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MC ELT 5 Assignment

The document differentiates between program outcomes and learning outcomes, highlighting that program outcomes focus on institutional goals while learning outcomes pertain to individual student achievements. It outlines the program outcomes for teacher education, emphasizing problem-solving and research skills, and discusses three types of learning styles: visual, auditory, and kinesthetic. Additionally, it details Bloom's taxonomy of educational objectives, breaking down the cognitive domain into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

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2 views

MC ELT 5 Assignment

The document differentiates between program outcomes and learning outcomes, highlighting that program outcomes focus on institutional goals while learning outcomes pertain to individual student achievements. It outlines the program outcomes for teacher education, emphasizing problem-solving and research skills, and discusses three types of learning styles: visual, auditory, and kinesthetic. Additionally, it details Bloom's taxonomy of educational objectives, breaking down the cognitive domain into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

Uploaded by

Wawa Man
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Roel Aljon V.

Hernandez November 10, 2021


BSEd II Major in English
MC ELT 5

1. Differentiate Program Outcomes to Learning Outcomes.

Program outcomes examine what a program or process is to do, achieve, or


accomplish for its own improvement and/or in support of institutional or divisional
goals: generally numbers, needs, or satisfaction driven while Learning outcomes are
statements of the knowledge, skills and abilities individual students should possess
and can demonstrate upon completion of a learning experience or sequence of
learning experiences.

2. What is Program outcomes for Teacher Education?

Develop students' ability to recognize, formulate, and solve issues and


problems in the areas of content knowledge and pedagogy; and. Provide the students
with a meaningful experience in research and development that are relevant to the
field of the teaching profession.

3. What are the three types of learning?

The three basic types of learning styles are visual, auditory, and kinesthetic.
To learn, we depend on our senses to process the information around us. Most people
tend to use one of their senses more than the others. The following will be a
discussion of the three most common learning styles.

4. Identify different verbs to be used in a cognitive domain once that you are
making lesson's objective?

Knowledge Level: The successful student will recognize or recall learned


information.

list record underline


state define arrange
name relate describe
tell recall memorize
recall repeat recognize
label select reproduce

Comprehension Level: The successful student will restate or interpret information in


their own words.

explain describe report


translate express summarize
identify classify discuss
restate locate compare
discuss review illustrate
tell critique estimate
reference interpret reiterate
Application Level: The successful student will use or apply the learned information.

apply sketch perform


use solve respond practice
construct role-play demonstrate
conduct execute complete
dramatize employ

Analysis Level: The successful student will examine the learned information
critically.

analyze inspect test


distinguish categorize critique
differentiate catalogue diagnose
appraise quantify extrapolate
calculate measure theorize
experiment relate debate

Synthesis Level: The successful student will create new models using the learned
information.

develop revise compose


plan formulate collect
build propose construct
create establish prepare
design integrate devise
organize modify manage

Evaluation Level: The successful student will assess or judge the value of learned
information.

review appraise choose


justify argue conclude
assess rate compare
defend score evaluate
report on select interpret
investigate measure support

5. Research Blooms Benjamin S. taxonomy of educational objectives. Identify


the components of its hierarchy.

The cognitive domain (knowledge-based), original version

In the 1956 original version of the taxonomy, the cognitive domain is broken
into the six levels of objectives listed below. In the 2001 revised edition of Bloom's
taxonomy, the levels have slightly different names and the order is revised:
Remember, Understand, Apply, Analyze, Evaluate, and Create (rather than
Synthesize).
Knowledge - involves recognizing or remembering facts, terms, basic
concepts, or answers without necessarily understanding what they mean. Its
characteristics may include:
Knowledge of specifics—terminology, specific facts
Knowledge of ways and means of dealing with specifics—conventions, trends
and sequences, classifications and categories
Knowledge of the universals and abstractions in a field—principles and
generalizations, theories and structures

Comprehension - involves demonstrating an understanding of facts and ideas


by organizing, summarizing, translating, generalizing, giving descriptions, and stating
the main ideas.

Application - involves using acquired knowledge—solving problems in new


situations by applying acquired knowledge, facts, techniques and rules. Learners
should be able to use prior knowledge to solve problems, identify connections and
relationships and how they apply in new situations.

Analysis - involves examining and breaking information into component parts,


determining how the parts relate to one another, identifying motives or causes,
making inferences, and finding evidence to support generalizations. Its characteristics
include:
Analysis of elements
Analysis of relationships
Analysis of organization

Synthesis involves building a structure or pattern from diverse elements; it


also refers to the act of putting parts together to form a whole. Its characteristics
include:
Production of a unique communication
Production of a plan, or proposed set of operations
Derivation of a set of abstract relations

Evaluation involves presenting and defending opinions by making judgments


about information, the validity of ideas, or quality of work based on a set of criteria.
Its characteristics include:

Judgments in terms of internal evidence


Judgments in terms of external criteria

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