Name: Jianne Daphne Isshe P.

Juaton Date: March 3, 2023

Course & Section: BTLEd-2 Subject: EDUC216B

Using the indicated topic or subject matter, write learning outcomes for each of the three domains

arranged from the simplest to the most complex level or category.

CHOSEN TOPIC: Table Setting

At the end of the discussion, students must be able to:

COGNITIVE DOMAIN

Remembering Recognize what table setting is and why it is being used.

Understanding Classify the ways and methods to follow on how table setting should

be done properly.

Applying Execute table setting through a written work. Students are now asked

to visualize their interpretation of how a table setting looks like through a

poster making essay.

Analyzing Differentiate all the types of table setting. Establish alternatives that is

suitable for a fine dining.

Evaluating Critique a table set up and observe the methods being followed, if it is

being done properly or should be changed.

Creating Plan on how to set up a table. Let the students plan a table setting

intended for a week with the consideration of the budget and the

resources available. They will be given different themes to follow.

PSYCHOMOTOR DOMAIN

Observing Examine the handouts that will be provided by the teacher that shows

as an example of a proper table set up.

Imitating Group the students randomly and let them work collaboratively, ask

them to demonstrate the methods of how table setting should be

properly done based on what is shown to them.

Practicing The students will be asked to prepare for a graded table set up with

the freedom to choose their own themes.

Adapting Prepare a table set up for a birthday theme considering the budget and

the resources available.

AFFECTIVE DOMAIN

Receiving Identify the most commonly used table set up.

Responding Recite the essential tools and materials needed in a basic table setting.

Valuing Explain the significance of table setting to the betterment of the

economy and to the real world.

Organizing Arrange the various types of table setting according to the instructions

and methods given and determine how it will affect the guests.

Internalizing Modify a table setting that is suitable for a family dinner.

 INTERPRETATING THE LEARNING OUTCOMES
The Cognitive, Psychomotor and Affective

The learning outcomes being presented in this work are based on the three areas of Bloom's

Taxonomy: cognitive, psychomotor, and affective. These three have a substantial impact on a learner's

success, so learning should be concentrated on all three rather than just one. Most individuals are

unaware that learning can take place in many contexts and that students can have distinct learning

styles. These learning goals will help students in a variety of areas that are important for their growth

and that they should have in order to advance.

Referring to the cognitive realm, which includes the processes of remembering,

comprehending, applying, analyzing, evaluating, and producing. From the word "cognitive," it is clear

that the emphasis is primarily on the goal of learning through various channels and how direct

information might help. The primary goal of this domain is learning through the formulation of terms,

definitions, and phrases that the brain can store in long-term memory. Teachers should develop

straightforward concepts through this area that would make learning easy for the students. The

psychomotor, on the other hand, is more concerned with the demonstration and application of the

knowledge being applied in the cognitive domain, where learning may also occur. In this field,

students can actually demonstrate their abilities and come up with better ideas by observing, copying,

practicing, and adjusting. In other words, materializing their visualization. This field also has a

significant impact on students, particularly kinesthetic learners who gain more knowledge when

concepts are illustrated or put into practice. The psychomotor domain aids students in discovering and

experimenting with their own techniques of application. Also, students can develop their own

methods for setting the table, particularly for the subject being discussed—table setting—and for how

they understand their learning in the cognitive domain. Lastly, the affective domain. This domain's

realistic area focuses more on how it will influence a person and how realistic it will be in the real

world. The lesson's value or importance in day-to-day life is also intended to be implied. As you have

seen on the table, this domain includes receiving, responding, valuing, organizing, and
internalizing. Its main focus is on the students' emotions when they learn new information, or more

specifically, how it will affect them emotionally.

Since each of these domains serves a different function for a student's improvement, it is the

teacher's job to equalize them so that the students can learn in a way that is both beneficial and

balanced. These areas are constantly present and ought to be given attention because they will

eventually have an impact on the students. In order to have a good teaching strategy for the students,

we should also be careful when using these three as future educators. It's crucial to let them explore

while guiding them as they make use of these three domains. Learning can be done in various ways

and these learnings can make a difference.