3.8.

Exercises
A. The following are examples of learning outcomes; on the second column, write the domain in which
each outcome is classified and on the third column the level/ category to which the learning outcome belongs.
(DOMAIN : COGNITIVE, PSYCHOMOTOR, AFFECTIVE)

Domain Level/Category

1. Formulate a procedure to Cognitive Applying: using what was learned in classroom Follow in
preparing for class into similar new situations. demonstration.
2. Formulate new program Cognitive Creating: building a structure or pattern; putting parts together.
3. Perform repeatedly with speed Psychomotor Skilled movements: advanced learned and accuracy
movements as one would find sports of acting
4. Listen to others with respect. Affective Receiving: being aware of sensitive to something and being willing
to listen or pay attention 5. Select the most effective Cognitive Analyzing: separating materials or concept
into among a number of solutions. component parts to understand the whole.
6. Watch a most experienced Psychomotor Fundamental movements: basic movements
performer. such as walking or grasping
7. Know the rules and practice Affective Responding: showing commitment to respond in
them. some measure to the idea or phenomenon
8. Show ability to resolve Affective Valuing: the willingness to be perceived as problems/conflicts.
valuing or favouring certain ideas.
9. Apply learning principles in Psychomotor Perceptual abilities: response to stimuli such as
Studying pupil behaviour. visual, auditory, kinaesthetic, or tactile
discrimination
10. Recite prices of commodities Cognitive Remembering: recalling previously learned from memory.
information.

B. Using the indicated topic or subject matter, write the learning outcomes for each of the 3 domains
arranged from the simplest to the most complex level of category.
1. Cognitive: Topic – Investigative Project in Biological Science
1.1. Remembering - Identifying current methodology and investigation through laboratory
courses.
1.2. Understanding - Explaining the living world through scientific principles and
appreciation.
1.3. Applying - Demonstrate understanding of scientific method use in solving problems.
1.4. Analyzing - Differentiate medicinal and poisonous plants.
1.5. Evaluating - Justify human knowledge of biology through instincts and exploring nature.
1.6. Creating - Generate interest about our surroundings.

2. Psychomotor: Topic – Table Setting

2.1. Observing- Watching professional person to do table setting.
2.2. Imitating- Show understanding and do sequence of steps with assistance.
2.3. Practicing- Perform step by step process of setting the table.
2.4. Adapting- Design new scheme and pattern set-up for the table.

3. Affective: Topic – Developing and Nurturing Honesty

3.1. Receiving – Choose only to be righteous and honest at all times.
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3.2. Responding- Answer truthfully to the questions being asked.

 3.3. Valuing- Explain the importance of honesty.
3.4. Organizing- Integrate from what we know for being honest and dishonest.
3.5. Internalizing- Influence others to be true/honest at all time.

C. Based on Kendall’s and Marzano’s new taxonomy, select learning competencies from K to 12
Curriculum Guide to illustrate levels of difficulty found in the new taxonomy of Kendall and Marzano. Refer to
Kendall’s to Marzano’s new taxonomy in Figure 5.

Level of Processing Competency from K to 12 Curriculum Guide

1. Retrieval EN7WC-I-a-4.1: Recognize the common purposes for writing.
2. Comprehension N8LC-IVi-3.14: Summarize information from the text listened to.
3. Analysis EN7WC-I-d-4.3: Identify basic features and kinds of paragraph.
4. Knowledge Utilization EN7WC-IV-a-2.2: Compose simple informative texts.
5. Metacognitive system EN8VC-IVb-12: Raise questions about a particular aspect of a material viewed.
6. Self-system EN8RC-IVd-14.1: Interpret and follow instructions, directions, notices, rules and
regulations.

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