6. The shift of focus in education from content to student learning outcomes has changed teachers’
instructional perspective . In the past, teachers were often heard about their concern to finish
their subject matter before the end of the term . Maybe because of the number of their students
or failure to clarify the desired learning outcomes , teachers’s concern for outcomes was
secondary to the completion of the planned content for the subject . In other words , teachers
were more content-centered than outcomes-centered .
T
7. The Commission on Higher Education, the body that regulates higher
education in the Philippines in its Memorandum Order no. 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
66.
b. Effectively communicate
orally and writing using
English and Filipino
c. Work effectively and
independently in multi-
disciplinary and multi-
cultural teams 67
d. Act in recognition of
professional ,social, and
ethical responsibility .
e.Preserve and promote
“FiIipino historical and
cultural heritage”. 68
8. 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
methodologies and delivery
modes appropriate to specific
learners and their
environments.
d.Develop innovative curricula,
instructional plans, teaching
approaches, and resources for
diverse learners.
e. Apply skills in the
development and utilization of
ICT to promote quality ,relevant
and sustainable educational
practice
f. Demonstrate a variety of
thinking skills in planning ,
monitoring ,assessing and
reporting learning process and
outcomes
g. Practice professional and
ethical teaching standards
sensitive to local ,national and
global realities
h. Pursue lifelong learning for
personal and professional
growth through varied
experimental and field based
opportunities.
10. Cognitive Domain-The cognitive domain involves the development of our mental skills and the
acquisition of knowledge.
Knowledge: the ability to recall data and/or information.
Comprehension: the ability to understand the meaning of what is known
Application: the ability to utilize an abstraction or to use knowledge in a new situation.
Analysis: the ability to differentiate facts and opinions.
Synthesis: the ability to integrate different elements or concepts in order to form a sound
pattern or structure so a new meaning can be established.
Evaluation: the ability to come up with judgments about the importance of concepts.
11. T
The psychomotor domain is comprised of utilizing motor skills and
coordinating them. The seven categories under this include:
Perception: the ability to apply sensory information to motor activity. Example: A cook adjusts
the heat of stove to achieve the right temperature of the dish.
Set: the readiness to act . Example: An obese person displays motivation in performing
planned exercise.
Guided Response: the ability to imitate a displayed behavior or to utilize trial and error.
Example: A person follows the manual in operating a machine.
Mechanism: the ability to convert learned responses into habitual actions with proficiency
and confidence. Example: A mother was able to cook a delicious meal after practicing how to
cook it.
Complex Overt Response: the ability to skilfully perform complex patterns of actions.
Example: Typing a report on a computer without looking at the keyboard.
Adaptation: the ability to modify learned skills to meet special events. Example: A designer
uses plastic bottles to create a dress.
Origination: creating new movement patterns for a specific situation. Example: A
choreographer creates a new dance routine.
12. T
The affective domain involves our feelings, emotions and attitudes.
This domain is categorized into 5 subdomains, which include:
Receiving Phenomena: the awareness of feelings and emotions as well as the ability
to utilize selected attention. Example: Listening attentively to a friend.
Responding to Phenomena: active participation of the learner. Example: Participating
in a group discussion.
Valuing: the ability to see the worth of something and express it. Example: An activist
shares his ideas on the increase in salary of laborers.
Organization: ability to prioritize a value over another and create a unique value
system. Example: A teenager spends more time in her studies than with her
boyfriend.
Characterization: the ability to internalize values and let them control the person`s
behavior. Example: A man marries a woman not for her looks but for what she is.
13. T
Benjamin Samuel Bloom was an
American educational psychologist
who made contributions to the
classification of educational
objectives and to the theory of
mastery learning.
14. Cognitive Domain-The cognitive domain involves the development of our mental skills and the acquisition of knowledge.
Knowledge: the ability to recall data and/or information.
Comprehension: the ability to understand the meaning of what is known
Application: the ability to utilize an abstraction or to use knowledge in a new situation.
Analysis: the ability to differentiate facts and opinions.
Synthesis: the ability to integrate different elements or concepts in order to form a sound
pattern or structure so a new meaning can be established.
Evaluation: the ability to come up with judgments about the importance of concepts.
15. T One of those educators was Lorin
Anderson, a former student of
Benjamin Bloom. Anderson and
Krathwohl (2001) revised Bloom's
taxonomy to be more adaptive to our
current age by proposing another
taxonomy that will meet curriculum
designers, teachers, and students
needs better than the Bloom's one.
