AoL 1 (Week 4).docx

Opening Prayer **1. In love** How's your heart today? **2. Somewhere in between** **3. Broke** **pre-lection activity** **At the end of the session, the students will be able to:** recognize the program outcomes for teacher education; distinguish the 6 levels of knowledge in the cognitive do...

Opening Prayer **1. In love** How's your heart today? **2. Somewhere in between** **3. Broke** **pre-lection activity** **At the end of the session, the students will be able to:** recognize the program outcomes for teacher education; distinguish the 6 levels of knowledge in the cognitive domain; explain the psychomotor categories in the psychomotor domain of objectives contributed by Simpson, Dave, and Harrow; categorize the 6 levels of learning objectives in the affective domain, arranged hierarchically; compare Kendall's and Manzano\'s new taxonomy among others; document the understanding gained from the lessons through a collaborative task. CHAPTER 3: **Program Outcomes and Student Learning Outcomes** WEEK 4 & 5: AUGUST 26--31 2024 ASSESSMENT OF LEARNING 1 **3.1. Program Outcomes and Student** **Learning Outcomes** 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. In short, teachers were more content-centered than outcomes-centered. **CHED 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 recognition of professional, social and ethical responsibility; and \(e) preserve and promote 'Filipino historical and cultural heritage.' **Some program outcomes are based on types of higher education institutional (HEI)**. **For example**: 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. 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.' **3.2. Program Outcomes for Teacher** **Education** The program outcomes specific to degrees are programs spelled out in the specific **Policies, Standards and Guidelines (PSG)** per program or degree issued by the same Commission. The following are the program outcomes for teacher education in 2017 Philippines: **The program outcomes for teacher education in 2017 Philippines**: 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. **The program outcomes for teacher education in 2017 Philippines**: 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 experiential and field-based opportunities. **In addition to the program outcomes of teacher education as a discipline, there are program outcomes specific to**: Bachelor of Elementary Education, (**CMO No.74,S.2017**); Bachelor of Secondary Education Major in English, Filipino, Mathematics, Science, Social Studies (**CMO No.75,S.2017**); Bachelor of Early Childhood Education (**CMO No.76,S.2017**); Bachelor of Special Needs Education (**CMO No.77,S.2017**); Bachelor of Technology and Livelihood Education (**CMO No.78,S.2017**); **In addition to the program outcomes of teacher education as a discipline, there are program outcomes specific to**: Bachelor of Technical-Vocational Teacher Education (**CMO No.79,S.2017**); Bachelor of Physical Education (**CMO No.80,S.2017**); Bachelor of Culture and Arts Education (**CMO No.82,S.2017**). For details, refer to the given CMOs. **3.3. The Three Types of Learning** **3.3. The Three Types of Learning** Benjamin Bloom and a committee of colleagues in 1956 identified three domains of educational activities: the **cognitive,** referring to mental skills; the **affective,** referring to growth in feeling or emotion; and the **psychomotor,** referring to manual or physical skills. These terms were translated to simpler terms commonly used by teachers: **knowledge, skills, and attitudes (KSA)**. **3.3. The Three Types of Learning** These domains are organized into categories or levels and arranged in hierarchical order, from the simplest behavior to the most complex behavior. In the mid-nineties, a former student of Bloom, Lorin Anderson, reviewed the cognitive domain objectives and made some changes. The two most prominent of these are **(a) changing the names in the six subdivisions from noun to verb** and **(b) rearranging the order of the last two: synthesis and evaluation**. **Bloom's** **Taxonomy, 1956** **K**nowledge **C**omprehension **A**pplication **A**nalysis **S**ynthesis **E**valuation **Anderson and Krathwol's** **Taxonomy, 2001** **R**emembering **U**nderstanding **A**pplying **A**nalyzing **E**valuating **C**reating **Bloom's Taxonomy, 1956** **Knowledge:** Remembering or retrieving previously learned material. Examples of verbs that relate to this function are: *know, identify, relate, list, define, recall, memorize, repeat, record, name, recognize, and acquire*. **Bloom's Taxonomy, 1956** **Comprehension:** The ability to grasp or construct meaning from material. Examples of verbs that relate to this function are: r*estate, locate, report, recognize, explain, express, identify, discuss, describe, discuss, review, infer, illustrate, interpret, draw, represent, differentiate, and conclude.* **Bloom's Taxonomy, 1956** **Application:** The ability to use learned material, or to implement material in new and concrete situations. Examples of verbs that relate to this function are: a*pply, relate, develop, translate, use, operate, organize, employ, restructure, interpret, demonstrate, illustrate, practice, calculate, show, exhibit, and dramatize*. **Bloom's Taxonomy, 1956** **Analysis:** The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. Examples of verbs that relate to this function are: a*nalyze, compare, probe, inquire, examine, contrast, categorize, differentiate, contrast, investigate, detect, survey, classify, deduce, experiment, scrutinize, discover, inspect, dissect, discriminate, and separate.* **Bloom's Taxonomy, 1956** **Synthesis:** The ability to put parts together to form a coherent or unique new whole. Examples of verbs that relate to this function are: c*ompose, produce, design, assemble, create, prepare, predict, modify, tell, plan, invent, formulate, collect, set up, generalize, document, combine, relate, propose, develop, arrange, construct, organize, originate, derive, write, and propose*. **Bloom's Taxonomy, 1956** **Evaluation:** The ability to judge, check, and even critique the value of material for a given purpose. Examples of verbs that relate to this function are: j*udge, assess, compare, evaluate, conclude, measure, deduce, argue, decide, choose, rate, select, estimate, validate, consider, appraise, value, criticize, and infer*. **Bloom's** **Taxonomy, 1956** **K**nowledge **C**omprehension **A**pplication **A**nalysis **S**ynthesis **E**valuation **Anderson and Krathwol's** **Taxonomy, 2001** **R**emembering **U**nderstanding **A**pplying **A**nalyzing **E**valuating **C**reating **Anderson and Krathwol's** **Taxonomy, 2001** **Remembering:** Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learned information. **Anderson and Krathwol's** **Taxonomy, 2001** **Understanding:** Constructing meaning from different types of functions be they written or graphic messages or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining. **Anderson and Krathwol's** **Taxonomy, 2001** **Application:** The ability to use learned material or to implement material in new and concrete situations. This pertains to situations where learned material is used through products like models, presentations, interviews, or simulations. **Anderson and Krathwol's** **Taxonomy, 2001** **Analyzing:** Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing, he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations. **Anderson and Krathwol's** **Taxonomy, 2001** **Evaluating**: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates something. **Anderson and Krathwol's** **Taxonomy, 2001** **Creating**: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way, or synthesize parts into something new and different creating a new form or product. This process is the most difficult mental function in the new taxonomy. **Bloom also identified specific types of knowledge as**: Terminology Specific facts Conventions Trends and sequences Classifications and categories Criteria Methodology Principles and generalizations Theories and structures **Levels of Knowledge** **Levels of Knowledge** The first three of these levels were identified in the original work but rarely discussed or introduced when initially discussing uses for the taxonomy. Metacognition was added in the revised version. **Factual Knowledge** **Conceptual Knowledge** **Procedural Knowledge** **Metacognitive Knowledge** **Levels of Knowledge** **Factual Knowledge** The basic elements students must know to be acquainted with a discipline or solve problems. **Conceptual Knowledge** The interrelationships among the basic elements within a larger structure that enables them to function together. **L[ev]els of Knowledge** **Procedural Knowledge** It refers to information or knowledge that helps students do something specific to a discipline, subject, or area of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies. **Metacognitive Knowledge** It is the awareness of one's own cognition and particular cognitive processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks, contextual and conditional knowledge, and knowledge of oneself. **Examples of** **cognitive activities** (*based on Remembering, Understanding, Applying, Analyzing, Evaluating, Creating*) Find an isosceles triangle in your neighborhood. Figure out the meaning of an unfamiliar terms from the context.   **summary** any question? **Quiz time!** This assessment quiz will be conducted during class at the next meeting. This quiz only covers Chapter 3. Read the slides and bring your phones, etc. bit.ly/3ABxq2Z **Application** At our next meeting, you will be divided into groups of 5. Each group will be assigned a different topic or domain. As a group, you are asked to construct a '**treasure map adventure**'. You create a huge, detailed map on a **1/8-size illustration board**. You will be given time to brainstorm, draw, and act. This will take place in the classroom. Thus, further instructions will be added. **Rubric**: https://bit.ly/3Z0EPmO **3.4 Domain I: Cognitive** **(Knowledge)** (*Remembering, Understanding, Applying, Analyzing, Evaluating, Creating*) **3.5 Domain II:** **Psychomotor (Skills)** (E Simpson's Category: *Perception, Set, Guided Response, Mechanism, Complex Overt Response, Adaptation, and Origination*.) **3.5 Domain II:** **Psychomotor (Skills)** (Dave's Category: *Imitation, Manipulation, Precision, Articulation, Naturalization*.) **3.5 Domain II:** **Psychomotor (Skills)** (A.S Harrow's Category: *Reflex Movements, Fundamental Movements, Perceptual Abilities, Skilled Movements, Nondiscursive Communication.*) **Sim[p]lified and Re-Organized Categories or Levels of Learning in the Psychomotor Domain** **3.6 Domain III: Affective** **(Attitude)** (*Receiving, Responding, Valuing, Organizing, Internalizing, Characterization*.) **3.7 Kendall and Marzano's New Taxonomy** Photo reference(s):  Alora Mainit. (2017, November 6). The New Taxonomy (Marzano and Kendall, 2007. Academia.edu. https://www.academia.edu/35069892/The\_New\_Taxonomy\_Mar zano\_and\_Kendall\_2007. (2024). Coursehero.com. https://www.coursehero.com/file/83484719/The-New-Taxonomy Marzano-and-Kendall-200pdf/. any question? **thank you!** References: Navarro, R. PhD; Santos, R. PhD; Corpuz, B. PhD, (2019). *Assessment of Learning*. Retrieved from: Assessment of Learning Textbook. Taxonomies of the Cognitive Domain - Office of the Provost \| Montana State University. (2024). Montana.edu. https://www.montana.edu/provost/assessment/taxonomies\_of\_the\_cognitive\_domain.html\#:\~:text=Kno wledge%3A (2024). Playxlpro.com. https://playxlpro.com/wp-content/uploads/2018/03/Bloom%E2%80%99s Taxonomy.png Wilson, L. O. (2016). Anderson and Krathwohl bloom's Taxonomy Revised Understanding the New Version of bloom's Taxonomy a Succinct Discussion of the Revisions to bloom's Classic Cognitive Taxonomy by Anderson and Krathwohl and How to Use Them Effectively Background. https://quincycollege.edu/wp content/uploads/Anderson-and-Krathwohl\_Revised-Blooms-Taxonomy.pdf. (2024). Coursehero.com. https://www.coursehero.com/file/p728tosh/examples-of-cognitive-activity Cognitive-processes-Examples-Remembering-Produce/ Ed106-module 3 - Teaching and Assessment in Leaning - Assessment of Learning 1 (Module\_Ed 106) lnea - Studocu. (2022). Studocu; Studocu. https://www.studocu.com/ph/document/capiz-state university/assessment-in-learning-2/ed106-module-3-teaching-and-assessment-in-leaning/35835681. Prayer