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PROGRAM OUTCOMES AND
LEARNING OUTCOMES
BY: ROMMEL LUIS C. ISRAEL III
PROGRAM OUTCOMES
AND
STUDENT LEARNING OUTCOMES
As a teacher, are you
a content-centered?
Or
An outcomes-centered?
CONTENT-CENTERED TEACHING
Teachers are more concerned to finish their subject
matter before the end of the term.
Factors:
1. Number of students vs. allocated time for teaching
2. Failure to clarify the desired learning outcomes
The new educational perspective requires teachers to:
visualize the ideal graduate 3 or more years after
graduation and right after completion of the program
(graduation time)
CHED MEMO ORDER NO. 20, S 2014
PROGRAM OUTCOMES FOR ALL HIGHER EDUCATION
INSTITUTIONS
The ability to:
1. Articulate and discuss the latest development in the
specific field of practice.
2. Effectively communicate orally and in writing using
English and Filipino.
CHED MEMO ORDER NO. 20, S 2014
PROGRAM OUTCOMES FOR ALL HIGHER EDUCATION
INSTITUTIONS
The ability to:
3. Work effectively and independently in multidisciplinary
and multicultural teams
4. Act in recognition of professional, social, and ethical
responsibility.
CHED MEMO ORDER NO. 20, S 2014
PROGRAM OUTCOMES FOR ALL HIGHER EDUCATION
INSTITUTIONS
The ability to:
5. Preserve and promote “Filipino historical and cultural
heritage.”
HEI TYPE PROGRAM OUTCOMES
• 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.
HEI TYPE PROGRAM OUTCOMES
• Graduates of universities participate in the generation of
new knowledge or in research and development projects.
• Graduates of State Universities and Colleges must, in
addition, have the competencies to support “national,
regional, and local development plans.
PROGRAM OUTCOMES
FOR
TEACHER EDUCATION
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 environments.
PROGRAM OUTCOMES FOR TEACHER EDUCATION
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.
PROGRAM OUTCOMES FOR TEACHER EDUCATION
6. Demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning processes
and outcomes.
7. Practice professional and ethical teaching standards
sensitive to the local, national, and global realities.
PROGRAM OUTCOMES FOR TEACHER EDUCATION
8. Pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities.
THE 3 TYPES
OF
LEARNING
3 DOMAINS (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
Note:
Above are translated simply into KSA (Knowledge, Skills, and
Attitude)
DIAGRAM OF
BLOOM’s
TAXONOMY
Image from: Draper, Steve
(Composer). (2016, February 8).
Bloom’s Taxonomy [Web Photo].
Retrieved February 5, 2020, from
http://www.psy.gla.ac.uk/~steve/best
/bloom.html.
DIAGRAM
OF BLOOM’s
TAXONOMY
Image From:
https://www.krausanderson
.com/wp-
content/uploads/2016/09/B
loom.jpg
COGNITIVE KNOWLEDGE LEARNING OUTCOME
STATEMENT
1.REMEMBERING
Recite the multiplication tables
Match tahe word with the parts of the picture of a sewing
machine
COGNITIVE KNOWLEDGE LEARNING OUTCOME
STATEMENT
2. Understanding
Explain in own words the stages in the life cycle of a
butterfly
Distinguish the different geometric figures
COGNITIVE KNOWLEDGE LEARNING OUTCOME
STATEMENT
3. Applying
Use a mathematical formula to solve an algebra problem
Prepare daily menus for 1 week for a family of 6
COGNITIVE KNOWLEDGE LEARNING OUTCOME
STATEMENT
4. Analyzing
Observe a classroom and list down the things to be
improved
Differentiate the parts of a tree
COGNITIVE KNOWLEDGE LEARNING OUTCOME
STATEMENT
5. Evaluating
Defend a research proposal
Select the most effective solution
Critique a class demonstration
COGNITIVE KNOWLEDGE LEARNING OUTCOME
STATEMENT
6. Creating
Compile personal records and documents into a portfolio
Write a syllabus for a school subject
DIAGRAM
OF PSYCHO-
MOTOR
DOMAIN
Image from: Clark, Donald (Composer). (2015,
January 12). The Psychomotor Domain [Web
Photo]. Retrieved February 5, 2020, from
http://www.nwlink.com/~donclark/hrd/Bloom/
psychomotor_domain.html.
PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON
(1972)
Perception (awareness): The ability to use sensory cues
to guide motor activity. This ranges from sensory
stimulation, through cue selection, to translation.
Examples: Detects non-verbal communication
cues. Estimate where a ball will land after it is
thrown and then moving to the correct location
to catch the ball. Adjusts heat of stove to correct
temperature by smell and taste of food. Adjusts
the height of the forks on a forklift by comparing
where the forks are in relation to the pallet.
Key Words:
chooses, describes,
detects,
differentiates,
distinguishes,
identifies, isolates,
relates, selects.
PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON
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).
Examples: Knows and acts upon a sequence of
steps in a manufacturing process. Recognize one's
abilities and limitations. Shows desire to learn a
new process (motivation). NOTE: This subdivision
of Psychomotor is closely related with the
“Responding to phenomena” subdivision of the
Affective domain.
Key Words:
begins, displays,
explains, moves,
proceeds, reacts,
shows, states,
volunteers.
PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON
Guided Response: The early stages in learning a
complex skill that includes imitation and trial and error.
Adequacy of performance is achieved by practicing.
Examples: Performs a mathematical
equation as demonstrated. Follows
instructions to build a model.
Responds hand-signals of instructor
while learning to operate a forklift.
Key Words:
copies, traces,
follows, react,
reproduce,
responds
PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON
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.
Examples: Use a personal
computer. Repair a leaking faucet.
Drive a car.
Key Words:
assembles, calibrates,
constructs, dismantles,
displays, fastens, fixes,
grinds, heats,
manipulates, measures,
mends, mixes,
organizes, sketches.
PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON
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. For example, players are often utter sounds of satisfaction
or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel
of the act what the result will produce.
Examples: Maneuvers a car into a
tight parallel parking spot. Operates
a computer quickly and accurately.
Displays competence while playing
the piano.
The same as
Mechanism, but will
have adverbs or
adjectives that indicate
that the performance is
quicker, better, more
accurate, etc.
Image from:
https://i.ytim
g.com/vi/L0U
SJe44yS4/ma
xresdefault.jp
g
Image from:
https://3.bp.blogs
pot.com/-
TaK8LlrJCgc/Wszw
gi-
bJOI/AAAAAAAA
WUA/PwLaqraDo
8gw9PSEz7cyrwrO
pV5RXNB7ACLcBG
As/s1600/Adjectiv
es-prepositions-2-
1.jpg
PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON
Adaptation: Skills are well developed and the individual
can modify movement patterns to fit special
requirements.
Examples: Responds effectively to
unexpected experiences. Modifies
instruction to meet the needs of the
learners. Perform a task with a machine
that it was not originally intended to do
(machine is not damaged and there is no
danger in performing the new task).
Key Words:
adapts, alters,
changes,
rearranges,
reorganizes,
revises, varies.
PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON
Origination: Creating new movement patterns to fit a
particular situation or specific problem. Learning
outcomes emphasize creativity based upon highly
developed skills.
Examples: Constructs a new
theory. Develops a new and
comprehensive training
programming. Creates a new
gymnastic routine.
Key Words:
arranges, builds,
combines,
composes,
constructs, creates,
designs, initiate,
makes, originates.
Imitation — Observing and patterning behavior
after someone else. Performance may be of low
quality.
Examples: Copying a work of
art. Performing a skill while
observing a demonstrator.
Key Words:
copy, follow,
mimic, repeat,
replicate,
reproduce,
trace
PSYCHOMOTOR DOMAIN TAXONOMY BY DAVE (1975)
Manipulation — Being able to perform
certain actions by memory or following
instructions.
Examples: Being able to perform
a skill on one's own after taking
lessons or reading about it.
Follows instructions to build a
model.
Key Words:
act, build,
execute,
perform
PSYCHOMOTOR DOMAIN TAXONOMY BY DAVE (1975)
Precision — Refining, becoming more exact.
Performing a skill within a high degree of
precision
Examples: Working and reworking
something, so it will be “just right.”
Perform a skill or task without
assistance. Demonstrate a task to a
beginner.
Key Words:
calibrate,
demonstrate,
master,
perfectionism
PSYCHOMOTOR DOMAIN TAXONOMY BY DAVE (1975)
Articulation — Coordinating and adapting a
series of actions to achieve harmony and internal
consistency.
Examples: Combining a series of skills
to produce a video that involves
music, drama, color, sound, etc.
Combining a series of skills or
activities to meet a novel
requirement.
Key Words: adapt,
constructs,
combine, creates,
customize,
modifies, formulate
PSYCHOMOTOR DOMAIN TAXONOMY BY DAVE (1975)
Naturalization — Mastering a high level performance
until it become second-nature or natural, without
needing to think much about it.
Examples: Maneuvers a car into a tight
parallel parking spot. Operates a computer
quickly and accurately. Displays
competence while playing the piano.
Michael Jordan playing basketball or
Nancy Lopez hitting a golf ball.
Key Words:
create, design,
develop, invent,
manage,
naturally
PSYCHOMOTOR DOMAIN TAXONOMY BY DAVE (1975)
Reflex Movements — Reactions that are not
learned, such as a involuntary reaction
Examples: instinctive
response
Key Words:
react, respond
PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW
(1972)
STIMULUS-RESPONSE PATHWAY
From: Bio, Ninja (Composer). (2020, January 24). Overview Of The Stimulus-Response Pathway [Web Photo].
Retrieved January 23, 2020, from https://ib.bioninja.com.au/_Media/stimulus-response_med.jpeg
Fundamental Movements — Basic
movements such as walking, or grasping.
Examples: perform a
simple task
Key Words:
grasp an
object, throw a
ball, walk
PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW
(1972)
Perceptual Abilities — Response to stimuli such
as visual, auditory, kinesthetic, or tactile
discrimination.
Examples: track a
moving object, recognize
a pattern
Key Words:
catch a ball,
draw or write
PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW
(1972)
Physical Abilities (fitness) — Stamina that must be
developed for further development such as strength
and agility.
Examples: gain strength,
run a marathon
Key Words:
agility,
endurance,
strength
PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW
(1972)
Skilled movements — Advanced learned
movements as one would find in sports or
acting.
Examples: Using an advanced
series of integrated movements,
perform a role in a stage play or
play in a set of series in a sports
game.
Key Words:
adapt,
constructs,
creates,
modifies
PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW
(1972)
Nondiscursive communication — Use effective
body language, such as gestures and facial
expressions.
Examples: Express one's
self by using movements
and gestures
Key Words:
arrange,
compose,
interpretation
PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW
(1972)
DIAGRAM OF
THE
AFFECTIVE
DOMAIN
Image From: Clark, Donald
(Composer). (2015,
January 12). The Affective
Domain [Web Photo].
Retrieved February 5,
2020, from
http://www.nwlink.com/~
donclark/hrd/Bloom/Affec
tive_Domain.jpg.
Receiving Phenomena: Awareness, willingness to
hear, selected attention.
Examples: Listen to others with respect. Listen
for and remember the name of newly introduced
people.
Key Words: acknowledge, asks, attentive, courteous, dutiful, follows,
gives, listens, understands
Example
Key Words
Reference: Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from
http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
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).
Examples: Participates in class discussions. Gives a presentation.
Questions new ideals, concepts, models, etc. in order to fully understand
them. Know the safety rules and practice them.
Key Words: answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, presents, tells
Example
Key Words
Reference: Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from
http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
Valuing: The worth or value a person attaches to a particular object,
phenomenon, or behavior. This ranges from simple acceptance to the
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.
Examples: Demonstrates belief in the democratic process. Is sensitive towards individual
and cultural differences (value diversity). Shows the ability to solve problems. Proposes a
plan to social improvement and follows through with commitment. Informs
management on matters that one feels strongly about.
Key Words: appreciates, cherish, treasure, demonstrates,
initiates, invites, joins, justifies, proposes, respect, shares
Example
Key Words
Reference: Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from
http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
Organization: Organizes values into priorities by contrasting
different values, resolving conflicts between them, and creating
an unique value system. The emphasis is on comparing,
relating, and synthesizing values.
Examples: Recognizes the need for balance between freedom and responsible behavior.
Explains the role of systematic planning in solving problems. Accepts professional ethical
standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes
time effectively to meet the needs of the organization, family, and self.
Key Words: compares, relates, synthesizes
Example
Key Words
Reference: Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from
http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
Internalizes Values (characterization): Has a value system that controls
their behavior. The behavior is pervasive, consistent, predictable, and
most important characteristic of the learner. Instructional objectives are
concerned with the student's general patterns of adjustment (personal,
social, emotional).
Examples: Shows self-reliance when working independently. Cooperates in group
activities (displays teamwork). Uses an objective approach in problem solving. Displays a
professional commitment to ethical practice on a daily basis. Revises judgments and
changes behavior in light of new evidence. Values people for what they are, not how
they look.
Key Words: acts, discriminates, displays, influences, modifies,
performs, qualifies, questions, revises, serves, solves, verifies
Example
Key Words
Reference: Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from
http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
SIMPLIFIED/REORGANIZED LEVELS OF LEARNING IN
THE PSYCHOMOTOR DOMAIN
CATEGORIES/
LEVELS
Outcome
Verbs
Learning Outcomes
Statement
1. OBSERVING
Active mental
attention to
physical activity
Watch, detect,
distinguish,
differentiate,
describe, relate,
select
Detect non-verbal
communication cues;
watch a more
experienced person;
observe and read
directions
SIMPLIFIED/REORGANIZED LEVELS OF LEARNING IN
THE PSYCHOMOTOR DOMAIN
CATEGORIES/
LEVELS
Outcome
Verbs
Learning Outcomes
Statement
2. IMITATING
Attempt to copy a
physical behavior
Begin, explain,
move, display,
proceed, react,
show, state,
volunteer
Show understanding
and do sequence
of steps with
assistance;
Recognize one’s
limitations
SIMPLIFIED/REORGANIZED LEVELS OF LEARNING IN
THE PSYCHOMOTOR DOMAIN
CATEGORIES/
LEVELS
Outcome
Verbs
Learning Outcomes
Statement
3. PRACTISING
performing a
specific activity
repeatedly
Bend, calibrate,
Construct,
differentiate,
dismantle, display,
Fasten, fix, grasp,
grind, handle,
measure, mix,
operate, manipulate,
mend
Operate quickly and
accurately; display
competence while
performing,
performance is
moving towards
becoming automatic
and smooth.
SIMPLIFIED/REORGANIZED LEVELS OF LEARNING IN
THE PSYCHOMOTOR DOMAIN
CATEGORIES/
LEVELS
Outcome
Verbs
Learning Outcomes
Statement
4. ADAPTING
Fine tuning the
skill and making
minor adjustments
to attain perfection
Organize, relax,
Shorten, sketch,
Write, re-arrange,
Compose, create,
Design, originate
Perform
automatically;
construct a new
scheme/sequence;
apply skill in new
situation, create a
new routine, develop
a new program
KENDALL AND MARZANO’S
• They reframe the 3 domains of Bloom’s knowledge
(information, mental procedures, and psychomotor
procedures)
By describing 6 levels of processing knowledge
DIAGRAM OF
KENDALL’S AND
MARZANO’S NEW
TAXONOMY OF
EDUCATIONAL
OBJECTIVES
Image From:
http://richarddsolomonsblog.blog
spot.com/2013/04/benjamin-
blooms-taxonomy-of-
educational.html
NEXT SLIDES PRESENTS THE NEW TAXONOMY BY
MARZANO AND KENDALL AS FOLLOWS:
- LEVEL OF DIFFICULTY
- PROCESS
- USEFUL VERBS, PHRASES, DEFINITIONS
1. RETRIEVAL
2. COMPREHENSION
3. ANALYSIS
4. KNOWLEDGE UTILIZATION
5. METACOGNITION
6. SELF SYSTEM THINKING
REFERENCE:
Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Metro
Manila: Lori Mar Publishing.
Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from
http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.

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Program outcomes and learning outcomes

  • 1. PROGRAM OUTCOMES AND LEARNING OUTCOMES BY: ROMMEL LUIS C. ISRAEL III
  • 3. As a teacher, are you a content-centered? Or An outcomes-centered?
  • 4. CONTENT-CENTERED TEACHING Teachers are more concerned to finish their subject matter before the end of the term. Factors: 1. Number of students vs. allocated time for teaching 2. Failure to clarify the desired learning outcomes
  • 5. The new educational perspective requires teachers to: visualize the ideal graduate 3 or more years after graduation and right after completion of the program (graduation time)
  • 6. CHED MEMO ORDER NO. 20, S 2014 PROGRAM OUTCOMES FOR ALL HIGHER EDUCATION INSTITUTIONS The ability to: 1. Articulate and discuss the latest development in the specific field of practice. 2. Effectively communicate orally and in writing using English and Filipino.
  • 7. CHED MEMO ORDER NO. 20, S 2014 PROGRAM OUTCOMES FOR ALL HIGHER EDUCATION INSTITUTIONS The ability to: 3. Work effectively and independently in multidisciplinary and multicultural teams 4. Act in recognition of professional, social, and ethical responsibility.
  • 8. CHED MEMO ORDER NO. 20, S 2014 PROGRAM OUTCOMES FOR ALL HIGHER EDUCATION INSTITUTIONS The ability to: 5. Preserve and promote “Filipino historical and cultural heritage.”
  • 9. HEI TYPE PROGRAM OUTCOMES • 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.
  • 10. HEI TYPE PROGRAM OUTCOMES • Graduates of universities participate in the generation of new knowledge or in research and development projects. • Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional, and local development plans.
  • 12. 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 environments.
  • 13. PROGRAM OUTCOMES FOR TEACHER EDUCATION 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.
  • 14. PROGRAM OUTCOMES FOR TEACHER EDUCATION 6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes. 7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
  • 15. PROGRAM OUTCOMES FOR TEACHER EDUCATION 8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
  • 17. 3 DOMAINS (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 Note: Above are translated simply into KSA (Knowledge, Skills, and Attitude)
  • 18. DIAGRAM OF BLOOM’s TAXONOMY Image from: Draper, Steve (Composer). (2016, February 8). Bloom’s Taxonomy [Web Photo]. Retrieved February 5, 2020, from http://www.psy.gla.ac.uk/~steve/best /bloom.html.
  • 20. COGNITIVE KNOWLEDGE LEARNING OUTCOME STATEMENT 1.REMEMBERING Recite the multiplication tables Match tahe word with the parts of the picture of a sewing machine
  • 21. COGNITIVE KNOWLEDGE LEARNING OUTCOME STATEMENT 2. Understanding Explain in own words the stages in the life cycle of a butterfly Distinguish the different geometric figures
  • 22. COGNITIVE KNOWLEDGE LEARNING OUTCOME STATEMENT 3. Applying Use a mathematical formula to solve an algebra problem Prepare daily menus for 1 week for a family of 6
  • 23. COGNITIVE KNOWLEDGE LEARNING OUTCOME STATEMENT 4. Analyzing Observe a classroom and list down the things to be improved Differentiate the parts of a tree
  • 24. COGNITIVE KNOWLEDGE LEARNING OUTCOME STATEMENT 5. Evaluating Defend a research proposal Select the most effective solution Critique a class demonstration
  • 25. COGNITIVE KNOWLEDGE LEARNING OUTCOME STATEMENT 6. Creating Compile personal records and documents into a portfolio Write a syllabus for a school subject
  • 26. DIAGRAM OF PSYCHO- MOTOR DOMAIN Image from: Clark, Donald (Composer). (2015, January 12). The Psychomotor Domain [Web Photo]. Retrieved February 5, 2020, from http://www.nwlink.com/~donclark/hrd/Bloom/ psychomotor_domain.html.
  • 27. PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON (1972) Perception (awareness): The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.
  • 28. PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON 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). Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
  • 29. PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds
  • 30. PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON 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. Examples: Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
  • 31. PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON 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. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. The same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.
  • 34. PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
  • 35. PSYCHOMOTOR DOMAIN: 7 CATEGORIES BY SIMPSON Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.
  • 36. Imitation — Observing and patterning behavior after someone else. Performance may be of low quality. Examples: Copying a work of art. Performing a skill while observing a demonstrator. Key Words: copy, follow, mimic, repeat, replicate, reproduce, trace PSYCHOMOTOR DOMAIN TAXONOMY BY DAVE (1975)
  • 37. Manipulation — Being able to perform certain actions by memory or following instructions. Examples: Being able to perform a skill on one's own after taking lessons or reading about it. Follows instructions to build a model. Key Words: act, build, execute, perform PSYCHOMOTOR DOMAIN TAXONOMY BY DAVE (1975)
  • 38. Precision — Refining, becoming more exact. Performing a skill within a high degree of precision Examples: Working and reworking something, so it will be “just right.” Perform a skill or task without assistance. Demonstrate a task to a beginner. Key Words: calibrate, demonstrate, master, perfectionism PSYCHOMOTOR DOMAIN TAXONOMY BY DAVE (1975)
  • 39. Articulation — Coordinating and adapting a series of actions to achieve harmony and internal consistency. Examples: Combining a series of skills to produce a video that involves music, drama, color, sound, etc. Combining a series of skills or activities to meet a novel requirement. Key Words: adapt, constructs, combine, creates, customize, modifies, formulate PSYCHOMOTOR DOMAIN TAXONOMY BY DAVE (1975)
  • 40. Naturalization — Mastering a high level performance until it become second-nature or natural, without needing to think much about it. Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Michael Jordan playing basketball or Nancy Lopez hitting a golf ball. Key Words: create, design, develop, invent, manage, naturally PSYCHOMOTOR DOMAIN TAXONOMY BY DAVE (1975)
  • 41. Reflex Movements — Reactions that are not learned, such as a involuntary reaction Examples: instinctive response Key Words: react, respond PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW (1972)
  • 42. STIMULUS-RESPONSE PATHWAY From: Bio, Ninja (Composer). (2020, January 24). Overview Of The Stimulus-Response Pathway [Web Photo]. Retrieved January 23, 2020, from https://ib.bioninja.com.au/_Media/stimulus-response_med.jpeg
  • 43. Fundamental Movements — Basic movements such as walking, or grasping. Examples: perform a simple task Key Words: grasp an object, throw a ball, walk PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW (1972)
  • 44. Perceptual Abilities — Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination. Examples: track a moving object, recognize a pattern Key Words: catch a ball, draw or write PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW (1972)
  • 45. Physical Abilities (fitness) — Stamina that must be developed for further development such as strength and agility. Examples: gain strength, run a marathon Key Words: agility, endurance, strength PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW (1972)
  • 46.
  • 47. Skilled movements — Advanced learned movements as one would find in sports or acting. Examples: Using an advanced series of integrated movements, perform a role in a stage play or play in a set of series in a sports game. Key Words: adapt, constructs, creates, modifies PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW (1972)
  • 48. Nondiscursive communication — Use effective body language, such as gestures and facial expressions. Examples: Express one's self by using movements and gestures Key Words: arrange, compose, interpretation PSYCHOMOTOR DOMAIN TAXONOMY BY HARROW (1972)
  • 49. DIAGRAM OF THE AFFECTIVE DOMAIN Image From: Clark, Donald (Composer). (2015, January 12). The Affective Domain [Web Photo]. Retrieved February 5, 2020, from http://www.nwlink.com/~ donclark/hrd/Bloom/Affec tive_Domain.jpg.
  • 50. Receiving Phenomena: Awareness, willingness to hear, selected attention. Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key Words: acknowledge, asks, attentive, courteous, dutiful, follows, gives, listens, understands Example Key Words Reference: Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
  • 51. 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). Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practice them. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, presents, tells Example Key Words Reference: Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
  • 52. Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the 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. Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about. Key Words: appreciates, cherish, treasure, demonstrates, initiates, invites, joins, justifies, proposes, respect, shares Example Key Words Reference: Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
  • 53. Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values. Examples: Recognizes the need for balance between freedom and responsible behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. Key Words: compares, relates, synthesizes Example Key Words Reference: Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
  • 54. Internalizes Values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most important characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look. Key Words: acts, discriminates, displays, influences, modifies, performs, qualifies, questions, revises, serves, solves, verifies Example Key Words Reference: Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.
  • 55. SIMPLIFIED/REORGANIZED LEVELS OF LEARNING IN THE PSYCHOMOTOR DOMAIN CATEGORIES/ LEVELS Outcome Verbs Learning Outcomes Statement 1. OBSERVING Active mental attention to physical activity Watch, detect, distinguish, differentiate, describe, relate, select Detect non-verbal communication cues; watch a more experienced person; observe and read directions
  • 56. SIMPLIFIED/REORGANIZED LEVELS OF LEARNING IN THE PSYCHOMOTOR DOMAIN CATEGORIES/ LEVELS Outcome Verbs Learning Outcomes Statement 2. IMITATING Attempt to copy a physical behavior Begin, explain, move, display, proceed, react, show, state, volunteer Show understanding and do sequence of steps with assistance; Recognize one’s limitations
  • 57. SIMPLIFIED/REORGANIZED LEVELS OF LEARNING IN THE PSYCHOMOTOR DOMAIN CATEGORIES/ LEVELS Outcome Verbs Learning Outcomes Statement 3. PRACTISING performing a specific activity repeatedly Bend, calibrate, Construct, differentiate, dismantle, display, Fasten, fix, grasp, grind, handle, measure, mix, operate, manipulate, mend Operate quickly and accurately; display competence while performing, performance is moving towards becoming automatic and smooth.
  • 58. SIMPLIFIED/REORGANIZED LEVELS OF LEARNING IN THE PSYCHOMOTOR DOMAIN CATEGORIES/ LEVELS Outcome Verbs Learning Outcomes Statement 4. ADAPTING Fine tuning the skill and making minor adjustments to attain perfection Organize, relax, Shorten, sketch, Write, re-arrange, Compose, create, Design, originate Perform automatically; construct a new scheme/sequence; apply skill in new situation, create a new routine, develop a new program
  • 59. KENDALL AND MARZANO’S • They reframe the 3 domains of Bloom’s knowledge (information, mental procedures, and psychomotor procedures) By describing 6 levels of processing knowledge
  • 60. DIAGRAM OF KENDALL’S AND MARZANO’S NEW TAXONOMY OF EDUCATIONAL OBJECTIVES Image From: http://richarddsolomonsblog.blog spot.com/2013/04/benjamin- blooms-taxonomy-of- educational.html
  • 61. NEXT SLIDES PRESENTS THE NEW TAXONOMY BY MARZANO AND KENDALL AS FOLLOWS: - LEVEL OF DIFFICULTY - PROCESS - USEFUL VERBS, PHRASES, DEFINITIONS
  • 67. 6. SELF SYSTEM THINKING
  • 68. REFERENCE: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Metro Manila: Lori Mar Publishing. Clark, Donald (2015). The Affective Domain. Retrieved February 5, 2020, from http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html.