WEEK 4

Program Outcomes
and Student Learning
Outcomes
 Learning Outcomes
➢ Clarify the program outcomes for teacher
education
Program Outcomes and Student Learning Outcomes
- The shift of focus in education from content to
student learning outcomes has changed teachers’
instructional perspective.
- The new educational perspective requires teachers
to visualize the ideal graduates three or more years
after graduation and right after completion of the
program
 PROGRAM OUTCOMES FOR HEIs
(CHED Memorandum Order No. 20 s. 2014
• Articulate and discuss the latest developments in the
specific field of practice;
• Effectively communicate orally and in writing using
both English and Filipino;
• Work effectively and independently in multi-
disciplinary and multi-cultural teams;
• Act in recognition of professional, social, and ethical
responsibility; and
• Preserve and promote “Filipino historical and cultural
heritage.”
 SOME PROGRAM OUTCOMES BASED
ON THE PURPOSE AND FOCUS OF HEIs
• Graduates of professional institutions
demonstrate a service orientation in one’s
profession.
• Graduates of colleges participate in various
types of employment, development
activities and public discourses, particularly
in response to the needs of the communities
one serves.
 SOME PROGRAM OUTCOMES BASED
ON THE PURPOSE AND FOCUS OF HEIs
• Graduates of universities participate in the
generation of new knowledge or in research
and development projects.
• Graduates of the State Universities and
Colleges must, in addition, have the
competencies to support “national,
regional, and local development plans.”
 PROGRAM OUTCOMES FOR TEACHER
EDUCATION
• Articulate the rootedness of education in
philosophical, socio-cultural, historical, psychological
and political contexts.
• Demonstrate mastery of the subject matter /
discipline.
• Apply skills in the development and utilization of ICT
to promote quality, relevant and sustainable
educational practices.
 PROGRAM OUTCOMES FOR TEACHER
EDUCATION
• Facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to
specific learners and their environments.
• Develop innovative curricula, instructional plans,
teaching approaches and resources for diverse
learners.
 PROGRAM OUTCOMES FOR TEACHER
EDUCATION
• Demonstrate a variety of thinking skills in planning,
monitoring, assessing and reporting learning
processes and outcomes.
• Practice professional and ethical teaching standards
sensitive to the local, national and global realities.
• Pursue lifelong learning for personal and professional
growth through varied experimental and field-based
opportunities.
 PROGRAM OUTCOMES FOR TEACHER
EDUCATION (CMO No. 74,75,765,77,78,79,80 & 82, s. 2017)
In addition to the program outcomes of teacher education
as a discipline, there are program outcomes specific to
the following courses:
• Bachelor of Elementary Education

• Bachelor of Secondary Education

• Bachelor of Early Childhood Education

• Bachelor of Special Needs Education

• Bachelor of Technical-Vocational Teacher Education

• Bachelor of Physical Education

• Bachelor of Culture and Arts Education

 Three Types of Learning
Benjamin Blooms et al. (1956)

1. Cognitive -
referring to mental
skills
 Three Types of Learning
Benjamin Blooms et al. (1956)

2. Affective –
referring to growth
in feeling or
emotion
 Three Types of Learning
Benjamin Blooms et al. (1956)

3. Psychomotor
– referring to
manual or
physical skills.
 Three Types of Learning
Benjamin Blooms et al. (1956)

These terms were regarded as too

technical by practicing teachers and so the
domains were translated to simple terms
commonly used by teachers:
Knowledge, Skills and Attitudes (KSA)
Taxonomies of Cognitive Domain: Blooms,
Anderson’s and Krathwohl’
Bloom’s Taxonomy Anderson’s and
1956 Krathwohl’s Taxonomy
2001
Knowledge Remembering
Comprehension Understanding
Application Applying
Analysis Analyzing
Synthesis Evaluating
Definition of Cognitive Domain
DOMAIN 1: Cognitive (Knowledge)
Categories / Levels Outcome Verbs Learning Outcome
Statement
1. Remembering: recall of Define, describe, identify, label, Recite the multiplication tables;
previously learned information match, name, outline, recall, Match the word with the parts
recognize, reproduce, select, of the picture of a sewing
state machine
2. Understanding: Distinguish, estimate, explain, Explain in one’s own words the
comprehending the meaning, give example, interpret, stages in the life cycle of
translation and interpretation of paraphrase, summarize butterfly; distinguish among the
instructions; state a problem in different geometric figures.
one’s own word
3. Applying: using what was Apply, change, compute, Use a mathematical formula to
learned in the classroom in construct, demonstrate, solve an algebra problem;
similar new situations discover, modify, prepare, Prepare daily menus for one
produce, show, solve, use week for a family of six
DOMAIN 1: Cognitive (Knowledge)

Categories / Levels Outcome Verbs Learning Outcome

Statement
4. Analyzing: separating Analyze, compare, contrast, Observe a classroom and list
materials or concept into diagram, differentiate, down the things to be
component parts to distinguish, illustrate, outline, improved; differentiate the
understand the whole select parts of a tree
5. Evaluating: judging the Compare, conclude, criticize, Defend a research proposal;
value of an idea, object or critique, defend, evaluate, select the most effective
material relate, support, justify solution; critique a class
demonstration
6. Creating: building a Categorize, combine, compile, Compile personal records and
structure or pattern; putting compose, devise, design, documents into a portfolio;
parts together plan, organize, revise, Write a syllabus for a school
rearrange, generate, modify subject
 CONCISE

HIGH TECH

INNOVATION

5 Questions a Day
 Read the following LET-like questions carefully
and choose the best answer.
Use this for items 1-5
I. Oliver wants to learn how to cook his favorite dish – sinigang.
II. Oliver found a recipe which he thinks he can create.
III. He can recall the ingredients from memorizing the recipe.
IV. He understand the steps in making the dish and believes he can cook it
on his own.
V. Oliver carried out the steps and made his favorite dish.
VI. He can now identify which ingredient brings out which flavor.
VII. He wants to improve the recipe to suit his own flavor preferences.
VIII. Oliver is examining which ingredients to add to improve the flavor
profile.
IX. He thinks adding chills would drastically enhance the soap.
X. Oliver created his own sinigang recipe by modifying his original guide.
Read the following LET-like questions carefully
and choose the best answer.

1. What domain of learning was emphasized

in the sentences above?
A. Cognitive Domain
B. Psychomotor Domain
C. Affective Domain
D. No learning occurred

Answer: A
The sentences show the cognitive
processes employed by Oliver while
cooking sinigang.
Read the following LET-like questions carefully
and choose the best answer.
2. What taxonomy of learning could be applied in
Oliver’s process of creating his own sinigang
recipe?
A. Blooms Taxonomy of Knowledge
B. Simpson’s Psychomotor Taxonomy
C. Krathwol’s Taxonomy
D. No learning taxonomy can be applied as there
was no learning that occurred.
Answer: A Bloom’s Taxonomy covers the
cognitive domain.
Read the following LET-like questions carefully
and choose the best answer.

3. Select the sentence showing the first level

of Bloom’s Taxonomy.
A. I C. III
B. II D. IV

The first level of Bloom’s Taxonomy is

Answer: C Remembering. One key word for this level
is recall.
Read the following LET-like questions carefully
and choose the best answer.
4. Sentence VI shows which stage of which
taxonomy of learning?
A. Understanding Blooms Taxonomy
B. Analyzing Bloom’s Taxonomy
C. Guided Response Simpson’s Taxonomy
D. Valuing Krathwohl’s Taxonomy
Identify is one key word for the
Answer: B Analyzing stage of Bloom’s Taxonomy.
Read the following LET-like questions carefully
and choose the best answer.
5. Choose the best sequence to show the
progress from the first to the sixth level of
cognitive learning.
A. I-II-IV-V-IX-X
B. I-III-IV-V-IX-X
C. III-IV-V-VI-VIII-X
D. III-IV-V-VIII-IX
The sequence III-IV-V-VI-VIII-X shows how
Answer: C learning progresses from the first level until the
peak of Bloom’s Taxonomy.
 CONCISE

HIGH TECH

INNOVATION

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