A learning outcome is the end product of any lesson executed in the classroom. It internalizes factual knowledge and endorses conceptual understanding of the information communicated during routine classroom activities. It is an important part of the lesson plan as it is derived from the attainment target, suggested in the scheme of work. An ideal learning outcome is one that ensures progression, coherence, and, relevance to guarantee sustainability.
Progression is the most important feature of any learning outcome. If the progression matrix is missed out, the concept wanders in the minds of pupils for a short period of time. It has neither a base to build on the conceptual understanding of the lesson nor does it is able to ensure continuity in the next lesson. For example, if a child is being taught about plants, it should reiterate the concepts taught in previous Units, say, Life processes. Ask them to describe and write all the facts that make the real plant seem alive. Refer to Unit 1 and apply the life processes to plants. Help them understand that plants are living things because they grow, respond to their environment, need food and water, and make new plants like themselves. In simple words, a lesson that is connected with the previous topic and makes the connection with upcoming topics is said to contain progression.
Next, is coherence. Progression is vertical coherence, that is, connections within a subject. However, the horizontal interconnectedness among different subjects is referred to as coherence. A connection of a concept with other subjects is as necessary as progression is. In a vast world of knowledge, where a child is exposed to a multitude of subjects, a coherent learning outcome will provide an easy adjustment, adaptability, and confidence, for the child to interact in the fast-changing world. For example, the use of Simple Machines, which is a scientific concept, can be connected with characteristics of Early History, a concept of social studies. Thus, coherence rules out the possibility of isolation of subjects taught to the child at a particular level.
Then comes relevance. It is necessary that a child knows where to apply the knowledge that is being imparted to him/her through various channels during school. For instance, teaching the concept of fractions could have relevance to daily life experiences to better ensure the durability of the concept being taught. Once the child is aware of why he is being taught a certain concept, he begins to apply that knowledge in daily life. And once the knowledge is applied, it ensures sustainability and durability.
In a nutshell, the best learning outcome guarantees a clarity of the conceptual understanding of current topics through the discourse of progression, and the application of areas learned through the discourse of relevance and excites pupils about the next themes through the discourse of coherence.
Sidra Shahid