TOPIC: Learning Outcomes WEEK 8

UNIT II Cognitive Development

Course Intended Apply developmentally appropriate and meaningful pedagogy

Essential Question/s How can learning be enhanced?

Overview This lesson provides essential information on Blooms

Learning Target/s At the end of the lesson, the students should be able to develop
lesson plan Objectives in their intended specialization.

Induction of Prior Knowledge

Dissection of Concepts
Reading Activity

Lesson plan objectives provide clear direction four teaching and testing. Instructional
objectives at the lesson plan level state (1) expected behaviors in terms of specific skills, tasks,
or attitudes, and (2) content. They may also state (3) outcomes, sometimes called standards,
in terms of level of achievement, proficiency, or competency and (4) conditions of mastery.

The Taxonomy of Educational Objectives or also known as taxonomy are standards for
classifying objectives. The educational taxonomy calls for the classification of learning into
three domains: cognitive, affective, and psychomotor. The cognitive domain includes
objectives that are related to recall or recognition of knowledge and the development of
higher intellectual skills and abilities. The affective domain is concerned with aims and
objectives related to interests, attitudes,and feelings. The psychomotor domain deals with
manipulative and motor skills.
1
 Cognitive Domain:
2. Comprehension. Objectives at this level relate to (a)
translations, (b) interpretation and (c) extrapolation of
1. Knowledge. This level materials.
includes objectives related to
(a) knowledge of specifics, such 3. Application. Objectives at this level relate to the use of
as terminology and facts; (b) abstractions in particular situations
knowledge of ways and means
of dealing with specifics, such 4. Analysis. Objectives relate to breaking a whole into
as conventions, trends and parts and distinguishing (a)elements, (b) relationships, and
sequences, classification and (c) organizational principles
categories, criteria, and
methodologies; and (c)
5. Evaluation. This is the highest level of complexity and
knowledge of universal and
includes objectives related to judging in terms of (a internal
abstractions such as principles,
evidence or logical consistency and (b) external evidence or
generations, theories,and
consistency with facts developed elsewhere.
structures.

Affective Domain:
Psychomotor Domain:
1. Receiving. These objectives are
indicative of the learner’s sensitivity
to the existence of stimuli and include 1. Reflex movements. Objectives relate to (a)
(a) awareness, (b) willingness to segmental reflexes (involving one spinal segment)
receive, and (c) selective attention. and (b) intersegmental reflexes )involving more
than one spinal segment).
2. Fundamental movements. Objectives relate
2. Responding. This includes active to (a) walking, (b) running, (c) jumping, (d)
attention to stimuli such as (a) pushing, (e) pulling, and (f) manipulating.
acquiescence, (b) willing responses, .
and (c) feeling of satisfaction.
3. Perceptual abilities. Objectives relate to (a)
kinesthetic, (b) visual, (c) auditory, (d) tactile,
3. Valuing. This includes objectives and (e) coordination abilities.
regarding beliefs and evaluations in
the form of (a) acceptance, (b) 4. Physical abilities. Objectives relate to (a)
preference, and (c) commitment. endurance, (b) strength, (c) flexibility, (d)
agility, (e) reaction-response time , and (f)
4. Organization. This level involves dexterity.
(a) conceptualization of values and (b)
organization of a value system. 5. Skilled movements. Objectives relate to (a)
games, (b) sports, (c) dances, and (d) the arts.
5. Characterization. This is the level 6. Nondiscursive communication.
of greatest complexity and includes Objectives relate to expressive movement
behavior related to (a) a generalized through (a) posture, (b) gestures, (c) facial
set fo values and (b) a expressions and (d) creative movements 2
characterization or philosophy of life.
Depth of Knowledge (DoK) Levels
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006.
<http://www.wcer.wisc.edu/WAT/index.aspx>.

Level One Activities Level Two Activities Level Three Activities Level Four Activities

Recall elements and Identify and summarize Support ideas with Conduct a project that
details of story structure, the major events in a details and examples requires specifying a
such as sequence of narrative. problem, designing and
Use voice appropriate to conducting an experiment,
events, character, plot and
Use context cues to the purpose and analyzing its data, and
setting. audience. reporting results/
identify the meaning of
solutions.
unfamiliar words.
Conduct basic Identify research A
mathematical questions and design pply mathematical model
Solve routine
calculations. investigations for a to illuminate a problem or
multiple-step
scientific problem situation.
problems.
Label locations on a map. Develo A
Descri
p a scientific model for a nalyze and synthesize
be the cause/effect of a
Represent in words or complex situation. information from multiple
particular event.
diagrams a scientific sources.
concept or relationship. 3
Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of Knowledge (DoK)
https://uen.instructure.com/courses/314069/pages/8-assessment-in-mathematics

Bloom's six major categories were changed from noun to verb forms in the new version which
was developed in the 1990’s and released in 2001. The knowledge level was renamed as
remembering. Comprehension was retitled understanding, and synthesis was renamed as
creating. In addition, the top two levels of Bloom’s changed position in the revised version.

Experiential Episodes
Tasks:
1. Class will be grouped according to the intended specialization.
2. Each member of the group will come up with a set of Cognitive Objectives.
3. Each member of the group should be guided by the SMART way of writing objectives

SPECIFIC MEASURABLE ATTAINABLE REALISTIC TIMEBOUND

4
 Authentic Assessment
Present cognitive, affective and psychomotor objectives on the box below. Refer to
the main reference materials for samples.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________________________________
___________________________________________________________
_________________________________________________________
___________________________________________________________
_________________________________________________________
___________________________________________________________
_________________________________________________________
___________________________________________________________
_________________________________________________________
___________________________________________________________
_________________________________________________________
__________________________________________________________

5
WHAT I LEARNED THIS WEEK WEEK 8