IN-SET Topic

2. OBJECTIVES:
1.DEFINE LEARNING OUTCOMES AND LEARNING COMPETENCIES;
2.ALIGN LEARNING OUTCOMES TO LEARNING COMPETENCIES, ACTIVITIES AND
ASSESSMENTS; AND
3.TELL THE IMPORTANCE OF ALIGNING LEARNING OUTCOMES WITH LEARNING
COMPETENCIES IN RELATION TO CURRICULUM, INSTRUCTIONS & ASSESSMENTS.

3. 1.LEARNING COMPETENCIES
2.LEARNING OUTCOMES
3. ALIGNMENT
WHAT DO YOU MEAN BY THESE THREE TERMS?

4. LEARNING COMPETENCIES
• ACCORDING TO DEPED ORDER NO. 8, S. 2015 & DEPED ORDER NO. 21 S. 2019,
LEARNING COMPETENCIES REFER TO THE KNOWLEDGE, UNDERSTANDING, SKILLS &
ATTITUDES THAT STUDENTS NEED TO DEMONSTRATE IN EVERY LESSON AND/OR
LEARNING ACTIVITY.
• EXAMPLES: (MELCS - GRADE 10 ENGLISH)
• FORMULATE A STATEMENT OF OPINION OR ASSERTION
• DELIVER A PREPARED OR IMPROMPTU TALK ON AN ISSUE EMPLOYING THE
TECHNIQUES IN PUBLIC SPEAKING
• COMPOSE TEXTS WHICH INCLUDE MULTIMODAL ELEMENTS

5. LEARNING OUTCOMES
• ACCORDING TO MARK BATTERSBY, ARTICLE: “SO, WHAT’S A LEARNING OUTCOME ANYWAY? (P. 1)”
LEARNING OUTCOMES ARE STATEMENTS THAT DESCRIBE THE KNOWLEDGE OR SKILLS STUDENTS SHOULD
ACQUIRE BY THE END OF A PARTICULAR ASSIGNMENT, CLASS, COURSE, OR PROGRAM, AND HELP
STUDENTS UNDERSTAND WHY THAT KNOWLEDGE AND THOSE SKILLS WILL BE USEFUL TO THEM. THEY
FOCUS ON THE CONTEXT AND POTENTIAL APPLICATIONS OF KNOWLEDGE AND SKILLS, HELP STUDENTS
CONNECT LEARNING IN VARIOUS CONTEXTS, AND HELP GUIDE ASSESSMENT AND EVALUATION.
• ACCORDING TO ANOTHER SOURCE: HTTPS://WWW.BU.EDU/PROVOST/FILES/2017/06/CREATING-
LEARNING-OUTCOMES-STANDFORD.PDF LEARNING OUTCOMES ARE STATEMENTS OF THE KNOWLEDGE,
SKILLS AND ABILITIES INDIVIDUAL STUDENTS SHOULD POSSESS AND CAN DEMONSTRATE UPON
COMPLETION OF A LEARNING EXPERIENCE OR SEQUENCE OF LEARNING EXPERIENCES.

6. LEARNING OUTCOMES VS. LEARNING
OBJECTIVES
• LEARNING OBJECTIVE IS THE TEACHERS’ PURPOSE FOR CREATING AND TEACHING THEIR SUBJECTS.
THESE ARE THE SPECIFIC STATEMENTS THAT THE TEACHER WANTS HIS COURSE/SUBJECT TO RAISE. IT
IS VIEWED FROM THE TEACHER’S PERSPECTIVE (WHAT DOES THE TEACHER WANT TO ACCOMPLISH).
• IN CONTRAST, LEARNING OUTCOMES DESCRIBE IN OBSERVABLE & MEASURABLE TERMS WHAT A
STUDENT IS ABLE TO DO AS A RESULT OF COMPLETING A LEARNING EXPERIENCE. THESE ARE
SPECIFIC, MEASURABLE KNOWLEDGE & SKILLS THAT THE LEARNER WILL GAIN BY TAKING THE LESSON.
THESE ARE MORE FROM THE LEARNER’S PERSPECTIVE, (WHAT WILL THE COURSE TEACH ME AS A
LEARNER?).
- HTTPS://WWW.EASYGENERATOR.COM/EN/BLOG/HOW-TO/LEARNING-OBJECTIVES-
VS-LEARNING-OUTCOMES/

7. •EXAMPLE OF LEARNING OUTCOMES:
BY THE END OF THE LESSON, STUDENTS WILL BE ABLE TO:
 EXPLAIN INSPIRATIONAL LINES FROM THE TEXT
 DIFFERENTIATE REFLEXIVE AND INTENSIVE PRONOUNS
 DISCUSS THE ELEMENTS OF A STORY
 ASSESS IF GENERALIZATION IS VALID OR FAULTY
-Mark Battersby
https://teaching.utoronto.ca/teaching-support/course-
design/developing-learning-outcomes/what-are-learning-
outcomes/

8. SHARE YOUR IDEAS:
•WHAT DO WE MEAN BY ALIGNMENT?
•WHY IS THERE A NEED TO ALIGN LEARNING OUTCOMES
WITH LEARNING COMPETENCIES IN RELATION TO
CURRICULUM, INSTRUCTIONS & ASSESMENT?

9. ALIGNMENT
• ALIGNMENT IS WHEN THERE IS CONSISTENCY ACROSS THE PROGRAM W/ PRECISE CONNECTIONS
BETWEEN EVALUATIONS, LEARNING OUTCOMES & LEARNING TASKS. –
HTTPS://EDUCATIONALTECHNOLOGY.NET/HOW-WE-CAN-WE-ALIGN-LEARNING-OBJECTIVES-INSTRUCTIONAL-
STRATEGIES-AND-ASSESSMENTS/
• ALIGNMENT REFERS TO WHAT THE TEACHER DOES IN HELPING TO SUPPORT THE LEARNING
ACTIVITIES TO ACHIEVE THE LEARNING OUTCOMES. (BIGGS, 2005)
• THE TEACHING METHODS AND THE ASSESSMENT ARE ALIGNED TO THE LEARNING ACTIVITIES
DESIGNED TO ACHIEVE THE LEARNING OUTCOMES. (BIGGS, 2005)
• ALIGNING THE ASSESSMENT WITH THE LEARNING OUTCOMES MEANS THAT STUDENTS KNOW HOW
THEIR ACHIEVEMENTS WILL BE MEASURED. (BIGGS, 2005)

10. “CONSTRUCTIVE ALIGNMENT” (BIGGS, 2005)
•CONSTRUCTIVE • THE STUDENTS CONSTRUCT UNDERSTANDING FOR
THEMSELVES THROUGH LEARNING ACTIVITIES. “TEACHING IS SIMPLY A
CATALYST FOR LEARNING” (BIGGS).
•“IF STUDENTS ARE TO LEARN DESIRED OUTCOMES IN A REASONABLY EFFECTIVE
MANNER, THEN THE TEACHER’S FUNDAMENTAL TASK IS TO GET STUDENTS TO
ENGAGE IN LEARNING ACTIVITIES THAT ARE LIKELY TO RESULT IN THEIR
ACHIEVING THOSE OUTCOMES…. IT IS HELPFUL TO REMEMBER THAT WHAT THE
STUDENT DOES IS ACTUALLY MORE IMPORTANT IN DETERMINING WHAT IS
LEARNED THAN WHAT THE TEACHER DOES” (SHUELL, 1986)

11. • IT IS IMPORTANT TO ENSURE THAT THERE IS ALIGNMENT ON TEACHING
METHODS, LEARNING OUTCOMES AND ASSESSMENT.
•CLEAR EXPECTATIONS ON THE PART OF STUDENTS OF WHAT IS REQUIRED OF
THEM ARE A VITALLY IMPORTANT PART OF STUDENTS’ EFFECTIVE LEARNING
(RAMSDEN, 2003)
•THIS CORRELATION BETWEEN TEACHING, LEARNING OUTCOMES AND
ASSESSMENT HELPS TO MAKE THE OVERALL LEARNING EXPERIENCE MORE
TRANSPARENT AND MEANINGFUL FOR STUDENTS.

12. • THERE IS A DYNAMIC EQUILIBRIUM BETWEEN TEACHING STRATEGIES AND LEARNING
OUTCOMES.
TELL SOMETHING ABOUT THIS DIAGRAM.

13. • ACCORDING TO DEPED ORDER NO. 8 S.2015 ON POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR
THE K TO 12 BASIC EDUCATION PROGRAM, TO ALIGN THE ASSESSMENT PROCESS WITH THE K TO 12
CURRICULUM, THE ADAPTED COGNITIVE PROCESS DIMENSIONS MAY BE USED AS A GUIDE NOT ONLY IN
LESSON DEVELOPMENT BUT ALSO IN THE FORMULATION OF ASSESSMENT TASKS AND ACTIVITIES.

14. • ACCORDING TO DEPED ORDER NO. 31, S.2020 ON INTERIM GUIDELINES FOR ASSESSMENT &
GRADING IN LIGHT OF THE BASIC EDUCATION LEARNING CONTINUITY PLAN

15. ASSESSMENT OF LEARNING OUTCOMES
• HOW WILL I KNOW IF MY STUDENTS HAVE ACHIEVED THE DESIRED LEARNING
OUTCOMES? HOW WILL I MEASURE THE EXTENT TO WHICH THEY HAVE ACHIEVED
THESE LEARNING OUTCOMES?
•WE MUST CONSIDER HOW TO MATCH THE METHOD OF ASSESSMENT TO THE
DIFFERENT KINDS OF LEARNING OUTCOMES E.G. A LEARNING OUTCOME SUCH
AS: “DEMONSTRATE GOOD PRESENTATION SKILLS” COULD BE ASSESSED BY THE
REQUIREMENT THAT EACH STUDENT MAKES A PRESENTATION TO THEIR PEERS.
• WHEN WRITING, LEARNING OUTCOMES THE VERB IS OFTEN A GOOD CLUE TO THE
ASSESSMENT TECHNIQUE.
BIGGS, 2003

16. “TECHNIQUES” OF ASSESSMENT
•WRITTEN: TESTS, EXAMINATIONS, ASSIGNMENTS
•• PRACTICAL: SKILLS TESTING; LAB/WORKSHOP PRACTICE
•• ORAL: INTERVIEWS, VARIOUS FORMATS
•• AURAL: LISTENING TESTS
•• PROJECT WORK: INDIVIDUAL/GROUP; RESEARCH/DESIGN
•• FIELD WORK: DATA COLLECTION AND REPORTING
•• COMPETENCE TESTING: THRESHOLD STANDARDS
•• PORTFOLIO : COMBINATION OF TECHNIQUES

17. INTERROGATING OUR ASSESSMENT
•HAVE WE INCLUDED A GOOD BALANCE OF LEARNING OUTCOMES IN OUR
MODULES? (E.G. BLOOM’S TAXONOMY)
•HOW DO WE KNOW IF STUDENTS HAVE ACHIEVED THE INTENDED LEARNING
OUTCOMES: IS THERE A GOOD MATCH BETWEEN LEARNING OUTCOMES AND
ASSESSMENT?
•BALANCE BETWEEN FORMATIVE AND SUMMATIVE PURPOSES?
•HOW CAN WE IMPROVE ASSESSMENT SO THAT IT TESTS THE INTENDED
LEARNING OUTCOMES?

18. ACTIVITY: MATCH THE ASSESSMENT TO THE
LEARNING OUTCOME
Learning outcomes Assessment
1.Demonstrate good presentation skills. a. Multiple choice questions
2. Formulate food product b. Prepare a 1000-word research proposal
3. Identify an area for research c. Lab-based project
4. Identify signs and symptoms of covid in
a patient
d. Make a presentation to peers

19. STEPS INVOLVED IN LINKING LEARNING OUTCOMES, TEACHING AND
LEARNING ACTIVITIES AND ASSESSMENT
•1. CLEARLY DEFINE THE LEARNING OUTCOMES.
•2. SELECT TEACHING AND LEARNING METHODS THAT ARE LIKELY TO ENSURE
THAT THE LEARNING OUTCOMES ARE ACHIEVED.
•3. CHOOSE A TECHNIQUE OR TECHNIQUES TO ASSESS THE ACHIEVEMENT OF
THE LEARNING OUTCOMES.
•4. ASSESS THE LEARNING OUTCOMES AND CHECK TO SEE HOW WELL THEY
MATCH WITH WHAT WAS INTENDED .

20. WHAT DOES IT REALLY MEAN TO “ALIGN”?
• ALIGNING COURSE OBJECTIVES, LEARNING OUTCOMES, ACTIVITIES, AND ASSESSMENTS
MAY SOUND HARDER THAN IT IS.
• OFTEN YOU CAN BUILD THE ACTIVITIES RIGHT INTO THE LEARNING OUTCOMES
STATEMENT
• IF AN ACTIVITY DOESN’T MATCH UP WITH THE LEARNING OUTCOMES, THEN IT’S NOT
WORTH DOING (ADJUST ACCORDINGLY!)
• LAY OUT YOUR OBJECTIVES/ LEARNING OUTCOMES AND MATCH TO APPROPRIATE
ACTIVITIES AND ASSESSMENTS IN A S.M.A.R.T. WAY.
• WHEN OBJECTIVES/LEARNING OUTCOMES MATCH UP WITH THE WAY YOU ASSESS
LEARNING, YOU GET A MORE ACCURATE MEASURE OF SUCCESS

21. •ASSESSMENTS THAT ARE ALIGNED WITH THE OUTCOMES AND PLANNED
LEARNING ACTIVITIES HELP TEACHERS AND STUDENTS DETERMINE WHETHER,
AND TO WHAT EXTENT, THE OUTCOMES HAVE BEEN ACHIEVED.
•AS TEACHERS KNOW, STUDENTS TEND TO FOCUS ON WHAT THEY THINK WILL BE
ASSESSED. IF ASSESSMENT MIRRORS THE LEARNING OUTCOMES AND THE
TEACHING AND LEARNING ACTIVITIES, STUDENTS WILL ACHIEVE THE LEARNING
OUTCOMES, AS TEACHERS AND LEARNERS WILL BE FOCUSED ON THE SAME
GOAL (BIGGS, 2003).

22. WITHOUT ALIGNMENT:
1.STUDENTS RECEIVE MIXED MESSAGES ABOUT WHAT’S IMPORTANT
2.STUDENTS MAY FEEL LIKE THERE’S TOO MUCH OR NOT ENOUGH GOING ON IN
THE LESSON
3.THEY MAY GET POOR RESULTS ON TESTS AND PROJECTS
4.THEY MAY NOT BE PREPARED FOR THE NEXT LEVEL OF COMPETENCIES THAT
ARE REQUIRED OF THEM.

23. HOW DO I ALIGN MY OUTCOMES, ASSESSMENT
AND INSTRUCTION?
• 1. IDENTIFY LEARNING OUTCOMES (THE KNOWLEDGE, SKILLS, ATTITUDES, VALUES
STUDENTS ARE EXPECTED TO LEARN/KNOW/BE ABLE TO DO OR ARTICULATE BY THE
END OF THE COURSE, INCLUDING LEVEL OF COGNITIVE COMPLEXITY).
• 2. DETERMINE ACCEPTABLE EVIDENCE OF LEARNING AND CHOOSE ASSESSMENT
TASKS THAT WILL ENABLE STUDENTS TO DEMONSTRATE (AND RECEIVE FEEDBACK ON)
THEIR LEARNING.
• 3. PLAN LEARNING EXPERIENCES AND INSTRUCTIONAL ACTIVITIES THAT WILL BEST
HELP STUDENTS TO DEVELOP THE SKILLS, KNOWLEDGE, VALUES OR ATTITUDES
DESCRIBED IN THE LEARNING OUTCOMES, INCLUDING OPPORTUNITIES FOR SELF-
REFLECTION AND ASSESSMENT.

24. HOW DOES ALIGNMENT PROMOTE STUDENT
LEARNING?
• 1. FOSTERS DEEP LEARNING, IN CONTRAST TO THE SURFACE LEARNING THAT CAN OCCUR IF
STUDENTS PAY SOLE ATTENTION TO (AND LEARN) WHAT THEY THINK THEY’LL BE ASSESSED ON (BIGGS
2003)
• 2. HELPS TO ENSURE BALANCE IN TERMS OF ASSESSMENT OF LEARNING OUTCOMES (REDUCES GAPS
AND OVER-ASSESSMENT)
• 3. PROMOTES OPPORTUNITIES FOR SELF-ASSESSMENT AND FEEDBACK (ON BOTH TEACHING AND
LEARNING)
• 4. HELPS ENSURE TEACHING AND LEARNING GOALS AND ASSESSMENT PRACTICES ARE CLEAR TO
STUDENTS, HELPING THEM KNOW WHAT TO FOCUS ON AS WELL AS HOW TO DEMONSTRATE THEIR
LEARNING

25. HOW CAN I PLAN ASSESSMENTS THAT ARE ALIGNED
TO LEARNING OUTCOMES?
• START BY LOOKING AT THE VERBS IN THE LEARNING OUTCOME STATEMENTS. ASSESSMENT
TASKS SHOULD MIRROR THE VERBS (OR THE ACTIONS) AND ENABLE STUDENTS TO
DEMONSTRATE THEIR LEARNING (WHAT THEY KNOW, CAN DO, OR APPRECIATE/VALUE). THE
CHART BELOW SHOWS BLOOM’S (REVISED) TAXONOMY OF LEARNING OUTCOMES WITH
EXAMPLES OF VERBS AND ASSESSMENT TASKS FOR EACH LEVEL. (ADAPTED FROM: BLOOM’S
TAXONOMY, BY P. ARMSTRONG AND BLOOM’S REVISED TAXONOMY, BY COLORADO COLLEGE.)

26. BLOOM’S TAXONOMY VIDEO
WATCH THE VIDEO CAREFULLY AND TELL HOW IS THIS RELATED TO OUR TOPIC.
• HTTPS://WWW.YOUTUBE.COM/WATCH?V=FQGTBWELPZU

27. COGNITIVE
PROCESS
SAMPLE VERBS SAMPLE ASSESSMENTS
REMEMBER choose, define, describe, duplicate,
identify, label, list, name, recall,
recognize, repeat, report, reproduce,
state
Recall or recognize facts, concepts, or terms
 Recall the names of important figures in art
history
 Recognize symptoms of vitamin D deficiency
 Identify the components of a bacterial cell
 List the steps involved in DNA replication

28. SAMPLE VERBS SAMPLE ASSESSMENTS
UNDERSTAND classify, compare, contrast,
define, differentiate, discuss,
estimate, exemplify, explain,
identify, illustrate,
infer, interpret, locate, predict,
recognize, report, select,
summarize
Explain ideas or concepts
 Classify a mental illness
 Compare historical events with
contemporary situations
 Summarize the basic tenets of
constructivism
 Explain the causes of deforestation

29. SAMPLE VERBS SAMPLE ASSESSMENTS
APPLY apply, calculate, classify, complete,
demonstrate, examine, implement, infer,
interpret, modify, operate, outline, predict,
schedule, sketch, solve, use
Use information or a skill in a
new situation
 Operate a table saw
 Interpret x-ray film
 Sketch graphs using
provided data
 Apply principles of
research ethics in
designing an online survey

30. SAMPLE VERBS SAMPLE ASSESSMENTS
ANALYZE analyze, arrange, categorize, classify, compare,
connect, contrast, deconstruct, differentiate,
distinguish, examine, experiment, explain, integrate,
investigate, organize, prioritize, question, relate,
simplify, test
Break material into its constituent parts
and determine how the parts relate to
one another and/or to an overall
structure or purpose
 Explain the relationship between
different flora and fauna in an
ecological setting
 Compare different ways of solving
equations
 Prioritize health and safety
requirements in the design of a public
space
 Distinguish which statements in a
politician’s speech are based on fact
and which on opinion

31. SAMPLE VERBS SAMPLE ASSESSMENTS
EVALUATE appraise, argue, compare,
consider, contrast, critique,
defend, determine, evaluate,
judge, justify, measure,
recommend, relate, review,
select, summarize, support,
validate, value, weigh
Make judgements based on criteria and
standards; justify a stand or position
 Detect inconsistencies within a process or
product
 Judge which of two methods is the most
effective way to solve a given problem
 Critique government policies on class size
in public schools in the late 20th century
 Assess the validity of an argument based
on the evidence presented in a scholarly
article

32. SAMPLE VERBS SAMPLE ASSESSMENTS
CREATE arrange, assemble, build, collect, combine,
compile, construct, create, design, develop,
devise, formulate, generate, hypothesize,
integrate, invent, investigate, manage, modify,
organize, perform, plan, prepare, rearrange,
reconstruct, revise, specify, synthesize
Put elements together to form a
new coherent or functional whole;
produce new or original work
 Design stage props for a theater
production
 Plan a data-informed marketing
strategy for a new product
 Compose a piece of music
 Write a short story

33. EXAMINE THE GIVEN EXAMPLE IF THE ASSESSMENT & TEACHING & LEARNING ACTIVITIES.
Learning Outcome Assessment Teaching & Learning
Activities
Students will be able to
perform individual
offensive and defensive
skills and strategies in a
soccer game.
Students provide written
responses to short-answer
questions on offensive and
defensive strategies.
- Students watch video
demonstrations of skills and
strategies.
- Instructor demonstrates offensive
and defensive drills.
- Students practice offensive and
defensive skills in a soccer game.

34. BELOW IS AN EXAMPLE OF AN ASSESSMENT THAT DEMONSTRATES BETTER ALIGNMENT WITH THE
LEARNING OUTCOME, AND ACTIVITIES:
Learning Outcome Assessment Teaching & Learning
Activities
Students will be able to
perform individual
offensive and defensive
skills and strategies in a
soccer games.
Students perform offensive and
defensive drills in small groups.
Students use individual
offensive and defensive skills
during a soccer game.
-Students watch video
demonstrations of skills and
strategies.
-Instructor demonstrates offensive
and defensive drills.
-Students practice offensive and
defensive skills in 11-a-side games.
 https://camosun.libguides.com/AFL

35. ACTIVITY: (BY DEPARTMENT)
 IN A TABLE OR ANY GRAPHIC ORGANIZER, LIST TWO (2) COMPETENCIES, LEARNING OUTCOMES
(1 PER COMPETENCY), TEACHING/LEARNING ACTIVITIES (1 PER COMPETENCY) & ASSESSMENT
(1 PER COMPETENCY) WHICH ARE ALIGNED WITH EACH OTHER.
Learning
Competencies
Learning Outcomes Teaching/Learning
Activities
Assessment

36. DISCUSSION (AFTER ALL THE PRESENTATIONS)
• 1. WHAT ARE THE DIFFERENT LEARNING COMPETENCIES IDENTIFIED BY YOUR DEPARTMENT?
• 2. WHAT ARE THE LEARNING OUTCOMES YOU IDENTIFIED OPPOSITE EACH COMPETENCY?
• 3. WHAT ABOUT THE TEACHING/LEARNING ACTIVITIES & ASSESSMENT, WHAT WERE THOSE YOU
IDENTIFIED?
• 4.ARE THE LEARNING OUTCOMES, LEARNING COMPETENCIES, TEACHING - LEANING ACTIVITIES &
ASSESSMENT ALIGNED WITH EACH OTHER?
• 5. IN SUMMARY, IDENTIFY THE IMPORTANCE OF ALIGNING LEARNING OUTCOMES WITH LEARNING
COMPETENCIES IN RELATION TO CURRICULUM, INSTRUCTIONS & ASSESSMENTS.

37. OUTPUT:
• TRANSFORM THESE SCENARIOS INTO LEARNING OUTCOMES WITH ALIGNED ACTIVITIES AND
ASSESSMENTS.
• 1. STUDENTS MUST LEARN HOW CHLOROPHYLL WORKS IN PLANTS.
• 2. STUDENTS MUST TAKE A POSITION ON AN ISSUE AND DEFEND IT.
• 3. STUDENTS MUST ASSESS SOMEONE’S BLOOD PRESSURE AND HEART RATE.
• 4. STUDENTS MUST SOLVE LINEAR EQUATIONS.

38. PONDER ON THIS QUOTE:
•“TEACHING IS MORE THAN IMPARTING KNOWLEDGE, IT IS
INSPIRING CHANGE. LEARNING IS MORE THAN ABSORBING FACTS,
IT IS ACQUIRING UNDERSTANDING.”
-WILLIAM ARTHUR WARD
•THANK YOU SO MUCH FOR
LISTENING!

39. BIBLIOGRAPHY: KEY TEXTS
• BERNSTEIN, D., BURNETT, A., GOODBURN, A & SAVORY, P. (2006). MAKING TEACHING AND LEARNING
VISIBLE: COURSE PORTFOLIOS AND THE PEER REVIEW OF TEACHING. BOLTON, MA: ANKER
PUBLISHING CO.
• BLYTHE, T. (1999) THE TEACHING FOR UNDERSTANDING GUIDE
• CROSS, K. P. (1996). CLASSROOM RESEARCH: IMPLEMENTING THE SCHOLARSHIP OF TEACHING. SAN
FRANCISCO: JOSSEY- BASS.
• HETLAND, L. (2002). INTRODUCTION TO TFU VIDEO RESOURCES, HARVARD: PROJECT ZERO
CLASSROOM, 1-5.
• MCKINNEY, K. & JARVIS, P. (2009) BEYOND LINES ON THE CV: FACULTY APPLICATIONS OF THEIR SOTL
RESEARCH. IJSOTL, VOL.3. NO 1.
• SHULMAN, L (2004) TEACHING AS COMMUNITY PROPERTY: ESSAYS ON HIGHER EDUCATION
• WISKE, M. (1998) TEACHING FOR UNDERSTANDING: LINKING RESEARCH WITH PRACTICE