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The Objective of IslamicEducation is to bring a change in

the perspective of the learner, aparadigm shift, that provideshim and her with the mental

courage and physical strength toimplement what has been learnt.

(mjm)

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MJM

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The principal question asked of the

student is not

what did you do to obtain your

certificate?

but rather

what can you do now that you have

obtained your degree?

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The traditional way of designing modules andprogrammes was to Moving from a teacher-startfrom the content of the course

Teachers decided on the content centred approach They intended to teach, planned how to teach this

content and then assessed the content This type of approach focussed on the teachers input

and on assessment in terms of how well the studentsabsorbed the material taught

Course descriptions referred mainly to the content of

the course that would be covered in lessons.Criticism: it can be difficult to identify precisely

what the student has to be able to do in order topass the module or programme.

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From teacher centred approach to a studentcentred approach

This focuses on what the students are expectedto be able to do at the end of the lesson or

programme Is commonly referred to as an outcome-based

approach Statements called intended learning outcomes,

commonly shortened to learning outcomes, are

used to express what it is expected thatstudents should be able to do at the end of thelearning period.

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1. Learning outcomes are statements of what is expected that

the student will be able to do as a result of learning the

activity.

2. Learning outcomes are statements that specify what

learners will know or be able to do as a result of a learning

activity. Outcomes are usually expressed as knowledge,skills or attitudes.

3. Learning outcomes are an explicit description of what a

learner should know, understand and be able to do as a

result of learning.

4. Learning outcomes are statements of what a learner isexpected to know, understand and/or be able to

demonstrate after completion of a process of learning.

5. Learning outcomes are explicit statements of what we want

our students to know, understand or be able to do as a result

of completing our courses.

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Learning outcomes focus on what the

learner has achieved rather than the

intentions of the teacher;

Learning outcomes focus on what the

learner can demonstrate at the end of a

learning activity.

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Learning outcomes are statements of what

a learner is expected to know,

understand and/or be able to

demonstrate after completion of a

process of learning.

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The aim of a module or programme is abroad general statement ofAims teachingintention, i.e. it indicates what the teacherintends to cover in a block of learning

Aims are usually written from the teacherspoint of view to indicate the general contentand direction of the module

For example, the aim of a lesson could be

to introduce students to the Five Pillars ofIslam or to teach the main events ofSeerah.

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The objective of a lesson is usually aspecific statement of teaching intention,i.e. it indicates one of the specific areas

that the teacher intends to cover in ablock of learning

For example, one of the objectives of amodule could be that students wouldknow what are the Five Pillars.(In some contexts, objectives are also referred to as

goals).

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Thus, the aim of a lesson gives the broad

purpose or general teaching intention of

the lesson, whilst the objective gives

more specific information about what

the teaching of the lesson hopes to

achieve.

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Lack of clear definitionBasically the term objective tends to

complicate the situation, because objectivesmay be written in terms of teaching intentionor expectedlearning

This means that some descriptions are of theteaching in the module and some are of thelearning

This general lack of agreement as to theformat of objectives is a complication, andjustifies the abandonment of the use of theterm objective in the description of lessons

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So there is a confusion they are written in

terms of teaching intention and other

times they are written in terms of

expected learning, i.e. there is confusion

in the literature in terms of whether

objectives belong to the teacher-centred

approach or the outcome-basedapproach

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1. Most teachers who have worked on thedevelopment of objectives for lessons haveencountered the above problem.

2. One of the great advantages of learning outcomesis that they are clear statements of what the learneris expected to achieve and how he or she isexpected to demonstrate that achievement.

3. Thus, learning outcomes are more precise, easier tocompose and far clearer than objectives.

4. From one perspective, learning outcomes can be

considered as a sort of common currency thatassists lessons to be more transparent

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Aims Outcomes

Know Distinguish between

Understand Choose

Determine Assemble

Appreciate Adjust

Grasp Identify

Become familiar Solve, apply, list

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Begin each learning outcome with an action verb, followedby the object of the verb followed by a phrase that gives thecontext.

Use only one verb per learning outcome. Avoid vague terms like know, understand, learn, be familiar

with, be exposed to, be acquainted with, and be aware of.These terms are associated with teaching objectives ratherthan learning outcomes.

Avoid complicated sentences. If necessary use more onethan one sentence to ensure clarity.

Ensure that the learning outcomes of the module relate to

the overall outcomes of the programme. The learning outcomes must be observable andmeasurable.

Ensure that the earning outcomes are capable of beingassessed.

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When writing learning outcomes, bear in mind the timescale within whichthe outcomes are to be achieved. There is always the danger that one canbe over-ambitious when writing learning outcomes. Ask yourself if it isrealistic to achieve the learning outcomes within the time and resourcesavailable.

As you work on writing the learning outcomes, bear the mind how theseoutcomes will be assessed, i.e. how will you know if the student hasachieved these learning outcomes? If the learning outcomes are verybroad, they may be difficult to assess effectively. If the learning outcomesare very narrow, the list of learning outcomes may be too long anddetailed.

Before finalising the learning outcomes, ask your colleagues and possiblyformer students if the learning outcomes make sense to them.

When writing learning outcomes, for students at levels beyond first year,

try to avoid overloading the list with learning outcomes which are drawnfrom the bottom of Blooms taxonomy ( e.g.Knowledge andComprehension in the cognitive domain). Try to challenge the students touse what they have learned by including some learning outcomes drawnfrom the higher categories

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1. The Complete Name of the Book2. The Lesson No.3. The Name of the Corresponding Topic in

the Textbook or Activity Book with Page

No.4. The Introduction of the particular lesson5. Well defined student learning outcomes6. Methodology and Activity

7. Method of informal and formal assessment8. If there is an Activity sheet, a picture of the

activity9. Any important tips or Ideas