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Chapter 3 Educ 5

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4 views

Chapter 3 Educ 5

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raptipsss
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© © All Rights Reserved
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Chapter 3:PROGRAM

OUTCOME AND STUDENTS


LEARNING OUTCOMES
INTRODUCTION
LEARNING OUTCOMES COME IN THREE (3)
DIFFERENT DOMAINS : COGNITIVE,
PSYCHOMOTOR AND AFFECTIVE. YOU WILL
ALSO BE INTRODUCED TO KENDALL’S AND
MARZANO’S FIVE LEVELS OF PROCESSING
INFORMATION, MENTAL PROCEDURES AND
PSYCHOMOTOR PROCEDURES
3.1 PROGRAM OUTCOMES AND STUDENT
LEARNING OUTCOMES
The shift of focus in education from content to students learning
outcomes has changed teachers, instructional perspective. In short,
teachers were more content-centered than outcomes-centered.
The new education perspective requires teachers to visualize the
ideal graduates three or more years after graduation and right
after completion of the program, i.e., graduation time (as stated in
institutional outcomes and program outcomes). The Commission
on Higher Education, the body that regulates higher education in
the Philippines, in its Memorandum Order #20, s. 2014 requires the
following program outcomes for all higher education institutions
the ability to:
• a) Articulate and discuss the latest developments in the
specific field of practice;
• b) Effectively communicate orally and in writing using
both English and Filipino;
• c) Work effectively and independently in multi-
disciplinary and multi-cultural teams;
• d) Act in recognitions of professionals, social and
ethical responsibility; and
• e) Preserve and promote “Filipino historical and cultural
heritage.”
• some programs outcomes are
base don HEI type because
this determines the focus of
purpose of the HEI?

What is HEI? HIGHER


EDUCATIONAL INSTITUITIONAL
3.2 Program
Outcomes for
Teacher Education
a. Articulate the rootedness of
education in philosophical, socio-
cultural, historical, psychological,
and political contexts.

b.Demonstrate mastery of subject


matter/discipline.

c. Facilitate learning using a wide


range of teaching methologies and
delivery modes appropriate to
specific learners and environments.
d. Develop innovative curricula,
instructional plans, approaches for
diverse learners.

e. Apply skills in the development


and utilization of ICT to promote
quality,relevant. and sustainable
educational practices.
f. Demonstrate a variety of thinking
skills in planning,monitoring,
assessing, and reporting learning
processes and outcomes.
g. Practice professional and
ethical teaching standards
sensitive to the local, national,
and global realities.

h. Pursue lifelong learning for


personal and professional
growth through varied
experiental and field
Reported by: Lilian Atilano
Figure 2. The Categories/Levels of Cognitive Domain Learning
Objectives Arranged Hierarchically
3.5. DOMAIN II: Psychomotor (Skills)

In the early seventies, E. Simpson,


Dave and A.S. Harrow recommended
categories for the Psychomotor
Domain which included physical
coordination, movement and use of
the motor skills body parts.

Maldora, Lorie Mae P.


The 7 Categories of
Simpson
1. Perception
2. Set
3. Guided Response
4. Mechanism
5. Complex Overt Response
6. Adaption
7. Origination
Maldora, Lorie Mae P.
Domain iii:
Affective (attitude)

The affective domain


refers to the way in
which we deal with
situations emotionally
such as feelings,
appreciation,
enthusiasm, motivations,
values, and attitude.
The Categories/Levels of affective Domain Learning Objectives Arranged Hierarchically
These contribution from Simpson, Dave and Harrow have been re-organized and simplified into 4
categories or levels.

Categories / Levels Outcomes Verbs Learning Outcomes


Statements

2.1 Observing: active mental watch, detect, distinguish, Detect non-verbal communication
attention to a physical differentiate, describe, relate, select cues; watch a more experienced
activity person; observe and read directions

2.2 Imitating: attempt to copy begin, explain, move, display, Show understanding and do
a physical behavior proceed, react, show, state, volunteer sequence of steps with assistance;
recognize one’s limitations

2.3 Practising: performing a bend, calibrate, construct, Operate quickly and accurately;
specific activity repeatedly differentiate, dismantle, display, display competence while performing,
fasten, fix, grasp, grind, handle, performance is moving towards
measure, mix, operate, manipulate, becoming automatic and smooth.
mend

2.4 Adapting: fine tuning the organize, relax, shorten, sketch, Perform automatically; construct a
skill and making minor write, re-arrange, compose, create, new scheme/sequence; apply skill in
adjustments to attain design, originate new situation; create a new routine,
perfection develop a new program
REPORTER: GIRLY P. ROSAL BEED-3

KENDALL’S AND MARZANO’S TAXONOMY


Kendall’s and Marzano’s Taxonomy defines the manner in which of its six
levels interacts with the three knowledge domains.
LEVEL 1: RETRIEVAL

❑ Retrieval involves the recognition and recall


of information and the execution of mental procedures
and psychomotor Procedures.

❑ It involves the processes of recognition, recall and


execute.
LEVEL 2: COMPREHENSION

❑ At this level, learners distill knowledge to its organizing


essence. It is the lowest level of demonstration of
understanding.

❑ It involves the processes of integrating and symbolizing.


LEVEL 3: ANALYSIS

❑ Analysis processes all involve examining knowledge


in fine detail, and a result, generating new conclusions.

❑ It involves the processes of matching, classifying and


analyzing errors, generalizing and specifying.
LEVEL 4: KNOWLEDGE UTILIZATION

❑ At this level, learners use the knowledge to


accomplish a specific task.

❑ It involves the processes of decision making, problem


solving, experimenting, and investigating.
LEVEL 5: METACOGNITIVE SYSTEM

❑ Described by researchers and theorists as responsible


for monitoring, evaluating, and regulating the functioning
of all other types of thought.

❑ It involves the processes of specifying goals, process


monitoring, monitoring clarity, and monitoring accuracy.
LEVEL 5: SELF-SYSTEM

❑ It is the interaction of these attitudes, beliefs, and emotions


that determines both motivation and attention.

❑ It involves the processes of examining importance,


examining efficacy, examining emotional response, and
examining motivation.
THREE SYSTEMS OF NEW TAXONOMY

•SELF-SYSTEM
•METACOGNITIVE SYSTEM
•COGNITIVE SYSTEM
THREE DOMAINS OF KNOWLEDGE

•INFORMATION
•MENTAL PROCEDURES
•PSYCHOMOTOR PROCEDURES

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