Teaching And Learning in General Programs (TALG)

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M1U6 Program Outcomes
Recap

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 Understood the role of Accreditation
 Understood the criteria of NAAC accreditation
 Understood the centrality of closing the quality loop at the levels of COs, and POs and PSOs

M1U6: Outcomes

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M1U6-1: Identify Program Outcomes (POs) of general higher education programs, and understand the
nature PO1, PO2 and PO3 of the selected POs.

Levels of Outcomes

 Program Outcomes: POs are statements that describe what the students should be able to do at

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the time of graduation from a general higher education program. They need to be identified by the
University.
Program Specific Outcomes: PSOs are statements that describe what the graduates of a specific
general program should be able to do. A department can differentiate its program from similar
programs through its PSOs.
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 Course Outcomes: COs are statements that describe what students should be able to do at the end
of a course. These are either identified by the instructor or by the Board of Studies of the program.

POs and PSOs

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Why Program Outcomes?

 Majority of the graduates seek employment immediately after graduation.

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  Only a small percentage of students proceed to post-graduate programs, specialist training programs
or prepare for competitive examinations.
 Irrespective of the path chosen, every graduate must attain knowledge, skills and attitudes that
enable her/him to be an effective and responsible citizen of India and World at large.
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These are called Graduate Attributes and presently referred to as Program Outcomes.
 NAAC requires that the Universities and Autonomous Institutes identify their own Program
Outcomes.

Context for writing POs

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 ICTs are completely redefining how professional, business and office work is carried.
 Demographic changes are continuously taking place in every country.
 Continuously changing global economic and political scenarios.
 Changing social and environmental scenarios where hunger, poverty, public health, sustainability,
climate change, water resources and security constitute the great problems that face the humanity in

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general and particularly India at present.
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India is particularly characterized by large religious, linguistic and cultural diversity.
Use of ICT in teaching and learning is very limited at present in India.

Many versions of POs for General Programs

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 No Accreditation Agency identifies the set of POs that all HEIs should attain.
Some resources indicative of desirable POs include
 Core Values of NAAC accreditation framework
 Institute of Museums and Services – 21st Century Skills
 Future Work Skills 2020 (Phoenix Research Institute)
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 Trends in Global Higher Education: Tracking an Academic Revolution (UNESCO 2009)

 Graduate Attributes of American Association of Higher Education (AAHE)
 The Essential Learning Outcomes: American Association of Colleges and Universities (AACU)
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 Core abilities of today and tomorrow: Alverno College.

POs for consideration

PO1. Critical Thinking: Take informed actions after identifying the assumptions that frame our
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thinking and actions, checking out the degree to which these assumptions are accurate and valid,
and looking at our ideas and decisions (intellectual, organizational, and personal) from different
perspectives.
PO2. Problem Solving: Solve problems from the disciplines of concern using the knowledge, skills
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and attitudes acquired from humanities/ sciences/ mathematics/ social sciences.

PO3. Effective Communication: Speak, read, write and listen clearly in person and through
electronic media in English and in one Indian language, and make meaning of the world by
connecting people, ideas, books, media and technology.

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 PO4. Individual and Team Work: Function effectively as an individual, and as a member or leader
in diverse teams, and in wide variety of settings.
PO5. Ethics: Understand multiple value systems including your own, the moral dimensions of your
decisions, and accept responsibility for them.
PO6. Environment and sustainability: Understand the impact of technology and business practices

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in societal and environmental contexts, and sustainable development.
PO7. Self-directed and life-long learning: Demonstrate the ability to engage in independent and
life-long learning in the broadest context socio-technological changes
PO8. Design Mind Set: Represent and develop tasks and work processes for desired outcomes.

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PO9. Computational Thinking: Understand data-based reasoning through translation of data into
abstract concepts using computing technology-based tools.
PO10. Effective Citizenship: Demonstrate empathetic social concern and equity centred national
development, and the ability to act with an informed awareness of issues and participate in civic
life through volunteering.
PO11. Global Perspective: Understand the economic, social and ecological connections that link the
world’s nations and people. LG
PO12. Aesthetic Engagement: Demonstrate and master the ability to engage with the arts and draw
meaning and value from artistic expression that integrates the intuitive dimensions of
participation in the arts with broader social, cultural and theoretical frameworks.
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Suggested POs

 Designing curricula and conducting general programs to meet a set of Program Outcomes is
relatively new to HEIs of India.
 While all the 12 POs are important, the number of POs to be addressed should be kept small to ensure
their attainment to an acceptable level.
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 It is suggested that the first seven POs given for consideration be identified for higher education
general programs.
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 These seven are used to serve as the basis for all subsequent exercises.
 An Institute may reword these seven statements, add or delete.
 The final set of POs to be used by the University/Institution should be selected/written by the
Academic Council or a committee specially created for that purpose.
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PO1: Critical Thinking

Take informed actions after identifying the assumptions that frame our thinking and actions, checking
out the degree to which these assumptions are accurate and valid, and looking at our ideas and decisions
(intellectual, organizational, and personal) from different perspectives.
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 Critical thinking is the art of analysing and evaluating thinking with a view to improving it.
 Much of our thinking, left to itself, is biased, distorted, partial, uninformed, or down-right prejudiced.
 Quality of our life and what we produce make, or build depends precisely on the quality of our
thought.

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  Excellence in thought, however, must be systematically cultivated.
(Richard Paul: Miniature Guide to Critical Thinking Concepts and Tools)

PO1: Activities

In a paper, an activity or a reading assignment, state

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 The purpose
 The questions are being raised?
 The information being used
 The process of reaching conclusions reached

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 The main idea/concept
 The assumptions made
 Implications of the position taken
 Points of view

PO2: Problem Solving

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Solve problems from the disciplines of concern using the knowledge, skills and attitudes acquired from
humanities/ sciences /mathematics/social sciences.
 Majority of courses mainly address this outcome.
 Assessment in many institutions falls far short of solving problems
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 End of the chapter problems will at least moderately address this PO

PO2: Activities

 Solve end of the chapter problems

 Understand the context in which a given problem was formulated.
 Give examples of complex problems in your discipline, noting that complexity (understood as
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multidimensional) is different from difficulty.

 Give multiple solutions to given complex problems.
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PO3: Effective Communication

Speak, read, write and listen clearly in person and through electronic media in English and in one Indian
language, and make meaning of the world by connecting people, ideas, books, media and technology.
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A graduate employee of any organization has to communicate effectively with his own community
 A graduate employee is also required to communicate with lay educated persons including customers
of one’s own organization and society at large.
 All organizational work is done in groups. This requires all members to document and communicate
their day to day work in commonly agreed formats.
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PO3: Activities

 Write reports that get evaluated as per declared rubrics.

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  Make short presentations to peers and lay persons that get evaluated as per declared rubrics.
 Give feedback on a presented activity.
 Document the feedback given on a presented activity

Exercises

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 Identify a PO, in your view, that should replace one of the suggested seven POs of the program of
concern. Give reasons for this proposed replacement of one of the suggested POs.
 Write sample activities from the courses you taught that can lead to the

a) attainment of PO1

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b) attainment of PO2
c) attainment of PO3

M1U7: POs and PSOs

 Understand the nature and importance of PO4, PO5, PO6 and PO7
 Write PSOs of the program of concern
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 M1U7 POs and PSOs
Recap

 Identified the Program Outcomes of general higher education programs

 Understood the nature PO1, PO2 and PO3 of the selected POs, and explored the activities that could

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facilitate their attainment.

M1U7: Outcomes

M1U7-1: Understand the nature PO4, PO5, PO6 and PO7 of the selected POs, and identify some possible

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activities that could lead to their attainment.
M1U7-2: Write PSOs of a selected program.

PO4: Individual and Team Work

Function effectively as an individual, and as a member or leader in diverse teams, and in wide variety of
settings.
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meet the goals of the organization.
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All activities in any organization are group activities. The group has to work as an effective team to

An individual, after becoming a member of a team and identifying of his/her role, should be able to
work effectively to achieve the team’s objectives in spite of personal differences with other team
members.
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PO4: Activities

 Group assignments that involve group decision making, division of work through negotiation
 Group projects
 Co-curricular activities that will require a group
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 Activities through e-groups

 It is necessary to develop rubrics to measure how good a team member one is, and make the
evaluation count
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 The students should be provided with experiences as members or leaders in technical, semi-technical
and non-technical teams
 Arrange for coaching to students on becoming members of teams
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PO5: Ethics

Understand multiple value systems including your own, understand the moral dimensions of your
decisions, and accept responsibility for them.
 Application of ethical principles requires moral autonomy.
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 Moral autonomy means conduct and principles of action are owned, decisions and actions are based
on critical reflection and not a passive adoption of some “code”, and moral beliefs and attitudes are
integrated into the core of one’s personality and lead to committed action.
 Students should understand the nature of ethical problems they face in a range of professions they

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 are likely get into.
 PO5 can be addressed through a dedicated course on professional ethics and/or case studies with
focus on ethical issues and their resolutions.

PO5: Activities

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 Identify the deviations of a solution from the accepted professional practices.
 Identify the impact of a solution on different groups of persons.
 Recognize the ethical dilemma in the case studies presented.
 Propose actions that minimize damage and synthesize solutions rather than judge the players in

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ethically complex situations presented as case studies.

PO6: Environment and Sustainability

Understand the impact of technology and business practices in societal and environmental contexts, and
sustainable development.
 Student should understand the need for sustainable development.
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environment.
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Student should understand impact of technical solutions and policy decisions on people and

Student should demonstrate the knowledge of what can lead to sustainable development.

PO6: Activities
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 Understand what sustainable growth is.
 Case studies, and courses on Ecology and Environment, and Sustainability.
 Case studies incorporated in some courses that will bring the attention of the students to
sustainability issues. Assessment could be in terms of the student’s perception of impact of a
solution/policy decision on sustainability and environment.
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PO7: Self-directed and Life-Long Learning

Demonstrate the ability to engage in independent and Life-Long Learning (LLL) in the broadest context
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socio-technological changes.
 LLL is a concept of learning that enables us to deal with continuous change in the life and practice of
any professional.
 Life-long learning skill is the ability to “continue one’s own self education beyond the end of formal
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schooling.”
 The technological changes in the last hundred years should convince us all to recognize that learning
is a continuous, and life-long pursuit
 It is not possible to progress in one’s career only with the knowledge and skill set acquired at the time
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of graduation.

PO7: Activities

 Determine the knowledge, skills and attitudes needed at the beginning of a project (writing a report

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 and/or developing a product/process)
 Develop strategies to acquire the required knowledge and skills.
 Acquire the required knowledge and skills outside classroom.
 Participate in professional development, professional society activities, and co curricular and extra

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curricular activities

Program Specific Outcomes

 PSOs represent what the students should be able to do at the time of graduation from a specific
program.

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 PSOs are program specific, 2 to 4 in number, and need to be defined following a well documented
process.

Structure of PSO Statements

 The PSO statement should start with one or more action verbs.
 The action verbs should be followed by clearly identified knowledge elements belonging discipline(s)

performed.
Some examples of action verbs
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of the program of concern, and if required by the conditions under which the actions have to be

 Formulate, specify, conceive, design, plan, architect, build, implement, test, operate
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 Select
 Analyse, determine, estimate, calculate

PSOs: BSc Zoology (Sample)

PSO1. Understand the nature and basic concepts of cell biology, Biochemistry, Taxonomy and ecology.
PSO2. Analyse the relationships among animals, plants and microbes
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PSO3. Perform procedures as per laboratory standards in the areas of Biochemistry, Bioinformatics,
Taxonomy, Economic Zoology and Ecology
PSO4. Understand the applications of biological sciences in Apiculture, Aquaculture, Agriculture and
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Medicine

PSOs: BA History (Sample)

PSO1. Understand historical facts about the formation of societies and cultures of the World with
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emphasis on India.
PSO2. Distinguish between primary and secondary sources and understand historical interpretations.
PSO3. Analyze contemporary social and political issues in historical perspectives.
PSO4. Write well organized historical arguments in the form of essays or reports
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PSOs: BA Economics (Sample)

 Understand the basic concepts in Economics

 Understand the characteristics of Indian and World economy

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  Analyze macro-economic policies in India
 Determine economic variables GDP, inflation, BOP, Poverty using statistical and econometric tools

Exercises

 Suggest two activities each that could facilitate attainment of PO4, PO5, PO6, and PO7.

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 Write 2-4 sample PSOs of your program.

M1U8: Taxonomy 1

 Understand that there are mainly three domains of learning, and all our experiences have elements

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from all domains.
 Describe the structure of Revised Bloom’s taxonomy.
 Understand the Cognitive Levels - Remember and Understand of Revised-Bloom taxonomy.

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 M1U8 Taxonomy of Learning: Cognitive Levels
Recap

 The nature and activities related to Program Outcomes (PO4-PO7) were explored
 Understood how to write Program Specific Outcomes (PSOs) for a program.

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M1U8: Outcomes

M1U8-1: Understand that there are mainly three domains of learning and all our experiences have
elements from all domains.
M1U8-2: Describe the structure of Bloom’s Taxonomy.

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M1U8-3: Understand the Cognitive Levels - Remember and Understand of Revised-Bloom Taxonomy.

Learning Outcomes

 Learning outcomes are what the learners expected to do at the end of a program, a course or an
instructional unit.
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Outcomes of courses and instructional units can be more conveniently written if there is a well
accepted taxonomy of learning.
It is desirable to have a taxonomy that is applicable to Learning Outcomes, assessment and teaching.
Outcome statements should have a well defined structure.
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Taxonomy of Learning

 At course level, it would help addressing all 3 concerns – Course Outcomes, Instruction, and
Assessment- and also in addressing the issue of alignment among these three concerns.
 Several taxonomies exist: Bloom, SOLO, Fink, Gagne, Marazano & Kendall etc.
 All taxonomies are attempts to give a structure to the processes involved in learning based on
observations of learning behaviors and the limited understanding of how the brain functions.
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 Our focus is on Revised Bloom’s Taxonomy.

Bloom’s Taxonomy: Where it all started

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 Benjamin Bloom was working in early 1950s on the development of specifications through which
educational objectives could be organized according to their cognitive complexity.
 He proposed that any given task favours one of the three psychological domains: cognitive, affective,
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or psychomotor.
 The Cognitive Domain deals with a person's ability to process and utilize information in a meaningful
way.
 The Affective Domain relates to the attitudes and feelings that result from or influence the learning
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process.
 The Psychomotor Domain involves manipulative or physical skills.

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 Domains of Learning

 Cognitive
– Cognitive Processes
– Knowledge Categories

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 Affective (Emotion)
 Psychomotor
All the three domains are involved to varying degrees in all intended learning experiences and
activities.

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 Spiritual

Anderson-Bloom Taxonomy

 Bloom, B.S. (Ed.): The Taxonomy of Educational Objectives , The Classification of Educational Goals,
Handbook 1: Cognitive Domain (1956). Popularly known as “The Handbook” !
 A major revision of Bloom’s taxonomy appeared in 2001. Anderson, Krathwohl et. al.: “A Taxonomy

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for Learning, Teaching and Assessment” LG
The revised taxonomy is referred to as Anderson-Bloom Taxonomy

Integrated Experiences
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Dominantly Cognitive
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PT

Dominantly Affective
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 Dominantly Psychomotor

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Changing Domains

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Cognitive Processes

Anderson/Bloom’s Taxonomy
 Remember
 Understand
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 Apply
 Analyze
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Evaluate
 Create

Remember

 Remembering is retrieving relevant knowledge from long-term memory

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 The relevant knowledge may be factual, conceptual, procedural, or some combination of these
 Remembering knowledge is essential for meaningful learning and problem solving
 Action verbs: Recognize, recall, list, tell, locate, write, find, mention, state, draw, label, define,
name, describe, prove a theorem etc.
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Sample Activities

 What is the SI unit for Viscosity?

 State Maxwell’s field equations.

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  What are the constituents of human blood?
 Who is generally considered as the father of Genetics?

Sample Questions

 What happened after...?

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 How many...?
 Who was it that...?
 Can you name the...?
 Describe what happened at...?

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 Who spoke to...?
 What is the meaning of...?
 What is...?

Understand

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Understanding is constructing meaning from instructional messages
Instructional messages can be verbal, pictorial/ graphic or symbolic
Instructional messages are received during lectures, demonstrations, field trips, performances, or
simulations, in books or on computer monitors
Sub-processes and Action Verbs
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 Interpret: Translate, paraphrase, represent and clarify
 Exemplify: Illustrate and instantiate
 Classify: Categorize and subsume
 Summarize: Generalize and abstract
 Infer: Find a pattern
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 Compare: Contrast, match and map

 Explain: Construct a model
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Some reservations about “Understand”

 Many had objections to using “Understand” to represent a cognitive level because understanding is
not directly observable.
 However “Understand” is accepted by Anderson-Bloom Taxonomy as a cognitive level to represent
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the seven sub-processes, and each one of the sub-processes is observable and measurable.

Sample Activities

 Identify the characteristics of Phylum Annelida with its classification.

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 Identify the feeling words in his/her narration after listening to an audio taped session of a client with
social anxiety narrating his/her problem.
 Understand the principles of Genetic Modification of Crops.
 Explain the structure of DNA.

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  Explain the Uncertainty Principle.
 Differentiate between the death imagery and nature imagery in Emily Dickinson’s poems.
 Compare the market policies of Alauddin Khilji and Muhammed- Bin- Tughlaq.

Sample Questions

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 Write in your own words...?
 Write a brief outline...?
 What do you think could happen next...?
 Who do you think...?

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 What was the main idea...?
 Who was the key character...?
 Distinguish between...?
 What differences exist between...?
 Provide an example of what you mean...?

Exercises

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Give two examples of activities from the courses you taught or learnt, that belong to the cognitive
levels of “Remember” and “Understand”.
 Compare Revised-Bloom taxonomy with another taxonomy.
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Thank you for sharing your responses with the instructor (talg.iiscta@gmail.com)

M1U9

 Understand the cognitive levels Apply, Analyse, Evaluate and Create of Revised-Bloom taxonomy.
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 M1U9 Taxonomy of Learning: Cognitive Levels (2)
Recap

 Recognized that the learning outcomes can be classified into three domains, namely, cognitive,
affective and psychomotor.

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 The cognitive domain is considered to have two dimensions: cognitive levels and knowledge
categories.
 There are six cognitive levels as per Anderson and Bloom.
 Understood the nature of and activities associated with “Remember” and “Understand”

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M1U9: Outcomes

M1U9-1: Understand the nature of and activities from cognitive levels “Apply”, “Analyze”, “Evaluate” and
“Create”.
M1U9-2: Understand the processes of “Critical Thinking” and “Problem Solving” in the context of
Revised-Bloom taxonomy.

Apply

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Using procedures to perform exercises or solve problems
Closely linked with procedural knowledge
Action Verbs:
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 Execute/Implement: determine, calculate, compute, estimate, solve, draw, relate, modify, etc.

Sample Activities

 Compute the Energies and Wave functions of Hydrogen atom using Schrodinger equation.
 Solve the given ODE using Laplace Transforms.
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Determine the mass of iron contained in a commercially available vitamin tablet using
spectro-photometry.
 Aseptically transfer a microorganism from a pure culture to sterile medium.
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 Estimate the rate of coastal erosion an area over a period of 25 years from 1990 using GIS
 Determine the concentration of metal ions using a colorimeter by applying Beer Lambert’s law.

Analyze
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 Involves breaking material into its constituent parts and determining how the parts are related to one
another and to an overall structure
Action Verbs:
 Differentiate: Discriminate, differentiate, focus and select (Distinguishing relevant parts or important
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parts from unimportant parts of presented material)

 Organize: Structure, integrate, find coherence, outline, and parse (Determine how elements fit or
function within a structure)
 Attribute: Deconstruct (Determine a point of view, bias, values, or intent underlying presented

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 material)

Analyze Activities

 Refining generalizations and avoiding oversimplifications

 Developing one’s perspective: creating or exploring beliefs, arguments, or theories

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 Clarifying issues, conclusions, or beliefs
 Developing criteria for evaluation: clarifying values and standards
 Evaluating the credibility of sources of information
 Questioning deeply: raising and pursuing root or significant questions

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 Clarifying arguments, interpretations, beliefs, or theories
 Reading critically: clarifying or critiquing texts
 Examining or evaluating assumptions
 Distinguishing relevant from irrelevant facts
 Making plausible inferences, predictions, or interpretations
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Recognizing contradictions
Exploring implications and consequences
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Giving reasons and evaluating evidence and alleged facts

Samples Activities
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 Deconstruct the motives of Mughal rulers behind the construction of huge monuments.
 Analyze the role of Kudumbasree in Women Empowerment in Kerala.
 Structure evidence into for and against Genetically Modified Crops.
 Identify the autobiographical elements in Emily Dickinson’s poems.
 Examine the role of women in Indian National Movement.
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Sample Questions

 What evidence can you find . . .?

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 What motive is there . . . ?

 How , , , is related to . . . ?
 What is the theme . . . .?
 Which events could have happened...?
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 If ... happened, what might the ending be?

 What was the underlying theme of...?
 What do you see as other possible outcomes?
 Why did ... changes occur?
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 Can you explain what must have happened when...?

 What are some of the problems of...?
 What were some of the motives behind...?

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  What was the turning point in the game?
 What was the problem with...?

Evaluate

 Make judgments based on criteria and standards.

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 Criteria used include quality, effectiveness, efficiency and consistency.
 The standards may be either quantitative or qualitative.
Action Verbs:
 Check: Test, detect, monitor, coordinate

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 Critique: Judge (Accuracy, adequacy, appropriateness, clarity, cohesiveness, completeness,
consistency, correctness, credibility, organization, reasonableness, reasoning, relationships,
reliability, significance, standards, usefulness, validity, values, worth, criteria, standards, and
procedures)

Sample Activities

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LG
Check the validity of the provisions of Alauddin Khilji’s market regulations for controlling price hike.
Select the factor among the following that has maximum impact on climate change: Carbonated soft
drinks like Pepsi and Coke; Automobiles; Cell phones and Fast food
 Validate Thoreau’s Walden as a Transcendentalist text.
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 Validate the significance of fiscal policy in restricting unfair trade practices
 Why is the poem ‘Thodthi Patthar’ by Nirala considered as a milestone of Modern Hindi Poetry

Sample Questions

 What would you recommend . . .?

 What would you cite to defend the actions . . . ?
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 What choice you would have made . . .?

 How would you rate the . . .?
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 Is there a better solution to...

 Judge the value of...
 Can you defend your position about...?
 Do you think ... is a good or a bad thing?
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 How would you have handled...?

 What changes to ... would you recommend?
 Are you a ... person?
 How would you feel if...?
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 How effective are...?

Create

 Involves putting elements together to form a coherent or functional whole

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  While it includes objectives that call for unique production, also refers to objectives calling for
production that students can and will do
Action Verbs:
 Generate: Classify systems, concepts, models, explanations, generalizations, hypotheses,
predictions, principles, problems, questions, stories, theories

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 Plan (design)
 Produce

‘Create’ Samples

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 Design a flowchart showing the energy flow in western ghats?
 Develop an efficient parallel algorithm for solving the problem of molecular docking.
 Construct a picture of activities related to Indian freedom movement in a given locality?
 …

Sample Questions

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Design a ... to ...?
Compose a song about...?
See a possible solution to...?
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 If you had access to all resources how would you deal with...?
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 Devise your own way to deal with...?
 How many ways can you...?
 Create new and unusual uses for...?
 Write a new recipe for a tasty dish?
 Develop a proposal which would...
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Higher Orders of Learning/ Deep Learning/ Meaningful Learning

 Apply (Implement)
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 Analyze
 Evaluate
 Create

Critical Thinking
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 Critical thinking refers to the deep, intentional and structured thinking process that is aimed at
analyzing and conceptualizing information, experiences, observation, and existing knowledge for the
purpose of creating original and creative solutions for the challenges encountered.
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 Critical thinking is systematic and holistic in the sense that while examining a proposed solution, it
examines its impact and consequences on other parts of the system thus ensuring that a solution at
one level of the system does not create challenges and difficulties somewhere else.
 Thinking critically requires a positive open and fair mindset that is able to objectively examine the

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 available information and is aware of the laid assumptions and limitations brought about by them.
 Critical thinking is the art of analyzing and evaluating thinking with a view to improving it.

Problem Solving

 Problem solving involves Apply, Analyze, Evaluate and Create processes

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One taxonomy of Problem Solving
 Routines (Apply)
 Diagnosis (Selecting a method: Apply and Analyse)
 Strategy (Order of using methods: Analyse and Evaluate)

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 Interpretation (Multiple higher cognitive levels)
 Generation (Multiple higher cognitive levels)

Exercises

 Give two examples of activities from the courses you taught or learnt, that represent the activities
related to the cognitive levels of Apply, Analysis, Evaluate and Create.
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LG
What do you think are the limitations of Revised-Bloom taxonomy?
Give two instances of activities, if you have, that are at variance with Revised-Bloom Taxonomy.
Thank you for sharing with the instructor (talg.iiscta@gmail.com)

M1U10 Outcomes
TA
 Understand the nature of the four general categories of knowledge including Factual, Conceptual,
Procedural and Metacognitive.
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EL
PT
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N J Rao 1