Chapter 3

PROGRAM OUTCOMES
& STUDENT LEARNING OUTCOMES
LEARNING OBJECTIVES:
Clarify the program outcomes for teacher education
Distinguish the 6 levels of knowledge under the
cognitive domain
Discuss the psychomotor categories in the
psychomotor domain of objectives contributed by
Simpson, Dave and Harrow
Discuss the 6 levels of learning objectives in the
affective domain arranged hierarchically
Discuss Kendall's and Manzano's new taxonomy
PROGRAM OUTCOMES
& STUDENT LEARNING OUTCOMES
CHED Memorandum Order No. 20, s. 2014 requires the following program
outcomes for all higher education institutions the ability to:

1. articulate and discuss the latest developments in the

specific field of practice;
2. effectively communicate orally and in writing using
both English and Filipino;
3. work effectively and independently in multidisciplinary
and multi-cultural teams;
4. act in recognition of professional, social, and ethical
responsibility; and
5. preserve and promote "Filipino historical and cultural
heritage."
PROGRAM OUTCOMES
FOR TEACHER EDUCATION
The following are the program outcomes for teacher education in 2017
Philippines:

articulate the rootedness of education in

philosophical, socio-cultural, historical, psychological,
and political contexts
demonstrate mastery of subject matter/discipline
facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to
specific learners and their environment
develop innovative, curricula, instruction plans,
teaching approaches and resources for diverse
learners
PROGRAM OUTCOMES
FOR TEACHER EDUCATION
apply skills in the development and utilization of ICT
to promote quality, relevant, and sustainable
educational practices
demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning
processes and outcomes
practice professional and ethical standards sensitive
to the local, national and global realities
pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities
 3 TYPES OF LEARNING
Believing that there were more than one (1) type of learning, Benjamin Bloom and a committee of
colleagues in 1956, identified three (3) domains of educational activities:

01. 02. 03.

Cognitive Affective Psychomotor

referring to mental skills referring to growth in feeling referring to manual or physical
or emotion skills
BLOOM'S AND ANDERSON'S TAXOMONY
4 LEVELS OF KNOWLEDGE
FACTUAL KNOWLEDGE
01. 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
02. This refers to the interrelationship of
facts. It is facts put together within
a larger structure that enable them
to function together. It is knowledge
of classifications, principles,
04. generalizations, theories, models or
structures pertinent to a particular
disciplinary area.
4 LEVELS OF KNOWLEDGE
PROCEDURAL KNOWLEDGE
03. This is knowing how to do
something. This refers to information
or 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
04. 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
04. to go about solving problems and
cognitive task. It includes contextual
and confidential knowledge and
knowledge of self.
COGNITIVE
(Knowledge)

of, relating to, being, or involving

conscious intellectual activity (such as
thinking, reasoning, or remembering)
 Categories/Level Outcome Verbs Learning Outcomes Statement

define, describe, identify, label, match,

Remembering: recall of previously learned Recite the multiplication tables; match the word
list, name, outline, recall, recognize,
information with the parts of the picture of a sewing machine
reproduce, select, state

Understanding: comprehending the meaning, distinguish, estimate, explain, give Explain in one's own words the stages in the life
translation and interpretation of instructions; example, interpret, paraphrase, cycle of a butterfly; distinguish among the
state a problem in one's own word summarize different geometric figures

apply, change, commute, construct, Use a mathematical formula to solve an algebra

Applying: using what was learned in the
demonstrate, discover, modify, prepare, problem; prepare daily menus for one week for a
classroom in similar new situations
produce, show, solve, use family of six

analyze, compare, contrast, diagram,

Analyzing: separating materials or concept into Observe a classroom and list down the things to
differentiate, distinguish, illustrate,
component parts to understand the whole be improved; differentiate the parts of a tree
outline, select

Evaluating: judging the value of an idea, object or compare, conclude, criticize, critique, Defend a research proposal; select the most
material defend, evaluate, relate, support, justify effective solution; critique a class demonstration

categorize, combine, compile, compose,

Creating: building a structure or pattern; putting Compile personal records and documents into a
devise, design, plan, organize, revise,
parts together portfolio; write a syllabus for a school subject
rearrange, regenerate, modify
PSYCHOMOTOR
(Skills)

of or relating to motor action directly

proceeding from mental activity
AFFECTIVE
(Attitude)

relating to, arising from, or influencing

feelings or emotions : emotional
CATEGORIES OF

AFFECTIVE DOMAIN
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.