The Rizal Memorial Colleges, Inc.

RMC Buildings, Purok 5, Lopez Jaena& F. Torres Streets,

Barangay 8-A Poblacion District, Davao City

NAME: MALINGIN, RONIBE B TIME/DAY: MWF (11:00-12:00)

YEAR/COURSE: 2nd Year- BSED SOC-STUD SUBJECT: EDUC 107

ACTIVITY 2:

LET’S START!

Considering the activity in your first module (Write 2 examples of student learning
outcomes derived from each following sources), try to distinguish what domain
highlighted from the given student learning outcomes. Fill the template (table) that is
presented below.

SOURCES STUDENT LEARNING OUTCOMES DOMAINS

 The students will be able to explain and COGNITIVE

understand the CHED curriculum.
1.CHED
 In order to learn, the students will use various
scientific methods of inquiry.

 The students will explain and master DepEd’s AFFECTIVE

mission and vision.
2.DepEd
 The students will follow standard regulations
and policies.

 The students will put their newly acquired COGNITIVE

intellectual competencies (e.g., writing, reading,
3.Gen.Ed and speaking) to use.
competencies  The students will demonstrate the Gen. Ed
competencies in a variety of ways (for example,
visual, creative speaking, and info graphics).
THINK ABOUT IT!

1.What kind of words are being used at the beginning of the student’s learning
outcome?
For me, words that are being used at the beginning of the student learning outcomes
start with the introductory “the students,” which emphasizes how the students will be
able to employ the materials. Followed by the outcome verbs or action verbs. It is a
measurable verb used to assess learning outcomes. Also, it represents the level of
learning that is expected to be achieved by the students.
2.Are there any restrictions upon using that word?
Yes, there are restrictions. It must have the introductory part “the students.” This
should be prohibited as this is assumed. Also, use outcome verbs or action verbs
because there are underlying rules that we need to follow in constructing learning
outcomes. Aside from these, there should be a limit on the length of the learning
outcomes.
3. Is there a need to arrange the said learning outcomes in hierarchical order?
Why do you think so?
Yes, to ensure that the learning outcomes are measurable and observable, they
should be arranged according to their domain. The six categories/levels of the cognitive
domain, the psychomotor domain, and the affective domain must be arranged
hierarchically. It is because the intellectual competence skills that need to be acquired
should start from the simplest to the most complex learning.
LET’S DO IT!

Direction: Using the indicated topic or subject matter, write learning outcomes for each
three domains arranged from the simplest to the most complex level or categories.

COGNITIVE DOMAIN: WATER CYCLE

Remembering  The students will define and use basic

vocabulary terms associated with the water cycle
(evaporation, transpiration, condensation,
precipitation, infiltration, percolation, surface
runoff, and sublimation).

Understanding  The student will explain the movement of water

within the water cycle.

Applying  The student will demonstrate evaporation,

transpiration, condensation, precipitation,
infiltration, percolation, surface runoff, and
sublimation in lab activities.

Analyzing  The student will analyze the three states of water

and how water transitions between them.

Evaluating  The students will evaluate the importance of the

water cycle for humans and living organisms.

Creating  The students will construct a model of the water

cycle in action using two-liter pop bottles to build
a terrarium.

PSYCHOMOTOR DOMAIN: TABLE SETTING

Observing  The student will watch a qualified and trained

person do the placement of the dinnerware,
glassware, flatware, napkins, or table cloth in the
table setting.

Imitating  The student will follow the sequences of

 placement of the dinnerware, glassware,
flatware, napkins, or table cloth in a table setting.

Practicing  The student will demonstrate the entire

sequence of table setting repeatedly.
 The student will create a new design for the
Adapting placement and organize it into a well-presented
set-up.

AFFECTIVE DOMAIN: DEVELOPING AND NURTURING HONESTY

Receiving  The student will identify five ways to develop and

nurture honesty.

Responding  The student will report willingly the five ways to

develop and nurture honesty.

Valuing  The student will share and justify the significance

of being honest.

Organizing  The student will integrates themselves from what

they know for being honest and dishonest.

Internalizing  The student will perform honestly as a part of

their day to day living.