Stage 3: Set Learning Outcomes
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Setting learning outcomes is the third stage of curriculum development. Learning outcomes are at the core of an effective curriculum. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Effective learning outcomes are developed based on an understanding of learners' needs (Stage 1: Understand Needs) and are guided by your program's focus (Stage 2: Determine Focus). Learning outcomes are measurable and observable, which allow you to assess them throughout your program (Stage 4: Integrate Assessment). Placing clear and appropriate learning outcomes at the core of the curriculum helps program providers demonstrate accountability to all stakeholders (Stage 5: Demonstrate Accountability).
In this framework, learning outcomes are provided in four strands:
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Reading
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Writing
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Literacy strategies
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Habits of mind
The framework also provides additional resources that provide more in-depth information on:
Oral skill development is a key component of any effective ESL literacy program. Include learning outcomes related to listening, speaking and pronunciation in your curriculum. The recommended resource to guide you in this process is the Canadian Language Benchmarks 2000: English as a Second Language for Adults.
A learning outcome is a statement of what a learner can do as a result of a learning experience. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Reading is the process of identifying and comprehending the meaning of words, characters or symbols in printed or written material. Decoding skills contribute to effective reading comprehension. The learning outcomes for reading in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
Stakeholders are the people who are involved in the program or are affected by what occurs in the program. Key stakeholders in adult ESL Literacy programs include learners, instructors, program administrators, funders and community members.
Writing is the process of communicating ideas or information through text. Effective writing involves using a variety of strategies to plan, compose, revise and edit text. The learning outcomes for writing in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
A learning outcome is a statement of what a learner can do as a result of a learning experience. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Reading is the process of identifying and comprehending the meaning of words, characters or symbols in printed or written material. Decoding skills contribute to effective reading comprehension. The learning outcomes for reading in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
Stakeholders are the people who are involved in the program or are affected by what occurs in the program. Key stakeholders in adult ESL Literacy programs include learners, instructors, program administrators, funders and community members.
Writing is the process of communicating ideas or information through text. Effective writing involves using a variety of strategies to plan, compose, revise and edit text. The learning outcomes for writing in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
A learning outcome is a statement of what a learner can do as a result of a learning experience. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Reading is the process of identifying and comprehending the meaning of words, characters or symbols in printed or written material. Decoding skills contribute to effective reading comprehension. The learning outcomes for reading in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
Stakeholders are the people who are involved in the program or are affected by what occurs in the program. Key stakeholders in adult ESL Literacy programs include learners, instructors, program administrators, funders and community members.
Writing is the process of communicating ideas or information through text. Effective writing involves using a variety of strategies to plan, compose, revise and edit text. The learning outcomes for writing in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
A learning outcome is a statement of what a learner can do as a result of a learning experience. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Reading is the process of identifying and comprehending the meaning of words, characters or symbols in printed or written material. Decoding skills contribute to effective reading comprehension. The learning outcomes for reading in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
Stakeholders are the people who are involved in the program or are affected by what occurs in the program. Key stakeholders in adult ESL Literacy programs include learners, instructors, program administrators, funders and community members.
Writing is the process of communicating ideas or information through text. Effective writing involves using a variety of strategies to plan, compose, revise and edit text. The learning outcomes for writing in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
A learning outcome is a statement of what a learner can do as a result of a learning experience. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Reading is the process of identifying and comprehending the meaning of words, characters or symbols in printed or written material. Decoding skills contribute to effective reading comprehension. The learning outcomes for reading in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
Stakeholders are the people who are involved in the program or are affected by what occurs in the program. Key stakeholders in adult ESL Literacy programs include learners, instructors, program administrators, funders and community members.
Writing is the process of communicating ideas or information through text. Effective writing involves using a variety of strategies to plan, compose, revise and edit text. The learning outcomes for writing in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
A learning outcome is a statement of what a learner can do as a result of a learning experience. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Reading is the process of identifying and comprehending the meaning of words, characters or symbols in printed or written material. Decoding skills contribute to effective reading comprehension. The learning outcomes for reading in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
Stakeholders are the people who are involved in the program or are affected by what occurs in the program. Key stakeholders in adult ESL Literacy programs include learners, instructors, program administrators, funders and community members.
Writing is the process of communicating ideas or information through text. Effective writing involves using a variety of strategies to plan, compose, revise and edit text. The learning outcomes for writing in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
A learning outcome is a statement of what a learner can do as a result of a learning experience. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Reading is the process of identifying and comprehending the meaning of words, characters or symbols in printed or written material. Decoding skills contribute to effective reading comprehension. The learning outcomes for reading in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
Stakeholders are the people who are involved in the program or are affected by what occurs in the program. Key stakeholders in adult ESL Literacy programs include learners, instructors, program administrators, funders and community members.
Writing is the process of communicating ideas or information through text. Effective writing involves using a variety of strategies to plan, compose, revise and edit text. The learning outcomes for writing in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
A learning outcome is a statement of what a learner can do as a result of a learning experience. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Reading is the process of identifying and comprehending the meaning of words, characters or symbols in printed or written material. Decoding skills contribute to effective reading comprehension. The learning outcomes for reading in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
Stakeholders are the people who are involved in the program or are affected by what occurs in the program. Key stakeholders in adult ESL Literacy programs include learners, instructors, program administrators, funders and community members.
Writing is the process of communicating ideas or information through text. Effective writing involves using a variety of strategies to plan, compose, revise and edit text. The learning outcomes for writing in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
A learning outcome is a statement of what a learner can do as a result of a learning experience. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Reading is the process of identifying and comprehending the meaning of words, characters or symbols in printed or written material. Decoding skills contribute to effective reading comprehension. The learning outcomes for reading in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
Stakeholders are the people who are involved in the program or are affected by what occurs in the program. Key stakeholders in adult ESL Literacy programs include learners, instructors, program administrators, funders and community members.
Writing is the process of communicating ideas or information through text. Effective writing involves using a variety of strategies to plan, compose, revise and edit text. The learning outcomes for writing in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
A learning outcome is a statement of what a learner can do as a result of a learning experience. Effective learning outcomes are specific, measurable, observable and achievable within a realistic time frame.
Reading is the process of identifying and comprehending the meaning of words, characters or symbols in printed or written material. Decoding skills contribute to effective reading comprehension. The learning outcomes for reading in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
Stakeholders are the people who are involved in the program or are affected by what occurs in the program. Key stakeholders in adult ESL Literacy programs include learners, instructors, program administrators, funders and community members.
Writing is the process of communicating ideas or information through text. Effective writing involves using a variety of strategies to plan, compose, revise and edit text. The learning outcomes for writing in this curriculum framework align with the literacy Phases provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners (Centre for Canadian Language Benchmarks, 2000).
