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Learning outcomes in the educational process describe the skills and knowledge needed to plan, develop and promote learning activities so that students understand the value of information as a learning outcome.

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Learning outcomes vs learning objectives.

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Learning outcomes vs learning objectives.

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First, a learning objective is the teacher's goal for producing and delivering his or her course. They are the concrete questions that the teacher wishes to have arise in his or her course. On the other hand, learning outcomes are the concrete and measurable reasoning and capabilities that the learner will gain from taking the course.
LEARNING OUTCOMES

They are written from the student's perspective and are therefore meaningful to students.

Learning outcomes provide learners with a universal understanding of the knowledge they are expected to acquire in a course.

Learning outcomes further guide instructors in developing assessments that are authentic and meaningful to the learner.

LEARNING OBJECTIVES

Learning objectives usually refer to activities or steps to achieve the course objectives set by the instructor.

Learning objectives describe the goals and intentions of the instructor teaching the course.

It establishes what the course will have provided to the learner.

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https://www.youtube.com/watch?v=HXAoe1hhtc8

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Learning Outcomes vs. Learning Objectives

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The SMART(TT) method :

SPEAK TO THE LEARNER: learning outcomes should refer to what the learner will know or be able to do at the end of the course.

MEASURABLE: learning outcomes should indicate how learning will be assessed.

APPLICABLE: learning outcomes should emphasize the ways in which the learner can use the knowledge or skills acquired.

REALISTIC: all learners who successfully complete the activity or course should be able to demonstrate the knowledge or skills addressed in the outcome.

TIME-LIMITED: the learning outcome should establish a time frame for the acquisition of the knowledge or skills;

TRANSPARENT: should be easily understood by the learner; and

TRANSFERABLE: should refer to knowledge and skills that will be used by the learner in a wide variety of contexts.

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Learning outcomes offer some advantages as: promotng a stundent-centered approach to curriculum planning, provide clarityin the system,demostrate coherence and offer better information to know the expectations about teacher and student.
It is important to take into account the tools to develop the learning outcomes, because it helps teachers to help students to develop their skills and increase the knowledge.

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It has 6 levels, every one represent cognitive skills ad learning behavior.

Remembering: In this level we find basic things as recall facts or remember previously learned concepts.

Understanding: Students can compare, interpret and combine information.

Applying: We can apply the knowledge acquired to new situations.

Analyzing: We can divide into different parts the information, identify reasons, causes, motives and find evidence to support the arguments we want to use.

Evaluating: Here you can make judgements and defend the opinionon evidence.

Creating: In this advanced level, we can combine the information and then alternate solutions.

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Target situation analysis: It looks for information on the languaje requirements while learning.

Deficiency analysis: Analysis of their needs, wants and target situation shortages

Present situation analysis: The first competences of students

Learning-oriented analysis: Analysis the needs to negotiate between students and other stakeholders.

Strategy analysis: The strategy of learners to learn.

Means analysis: Focuses on the learning situatios as few preconceptions.

Languaje audit analysis: This takes the analysis in strategies.

Set menu analysis: Creates a menu including the main courses from the sponsor can select.

Computer based analysis: Computer matches the perceived needs to a database.

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As we know, English is a global languaje. Then, needs analysis is important to do because it helps to teacher conducting their students to participate in their learning.

Whatever is the reason to learn and speak English for everyone, it is a great oportunity to open new doors to the information or relationships even, as an outcome, yo can get a new job because of knowing English.

For some people, it results difficult to learn a foreign languaje, but that is why it is important to make a needs analysis and create a goo strategy.

Important points for making a needs analysis:

Find learnes interests

Diagnose the gap between the teachers and studets perspectives

Motivate students about their real reason to learn a foreign languaje

Bridge the gap between current learners performance and their ideal stage

To help teachers take a good decision about the tools to use

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Important things in metholody.

The first one is to determinethe audience

Identify the target population to detrmine if we have a sampling group

Select the approach to colect the information.

Finally, we can use several instruments to gather the information as questionnaires, sample questions, self ratings, interviews, meetings, observations, task analysis, case studies,  and analysis of available information.

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Gap Analysis Template

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Different types of needs can be identified, based on the analysis obtained through data collection, one need may be the support needed by individual students. Based on this, teachers identify other strategies that allow them to develop their students' skills. Finally, the information obtained will be used to:

Evaluate the previous curriculum

Plan goals for a future program

Improve test development

Develop didactic material

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- Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

- Bouchrika, I. (2022) Needs analysis: Definition, Importance & Implementation. Retrieved from: https://research.com/research/needs-analysis

- Popenici, S. Millar, V. (2015) Writing learning outcomes. Retrieved from: https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0007/2296861/MCSHE-Learning-Outcomes-Guide-web-Nov2015-rev2021.pdf

- Sava, S. (2012). Methods of Needs Analysis in Educational Context. Study Guides in Adult Education. pp. 59-88. DOI: https://doi.org/10.2307/j.ctvbkjvs2.8

-Valamis. (2022).Learning Outcomes.  https://www.valamis.com/hub/learning-outcomes

-MasterSoft. (2021). Learning Outcomes: Types, benefits, and
examples of Learning Outcomes. Google.com.
https://www.google.com/amp/s/www.iitms.co.in/blog/learning-outcomes-types-benefits-examples/amp.html

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The importance to evaluate learning outcomes to improve the process of teaching English as a foreign language

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The importance to evaluate learning outcomes to improve the process of teaching English as a foreign language

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It is important to evaluate the learning results because in this way we will be able to know what skills, knowledge and behaviors the students managed to acquire at the end of a learning period. For this, the methods, the training activities, as well as the evaluation systems must be coordinated to achieve the expected learning results. In addition to the fact that students and teachers must have knowledge of them, hence both know what is expected of them. Thus, at the end of the course, the teacher will know which strategies worked and which did not to implement new strategies that allow creating more effective learning. In addition to being able to know what knowledge must be reinforced so that the student reaches the level of learning according to the level at which he is.

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It is important to:

Determine the audience, in order to make sure that the information is correct so that it can achieve the purposes of the process.

Identify the population from which information will be collected in order to later check it in a sample (representative group).

Select the approach with which the information will be collected.

Design questionnaires that can be used with large groups, but that are easy to tabulate and analyze.

Ask sample questions.

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The following should also be done:

Self-assessments, so that students can test themselves.

Interviews, so that questions can be prepared more accurately.

Meetings to gather information quickly.

Observation to determine the attitude of the students.

Task analysis based on students' knowledge.

Collection of language samples from students.

Task analysis.

Case studies

Analysis of available information.

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To learn more about the topics you can visit the following links:

-https://www.youtube.com/watch?v=YHbjhcmAYac
-https://www.youtube.com/watch?v=4sHX3MiPGFc
-https://www.youtube.com/watch?v=0g9sGNWFuVc

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Explain when, why, and how to evaluate student´s needs and preferences in learning English to solve this absence of knowledge, skills, or both.

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Explain when, why, and how to evaluate student´s needs and preferences in learning English to solve this absence of knowledge, skills, or both.

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It is necessary to evaluate the needs and preferences of the students so that they do not have a lack of knowledge and/or skills, so that the teacher can design the English learning course based on the needs, background and interests of their students. This educational process must be applied at the beginning of the course, since that is when we can know the learning styles and what motivation is necessary for them to learn effectively, therefore, use the appropriate methodologies so that all the learning needs of students are met. the entire class group. For this, the methodology that must be applied is to determine an audience, choose a target population and finally select an approach to obtain the information. In addition to this, one or several techniques and instruments must be chosen to conduct the analysis of needs and be able to determine what the course of the teacher is in terms of strategies, training activities and ways of evaluating students.

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Why it is important for teachers to use Blooms ‘taxonomy to write measurable learning outcomes?

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Why it is important for teachers to use Blooms ‘taxonomy to write measurable learning outcomes?

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Blooms taxonomy is a very useful tool for writing measurable learning outcomes since it allows defining and classifying by hierarchical levels how student learning evolves. Therefore, this framework allows to have a knowledge base to design the course and thus define the learning results, as well as track and improve the progress of the students.