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Learning outcomes are statements that describe the information or skills students ought to acquire by the tip of a specific assignment, class, course, or program, and facilitate students perceive why that information and people skills are going to be helpful to them.
They target the context and potential applications of information and skills, facilitate students connect learning in varied contexts, and facilitate guide assessment and analysis.

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Learning outcomes ought to define the foremost central and essential components of a selected course or program.
They will additionally form assessment. As such, the method of developing learning outcomes offers a chance
for reflection on what's most important to assist learners gain this information and these skills.
Considering:
(1) key words for the course,
(2) desired forms of learning, and
(3) the context during which the data and skills gained within the course are going to be used, as well as doable applications, provides a foundation for the event of learning outcomes.

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LEARNING OUTCOMES VS. LEARNING OBJECTIVES?

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LEARNING OUTCOMES VS. LEARNING OBJECTIVES?

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Some students build no distinction between the 2 terms; those that do sometimes recommend that learning outcomes as a set or style of learning objective.
Learning objectives, for instance, could define the fabric the teacher intends to hide or the disciplinary queries the category can address.
By distinction, learning outcomes ought to target what the student ought to recognize and realistically be ready to interact the top of an assignment, activity, class, or course.
The same goals self-addressed by learning objectives will be equally self-addressed by learning outcomes, however by that specialize in the applying and integration of the course content from the attitude of the student, learning outcomes will additional expressly and directly address expectations for student learning.

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Bloom’s Taxonomy provided six classes that delineate the psychological feature processes of learning: data, comprehension, application, analysis, synthesis, and analysis. The classes were meant to represent instructional activities of skyrocketing complexness and abstraction. Bloom and associated students found that the first Taxonomy addressed solely a part of the learning that takes place in most educational settings, and developed complementary taxonomies for the emotive Domain (addressing values, emotions, or attitudes related to learning) and therefore the activity Domain (addressing physical skills and actions). These will give alternative helpful classifications of varieties of data that will be vital components of a course.

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Bloom’s Taxonomy of Educational Objectives is especially helpful as a result of it associates particular verbs with every level of learning though Bloom’s Taxonomy may be a hierarchy, every style of learning may be a valuable side of a course.
Ultimately, however, learning outcomes ought to concentrate on the “higher order thinking” found within the highest levels of the Taxonomy: analyze, evaluate, and create. Bloom’s Taxonomy was developed in 1956, and was revised in 2001 by Bloom’s colleagues, Lorin Anderson and David Krathwohl.

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Bloom's Taxonomy: Why, How, & Top Examples

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It is considered to be essential for education and even more so for international business and in all kinds of global communication even more so when teachers carry out a needs analysis process in their classes to help students to participate this will contribute to the academic activities and data collection to design courses and programs based on student needs.

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MY OPINION ABOUT THE IMPORTANCE OF TEACHERS TO USE BLOOM'S TAXONOMY

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MY OPINION ABOUT THE IMPORTANCE OF TEACHERS TO USE BLOOM'S TAXONOMY

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I think that Bloom’s taxonomy facilitates the lecturers to think and analyze their teaching and student’s learning, and as a result, it helps them to state clear objectives which may help the lecturers to arrange lessons consequently. In conclusion, Bloom’s Taxonomy helps the lecturers to grasp the objectives of schoolroom teaching, it guides students to alter the complexness of the queries and it helps them to attain higher levels of hierarchy.

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Advantages of conducting a needs analysis process

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Advantages of conducting a needs analysis process

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* Find out the interests and background of the students.
* Diagnose the presence between perspectives of educators and students on learning a foreign language.
* Motivate students to learn the foreign language.
* Reduce the distance of the current performance with the students.
* Help teachers to create new tools more useful in improving teaching.

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* Questionnaires.
* Self-ratings.
* Interviews.
* Meetings .
* Observation .
* Task analysis.
* Collecting learner language samples.
* Task analysis.
* Case studies .
* Analysis of available information.

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1.- Situation analysis: seeks information on the linguistic requirements that students face in learning.
2.- The analysis of the deficiencies: they are the current wishes of the students as well as the beliefs.
3.- The analysis of the current situation: deals with the competences of the students at the beginning of their learning.
4.- The learning-oriented analysis: considered as the needs must be negotiated between the students and other interested parties.
5- Strategies analysis efforts: find out the preferences of the students in terms of learning strategies.
6- The analysis of the means: they are preconceptions in terms of practicality, logistics and adequacy.
7.- The linguistic audit: it is a vision of the AN to get involved with the professional and governmental sectors.
8.- The analysis of the menu: includes the main courses among the sponsors.
9.- Computer analysis: it matches the perceived needs with a database.

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DIFFERENT KINDS OF NEEDS
STUDENT: in many cases they need more individual support for academic activities or at home.
TEACHERS: use better strategies to develop the student's skills or perhaps for teaching grammar.

THE INFORMATION OBTAINED WILL BE USED FOR:
· Evaluate the previous curriculum or program

· Planning goals or objectives for a future program

· Better the development of tests or assessment

· Develop teaching materials to improve the academic process

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When the student tends to have a need is when as teachers we must act, because it would be the right time to consider the needs of the student once the problem is understood, our most effective method is the collection of data and make evaluations that determine the capacity of knowledge that It has our students and teachers, from there comes the ease of carrying out a study program where we can solve the learning problem.

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Ruiz Avellán, J. ; Izquierdo Alonso, M ; Piñera Lucas, J. T. Los estudios de usuarios en los programas de gestión de calidad. Propuesta de un marco teórico integrador para el estudio del usuario de información. VI Jornadas Españolas de Documentación, 1998. Disponible en: http://fesabid98.florida-uni.es/Comunicaciones/m_izquierdo/m_izquierdo.htm

Rodríguez, N., & Trujillo P. (2009). Selección Efectiva de Personal Basada en Competencias. Recuperado el 5 de Marzo del 2011, de la fuente. www.ilo.org/public/spanish/region/.../i.htm competencia

Koontz, H., Weihrich, H. y Cannice, M. (2008) Administración una perspectiva global y empresarial. Decimotercera edición. Ed. McGraw-Hill/interamericana editores, S.A. de C.V., México, pp. 106, 107, 133, 134, 216.
https://www.itson.mx/publicaciones/pacioli/Documents/no75/63a.-_determinacion_de_necesidades_actimielx.pdf

Toronto, U. o. (s.f.). Center of teaching support and innovation. Obtenido de https://teaching.utoronto.ca/teaching-support/course-design/developing-learning-outcomes/what-are-learning-outcomes/

Wesolowski, B. & Payne, P. (2020). Developing Learning Outcomes, Assessment Tasks, and Scoring Devices, pp. 45-81. DOI: https://doi.org/10.4324/9780429202308-4.