According to KICD, learning outcomes are what learners are expected to achieve at the end of lessons. Generally, capturing: Lesson Learning Outcomes (LLOs) and Specific Learning Outcomes (SLOs). So, as I sit to ideate and write the 46th essay on CBE, I can say, a typical learning outcome has four features. One, it’s based on a concept derived from curriculum. Two, it contains an action verb denoting expected learners’ behaviour. Four, it covers domains of learning — knowledge (cognitive), skills (psycho-motor) and attitude (affective); for balanced competency development.
Therefore, learning outcomes are end results or what learners are able to demonstrate upon completion of lessons, strands or sub-strands. They express what learners are expected to do after going through learning experience. They depict expected observable behaviourial changes in learners after learning experience.
Specific Learning Outcomes (SLOs)
SLOs are strand-specific. It’s somehow not possible to cover whole strand or sub-strand in one lesson of 40 minutes. Therefore, calling for imperative interpretive role of teachers on curriculum design: to ascertain certain concepts worth coverage within the 40 minutes. It’s what my fellow scribe Tony Brian Ochieng’ describes as breaking down strands and sub-strands to manageable concepts. For example, in English, in case strand or theme is grammar in use, and sub-strand is word classes such as nouns, pronouns, verbs, adverbs, et cetera, this can’t be covered in 40 minutes; calling for designing lesson learning outcomes (LLOs).
Generating LLOs from SLOs
Specific lesson outcomes (SLOs) should be achieved at the end of a strand. While lesson learning outcomes (LLOs) should be achieved at the end of lessons. SLOs that can’t be achieved in a single lesson should be broken down into LLOs. Therefore, a teacher of English can achieve a lesson on nouns with the following LLOs: Identify types of nouns in sentences. Use nouns in sentences. Appreciate use of nouns in sentences. In breaking down SLOs into LLOs, educators should carefully consider. Firstly, scope of SLO as per the curriculum design. Secondly, concept(s) to be developed during the lesson. Thirdly, element of competency being broken down. Additionally, expected skills to be developed by the end of the lesson. Moreover, learning experiences learners will achieve in the SLO. Furthermore, observable assessment evidence expected. Then, resources available to attain the SLO.
Lesson Learning Outcomes (LLOs)
LLO is a statement lucidly illustrating what learners will do to demonstrate competence by the end of a lesson. The action should demonstrate three domains of learning. One, knowledge, focusing on acquisition of facts, ideas, concepts, application, synthesis and evaluation of information. Two, skills, using knowledge acquired to perform certain tasks against given standard. The standard to which learners should perform tasks is called competence. Three, attitude, describing beliefs and personal attributes learners acquire influencing performance.
Verb, Object and Context in LLOs
An apt LLO begins with action verb; followed by object of the verb and phrase giving context. Haply, only one verb is used in a learning outcome. Learning outcome should be observable. Learning outcomes should be amenable to assessment. Therefore, educators should dodge vague terms such as know, understand, learn, be familiar with, be exposed to, be acquainted with or be aware of. The verb used should represent the aforesaid domains of learning.
Examples of action verbs for knowledge include: State, name, highlight, mention, recognise, list, explain, identify, define, differentiate, distinguish, recall, outline, et cetera. Action verbs for skills include: Describe, draw, calculate, solve, analyse, project, present, narrate, sort, use, measure, demonstrate, et cetera. Action verbs for attitude include: Desire, take interest, compliment, appreciate, enjoy, support, respect, value, encourage, celebrate, promote, accept, et cetera. So, in Computer Studies, LLOs can read. By the end of the sub-strand the learner should be able to: Identify types of operating systems used in digital devices. Use an operating system to organise files and folders in a computing device. Appreciate the role of operating systems in an ICT device.
Then, learning outcome also has an object, which answers the question “what”. For instance, by the end of the sub-strand the learner should be able to: Identify types of operating systems used in digital devices. Use an operating system to organise files and folders in a computing device. Appreciate the role of an operating system in an ICT device. Likewise, learning outcome also has a context, which answers the question “why”, “where”, “how” and “when”. For example, by the end of the sub-strand the learner should be able to: Identify types of operating system used in digital devices. Use an operating system to organise files and folders in a computing device. Appreciate the role of operating systems in an ICT device.
LLOs and Bloom’s Taxonomy
Finally, Lesson Learning Outcomes (LLOs) in Senior School (Grades 10-11) should address higher order thinking skills as pointed out in Bloom’s Taxonomy. In 1956, University of Chicago Professor Benjamin Bloom, with four collaborators — Max Englehart, Edward Furst, Walter Hill and David Krathwohl — published a framework for categorising educational goals known in popular parlance as Taxonomy of Educational Objectives also known as Bloom’s Taxonomy. In Multiple Intelligences in the Classroom, Thomas Armstrong contends, Bloom’s Taxonomy provides a kind of quality-control mechanism through which educators can judge how deeply learners’ minds have been stirred by a multiple intelligence (MI) curriculum.
Meaning, in its schema, it’s a cognitive domain, with 3 high and 3 low levels of complexities educators use to gauge how instructions stimulate or develop students’ low-and-high-order-thinking capacities. One, knowledge, which tests rote memory skills such as knowing facts, terms, procedures and classification of systems. Two, comprehension, the ability to translate, paraphrase, interpret, or extrapolate material. Three, application, the capacity to transfer knowledge from one setting to another. Four, analysis, discovering and differentiating component parts of a larger whole. Five, synthesis, weaving together component parts into a coherent whole. Six, evaluation, judging value or utility of information using a set of standards.
By Victor Ochieng’
Victor Ochieng’ is rolls out talks and training services. He re-tools educators on CBE/CBC.
vochieng.90gmail.com. 0704420232
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
