LEARNING OUTCOMES 1
Learning Outcomes
Student name
Institutional Affiliation
Date
LEARNING OUTCOMES 2
Learners should improve their capacity to recall concepts they learned previously.
Learning is a continuous process, and the things that one encounters at an earlier stage of
learning lays the foundation for more complex ideas (McKeachie & Svinicki, 2013). Therefore,
the ability to recognize and define earlier concepts is essential to ensuring that the learning
process yields expected outcomes.
Learners should develop the ability to understand different concepts and explain them
using a different choice of words. While students are exposed to the same curriculum and
interact with the same concepts, individual differences play a massive role in their
comprehension (McKeachie & Svinicki, 2013). Therefore, the tutor’s role will not be to suppress
each learners’ individuality but to encourage them to express themselves. Defining words
differently and citing examples from their experiences is key to fostering better learning.
Learners are expected to develop the ability to apply the concepts they have learned in
new scenarios (Wilson, 2016). Knowledge is of no use if one cannot apply its general concepts
and principles to common occurrences within and outside the school setup.
Learners should develop the ability to judge concepts based on their constituent elements,
distinguishing different ideas, and noting the existence of possible linkages (Wilson, 2016).
Beyond understanding each concept as an independent entity, learners should endeavor to
appraise them holistically and determine where they fall in the broader framework. Generally,
one will expect that the topics specified under a particular course are related. Even when such
linkages are not stated explicitly, it is imperative o the students to exercise their higher-order
critical thinking skills and identify such connections or the points of deviation, if any.
LEARNING OUTCOMES 3
Learners should be able to determine whether material fits a particular category as
perceived from its ability or failure to meet specified thresholds (Wilson, 2016). This facet is
intended to measure the learners’ capacity to exercise proper judgment and objectively decipher
the characteristics of different concepts and categorize them appropriately.
LEARNING OUTCOMES 4
References
McKeachie, W., & Svinicki, M. (2013). McKeachie’s Teaching Tips (14th edition). Cengage
Learning.
Wilson, L. O. (2016). Anderson and Krathwohl–Bloom’s taxonomy revised. Understanding the
New Version of Bloom’s Taxonomy.
