February 11, 2024 – SESSION 3
CREATE – combining parts to make a new
LESSON 3 – PROGRAM OUTCOMES
A. Program Outcomes for Teacher Education
1. Articulate the rootedness of education in
philosophical, socio-cultural, historical,
psychological and political contexts.
2. Demonstrate mastery of subject
matter/discipline.
3. Facilitate learning using a wide range of
teaching methodologies and delivery modes
appropriate to specific learners and their
environment.
4. Develop innovative curricula, instructional
plans, teaching approaches and resources
for diverse learners.
5. Apply skills in the developmental and
utilization of ICT to promote quality, relevant
and sustainable educational practices.
6. Demonstrate a variety of thinking skills in
planning, monitoring, assessing, and
reporting learning processes and outcomes.
7. Practice professional and ethical standards
sensitive to local, national and global
realities.
8. Pursue lifelong learning for personal and
professional growth through varied
experiential and field-based opportunities.
B. The 3 Types of Learning
1. Cognitive – referring to mental skills.
2. Affective – referring to growth in feeling or
emotion.
3. Psychomotor – referring to manual or
physical skills.
These are translated simply into KSA
(KNOWLEDGE, SKILLS AND ATTITUDES)
BLOOM’S TAXONOMY (COGNITIVE DOMAIN)
1. REMEMBER – recognizing and recalling facts
(define, duplicate, list, memorize, repeat, state)
2. UNDERSTAND – understanding what the facts
mean (classify, describe, discuss, explain, identify,
locate, recognize, report, select, translate)
3. APPLY – applying the facts, rules, concepts and
ideas (execute, implement, solve, use,
demonstrate, interpret, operate, schedule, sketch)
4. ANALYZE – breaking down information into
component parts (differentiate, organize, relate,
compare, contrast, distinguish, examine,
experiment, question, test)
5. EVALUATE – judging the value of information or
ideas (appraise, argue, defend, judge, select,
support, value, critique, weigh)
6.
whole (design, assemble, construct, conjecture,
develop, formulate, author, investigate)
PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY
SIMPSON (1972)
1. Perception – (awareness) the ability to use
sensory cues to guide motor activity. This ranges
from sensory stimulation, through cue selection, to
translation (chooses, describes, detects,
differentiates, distinguishes, identifies, isolates,
relates, selects)
2. 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).
(begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers)
3. Guided response – the early stages in learning
in complex skills that includes imitation and trial
and error. Adequacy of performance is achieved by
practicing. (copies, traces, follows, react,
reproduce, responds)
4. Mechanism – (basic proficiency) this is the
intermediate stage in learning a complex skill.
Learned responses have become habitual and the
movements can be performed with some
confidence and proficiency. (assembles, calibrates,
constructs, dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches)
5. 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.
6. Adaptation – skills are well-developed and the
individual can modify movement patterns to fit
special requirements (adapts, alters, changes,
rearranges, reorganizes, revises, varies)
7. Origination – creating new movement patterns
to fit a particular situation or specific problem.
Learning outcomes emphasize creativity based
upon highly developed skills (arranges, builds,
combines, composes, constructs, creates, designs,
initiate, makes, originates)
PSYCHOMOTOR DOMAIN TAXONOMY BY
DAVE (1975)
1. Imitation – observing and patterning behavior
after someone else. Performance may be of low
quality (copy, follow, mimic, repeat, replicate,
reproduce, trace)
2. Manipulation – being able to perform certain
actions by memory or following instructions (act,
build, execute, perform)
3. Precision – refining, becoming more exact.
Performing a skill within a high degree of precision
(calibrate, demonstrate, master, perfectionism)
4. Articulation – coordinating and adapting a
series of actions to achieve harmony and internal
consistency (adapt, constructs, combine, creates,
customize, modifies, formulate)
5. Naturalization – mastering a high level
performance until it become second-nature or
natural, without needing to think much about it
(create, design, develop, invent, manage, naturally)
PSYCHOMOTOR DOMAIN TAXONOMY BY
HARROW (1972)
1. Reflex movement – reactions that are not
learned (react, respond)
2. Fundamental movements – basic movements
such as walking or grasping (grasp an object, throw
a ball, walk)
3. Perceptual abilities – response to stimuli such
as visual, auditory, kinesthetic, or tactile
discrimination (catch a ball, draw or write)
4. Physical abilities – (fitness) stamina that must
be developed for further development such as
strength and agility (agility, endurance, strength)
5. Skilled movement – advanced learned
movements as one would find in sports or acting
(adapts, constructs, creates, modifies)
6. Nondiscursive communication – use effective
body language, such as gestures and facial
expressions (arrange, compose, interpretation)
AFFECTIVE DOMAIN
1. Receiving phenomena – awareness,
willingness to hear, selected attention
(acknowledge, asks, attentive, courteous, dutiful,
follows, gives, listens, understands)
2. Responds to phenomena – active participation
on the part of the learners. Attend and react to a
particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness
to respond or satisfaction in responding
(motivation) (answers, assists, aids, complies,
conforms, discusses, greets, helps, labels,
performs, presents, tells)
3. Valuing – the worth or value a person attaches
to a particular object, phenomenon, or behavior.
This ranges from simple acceptance, more
complex state of commitment. Valuing is based on
the internalization of a set of specified values, while
clues to these values are expressed in the learner’s
overt behavior and are often identifiable
(appreciates, cherish, treasure, demonstrates,
initiates, invites, joins, justifies, proposes, respect,
shares)
4. Organization – organizes values into priorities
by contrasting different values, resolving conflicts
between them, and creating a unique value system.
The emphasis is on comparing, relating and
synthesizing values (compares, relates,
synthesizes)
5. Internalize values (characterization) – has a
value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and
most important characteristics of the learner.
Instructional objectives are concerned with the
student’s general patterns of adjustment (personal,
social, emotional) (acts, discriminates, displays,
influences, modifies, performs, qualities, questions,
revises, serves, solves, verifies)
KENDALL’S AND MARZANO’S NEW
TAXONOMY OF EDUCATIONAL OBJECTIVES
1. Retrieval
Executing uses, demonstrate, show, make,
complete, draft, perform procedures without
significant errors
Recalling exemplify, name, list, label, state,
describe, who, what, where, when, produce
information on demand
Recognizing recognize (from a list), select from a
list, identify from a list, determine if the following
statements are true, and determine whether
provided information is accurate, inaccurate or
unknown
2. Comprehension
Symbolizing symbolize, depict, represent,
illustrate, draw, show, use models, diagram chart
depict critical aspects of knowledge in a pictorial of
symbolic form
Integrating describes how or why, describe the
key parts of, describe the relationship, between,
explain ways in which, paraphrase, summarize,
discern essential from nonessential elements
3. Analysis
Specifying predict, judge, deduce, argue for cause
or predictions
Generalizing establish conclusions, elaborate
about inferences, state a principle, generalization
or rule, trace chronological development, infer new
generalizations from known knowledge
Analyzing identify errors or problems, identify
issues or misunderstandings, assess, critique,
diagnose, evaluate, edit, revise, identify and
explain logical or factual errors in knowledge
Classifying classify, organize, sort, identify a
broader category, identify different types, identify
super ordinate and subordinate categories of
information
Matching categorize, compare and contrast,
differentiate, discriminate, distinguish, sort, create
an analogy or metaphor

4. Knowledge Utilization
Investigating investigate, research, take a position
on, distinguish features, explain, think through
implications, report results. The student generates
and tests hypotheses
Experimenting experiment generates, test,
theorize, predict. The student designs new
methods of collecting data
Problem – solving solve, recognize obstacles,
adapt, develop novel strategies to reach goals
under difficult conditions
Decision – making decide, select among similar
alternatives, establish criteria, defend choices

5. Metacognition
Examining motivation examine motivations to
learn and improve\
Specifying goals set specific learning goals and
develop a plan for accomplishing the goals
Process monitoring self-monitor the process of
achieving goals
Monitoring clarity determine how well they
understand knowledge
Monitoring accuracy determine accuracy of
understanding and defend documents

6. Self-system thinking
Examining importance analyze importance of
knowledge to self
Examining efficacy examine own beliefs to
improve integration of knowledge
Examining emotions identify emotional responses
associated with knowledge