Program outcomes and student learning outcomes are both important components of an educational

program, but they serve different purposes. Program outcomes define the overall goals and focus of an
entire program, while student learning outcomes (SLOs) are specific, measurable statements of what
students should know or be able to do upon completion of a course or program.

Program Outcomes:

Broad statements:
Program outcomes are broad, general statements about the overall knowledge, skills, and abilities that
students are expected to acquire by completing a program.

Program-level focus:
They describe what the program as a whole aims to achieve and are often aligned with the program's
mission and goals.

Example:
"Graduates will be able to critically analyze complex problems and develop innovative solutions".
Student Learning Outcomes (SLOs):
Specific and measurable:
SLOs are specific, observable, and measurable statements that define what students should be able to
demonstrate at the end of a particular course or program.
Course-level focus:
They describe the specific knowledge, skills, and abilities that students will acquire in a particular course or
module
Example:
"Students will be able to differentiate between quantitative and qualitative research methods".

Key Differences:
Scope:
Program outcomes are broad and apply to the entire program, while SLOs are specific and apply to individual
courses or modules
Measurability:
Both can be measurable, but SLOs are typically more specific and directly tied to assessment.
Alignment:
Program outcomes guide the development of SLOs, and a well-aligned program ensures that the achievement
of SLOs contributes to the overall program outcomes.
Here in the Philippines, program outcomes and student learning outcomes
are crucial for aligning education with national development goals and
ensuring graduates are equipped with the necessary skills and knowledge.
They guide curriculum development, teaching methodologies, and assessment
strategies, ultimately aiming to improve the quality of education and produce
competent professionals.
Program Outcomes for
Teacher Education in
the Philippines
A comprehensive overview of the 2017 Commission on Higher
Education (CHED) standards and outcomes for teacher education
programs in the Philippines.

JOSEPH B. DELA CERNA, RN

Foundation of Teacher Education Programs
Teacher education in the Philippines is guided by specific Policies, Standards and Guidelines (PSGs) established by the
Commission on Higher Education. These PSGs are designed to ensure quality education across different specializations.

Each teaching degree has tailored outcomes articulated in Commission Memorandum Orders (CMOs) issued in 2017,
creating a unified framework while acknowledging specialization needs.
Core Program Outcomes
Contextual Understanding Subject Mastery
Articulate the rootedness of education in Demonstrate mastery of subject matter/discipline
philosophical, socio-cultural, historical, psychological
and political contexts

Teaching Methodology Curriculum Development

Facilitate learning using a wide range of teaching Develop innovative curricula, instructional plans,
methodologies and delivery modes appropriate to teaching approaches and resources for diverse
specific learners and their environments learners
Additional Program Outcomes
ICT Integration Critical Thinking
Apply skills in the development and utilization of ICT Demonstrate a variety of thinking skills in planning,
to promote quality, relevant, and sustainable monitoring, assessing and reporting learning
educational practices processes and outcomes

Professional Ethics Lifelong Learning

Practice professional and ethical teaching standards Pursue lifelong learning for personal and professional
sensitive to local, national and global realities growth through varied experiential and field-based
opportunities
Program-Specific Outcomes
Specialized Teaching Degrees

Bachelor of Elementary Education, (CMO

No.74,S.2017)
Bachelor of Secondary Education Major in English,
Filipino, Mathematics, Science, Social Studies
(CMO No.75,S.2017)
Bachelor of Early Childhood Education (CMO
No.76,5.2017)
Bachelor of Special Needs Education (CMO
No.77,S.2017)
Bachelor of Technology and Livelihood Education
(CMO No.78,5.2017)
Bachelor of Technical-Vocational Teacher Education
(CMO No.79,S.2017)
Bachelor of Physical Education (CMO No.80,S.2017)
Bachelor of Culture and Arts Education (CMO
No.82,S.2017).
Additional Specialized Programs

Technology and Livelihood Education Technical-Vocational Teacher Education

CMO No.78, S.2017 outlines specific outcomes for CMO No.79, S.2017 focuses on developing educators for
preparing teachers in practical skills education, technical and vocational tracks, preparing students for
emphasizing hands-on learning and vocational industry-specific careers.
preparation.

Physical Education Culture and Arts Education

CMO No.80, S.2017 addresses the unique requirements for CMO No.82, S.2017 outlines outcomes for teachers
physical education teachers, including sports science, focusing on preserving and promoting Filipino cultural
fitness instruction, and health education. heritage and artistic expression.
Implementation and Assessment
Continuous Evaluation

These program outcomes serve as benchmarks for curriculum development and

student assessment. Higher education institutions must align their teacher
education programs with these standards.

Faculty are expected to design learning experiences that systematically develop

these competencies throughout the program of study.
Moving Forward: Excellence in Teacher Educ

Continuous Improvement
Integrated Implementation
Regularly assess program
Program-Specific Guidance
Develop curricula that holistically effectiveness and make
Refer to the specific CMOs for address both general and adjustments to enhance quality
detailed program outcomes specialized teacher education and relevance.
tailored to each teaching outcomes.
specialization.

These comprehensive standards ensure that teacher education in the Philippines produces educators who are not only
knowledgeable in their fields but also equipped with the pedagogical skills and professional ethics needed for effective
teaching.
 Cognitive
Knowledge
Exploring Mental Skills in the Learning Process

By: Emmalyn G. Langan

ctives

• - Define cognitive knowledge

• - Identify levels of cognitive skills (Bloom’s Taxonomy)
• - Provide examples of cognitive knowledge in the
classroom
• - Highlight strategies to enhance cognitive development
 What is Cognitive
Knowledge?
• Definition: Cognitive knowledge involves the mental
processes of acquiring knowledge and understanding
through thought, experience, and the senses.

• Focuses on: memory, attention, reasoning, problem-

solving, and decision-making
 Bloom’s Taxonomy of
Cognitive Domain
• Levels:
• 1. Remember
• 2. Understand
• 3. Apply
• 4. Analyze
• 5. Evaluate
• 6. Create
 Examples of Each
Level
• - Remember: Recall facts (e.g., list planets)
• - Understand: Explain ideas (e.g., summarize a story)
• - Apply: Use knowledge (e.g., solve a math problem)
• - Analyze: Break down concepts (e.g., compare two
theories)
• - Evaluate: Justify a decision (e.g., critique an article)
• - Create: Produce new ideas (e.g., write a poem)
 Why Cognitive
Knowledge Matters
• - Foundation for all learning
• - Supports academic success
• - Enhances problem-solving and critical thinking
• - Essential in all subjects
Strategies

• - Use visual aids and diagrams

• - Incorporate active recall (quizzes, flashcards)
• - Encourage questioning and discussion
• - Apply real-life examples
 Assessment of Cognitive
Skills
• - Written tests and essays
• - Oral questioning
• - Projects and presentations
• - Concept mapping
mary

• - Cognitive knowledge = thinking and understanding

• - Follows a hierarchy (Bloom’s Taxonomy)
• - Essential in education and lifelong learning
& Discussion

• - Invite questions from the class

• - Prompt discussion: "How do you use cognitive skills
every day?"
THANK YOU
&
GOD BLESS
 Domain ll:
Psychomotor
Reported by: Fern Anne F. Siasico
omotor

Focuses on physical skills, movement,

coordination, and the use of motor skills.
Examples of Psychomotor Skills:

• Writing letters and numbers properly

• Drawing or painting in art class
• Doing physical exercises or sports
• Demonstrating physical exercises in PE classes
• Playing musical instruments or participating in dance
mportant?

Teaching and assessing Psychomotor skills ensures learners:

• Apply what they learn through action
• Improve coordination and control
• Gain confidence in doing hands-on tasks
ess these skills?
3.6 DOMAIN III:
AFFECTIVE (Attitude)
 The affective domain refers to the
way in which we deal with situations
emotionally such as feelings,
appreciation, enthusiasm,
motivation, values and attitude.
The Taxonomy is ordered into 5 levels
as the person progresses towards
internalization in which the attitude or
feeling consistently guides or controls
a person’s behavior.
Figure 3. The Categories/Levels of Affective Domain Learning Objectives Arranged Hierarchically
 Learning Outcomes
Categories/Levels Outcomes Verbs
Statements
3.1 Receiving : being aware or sensitive to something and being  Select Listen to others with respect
willing to listen or pay attention  Point to
 Sit
 Choose Try to remember profile and facts
 Describe

Table 4: The 


Follow
Hold
Identify
Categories / 

Name
Reply

Levels of
the 3.2 Responding: showing commitment to respond in some
measure to the idea or phenomenon



Answer
Assist
Comply
Participate in discussions, gives expectations; know the rules and
practice them; question concepts in order to understand them
well
Affective 

Conform
Discuss

Domain 


Greet
Help
Perform
 Practice
 Read
 Recite
 Report
 Tell
 Write
  Complete
 Demonstrate
 Differenti ate
 Explain
 Follow
3.3 Valuing: showing willingness to be perceived as valuing or  Invite
Demonstrate belief in the concept or process; show ability to resolve
favoring certain ideas  Join
 Justi fy
 Propose
 Report
 Share
 study

3.4 Organizing: arrange values into priorities, creating a unique value system by  Arrange Accept responsibility, recognize the need for balance between freedom and
comparing, relating and synthesizing values  Combine responsible behavior, explain how to plan to solve problem; prioritize the effectively
 Complete for family, work and personal life problems/ conflicts propose plan for improvement,
 Adhere information management/ supervisor on matters that need attention
 Alter
 Defend
 Explain
 Formulate
 Integrate
 Organize
 Relate
 synthesize

3.5 Internalizing; practicing value system that controls one’s behavior, exhibiting  Act Show self-reliance when asking; cooperate in group activities; demonstrate objectivity
behavior that is consisted pervasive, predictable and characteristics of the person.  Display in problem-solving; revise judgement in light of new evidence, value people for what
In some source, internalizing is equated to characterization.  Influence they are and not for how they look
 Listen
 Discriminate
 Modify
 Perform
 Revise
 Solve
 verify