This document provides an overview and summary of an online training presentation on writing course materials using SDGs. It discusses fundamentals like UNESCO SDGs and AmBisyon Natin 2040. It also covers typical course templates, writing PILOs and CILOs, and developing a course outline. Learning materials, intended learning outcomes, assessment tasks, and referencing guidelines are presented. Basic information and policies for online learning as per CCD guidelines are also summarized.

1. OBTLP Writing with
SDG
August 3, 2022

2. Presenters
Part 1:
Renalyn Gacusan
Part 2:
Ralfh Emerson
Macapagal

3. Part 1
•Fundamentals
oUNESCO SDGs
oAmBisyon Natin 2040
oCHED: Typology, OBE, ISA
oALCUCOA: Area III – Curriculum and Instruction
•OBTLP Writing
oCourse Description
oPILO
oCILO
oCourse Outline

4. Fundamentals

5. UNESCO SDGs
Ambitious
and Universal
Agenda to
Transform
our World

6. UNESCO SDGs
access to quality early childhood education
eliminate gender disparities in education
build and upgrade education facilities
scholarships
teacher training
Source: https://www.un.org/sustainabledevelopment/education/

7. AmBisyon Natin 2040
“By 2040, the Philippines will be a prosperous,
predominantly middle-class society where no one is poor,
our people will live long and healthy lives, be smart and
innovative, and will live in a high-trust society.”
matatag (strongly rooted)
maginhawa (comfortable)
panatag (secure)
Source: https://sdg.neda.gov.ph/sdgs-and-an-2040/

8. CHED: Typology, OBE, ISA
What is an outcomes-based syllabus?
The outcomes-based (OB) syllabus usually contains the
learning outcomes, the planned content and methodology
that will lead towards the learning outcomes, the learning
resources to be used, the requirements, the grading system,
and relevant policies for the class.
Source: Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment

9. Typical Template (CHED)
MCC Template

10. ALCUCOA: Area III – Curriculum and
Instruction
•Support for Effective
Instruction
•Mechanism for
Monitoring and Review
of Curriculum
•Relevant and
Responsive
Curriculum

11. OBTLP Writing
Template

12. OBTLP Writing
Course Description - brief summary of the significant learning experiences for a
course

13. Course Description
• Clear and simple sentences
• Perspective is student-centered
• Present tense, active voice, gender neutral
• Prerequisites and co-requisites
• Delivery mode

14. OBTLP Writing
PILO – Program Intended Learning Outcomes
PILOs may be considered as:
• Common to all programs in all types of HEIs
• Common to all programs in the discipline
• Specific to the program and specialization
• Specific to the type of HEI
Source: Flexible Learning All-in-One Solution for Higher Education Institutions in Region III

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16. Writing CILOs
CILO – Course Intended Learning Outcomes
CILOs refer to the knowledge, values, and skills all
learners are expected to demonstrate at the end of a
course or subject
Source: Flexible Learning All-in-One Solution for Higher Education Institutions in Region III

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Source: Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment

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Source: Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment

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Source: Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment

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22. Course Outline

23. … and talk about AF
Content:
• DEI – Diversity, Equity and Inclusion
• SEL – Social Emotional Learning
• Renewable Energy (Climate Change)
• Karl Marx’ Criticism of Capitalism
• Digital Currency
• Psychological Safety

24. Credits
https://www.un.org/sustainabledevelopment/education/
https://sdg.neda.gov.ph/sdgs-and-an-2040/
Handbook on Typology, Outcomes-Based Education, and Institutional
Sustainability Assessment
Flexible Learning All-in-One Solution for Higher Education Institutions in
Region III

25. Thank you for listening!
God bless and stay safe.

26. Part 2

27. OBTLP with SDG: On Learning
Materials, ILOs, ATs,
Referencing, and Basic
Information and Policies
Mr. Ralfh Emerson Macapagal
Instructor I
School of Teacher Education

28. Learning Materials

29. Learning Materials
•Why is there a need for learning materials in a
classroom?
• To make lesson more interesting;
• To administer retention of knowledge;
• To structure the flow of the discussion; and
• To help teachers easily deliver concepts.

30. Principles in Crafting/ Selecting
Learning Materials
Appropriateness
Authenticity
Cost
Interest
Organization and
Balance

31. Where can I get Learning Materials
for Online Learning?
• List of Open-access Sites for Learning Materials by
Institute/School:
Source: Library
Services Unit (LSU)

32. Where can I get Learning Materials
for Online Learning?
• List of Open-access Sites for Learning Materials by Institute/School:
Source: Library
Services Unit (LSU)

33. Where can I get Learning Materials
for Online Learning?
• List of Open-access Sites for Learning Materials by Institute/School:
Source: Library
Services Unit (LSU)

34. Where can I get Learning Materials
for Online Learning?
• List of Open-access Sites for Learning Materials by Institute/School:
Source: Library
Services Unit (LSU)

35. Where can I get Learning Materials
for Online Learning?
• List of Open-access Sites for Learning Materials by Institute/School:
(IBCE)
Source: Library
Services Unit (LSU)

36. Further Educational Links
• Make sure to have followed the page of the MCC-LSU Page!

37. Intended Learning Outcomes
(ILOs)

38. Intended Learning Outcomes
(ILOs)
“Intended Learning Outcomes (ILOs) define what a learner will have acquired
and will be able to do upon successfully completing their studies. ILOs should
be expressed from the students’ perspective and are measurable, achievable
and assessable.” (University of Bristol, n.d.)
“ILOs are the detailed explanations, written in language the students will
understand before beginning the module or programme, as to what they will
be able to DO when they have successfully completed the learning.” (Atkinson,
2018)

39. Intended Learning Outcome(ILO)
• Bloom’s Taxonomy

40. Intended Learning Outcomes
(ILOs)
• Why is there a need for a
learning outcome be
written in verbs?
• Determines content and
methodology
• Content and methodology
as indicators of how to
achieve ILOs
Learning
Outcomes
Knowledge
Attitude Skills
Source: handbook
on Typology,
Outcomes-based
Education, &
Institutional
Sustainability
Assessment, CHED

41. Intended Learning Outcomes
(ILOs)
Knowledge- content-based;
stored pieces of information
at the end of a course
Attitude – evaluative
thoughts (positive or
negative); judgment
Skills- demonstrable
abilities
Learning
Outcomes
Knowledge
Attitude Skills

42. Intended Learning Outcomes (ILOs) and the SDG
Learning Domains
Learning
Outcomes
Knowledge
Attitude Skills
SDG
Learning
Domains
Behavioral

43. Intended Learning Outcomes
(ILOs)
Cognitive Domain comprises knowledge
and thinking skills necessary to better
understand the SDG and the
challenges in achieving it.
Socio-emotional Domain includes social
skills that enable learners to collaborate,
negotiate and communicate to promote
the SDGs as well as self-reflection skills,
values,
attitudes and motivations that enable
learners to develop themselves.
The Behavioral Domain describes action
competencies.

44. Assessment Tasks

45. Assessment Tasks
• Be sure that the assessment task genuinely corresponds to the learning
outcome(s).
• Include formative as well as summative assessment tasks.
• Use teaching approaches that encourage the thinking and skills identified in the
learning outcomes and required in the assessment tasks.
• You do not need to assess all learning outcomes.
• One assessment task can incorporate a number of learning outcomes.
Assessment
Tasks
Intended
Learning
Outcomes
Source: The University
of Wakaito

46. Considerations on Assessment
Tasks
• What do my colleagues think about my assessment plans?
• What is the level of the class?
• How do I decide on the weighting of different assessment
tasks?
• What are the time and workload constraints for students
and teacher?
• Is there opportunity to include coaching in and practice on
unfamiliar assessment tasks?
• Can I provide teaching and learning approaches that are
consistent with my assessments (and outcomes)?

47. Considerations on Assessment
Tasks
• Are there enough appropriate resources for the students to
use to complete their assessments properly?
• Are there people to help with the tutoring and the marking?
• What is the likely composition of the student body?
• Do my assessment tasks accommodate the possibility for
student diversity in terms of age, experience, culture and
prior learning?
• Does my assessment regime promote a focus on process as
well as on product?

48. Sample Online Assessment Tasks
Assignments
Quizzes
Online Texts
Reflective Journals
ePortfolio
eForums
Lessons Glossary
Websites
Presentations

49. References

50. • Follow APA 7th referencing format.
• How to put in reference a journal article through APA 7th format?
References
Macapagal, R.E (2022). Crafting OBTL with SDG. Education in the 21st
Century, 22(9), 25-30. https://doi.org/OBTL/guidelines.
Author Year Article Title Journal Title in Italics
Volume in
Italics(Issue)
Pages DOI/link
Indent 5-7 spaces

51. • Follow APA 7th referencing format.
• How to put in reference a book through APA 7th format?
References
Macapagal, R.E (2022). Crafting OBTL with SDG (3rd ed). Philippine
Publication Center.
Author Year Article Title in Italics Publication
Indent 5-7 spaces
Source: Victoria University (2022). APA 7th referencing: Getting started in APA
7th. https://libraryguides.vu.edu.au/apa-referencing/7GettingStarted.

52. Basic Information and
Policies

53. Basic Information and Policies in
Reference to the CCD Guidelines
Consult on Chapter IV of the CCD Manual on Netiquettes
I. GENERAL POLICIES
1. All students who have internet access must have a Social Media Account that will
be used for flexible learning classes on the following platforms:
a. Facebook
b. Gmail or Yahoo
2. It is the responsibility of the students to check their social media and email
accounts regularly if their internet access will permit.
3. The students should create a separate account on these platforms to be used only
for Flexible Learning class’s purposes. This is to protect the students’ privacy online.

54. Basic Information and Policies in
Reference to the CCD Guidelines
4. The students are encouraged to submit to their Institute
Deans/FOSH/Instructors the links or addresses or account names of their
social media accounts for convenient communication during flexible learning
purposes.
5. Profile pictures of students must not exhibit indecent and immoral poses.
6. Students are encouraged to change their privacy settings to limit public
viewing/access.

55. Basic Information and Policies in Reference
to the CCD Guidelines
II. SYNCHRONOUS SESSIONS
The students are not required to be in school uniform during the synchronous
sessions.
However, the student must adhere to the following:
1. Students must dress appropriately, preferably smart casual or their uniforms. They
are to avoid wearing sleeveless, strapless, Sandos, and spaghetti straps.
2. Students must also look respectably appropriate - hair must be brushed, and face
must be clean.
3. Students must be aware of their surroundings. The background setup must be
clean and not distracting. Be mindful of the background noise.

56. Basic Information and Policies in Reference
to the CCD Guidelines
4. Students must avoid unnecessary movements or activities, like standing up
and eating. If standing up is inevitable, they should make sure to properly
excuse themselves from the instructor host.
5. Students must adjust the camera to avoid looking down or looking up.
6. Students are encouraged to do a test before going live to check their
camera angle, background, clarity of their words, etc.

57. Thank you for listening!
God bless and stay safe.