers’ competencies.
Resource Package

MODULE 18
Each module contains the following parts:

OVERVIEW introduces you to ILLUSTRATIONS OF PRACTICE

the indicator for the Proficient walks you through sample
career stage and why you need illustrations of specific teaching
to achieve it; practices that show how the
standards are put into action;
SELF-REFLECTION allows you
to reflect on your knowledge, PROFESSIONAL DEVELOPMENT
skills and attitude related to the PLAN helps you identify your
indicator; strengths, development needs
and plans for specific action for
KEY CONCEPTS defines professional development;
operationally the concepts used
pertinent to the indicator; RESOURCE LIBRARY provides
resources with annotations that
SUPPORT GROUP allows you to can help you further understand
consult and collaborate with your the indicator.
teacher-friends who will provide
suggestions on how to improve
your current practice;

Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and apply it to your teaching context.

We encourage you to actively engage with the texts as you read through the module.

We hope that you find the information, materials and resources in this package helpful as you

“
use the Philippine Professional Standards for Teachers as your guide towards professional
development.

We will be with you every step of the way.

Have a happy journey!

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vi
 MODULE

18
SET ACHIEVABLE AND
APPROPRIATE LEARNING
OUTCOMES THAT
ALIGNED WITH LEARNING
COMPETENCIES
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

9 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: Alignment of learning
outcome to learning competency and performance
task
- Illustration of Practice No. 2: Setting appropriate and
achievable products and performance targets
- Illustration of Practice No. 3: Setting learning
outcomes through unpacking standards
- Other Illustrations of Pratice

20 PROFESSIONAL DEVELOPMENT PLAN

21 RESOURCE LIBRARY
- Bibliography

23 ACKNOWLEDGEMENTS

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OVERVIEW

Hello, Teacher! Welcome to Module 18.

As teachers, our 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.

With this in mind, we need to ask ourselves questions like “How do we plan our
lesson?” “How do we make these learning competencies come alive in our learners’
behavior?”

Look at the caricature. What does it tell about learning from the learners’
perspective? The challenge then for us teachers, is to consider learning outcomes as
part of our instructional planning because they describe how our learners utilize the
knowledge they have acquired.

In this module, we will provide you with several illustrations of practice highlighting
different strategies that can be used in setting achievable and appropriate learning
outcomes that are aligned with the learning competencies.

In this module, we will focus on:

STRAND: Curriculum and planning

INDICATOR: 4.2.2 Set achievable and appropriate learning

outcomes that are aligned with learning competencies

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MODULE 18
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KEY CONCEPTS

Let us start by introducing to you the key concepts

relevant to setting appropriate and achievable
learning outcomes aligned with learning competencies.
Understanding these concepts will guide you in
appreciating your roles embedded in the indicator 4.4.2
Set achievable and appropriate learning outcomes
aligned with learning competencies.

ACHIEVABLE LEARNING OUTCOME is a set within the range of

abilities of the learners (Academic Programmes Quality Resources
Unit, University of Malta, 2009)

APPROPRIATE LEARNING OUTCOME is targetting relevant skills,

knowledge, and attitudes.

ALIGNMENT WITH THE COMPETENCY is the congruence of the

learning outcomes to the level of knowledge, skills, and attitudes
described in the competency.

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)

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SELF-REFLECTION

Let us first reflect on our current practice. As Proficient Teachers,

we have knowledge, skills and attitudes regarding setting
achievable and appropriate learning outcomes.

I have written down my own reflections about this.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
… … that setting achievable ….plan my lessons around …. driven in setting
and appropriate learning achievable and appropriate achievable and appropriate
outcomes aligned with the learning outcomes learning outcomes with the
learning competencies is aligned with the learning learning competencies
necessary in instructional competencies.
planning

“
Wow! That was a really nice reflection, Dulce! Now, dear
Teachers, it’s your turn to write your insights. You may write
them in the boxes below.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
______________________. ______________________. ______________________.

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MODULE 18
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SUPPORT GROUP

This part of the module contains current teaching practice in

a classroom. Read and study the teaching episode in Teacher
Pauline’s class. Think about how she has planned and delivered
her lesson.

Teacher Pauline is a Grade 3 English teacher. In teaching the lesson for

the competency EN3G-Ic-1 Identify an imperative sentence, she plans
to use varied pictures as a springboard to elicit the target grammatical
structure from her class. She then thinks of providing her pupils with
different examples of these sentences as used in varied situations - in
school, in the market and at home. To reinforce their understanding, she
will ask them to write imperative sentences on a given situation.

“ Have you finished reading? We’re giving you time to think

about it and we will surely get back to you.

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Probing
We hope that you have fully understood Teacher
Pauline’s situation. Now, please answer the following
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? Why not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

3 Does she set achievable and appropriate learning outcomes aligned with the learning
competencies? Why? Why not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

“
________________________________________________________.

Have you finished answering? For your deeper

understanding, we have stated our suggestions to help
Teacher Pauline

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MODULE 18
Suggestions for Improvement

The illustration of practice has demonstrated a narrow perspective in instructional

planning. Though Teacher Pauline thinks of content as learning competencies, she fails to
plan in terms of 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?”

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 explicitly and directly address expectations for student
learning.

Instead of focusing on coverage of material, learning outcomes articulate how students

will be able to employ the material, both in the context of the class and more broadly
(University of Toronto, n.d). Learning outcomes include
products or performance targets our learners need to demonstrate by the end of a
particular assignment, class or any learning activity.

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.

Taxonomies of Cognitive Domain

Remembering Recognizing or recalling Define

knowledge from memory Identify
List
Name
Recall
Recognize Record
Relate
Repeat Underline
Understanding Constructing meaning from Choose
different types of functions Cite examples of Demonstrate
use of
Describe
Determine Differentiate between
Discriminate
Discuss
Explain
Express
Give in own words 7
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Identify
Interpret
Locate
Pick
Report
Restate
Review
Recognize
Select
Tell
Translate
Respond
Practice
Simulates
Applying Using learned material, or to Apply Demonstrate Dramatize
implement material in new and Employ Generalize Illustrate
concrete situations Interpret Operate Operationalize
Practice
Relate Schedule
Shop
Use
Utilize Initiate
Analyzing Breaking materials or concepts Analyze Appraise Calculate
into parts, determining how the Categorize Compare Conclude
parts relate to one another or Contrast Correlate Criticize
how they interrelate, or how Deduce
the parts relate to an overall Debate
structure or purpose. Detect Determine Develop
Diagram Differentiate
Distinguish Draw conclusions
Estimate Evaluate Examine
Experiment Identify Infer Inspect
Inventory Predict Question
Relate Solve Test Diagnose
Evaluating Making judgments based on Appraise Assess Choose
criteria and standards through Compare Critique Estimate
checking and critiquing. Evaluate Judge Measure Rate
Revise Score Select Validate
Value Test

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MODULE 18
Creating Putting elements together to Arrange Assemble Collect
form a coherent or functional Compose Construct Create
whole; reorganizing elements Design Develop Formulate
into a new pattern or structure Manage
through generating, Modify Organize
Plan
Prepare Produce Propose
Predict Reconstruct Set-up
Synthesize Systematize Devise

Source: Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and
assessing: A revision of bloom’s taxonomy of educational objectives. New York: Longman.

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)

2. They should be appropriate.

They should be targeting relevant skills, knowledge, and attitudes.

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.

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ILLUSTRATIONS OF PRACTICE

As a Proficient Teacher, you are expected to plan

your lessons carefully. To help you further understand
this, let us discover and explore different illustrations
of practice anchored on the Philippine Professional
Standards for Teachers that show setting achievable
and appropriate learning outcomes aligned with
learning competencies.

ILLUSTRATION OF PRACTICE NO. 1:

Alignment of learning outcome to learning
competency and performance task
Teacher Shiela is a Junior High School Math Teacher for Grade 7 students. She will teach
the competency Illustrates the measures of central tendency (mean, median, and mode) of a
statistical data M7SP-IVf-1. During her lesson planning, she asks herself, “How would I want
my students to use the knowledge about measures of central tendency? Believing that it is not
enough to have her students solve problems in the textbook, she thinks of allowing her students
to work in appropriate performance task.

HOW TO DO IT

1. Identify the cognitive level of the competency.

Illustrates the measures of central tendency (mean, median, and mode) of a

statistical data M7SP-IVf-1.

Teacher Shiela analyzes the learning competency by looking at its key verb. The
verb illustrates works at the application level of cognitive domain.

2. Think about what the learners should be able to know or demonstrate after the
instruction.

Learning Outcome (LO):

Compute the measures of central tendency (mean, median, mode)
(BEHAVIOR)
in a simple survey
(CONDITION)
accurately.
10 (CRITERIA)
 Set achievable and appropriate learning outcomes that
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MODULE 18
Since the key verb- illustrates in the learning competency operates at the
application level, Teacher Shiela crafts a learning outcome that will enable
her learners to use the knowledge in a concrete situation. Here, the learning
outcome and the learning competency are aligned since both operate at the
same cognitive level.

As you notice, the learning outcome contains three parts.

1. BEHAVIOR: an action verb to describe what students will be able to do as
a result of a learning activity
2. CONDITION: an environment or situation in which the students will
perform the behavior or the tools/information they will be given when they
demonstrate their learning
3. CRITERIA: are limits or range of successful learning, i.e., addressing the
question of how well the learner has to perform for one to be able to say that
the LO has been achieved.
Source: Academic Programmes Quality & Resources Unit, University of Malta
(2009).

3. Plan a learning activity that will reinforce the teaching based on the set outcome.

Performance Task:
1. Conduct a simple survey among your twenty classmates on the question: How
do you spend your leisure time?
2. Present these data in a frequency distribution.
3. Compute for the mean, median and mode.
4. Interpret these measures of central tendency.

Teacher Shiela thinks of a performance task that will develop the learning
outcome.

Here, the teacher sets the learning outcomes by deconstructing the competency.
In deconstructing or unpacking the competency, the teacher should:

1. Identify whether the competency describes knowledge, reasoning, skills, or product

learning target.
2. Consider the knowledge, reasoning, and/or skills prerequisite to the competency.
These questions can be used as guide:
a. What does a learner need to know and understand to attain mastery on this
competency?
b. What patterns of reasoning, if any, are required to attain mastery of this
competency?
c. On what specific performance skills, if any, must learner attain proficiency to
attain mastery of this competency?
d. What products, if any, would learners be proficient in creating if they have
mastered this competency?

Source: Chappuis, S., Commodore, C., & Stiggins, R. (2017). Balanced

assessment systems: Leadership, quality, and the role of classroom assessment
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ILLUSTRATION OF PRACTICE NO. 2:

Setting appropriate and achievable products and
performance targets
Learning outcomes can be specific products or performance targets that we want our learners
to 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.

This is illustrated in the Verb Wheel based on Bloom’s Taxonomy below.

Source: Verb wheel based on Bloom’s taxonomy. (n.d.).

https://web.uri.edu/assessment/files/BloomsTaxonomyWheel_000.pdf

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MODULE 18
To illustrate this, a Grade 6 Science teacher, Teacher Monaliza considers the grade level
standard for a unit study in the First Quarter in setting the products and performance targets
for her week-long instruction.

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.

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While setting the learning outcomes, Teacher Monaliza considers and answers these key
questions.

To set the learning outcomes for a longer span of instruction, consider the following as cited by
Popenic and Milla (2015):

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, peers,
teachers, school administrators, and other stakeholders.

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. 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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MODULE 18
ILLUSTRATION OF PRACTICE NO. 3:
Setting learning outcomes through unpacking
standards
Teacher Joy is a Senior High School Cookery teacher. In planning the learning outcomes, she
thinks first of the specialization in broader perspective as presented in the Home Economics
Curriculum map below. (Note to LA: Arrowhead should be pointing to cookery and should be
locked.)

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She also addresses these key 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).

Here 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 learn.

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MODULE 18
In any instructional activity, we need to self-evaluate the learning outcomes that we have
crafted. Popenic and Milla (2015) present 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 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.

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

Other Illustrations of Practice

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.

AFFECTIVE DOMAIN

Learning outcome for affective domain

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).

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.

Receiving ask, choose, describe, follow, give, hold, identify, locate, name, point
to, select, sit, erect reply, use
Responding Answer, assist, aid, comply, conform, discuss, greet, help, label,
perform, practice, present, read, recite, report, select, tell, write
Valuing complete, demonstrate, differentiate, explain, follow, form, initiate,
invite, join, justify, propose, read, report, select, share, study, work
Organizing adhere, alter, arrange, combine, compare, complete, defend, explain,
formulate, identify, integrate, modify, order, organize, prepare, relate,
synthesize
Characterizing Act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009).

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MODULE 18
PSYCHOMOTOR DOMAIN

Learning outcome for psychomotor domain

As part of his instructional plan in PE for Grade 8 students, Teacher Mark tells his students to
prepare a 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 trial-
and-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

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

Perception choose, describe, detect, differentiate, distinguish, identify, isolate,

relate, select
Set begin, display, explain, move, proceed, react, show, state, volunteer

Guided Response copy, trace, follow, react, reproduce, respond

Mechanism assemble, calibrate, construct, dismantle, display, manipulate,
measure, mend, mix, organize, sketch
Complex Overt Response Same as mechanism but includes adverbs such as quicker, more
accurate, automatic
Adaptation Adapt, alter, rearrange, reorganize, revise, vary, change
Origination Arrange, build, combine, compose, construct, create, design,
initiate, make, originate

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Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)

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.

Happy planning! 19
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PROFESSIONAL DEVELOPMENT PLAN

After you have explored the different key concepts and illustrations
of practice of setting achievable and appropriate learning outcomes,
you now have a better appreciation of this indicator. Based on your
learning in this module, think of what you can do to strengthen it.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

20
Happy planning!

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aligned with learning competencies.

MODULE 18
RESOURCE LIBRARY

Bibliography
This section provides you resources that can help you further
understand the indicator.

Academic Programmes Quality & Resources Unit. (2009). Guidelines for the writing of
“
effective learning outcomes. Retrieved from https://www.um.edu.mt/__data/assets/pdf_
file/0006/66219/LO-LV.pdf
This online resource discusses the procedures in developing effective learning outcomes.

Alignment of learning outcomes with course and program. (n.d.). University of New South Wales
Sydney Retrieved from https://teaching.unsw.edu.au/alignment-learning-outcomes-
course-and-program
This resource describes alignment of learning outcomes with the course or program.

Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
The writers present a taxonomy of learning objectives with reference to Bloom’s.

Chappuis, S., Commodore, C., & Stiggins, R. (2017). Balanced assessment systems: Leadership,
quality, and the role of classroom assessment.Retrieved from https://resources.corwin.
com/sites/default/files/Activity%202.2%20-%20Deconstructing%20Standards%20
Into%20Classroom-Level%20Achievement%20Targets.pdf
This online resource explains the procedures in unpacking standards into classroom-level
learning targets.

Department of Education (2012). K to 12 curriculum guide for edukasyon sa pagpapakatao.

Retrieved from https://lrmds.deped.gov.ph/detail/5451
This document presents the curriculum for Edukasyon sa Pagpapakatao for Grades 1-10.

Department of Education (2016). K to 12 curriculum guide for mathematics. Retrieved from

https://lrmds.deped.gov.ph/detail/5455
This link presents the content for Mathematics for Grades 1-10.

Department of Education (2016). K to 12 curriculum guide for physical education. Retrieved from
https://lrmds.deped.gov.ph/detail/5458
This link presents the content for Physical Education for Grades 1-10.

Department of Education (2016). K to 12 curriculum guide for senior high school tvl-track- 21
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cookery- home economics. Retrieved from https://drive.google.com/file/d/0B-

INPtMl4JLVLWxGQjlYVXgzTEk/view
This link presents the curriculum for Home Economics-TVL-Cookery Track.

Department of Education (2016). K to 12 curriculum guide for science. Retrieved from http://
depedbohol.org/v2/wp-content/uploads/2016/03/Science-CG_with-tagged-sci-
equipment.pdf
This link presents the Science curriculum for Grades 3-10.

Department of Education. (2015). Policy guidelines on classroom assessment for the K to 12

basic education. DO 8 s. 2015. Retrieved from http://www.deped.gov.ph/wp-content/
uploads/2015/04/DO_s2015_08.pdf
This link provides for the clarification of learning standards in the Philippine K to 12
curriculum.

Developing learning outcomes. (n.d.). Retrieved from https://teaching.utoronto.ca/teaching-

support/course-design/developing-learning-outcomes/what-are-learning-outcomes/
This website of the University of Toronto provides teacher resources that clearly
illustrate the principles for crafting learning outcomes.

Lease, L. (2016). 5 steps for curriculum mapping. Retrieved from https://www.linkedin.com/

pulse/5-steps-curriculum-mapping-lynn-lease-phd/
The writer discusses the procedures in curriculum mapping.

Philippine professional standards for teachers. (2017). Pasig City: Department of Education.
Retrieved from http://www.deped.gov.ph/wp-content/uploads/2017/08/DO_
s2017_042-1.pdf
This defines teacher quality in the Philippines. It uses standards that describe the
expectations of teachers’ increasing level of knowledge, practice and professional
engagement.

Popenic, S., & Milla, V. (2015). Writing learning outcomes. Retrieved from https://melbourne-
cshe.unimelb.edu.au/__data/assets/pdf_file/0007/2296861/MCSHE-Learning-
Outcomes-Guide-web-Nov2015.pdf
The writers present succinct and practical information about learning outcomes, their
function and some practical strategies for how to start thinking about and writing them.

Simpson E. J. (1972). The classification of educational objectives in the psychomotor domain.

Washington, DC: Gryphon House.
The author provides a taxonomy of instructional objectives for the psychomotor
domain.

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 Set achievable and appropriate learning outcomes that
aligned with learning competencies.

MODULE 18
TEACHER EDUCATION COUNCIL
Leonor Magtolis Briones Evelyn G. Chavez, Ph.D. Lorina Y. Calingasan, Ph.D.
Secretary Mindanao Zonal Representative Social Studies Subject Representative
Department of Education
Lourdes R. Baetiong, Ph.D. SECRETARIAT
Allan B. De Guzman, Ph.D. Language Subject Representative Runvi V. Manguerra, Ph.D.
Luzon Zonal Representative Executive Director II
Myrna B. Libutaque, Ph.D.
Rita May P. Tagalog, Ph.D. Mathematics Subject Jayson A. Peñafiel
Visayas Zonal Representative Representative Education Program Supervisor

ACKNOWLEDGMENTS
PROJECT TEAM WRITER-COORDINATORS Christopher A. Cantos
Carmina L. Patriarca
Philip Jay N. Alcoberes, Ph.D. Jennifer E. Lopez Ma. Julieta San Jose
Senior Program Manager and Project OIC Director III Nancy D. Landicho
Leader Bureau of Human Resources and Merlinda C. Dominguez
Organizational Development Vilma S. Fernando
Christine Reading, Ph.D. Joyce Karen D. Dulnuan
Senior Research Fellow Maria Concepcion Beltran - Montenegro Isabel U. Bongtiwon
UNE-SiMERR Faculty, Ateneo de Manila University Miltrudes A. Dango
Delia A. Macalalad
Jan Albert G. Suing WRITERS Leonora C. Rubio
Research Officer Alfred James A. Ellar, Ph.D. Imee P. Aldea
PNU-RCTQ Annie Michelle F. Laurzano Ronald C. Dumapias
Arcangel Q. Bañez Jr. Jose Ariel S. Padsoyan
Rejelyn L. Vega Domingo R. Cueto Ronald C. Lontoc
Research Officer Gregorio T. Mueco Merlyn Conchita O. De Guzman
PNU-RCTQ Hermes P. Vargas
John Paul O. Dela Rosa EDITOR
May Grace D. Salazar Leonore L. Mingo, Ph.D.
PNU-RCTQ and UNE-SiMERR National Ma. Regaele A. Olarte
Research Centre Ryan G. Dela Torre GRAPHICS & LAYOUT ARTIST
Shiela Nina L. Rea-Santes Raymond S. Bermudez
Gina O. Gonong, Ph.D. Vilma A. Buhay
Director, PNU-RCTQ
REVIEWERS PNU PRESS
Jennie V. Jocson, Ph.D. Neil Vincent C. Sandoval, Ph.D.
Deputy Director, PNU-RCTQ Allen U. Bautista. Ed.D.
Vivian Buhain, Ed.D. Special Thanks
Allan S. Reyes. Ph.D. Leonardo Munalim, Ph.D.
Senior Program Manager, PNU-RCTQ Amparo M. Muñoz, Ed.D. AUSTRALIAN EMBASSY
Mary Ann P. Malipe
John Pegg, Ph.D. Jacinto S. Bose Francesca Lawe-Davies
Director, UNE-SiMERR Karen Clarissa L. Perez First Secretary-Education
Francis G. Baltazar
Joy Hardy, Ph.D. Marcela B. Lazaro BASIC EDUCATION SECTOR
Deputy Director, UNE-SiMERR Ofelia C. Ribot TRANSFORMATION (BEST)
Mercedes S. Oplas PROGRAM
Ken Vine, Ph.D. Maricel D. Ambid Alison Atwell, Ph.D.
Principal Research Adviser Bobby P. Caoagdan Team Leader
UNE-SiMERR Eliseo P. Buhain
Leah C. Vidal
Support Staff Odessa R. Duping
Silvia Danieli, FCA, MBA, B Bus Estrella B. Bulay Special thanks: All Regional
June Billings Christine Joy T. Beloken
Ambrose McDermott Richard Rizalino S. Salazar Directors, Superintendents and
Pamela L. Lamparas Gemma S. Santiago Principals who supported the
Beverly E. Estocapio Lederma A. De Guzman
Ruby Ann G. Gantalao Marvin R. Victorio Project
Michael Wilson I. Rosero Jobert Rodriguez
Mikkey Mari M. Tuazon Diane Marie B. Lavarias
Sarah Joy T. Alimboyong Aileen I. Carbonell
Rey L. Galido Jennie Joie A. Malangis 23
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