Monkayo College of Arts Grade Level

School Science and Technology BSED Social

Studies 3-A
Teacher Learning Area
Teaching Quarter
Dates and September 9, 2023 PRELIM
Time

I. OBJECTIVES

A. Content Standard Analyze and differentiate between program outcomes and learning
outcomes, including their definitions, purposes, and the methods for
formulating, assessing, and aligning them within educational context;

B. Performance Standard Formulate learning objectives across various levels encompassing

cognitive, psychomotor and affective domains; and
C. Learning
Competency/Objectives Develop positive attitudes, motivations, and emotional responses in
relation to metacognitive and self-system knowledge processing in the
context of education.
II. CONTENT
Topic/Title: CHAPTER 3: PROGRAM OUTCOMES AND LEARNING OUTCOMES

III. LEARNING
RESOURCES

A. References

Teacher’s Guide pages Module pages: 19-34

Learner’s Materials pages
Textbook pages
Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource
Assessment of Learning 1 Page 19-34
Module pages: 19-34
PowerPoint Presentation

IV. PROCEDURES
A. Reviewing previous lesson ELICIT
or presenting the new  Preliminary activities
lesson
The teacher will start the new lesson
 The teacher will ask the students to stand up for an opening prayer.
 To present the new lesson, the teacher will ask the students to carefully
read and analyze the provided statement below and make a selection
between program outcomes and learning outcomes to determine the
correct classification.
TASK 1. POSITION PRECISION!
Direction: Write ‘PO’ when the statement represents Program Outcomes and ‘LO’
when it corresponds to Learning Outcomes.

1. Graduates will demonstrate a deep

understanding of fundamental computer
science concepts, including algorithms, data
structures, and programming languages.

2. Students will be able to calculate and interpret

measures of central tendency, such as mean,
median, and mode.

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 3. Graduates will engage in lifelong learning,
staying updated with the rapidly evolving field
of computer science and adapting to new
technologies and methodologies.

4. Students will learn the principles of hypothesis

testing, including formulating null and
alternative hypotheses and conducting t-tests.

5. Graduates will be aware of global technology

trends and cultural diversity, enabling them to
work effectively in an interconnected world.

• How was the activity students?

• Are you familiar with Program Outcomes and Learning
Outcomes?
• Can you guess our lesson this morning?

B. Establishing a purpose for ENGAGE

the lesson TASK 2. DEFINE ME IN THE HIERARCHY!

C. Presenting
• The teacher will group the students into 6 and provide them with the
examples/Instances of the opportunity to conduct research to assist them in completing the task.
new lesson • The students are expected to define every level/categories of Cognitive Domain
of Benjamin Bloom’s Taxonomy. The options are given below for reference.
• Each group must have a representative to present and explain the outcomes
verbs and learning outcomes statements: G1-Remembering; G2-Understanding;
G3-Applying; G4-Analyzing; G5-Evaluating; G6-Creating.

CREATING

EVALUATING

ANALYZING

APPLYING

UNDERSTANDING

REMEMBERING

Recall of previously learned information

Judging the value of an idea, object or material
Using what was learned in the classroom into similar new situations
Building a structure or pattern; putting parts together
Separating materials or concept into component parts to understand the
whole
Comprehending the meaning, translation and interpretation of
instructions; state a problem in one’s own word
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 Process the activity by answering the following questions:
• What strategies can educators use to enhance cognitive learning in the
classroom?
• How can learning outcomes be used for continuous improvement in
teaching and learning?
• Why should learning outcomes be designed to support students’ skill
development and knowledge acquisition?

D. Discussing new concepts EXPLORE

and practicing new skills TASK 3. MULTIPLE CHOICE
#1 Direction: Carefully read and assess each word or statement, then indicate your choice
by selecting the appropriate letter within the designated box below.
E. Discussing new concepts
and practicing new skills
#2

CATEGORIES OF THE PSYCHOMOTOR DOMAIN

A. PERCEPTION
B. SET
C. GUIDED RESPONSE
D. MECHANISM
E. COMPLEX OVERT RESPONSE
F. ADAPTATION
G. ORIGINATION

__________1. It includes mental, physical, and emotional sets.

__________2. The ability to use sensory cues to guide motor activity.
__________3. Skills are well developed and the individual can modify
movement patterns to fit special requirements.
__________4. Creating new movement patterns to fit a particular situation or
specific problem.
__________5. Proficiency is indicated by a quick, accurate, and highly
coordinated performance, requiring a minimum of energy.
__________6. This is the intermediate stage in learning a complex skill.
__________7. The early stages in learning a complex skill that includes
imitation and trial and error.
__________8. Learned responses have become habitual and the movements can
be performed with some confidence and proficiency.
__________9. This category includes performing without hesitation, and
automatic performance.
__________10. Learning outcomes emphasize creativity based upon highly
developed skills.

F. Developing mastery EXPLAIN

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(leads to Formative Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
Process the above activity by answering the following questions:
 What instructional strategies can be used to teach and assess psychomotor skills
effectively?
 How can educators design hands-on activities and simulations to promote
psychomotor learning?
 Why is psychomotor learning essential for acquiring physical skills and
abilities?
ELABORATE
TASK 4. GROUP DISCUSSION!
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  The teacher will show a SmartArt graphic list at the board.
 The students will form a group of 2 and they are expected to write the words or
statements that will associate the different categories about the Psychomotor
Domain Taxonomies by Dave (1975) & Harrow (1972).
 Afterwards, they will choose a representative in each group to briefly discuss
their answers.

GROUP 1 GROUP 2
DAVE (1975) HARROW (1972)

H. Making generalizations
and abstractions about the The teacher will give a generalization of the topic.
lesson

I. Evaluating learning EVALUATE

Test I. CORRECT ME IF I’M WRONG!
Write the correct levels/categories of the Affective Domain if the statement is
accurate, and if it’s wrong, underline the incorrect word and write the correct answer
in the space provided before the number.

____________1. Being unaware or sensitive to something and being willing to listen

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 or pay attention.
____________2. Arranging values into priorities, creating a typical value system by
comparing, relating and synthesizing values.
____________3. Showing unwillingness to be perceived as valuing or favoring certain
ideas.
____________4. Showing commitment to respond I some measure to the idea or
phenomenon.
____________5. Practicing value system that controls one’s behavior; exhibiting
behavior that is consisted pervasive, predictable, and characteristics of the person.

Test II. FILL IN THE TABLE!

Carefully read the curriculum guide and write the correct levels/categories based on
Kendall’s and Manzano’s New Taxonomy.

Level of Processing Competency from the K-12

Curriculum Guide
1. Decide on the cause and effect of the
events.
2. Students do the role playing.

3. Recall stories that they have listened

during students childhood.
4. Students asked questions to clarify
certain things.
5. Identify the problem and solution.

6. Gather important details of poem.

J. Additional activities for EXPAND

application or remediation HARD COPY!
For your assignment, REFLECT ME!
In a long bond paper, reflect on the role of program outcomes in helping students
understand the expectations of their educational journey and reflect on the concept of
learning outcomes and how they have influenced your approach to learning and
studying. It must be Arial, size 11, single space, and normal margin. Deadline will be
on our next meeting.

Rubrics:
Content and  Content is comprehensive, accurate, 50
Development and persuasive.
 Major points are stated clearly and
are well supported.
 Responses are excellent, timely, and
address assignment including course
concepts.
 Content and purpose of the writing
are clear.
Organization and  Structure of the paper is clear and 20
Structure easy to follow.
 Paragraph transitions are logical and
maintain the flow of thought
throughout the paper.
 Conclusion is logical and flows from
the body of the paper.
Format  Paper follows all designated 15
guidelines.
 Paper is the appropriate length as
described for the assignment.

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  Format enhances readability of
paper.
Grammar, Punctuation,  Rules of grammar, usage, and 15
and Spelling punctuation are followed; spelling is
correct.
 Language is clear and precise;
sentences display consistently strong,
varied structure.
TOTAL 100
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by: Noted by:

Mark Vergel Nuenay
ORELLANIDA, MARY JOY
ALA, JORJE
LUCENIO, CRISTAL JOY
ALINSOB, JESALY
BIABADO, RIZA
VERDEDA, FRANZ ANGEL
DINOPOL, CENEN

KEY ANSWER:

TASK 1. POSITION PRECISION!

1. PO
2. LO
3. PO
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 4. LO
5. PO

TASK 2. DEFINE ME IN THE HIERARCHY!

Remembering- Recall of previously learned information
Understanding- Comprehending the meaning, translation and interpretation of instructions; state a
problem in one’s own word
Applying- Using what was learned in the classroom into similar new situations
Analyzing- Separating materials or concept into component parts to understand the whole
Evaluating- Judging the value of an idea, object or material
Creating- Building a structure or pattern; putting parts together

TASK 3. MULTIPLE CHOICE

1. B.
2. A.
3. F.
4. G.
5. E.
6. D.
7. C.
8. D.
9. E.
10. G.

TASK 4. GROUP DISCUSSION!

(Answers may vary)

Test I. CORRECT ME IF I’M WRONG!

1. Receiving/aware- unaware
2. Organizing/unique- typical
3. Valuing/willingness- unwillingness
4. Responding
5. Internalizing

Test II. FILL IN THE TABLE!

1. Knowledge Utilization
2. Self-system
3. Retrieval
4. Metacognitive System
5. Comprehension
6. Analysis

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