Carter 3 | | | ————— | LEARNING OUTCOMES AND PROGRAM OUTCOMES : STUDENT LEARNING OUTCOMES > Clarify the program outcomes for teacher education ye dome: > Distinguish the 6 levels of knowledge under the cognitive in > Discuss the psychomotor categories in the psychomotor domain of objectives contributed by Simpson, Dave and Harrow / > Discuss the 6 levels of leamiing objectives in the affective domain arranged hierarchically > Discuss Kendall's and Manzano’s new taxonomy 20 INTRODUCTION In this Chapter, you will distinguish program outcomes from learning outcomes. Learning outcomes come in three (3) different domains — cognitive, psychomotor and affective. You will also be introduced to Kendall's and Marzano’s five levels of processing information, mental procedures and psychomotor procedures. 3.1. Program Outcomes and Student Learning Outcomes The shift of focus in education from content to student leaning outcomes has changed teachers’ instructional perspective. In the past. teachers were often heard about their concern to finish their subject matter before the end of the term. Maybe because of the number of their students or failure to clarify the desired learning outcomes. teacher’s concern for outcomes was secondary to the completion of the planned content for the subject. In short, teachers were more content-centered than outcomes-centered, The new educational perspective requires teachers to visualize the ideal graduates three or more years after graduati nd right after completion of the program, i.e., graduation tit fon tml sain institutional outcomes and program outcomes. The Ce (as sl ned 7 Higher Education, the body that regulates hi, gher caucauann theChapter 3 ~ Program Outcomes and Student Leaming Outcomes Philippines, in its Memorandum Order # 20, s. 2014 requires the following program outcomes for all bigher education institutions the ability to: a) articulate and discuss the latest developments in the specific field of practice; b) effectively communicate orally and in writing using both English and Filipino; ©) work effectively and independently in multi-disciplinary and multi-cultural teams; 4) act in recognition of professional, social and ethical responsibility; and ©) preserve and promote “Filipino historical and cultural heritage.” Some program outcomes are based on types of higher education institutional (HEI) because this determines the focus and purpose of the HEI. For example: * Graduates of professional institutions demonstrate a service orientation in one’s profession. + Graduates of colleges participate in various types of employment, development activities and public discourses, particularly in response to the needs of the communities ‘one serves, * Graduates of universities participate in the generation of new knowledge or in research and development projects. + Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans.” 3.2 Program Outcomes for Teacher Education The program outcomes specific to degrees are programs spelled out in the specific Policies, Standards and Guidelines (PSG) per program or degree issued by the same Commission. The following are the program outcomes for teacher education in 2017 Philippines, a. Articulate the rootedness of education in philosophical, socio- cultural, historical, psychological and political contexts b. Demonstrate mastery of subject matter/discipline c. Facilitate leaming using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments d. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners ce. Apply skills in the development and utilization of ICTChapter 3 - Program Outcomes and Student Leaming Outcomes 23 1. Knowledge: Remembering or retrieving 1. Remembering Previously learned material. Examples Recognizing or recalling knowledge of verbs that relate to this function are: from memory. Remembering is when know define recall ]record name ] memory is used to produce or retrieve identify | memorize __ | recognize definitions, facts, or lists, or to recite relate list | repeat acquire previously leamed information. 2. Comprehension: The ability to grasp 2. Understandin; or construct meaning from material. Constructing meaning from different Examples of verbs that relate to this types of functions be they written or function are: graphic messages or activities like interpreting, exemplifying, classifying, restate identify illustrate ; locate report | discuss interpret draw | Summarizing, inferring, comparing or recognize describe _| represent explaining. explain discuss differentiate express review infer | conclude 3. Application: The ability to use learned 3. Applying: material or to implement material in Carrying out or using a new and concrete situations. Examples procedure through executing or of verbs that relate to this function are: implementing. Applying relates to apply relate | organize employ | practice or refers to situations where learned develop restructure calculate material is used through products like translate interpret show models, presentations, interviews or use operate | demonstrate exhibit simulations. illustrate dramatize 4. Analysis: The ability to break down 4, Analyzing: or distinguish the parts of material Breaking materials or concepts into into its components so that its parts, determining how the parts organizational structure may be better relate to one another or how they understood. Examples of verbs that interrelate or how the parts relate relate to this function are: to an overall structure or purpose. - = : Mental actions included in this function analyze differentiate | experiment are differentiating, organizing and compare —_—_| contrast serUn ize, attributing, as well as being able to probe inquire | investigate | discover distinguish between the components examine detect survey | inspect or parts. When one is analyzing, he/she contrast classify dissect can illustrate this mental function by categorize deduce discriminate creating spreadsheets, surveys, charts separate or diagrams or graphic representations.meter ASSESSWENT OF LEARNING OUTCOMES | (ASsesswent 1) 24 A | 5. Synthesis: The ability to put parts new whole. Examples of verbs that relate to this function are: compose produce design assemble create Prepare predict modify tell plan invent formulate collect set up generalize document combine relate propose develop arrange construct organize originate propose that relate to this function are: judge assess compare evaluate conclude measure deduce validate consider appraise value argue decide choose rate select estimate together to form a coherent or unique derive write criticize infer judgments based on and standards through and critiquing. Critiques, recommendations and reports are some of the products that can be created to demonstrate the processes cf evaluation. In the newer taxonomy, evaluating comes before creating as it is often a necessary part of the precursory | behavior before one creates something. 6. Evaluation: The ability to judge, check, 6. Creating: and even critique the value of material for a given purpose. Examples of verbs Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning or producing. Creating requires users to put parts together in a new way, or synthesize parts into something new and different creating a new form or product. This process is the most difficult mental function in the new taxonomy.(Chapter 3 ~ Program Outcomes and Student Leaming Outcomes 1956 2001 "Evaluate Een 1 1 1 t 1 1 ' ! Knowledge 1 Noun —————+ to Verb Form Figure 2 - Bloom's and Anderson's Compared (Source: Wilson, Leslie ©. 2001) Benjamin Bloom critically examined his own cognitive taxonomy and he noted that there is a fundamental difference between the knowledge category (first level in his taxonomy) and the mental operation (higher 5 levels in his taxonomy-comprehension, application, analysis, synthesis and evaluation) performed on that knowledge or with that knowledge. Mere recall of knowledge is different from comprehension, application, analysis, synthesis and evaluation of that knowledge. Bloom also identified specific types of knowledge as: © Terminology © Specific facts © Conventions e Trends and sequences © Classifications and categories © Criteria © Methodology © Principles and generalizations = Theories and structuresASSESSMENT OF LeaRNinG Outcomes (Assessment 1) a, Im the revised cognitive taxonomy, Andersot es Krathwoh| identined it levels of keowledge: 1) factual knowledge “) Fonecptua knowledge, 3) procedural knowledge and 4) ete nowledge If you compare the specific types of knowledge wee loom, take note that the first 3 categories - factual, conceptual and procedural knowledge - were cited by Bloom: How do the 4 categories of knowledge differ from one another? Factual Knowledge - As the name implies, this refers to facts. This refers to essential facts, terminology, details or elements students must know or be familiar with in order to understand a discipline or solve a problem in it. Conceptual Knowledge — This refers to the interrelationship of facts. It is facts put together within a within a larger structure that enable them to function together. It is knowledge of classifications, principles, generalizations, theories, models or structures pertinent to a particular disciplinary area. Procedural Knowledge ~ This is knowing how to do something. refers to information ot knowledge that helps students to do something specific to a discipline, subject or area of study. It includes knowledge of methods of inquiry, criteria for using skills, algorithms, techniques and methods. Metacognitive Knowledge — This is knowing that you know. This is thinking about your own thinking in a purposeful way. It is awareness and knowledge of one’s own cognition. It is a reflective knowledge about how to go about solving problems and cognitive task. It includes contextual and conditional knowledge and knowledge of self. ‘As shown in Table 1.1 in the revised cognitive taxonomy, the cognitive processes start with remembering and end with creating knowledge along factual, conceptual, procedural and metacognitive dimensions.“sar 1) | som mn Ore 7 —— | ‘e Dimensions Table: 1.3 Cognitive Processes Across ‘he Knowledg Cognitive Processes 5. 6. Evaluate | Create The Knowledge Dimentions ighest cognitive Here are examples of cogni process. : ‘Table: 1.4 Example of Cognitive Activities Examples Cognitive Processes ory Prine cK * Identify frogs in a diagram of different kinds of amphibian. ; ; + Find an isosceles triangle in your neighborhood. + Answer any true-false or muitiple - choice questions. Name three 19*-century women English authors. + Write the multiplication facts. + Reproduce the chemical formula for carbon tetrachloride. ein enn ae ccc Ke Ca Serer educational materials + Translate a story problem into an algebraic equation. + Draw a diagram of the digestive system. * Paraphrase Jawaharlal Nehru’s tryst with destiny speech _| + Draw a parallelogram. + Find an example of stream-of-consciousness style of writing. Name a mammal that lives in our area. Label numbers odd or even. ist the events of the Sepoy Mutiny of 1857. Group native animals into their proper species. Read a passage of dialogue betwe: en two characters and make conclusions about their past relationship. Figure out the meanii st n the context. g of an unfamiliar term from Look at a series of m next number will be, ren eesss Interpreting Exemplifying Classifying lumbers and predict what thesagar x0 ‘ASSESSUENT OF Lexmwne Ovrcoues(Assess¥ent 1) Judge how well @ project meets the criteria of bric. : * Choose the best method for solving a complex mathematical problem. : + Judge the validity of arguments for and ageing astrology. DESL ee ene ee eee Cee ZOU Sn a Tit Given a list of criteria, list some options for improving race relations in the school. + Generate several scientific hypotheses to explain why plants need sunshine. Propose a set of alternatives for reducin, dependence on fossil fuels that address bott economic and environmental concerns. + Come up with alternative hypotheses based on criteria, * Make a storyboard for a multimedia presentation on insects. * Outline a research paper on Mark Twain’s views on religion. Design a scientific study to test the effect of different kinds of music on hens’ egg production. Write a journal from the point of view of mountaineer, + Build a habitat for pigeons. + Put on a play based on a chapter from a novel you're reading. (Source: Anderson, L.W and Krathwohi, D.R. 2001. A taxonomy assessing, New York: longmans) for learning, teaching and(Chapter 3 ~ Program Outcomes and Student Learning Outcomes 3.4. DOMAIN I: Cognitive (Knowledge) Table 1.5 Domain I: Cognitive (Knowledge) Categories/Levels Outcome Verbs Learning Outcome Statements 4.1. Remembering: recall of previously leaned information define, describe, identify, | label, match, list, name, outline, recall, recognize, reproduce, select, state Recite the multiplication tables; match the word witht the parts of the picture of a sewing machine 1.2 Understanding: comprehending the meaning, translation distinguish, estimate, explain, give example, interpret, paraphrase, Explain in one's own words the stages in the life cycle of a butterfly; distinguish and interpretation of ‘summarize among the different instructions; state a geometric figures problem in one’s own word 1.3 Applying: using what was leamed in the classroom in similar new situations 1.4 Analyzing: separating materials or concept into component parts to understand the whole 1.5 Evaluating: judging the value of an idea, object or material 1.6 Creating: building a structure or pattern; putting parts together Apply, change, compute, construct, demonstrate, discover, modify, prepare, produce, show, solve, use analyze, compare, contrast, diagram, differentiate, distinguish, illustrate, outline, select Compare, conclude, ctticize, critique, defend, evaluate, relate, support, justify Categorize, combine, compile, compose, devise, design, plan, organize, revise, rearrange, generate, modify Use a mathematical formula to solve an algebra problem; prepare daily menus for one week for a family of six. Observe a classroom and list down the things to be improved; differentiate the parts of a tree Defend a research proposal; select the most effective solution; critique a class demonstration Compile personal records and documents into a portfolio; write a syllabus for a school subject"a Hae 3.5. DOMAIN I: Psychomotor (Skills) In the early seventies, E Simpson, Dave and A.s, fecommended categories for the Psychomotor Domain which inc] Physical coordination, movement and use of the motor skills Parts accuracy and speed Simpson contributed 7 categories, p, atroy ldeg bo Development of these skills requires constant Practice jy ave 5 Categories and Harrow 6 categories. Simpson Table 2.1 Domain Il: Psychomotor (Skills) Sem es) Examples: Detects non-verbal communication cugs, Estimate where a ball will land after itis thrown ang then moving to the correct location to Catch the ball, Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Set: Readiness to act. It includes mental, Physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). Examples: Knows and acts upon a Sequence of steps ina manufacturing process. Recognize one’s abilities and limitations, Shows desire to learn @ New process (motivation). NOTE: This subdivision of Psychomotor 's closely related with the “Responding to phenomena’ ‘Subdivision of the Affective domain. Key Words: begins, displays, explains, moves, Proceeds, reacts, shows, states, volunteers, Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. « Mechanism (ba: sic proficiency): This is the _ intermediate stage in tearning @ complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. + Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model Responds hand-signals of instructor while learning to operate a forkiift. Key Words: copies, traces, follows, react, reproduce, responds Examples: Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismanties, displays, fastens, fixes. grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.Chapter 3 ~ Program Qutcomes and Student Learning Outcomes Complex Overt Response (Expert): The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance requiring a minimum of energy. This category includes Performing without hesitation, and automatic performance. For example, players often utter sounds of satisfaction or expletives as soon as they hit @ tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. es Example and Key Words (verbs) Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismanties, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was. Not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies. Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates. Table 2.1 Domain Il: Psychomotor (Skills), continued (Source: http/ww.nwiink. com/~donclark/nrd/Bloon/psychomotor_domain.him! Retrieved, February 3, 2017)“haa? ER SIT As rn Imitation — Observing and Patteming behavior after Someone else. Performance Ines be of low quality, Manipulation — Being able to perform certain actions by memory oF following instructions. ‘SESSMENT OF LeaRwe Ourcomtes (Assesswent 1) Example and Key Words (verbs) Examples: Copying 2 work of art. Performing a ski while observing a demonstrator. : Key Words: copy, follow, mimic, repeat, replicate, Teproduce, trace Examples: Being able to perform a skill on one's own after taking lessons or reading about it. Follows instructions to build a model. Key Words: act, build, execute, perform Precision — Refining, becoming more exact. Performing a skill within a high degree of precision Examples: Working and reworking something, so it will be “just right.” Perform a skill or task without assistance. Demonstrate a task to a beginner. Key Words: calibrate, demonstrate, master, perfectionism Articulation — Coordinating and adapting a series of actions to achieve harmony and internal consistency. Naturalization — Mastering a high level performance until it becomes second-nature or natural, without needing to think much about it. Examples: Combining a series of skills to produce a video that involves music, drama, color, sound, etc. Combining a series of skills or activities to meet a Novel requirement. Key Words: adapt, constructs, combine, creates, customize, modifies, formulate Examples: Maneuvers a car into a tight parallel Parking spot. Operates a computer quickly and accurately. Displays competence while playing the Piano. Michael Jordan playing basketball or Nancy Lopez hitting a golf ball Key Words: create, design, develop, invent, manage, naturally —Chapter 3 - Program Outcomes and Student Learning Outcomes Table 2.3 Harrow (1972): ee Reflex Movements — Reactions that are not learned, such as a involuntary reaction [Sree mic mes) Examples: instinctive response Key Words: react, respond Fundamental Movements — Basic Movements such as walking or grasping. Examples: perform a simple task Key Words: grasp an object, throw a ball, walk Perceptual Abilities — Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination. Examples: track a moving object, recognize a pattern Key Words: catch a ball, draw or write Physical Abilities (fitness) — Stamina that must be developed for further development such as strength and agility. Examples: gain strength, run a marathon Key Words: agility, endurance, strength | skittea movements — Advanced leamed movements as one would find in sports or acting. Examples: Using an advanced series of integrated movements, perform a role in a stage play or play in a set of series in a sports game. Key Words: adapt, constructs, creates, modifies Nondiscursive communication — Use effective body language, such as gestures and facial expressions. Examples: Express one's self by using movements and gestures Key Words: arrange, compose, interpretationoR #2 Assescwen7 oF Leann Outcoues (ASSESSHENT 1) re-organized ang w have been These contributions from Simpson, Dave and Harro) Simplified into 4 categories or levels. ing in the Psychomotor Domain Table 3. Simplified and Re-organized Categories or Levels of Learning in the Categories/ Levels Outcomes Verbs watch, detect, distinguish, differentiate, describe, relate, select 2.1 Observing: active mental attention to a physical activity 2.2 Imitating: attempt to copy a physical behavior begin, explain, move, display, proceed, react, show, state, volunteer 23 Practising: performing @ Specific activity repeatedly bend, calibrate, construct, differentiate, dismantle, display, fasten, fix, grasp, grind, handle, measure, mix, Operate, manipulate, mend 2.4 Adapting: fine tuning the skill and making minor adjustments to attain perfection organize, relax, shorten, sketch, write, fe-arrange, compose, create, design, originate a | Learning Outcomes Statements Detect non-verbal communication cues; watch a more experienced person; observe and read directions Show understanding and do sequence of steps with assistance; recognize one's limitations Operate quickly and accurately; display competence while Performing, performance is moving towards becoming automatic and smooth. Perform automatically: Construct a new scheme/ Sequence; apply skill in New situation; create a NeW routine, develop a New programChapter 3 - Program Outcomes end Student Leaming Outcomes 3.6. DOMAIN III: Affective (Attitude) ___ The affective domain refers to the way in which we deal with Situations emotionally such as feelings, appreciation, enthusiasm, Motivation, values and attitude, The taxonomy is ordered into 5 levels as the person progresses towards internalization in which the attitude or feeling consistently guides or controls a person’s behavior. Responding Figure 3. The Categories/Levels of Affective Domain Learning Objectives Arranged Hierarchically (Source: D.R. Krathwohl, B.S. Bloom, B.B. Mesia (1964) Taxonomy of Educational Objectives. Handbook II-Affective Domain, New York: David Mckay Co.)“teat Categories/Leveis 3.1 Receiving: being aware or sensitive to something being willing to listen or Pay attention Responding: showing commitment to respond in some measure to the idea or phenomenon 3.3 Valuing: showing willingness to be perceived as valuing or favoring certain ideas Organizing: arranging values into priorities, creating a unique value system by comparing, relating and synthesizing ‘ASSESSMENT OF Leannina OuToowes (ASSESSMENT 1) ing and name, reply report, tell, write — complete, demonstrate, invite, join, justify, propose, + relate, synthesize Doms Table 4: The Categories / Levels of the Affective Outcomes Verbs select, point to, sit, choose, describe, follow, hold, identify, answer, assist, and, comply, conform, discuss, greet, help, perform practice, read, recite, differentiate, explain, follow, report, share, study, perform arrange, combine, complete, adhere, alter, defend, explain, formulate, integrate, organize, ain Learning Outcomes Statements ten to others with respect, try to femember profile and facts Participate in discussions, gives ‘expectation; know the rules and practice them; question concepts in ‘order to understand them well — Demonstrate belief in the concept or process; show ability to resolve —4 Accept responsibilty, recognize the need for balance between freedom and responsible behavior, explain how to plan to solve problem; prioritize time effectively for family, work and personal life problems/conflicts propose plan for improvement, inform management! supervisor on matters that need attention person. In some source, internalizing is equated to values Intemalizing: practicing act, display, influence, listen, value system that controls | discriminate, listen, modify, one’s behavior; exhibiting | perform, revise, solve, verity behavior that is consisted pervasive, predictable and characteristics of the 1 Show self-reliance when asking: cooperate in group activities; demonstrate objectivity in problem- solving; revise judgment in light of new evidences, value people for what they are and not for how they look. (Source: Krathwool, David R. and Benjamin Bloom. Taxonomy of Ea N: Affective Domain (The Classification of Educational Goals) 7956) lucational Objectives, HandbookChapter 3 - Program Outcomes and Stxtent Learning Outcomes 3.7, Kendall’s and Marzano’s New Taxonomy Instead of categorizing learning activities which Bloom and Anderson did, Kendall and Marzano reframed the three domains of knowledge (information, mental procedures and psychomotor Procedures) by describing six levels of processing knowledge. (Refer to Figure 5), The first four levels of processing are cognitive, beginning with the lowest (retrieval) then moving upward with increasing cognitive complexity -- comprehension, analysis and knowledge utilization. The fifth level of processing, the metacognitive system, involves the learner's specification of learning goals, monitoring of the leamer’s own leaming process, clarity and accuracy of the learner's learning. (See Figure 5) The highest level of knowledge processing self-system, involves the learner's examination of the importance of the learning task and his/her self-efficacy. It also involves the learner’s examining his/her emotional response and his/her motivation of learning. Level &: Salt-system Level 5: Metacogniive System Lovet 4: : Knowledge Utiization (Cognitive System) i sempacdig 10;WOYDAEY sseinpeoaig LOY Level 3: ‘Analysis (Cognitive System) Laver 2: Comprehension (Cognitive System) Level t: 3 Retsieval (Cognitive System) La Figure 4. Kendall's and Marzano's New Taxonomy (Source: Marzeno, R.J. and J.S. Kendall. The New Taxonomy of Education Objectives, 2nd ed.)Acsczswent oF Leamn Ovrccmes (Assessnent 1) 40 the new taxonomy of Marzano ang n For additional information © Kendall, refer to Figure 5 satel, 2007) ‘The New Taxonomy (Manzano and Ki Sie OSTA (19 Phen sor aa . re ree a aS ONS ‘SeitSystem Thiokiog | tmporsege | —__—-— pe iow Ue OY Fic adenoma —— a awa a ee ' \ Eicacy iy emevonal ee, PEeemiaag 7p The aero et Drocatont soy teers meena | | ene —Tpaliion ois What are he Gi roe pen wns wos Ne peed MEE the AETIINS ANE OPER Of ‘Freese genersesainpetier to ts the ness aa te ea that what would happen if Row ae | ore ee eine i ow cant Be epianed, Lees on the experiment. what can be predicted aes | Sesto Be ere mys y conducting eerie and i rae [eres Se emey it TENG | Heater ena (eee ‘alternatives that initially appear to be equal and ele tage Tae WIS Wo NE TSN OE ‘pecan wat eros | The. be ‘make and defend predictions about what might serene cone made, cee + NTS ores ea: teeth development of fem on! | $e acca ints ac generals om known knowledge, Te a orpeblene emi sor naodeandings eis] ‘Singur Sugnone vo ea ve 7 and explain if or factust errors in knowieds Taiyo sort er» Weade category cet erent PS Cognitive System Jeategories | The student can idemity super ordidte and subordinate categories to which | Infoemation bongs. ‘legoriee, compare & conan Giievenias: Gnctiminaie, Gsingunn. wy ‘reat an aralogs of metaphor 1 The stedent can identify similarities and differences in knowledge. | Spmboig dep een ls, rw; show ie mols: STA ic nen can depict crea apes ofkromledge in pictorial ofaymboic ‘describe ow or why; desaibe the Key paris of describe the effect: Gesorbe de ‘elatonship between; expin ways in which; paraphrase; summarize The student can identify the crical or essential elements of knowiedge. tesognae (om ats Fom (att) oa Haar following sateen rene neh ent Er a ‘The student can determine w! vi i c | t ete: provided infomation i cc Figure 5. The New Taxonomy in Detail Source: http://www.greatschoolspartnership.org/wp-content Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf /uploads/20 14/06/x3B_Chapter 3 = Program Outoomos and Studont Learning Ouleomee 4 3.8, Exercises A. The following are examples of learning outcome; In the second column, write the domain in which each outcome is classified and in the third column the level ‘category to which the learning outcome belongs. | Domain Level/Category* 1. Formulate a procedure | to follow in preparing for class demonstration 2. Formulate new program | 3. Perform repeatedly with speed and accuracy 4. Listen to others with respect. 5. Select the most effective among a number of solutions | 6. Watch a more experienced performer 7. Know the rules and Practices them 8. Show ability to resolve problems/conflicts 9. Apply learning Principles in studying pupil behavior 10. Recite prices of commodities fromAssessuent oF Leanvans Ourcoues (ASSEsSHen” 1) matter, write the lear, - subject 2 8 B. Using the indicated topic oF § d from the simples ins arrange outcomes for each of the 3 Seon to the most complex level oF 1. Cognitive: Topic Investigative Project in Biological Scieng, - Cognitive: 7 1.1. Remembering 1.2. Understanding 1.3. Applying 1.4, Analyzing 1.5. Evaluating 1.6. Creating 2. Psychomotor: Topic - Table Setting 2.1. Observing 2.2. Imitating 2.3. Practicing 2.4. Adapting 3. Affective: Topic - Developing and Nurturing Honesty 3.1 Receiving 3.2 Responding 3.3 Valuing 3.4 Organizing 3.5 Intemnalizing (C. Based on Kendall’s and Marzano’s new taxonos ing < my, select learni competencies from the K to 12 Curriculum Guide to illustrate levels of eeu, found in the new taxonomy of Kendall and _ jarzano. "s ” ii _ ps ‘fer to Kendall’s and Marzano’s new taxonomy in |Assessuent oF Leasnons Ourcoues (Assessten’ 1) ¢ educational practices, ant, and sustainabl of thinking to promote quality, relev skills in planning, earning Processes ang ariety f. Demonstrate a variety rng tl monitoring, assessing and reporting: outcomes ad ethical teaching standards Sensitive a global realities nal and professional growth [d-based opportunities g. Practice professional to the local, national and h. Pursue lifelong teaming 7 lee through varied experiential a ‘ _s In addition to the program outcomes of each eta 7 a discipline, there are program outcomes specil be i Sree ia Elementary Education, (CMO No.74,$.2017); Bache! Scene Senn Education Major in English, Filipino, Mathematics, sees Ss Studies (CMO No.75,$.2017); Bachelor of Early Chi 7 4 atin (CMO No.76,S.2017); Bachelor of Special Needs Educat ion x) No.77,S.2017); Bachelor of Technology and Livelihood lucation (CMO No.78.S.2017); Bachelor of Technical-Vocational Teacher Education (CMO No.79,S.2017); Bachelor of Physical Education (CMO No.80,S.2017); Bachelor of Culture and Arts Education (CMO No.82,S.2017). For details, refer to the given CMOs, 3.3. The Three Types of Learning Believing that there were more than one (1) type of learning, Benjamin Bloom aad a committee of colleagues in 1956, identified three domains of educational activities: the cognitive, referring to mental skills; affective referring to growth in feeling or emotion, and psychomotor, referring to manual or physical skills. These terms were regarded as too technical by practicing teachers and so the domains were translated to simpler terms commonly used by teachers: knowledge, skills and attitudes (KSA). These domains are organized into cate; arranged in hierarchical order from the sim most complex behavior. To ensure that the learning outcomes are measurable, demonstrable and verifiable, the outcomes should be Stated as concrete and active verbs. In mid-nineties, a former student of Bloom, Lorin Anderson, reviewed the cognitive domain objectives and effected some changes. The two most prominent of the ° h J vO | se are (a) changing the names in the six subdivisions from noun to verb and (b) re-arranging the order of the last two-synthesis and evaluation. These three domains of lear: succeeding pages. gories or, levels and plest behavior to the ning are given in detail in the~ Program Ovicomes and Student Learning Outcomes. 7 TT Table: 1.2 Revised version from Original by Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001) SL ee Te a Knowledge of terminology Vocabulary terms, mathematical symbols, musical notation, alphabet Knowledge of specific details and elements CeMCuU rn tale LUE RUE eis Knowledge of classifications and categories Knowledge of principles and generalizations RN ee cece oa Components of the Food Pyramid, names of congressional representatives, major battles of wwii Species of animals, different kinds of arguments, geological era Types of conflict in literature, Newton’s Laws of Motion, principles of democracy Knowledge of theories, models and structures Pa fe Knowledge of subject-specific skills and algorithms Knowledge of subject-specific techniques and methods TOO ORCS EL Theory of evolution, economic theories, DNA models Procedure for solving quadratic equations, mixing colors for oil painting, serving a volleyball Literary criticism, analysis of historica documents, mathematical problem-solving methods | Knowledge of criteria for determining when to use appropriate procedures Strategic knowledge Methods appropriate for different kinds of experiment, statistical analysis procedures used for different situations, syllabus guidelines for different genres of writing Ways of memorizing facts, reading comiprehension strategies, methods of planning a Web site Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge Self-knowledge Different reading demands of textbooks and novels; thinking ahead when using an electronic database; differences between writing emails and writing business letters Need for a diagram or chart to understand complex processes, better comprehension in quiet environments, need to discuss ideas with someone before writing an essay(Chapter 3 ~ Program Outcomes and Student Leaning Outcomes 27 ] Table: 1.2 Revised version from Original by Anderson, L. W. and Krathwohl, PETS CEL CN (er oe Knowledge of terminology elements categories Knowledge of classifications and O. R., et al (Eds..) (2001) NEE) Vocabulary terms, mathematical symbols, musical notation, alphabet Knowledge of specific details and | Components of the Food Pyramid, names of congressional representatives, major battles of, WWI re ee Te occ Mee eet s, different kinds of arguments, Knowledge of principles and generalizations Knowledge of theories, model: structures, Sea or eee Knowledge of subject-specific and algorithms Knowledge of subject-specific techniques and methods Knowledge of criteria for determining when to use appropriate procedures Peace Strategic knowledge and conditional knowledge Self-knowledge Types of conflict in literature, Newton's Laws of Motion, principles of democracy is and | Theory of evolution, economic theories, DNA models SRC Ln Procedure for solving quadratic equations, mixing colors for oil painting, serving a volleyball Literary criticism, analysis of historical documents, mathematical problem-solving methods skills Methods appropriate for different kinds of experiment, statistical analysis procedures used for different situations, syllabus guidelines for different genres of writing Dee Te Ways of memorizing facts, comprehension strategies, methods of planning a Web site "| Different reading demands of textbooks and reading . _. | novels; Knowledge about cognitive tasks, | thinking ahead when using an electronic including appropriat database; differences between writing emails and writing business letters Need for a diagram or chart to understand complex processes, better comprehension in quiet environments, need to discuss ideas with someone before writing an essayComparing Explaining Executing Implementing AT Neate oR KoRcn Ene Break a concept down into its parts and describe how the (Chapter 3 ~ Program Outcomes and Student Leaming Outcomes 23 xplain how the heart is like a pump. Gompare Mahatma Gandhi to a present day leader. Jse a Venn diagram to demonstrate how two books by Charles Dickens are similar and different. Draw a diagram explaining how air pressure affects the weather. Provide details that justify why the French Revolution happened when and how it did. Describe how interest rates affect the economy. Add a column of two-digit numbers. Orally read a passage in a foreign language. Have a student open house discussion. Design an experiment to see how plants grow in different kinds of soil + Prooftead a piece of writing. * Create a budget. List the important information in a mathematical word problem and cross out the unimportant M err Checking Differentiating information. * Draw a diagram showing the major and minor characters in a novel. * Place the books in the classroom library into categories. * Make a chart of often-used figurative devices and Organizing explain their effect. + Make a diagram showing the ways plants and animals in your neighborhood interact with each other. + Read letters to the editor to determine the authors’ points of view about a local issue. te + Determine a character’s motivation in a novel or Attributing short story. nee ere Look at brochures of political candidates and hypothesize about their perspectives on issues. Oras + Participate in a writing group, giving peers feedback on organization and logic of arguments. * Listen to a political speech and make a list of any contradictions within the speech. + Review a project plan to see if all the necessary steps are included.