The document outlines the intended learning outcomes for teacher education programs in the Philippines, as mandated by the Commission on Higher Education (CHED). It specifies program outcomes for various teacher education degrees, emphasizing skills such as effective communication, collaboration in diverse teams, and mastery of subject matter. The guidelines encourage innovative teaching methodologies, ethical standards, and lifelong learning to prepare graduates for their professional responsibilities.

1. Our Targets…
Intended
Learning
Outcomes
At the end of this lesson, you should be able to…
1. clarify the program outcomes for teacher
education
2. distinguish the six levels of knowledge
under the cognitive domain
3. discuss the psychomotor categories in the
psychomotor domain
4. discuss the six levels of learning
objectives in the affective domain
5. discuss Kendall’s and Marzano’s new taxonomy

2. Program Outcomes
The Commission on Higher Education (CHED), the body
that regulates higher education in the Philippines, in its
Memorandum Order #20, s. 2014, requires the following
program outcomes for all higher education institutions:
Articulate and discuss the latest developments in
the specific field of practice
1
Effectively communicate orally and in writing
using both English and Filipino
2
Work effectively and independently in
multi-disciplinary and multi-cultural
teams
3

3. Program Outcomes
The Commission on Higher Education (CHED), the body
that regulates higher education in the Philippines, in its
Memorandum Order #20, s. 2014, requires the following
program outcomes for all higher education institutions:
Act in recognition of professional, social and
ethical responsibility
4
Preserve and promote “Filipino historical and
cultural heritage”
5

4. Teacher Education Programs
Bachelor of Elementary Education
Bachelor of Secondary Education
Bachelor of Early Childhood Education
Bachelor of Special Needs Education
Bachelor of Technology and Livelihood Education
Bachelor of Technical-Vocational Teacher Education
Bachelor of Culture and Arts Education

5. Program Outcomes
Some program outcomes are based on types
of higher education institution (HEI):
Graduates of professional institutions
demonstrate a service orientation in one’s
profession
Graduates of colleges participate in various
types of employment, development activities
and public discourses

6. Some program outcomes are based on types
of higher education institution (HEI):
Graduates of universities participate in the
generation of new knowledge or in research
and development projects
Graduates of state universities and
colleges must have competencies to
support national, regional and local
development plans.
Program Outcomes

7. Program Outcomes for Teacher Education
The program outcomes specific to degrees
are programs spelled out in the specific
Policies, Standards and Guidelines (PSG).
Articulate the rootedness of education in
philosophical, socio-cultural, historical,
psychological, and political contexts
Demonstrate mastery of subject matter
or discipline

8. Program Outcomes for Teacher Education
The program outcomes specific to degrees
are programs spelled out in the specific
Policies, Standards and Guidelines (PSG).
Facilitate learning using a wide range of
teaching methodologies and delivery
modes
Develop innovative curricula,
instructional plans, teaching approaches
and resources for diverse learners

9. Program Outcomes for Teacher Education
The program outcomes specific to degrees
are programs spelled out in the specific
Policies, Standards and Guidelines (PSG).
Apply skills in the development and
utilization of ICT
Demonstrate a variety of thinking skills
in planning, monitoring, assessing and
reporting learning processes and
outcomes

10. Program Outcomes for Teacher Education
The program outcomes specific to degrees
are programs spelled out in the specific
Policies, Standards and Guidelines (PSG).
Practice professional and ethical
standards sensitive to the local, national
and global realities
Pursue lifelong learning for personal and
professional growth through varied
experiential and field-based opportunities