Learning Plan

1. LEARNING
OUTCOMES

3. Before a decision can be made about selecting the
content to be taught or choosing methods and
materials…

4. …the educator
must first decide
what the learner
is expected to
accomplish.

5. The underlying principle is:
If one does not know
where he or she is going,
how will the person know
when he or she has arrived?

7. Types of Objectives

8. Types of Objectives
BEHAVIORAL OR LEARNING OBJECTIVES
Action-oriented
Learner-centered
Outcome-focused
Describe what learner will be able to do

9. • Learning outcomes demonstrate what you
want students to know, do, or value by the
end of your course. A typical learning
outcome may start with "By the end of this
course, students will be able …" Then,
continue the sentence with an action verb
and a goal for the course.

10. Characteristics of Goals and Objectives
GOAL: final outcome of what is achieved at the
end of the teaching-learning process
Statement that describes what is IDEAL
Global and broad
Long-term targets
Multidimensional

11. OBJECTIVE:
specific + single + unidimensional behavior
Short term
Be achievable in one teaching session
Lead step by step to GOAL
Must be observable + measurable
“advance organizers”
Derived from a goal + must be consistent

12. Characteristics of Goals and Objectives
Must be:
Clearly written
Realistic
Learner-centered

13. Writing Behavioral Objectives

14. TIPS FOR CONSTRUCTING LEARNING
OUTCOMES:
• Focus on outcomes, not processes
• Start each outcome with an action verb
• Avoid vague verbs such as know and understand
• Incorporate a mixture of lower-order and higher-
order thinking
• Write the outcomes from the student perspective
• Check that the outcomes reflect knowledge,
skills, or attitudes

15. Writing Behavioral Objectives
Well-written behavioral objectives give learners very
clear statements about what is expected of them.
*measure learner progress

16. Writing Behavioral Objectives
Robert Mager (1997)
1. Performance
2. Condition
3. Criterion

17. Writing Behavioral Objectives
1. PERFORMANCE
What learner is expected to be able to do
Ex. List down
Demonstrate
Identify

18. 2. CONDITION
Testing Situation
Resources
Assistance
Constraints
Under which behavior will be observed
Ex. After watching a video
Without using a calculator

19. 3. CRITERION
How well + with what accuracy + within what time
frame
Learner must be able to perform behavior
Ex. 5 out of 6 low-fat foods

20. Performance:
What should the learner be able to do?
Condition:
Under what conditions should the learner be able to
do it?
Criterion:
How well must the learner be able to do it?

21. S Specific
M Measurable
A Attainable
R Realistic
T Time-bound