CHAPTER 3: PROGRAM OUTCOMES AND STUDENT

LEARNING OUTCOMES
PROGRAM OUTCOMES FOR TEACHER EDUCATION
The shift of focus in education from content to IN 2017 PHILIPPINES
student learning outcomes has changed teachers'
instructional perspective. In the past, teachers were a. articulate the rootedness of education in
often heard about their concern to finish their philosophical, socio-cultural, historical,
subject matter before the end of the term. In short, psychological and political contexts
teachers were more content-centered than b. demonstrate mastery of subject matter or
outcomes-centered. discipline
The new educational perspective requires teachers c. facilitate learning using a wide range of
to visualize the ideal graduates three or more years teaching methodologies and delivery modes
after graduation and right after completion of the appropriate to specific learners and their
program, i.e., graduation time (as stated in environment
institutional outcomes and program outcomes.
d. develop innovative curricula, instructional
CHED requires the following program outcomes for materials, teaching approcaches and
all higher education institutions the ability to: resources for diverse learners
a. articulate and discuss the latest e. apply skills in the development and
developments in the specific field of utilization of ICT to promote quality,
practice; relevant, and sustainable educational
b. Effectively communicate orally and in practices
writing using both English and Filipino;
c. work effectively and independently in f. demonstrate a variety of thinking skills in
multi-disciplinary and multi-cultural planning, monitoring, assessing and
teams; reporting learning processes and outcomes
d. act in recognition of professional, social
and ethical and cultural heritage. g. practice professional and ethical teaching
standards sensitive to the local, national,
Some program outcomes are based on types of and global realities
higher education institutional (HEI) because this
h. pursue lifelong learning for personal and
determines the focus and purpose of the HEI. For
professional growth through varied
example: experiential and field-based opportunities.
• Graduates of professional institutions
demonstrate a service orientation in one's
profession. THREE TYPES OF LEARNING

• 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."
 that make you respond in a certain way to a
situation.
Anderson and Krathwohl’s 4 level of 3. Guided Response: refers to the early stage of
knowledge: learning a complex skill. It is the first attempt
at a physical skill and includes imitation, and
Factual knowledge- refers to essential facts,
trial and error.
terminology, details or element students must know
4. Mechanism (Basic Proficiency): This is the
to understand a discipline.
intermediate stage in learning a complex skill.
Conceptual knowledge- refers to facts put together It is the ability to convert the learned
within a larger structure that enable them to responses into habitual actions so the
function together. It is knowledge of classifications, movements can be performed with a medium
principles, generalizations, theories, models or level of proficiency, assurance and confidence.
structures pertinent to a particular disciplinary area. 5. Complex Overt Response (Expert): refers to
the ability to skillfully perform complex
Procedural knowledge- This is knowing how to do movements correctly.
something. Refers to information or knowledge that 6. Adaptation: refers to the ability to modify the
helps students to do something specific to a learned skills to meet new or special
discipline, subject or area of study. It includes requirements.
knowledge of methods of inquiry, criteria for using 7. Origination: refers to the ability to create new
skills, algorithms, techniques and methods. movement for a special situation or problem.
You are able to develop an original skill from a
Metacognitive knowledge- This is knowing that you
learned skill.
know. This is thinking about your own thinking in a
purposeful way. It is awareness and knowledge of Dave’s Psychomotor domain (1970):
one’s own cognition. It is a reflective knowledge
about how to go about solving problems and
cognitive task.

DOMAIN I. COGNITIVE (KNOWLEDGE)

1.1 Remembering: recall of previously learned

information
1.2 Understanding: comprehending the meaning,
translation, and interpretation of instructions;
1.3 Applying: using what was learned in the
classroom in similar situations
1.4 Analyzing: separating materials or concept
into component parts to understand the
whole Dave’s Psychomotor domain (1970) is probably the
1.5 Evaluating: judging the value of an idea, most commonly referenced and used psychomotor
object or material domain interpretation. Dave’s five levels of motor
1.6 Creating: building a structure or pattern; skills represent different degrees of competence in
putting parts together performing a skill.
DOMAIN II. PSYCHOMOTOR (SKILLS)
2.1 Imitation: The learner observes a skill and
Simpson’s Psychomotor domain: attempts to repeat it, or sees a finished product
and attempts to replicate it while attending to an
1. Perception (Awareness): Perception is the exemplar. At this level, the performance may be of
ability to use sensory cues to guide motor low quality.
activity. This ranges from sensory stimulation,
through cue selection, to translation. 2.2 Manipulation: Involves the ability to perform
2. Set (Mindset): refers to the readiness to act. certain tasks by memory or following instructions.
This is also called your mindset. It is the The learner will be able to; Perform a skill on one’s
mental, physical and emotional dispositions
 own after taking lessons or reading about it. 2.9 Physical Abilities: Physical abilities require
Follow instructions to build a model. endurance, strength, vigor, and agility which
produces a sound, efficiently functioning body. This
2.3 Precision: Involves the ability to perform certain may include activities of strenuous effort for long
tasks with some level of expertise and without help or period of time that results in
intervention from others. The learner independently muscular/cardiovascular endurance.
performs the skill or produces the product, with
accuracy, proportion, and exactness; at an expert
2.10 Skilled Movements: Skilled movements are the
level.
result of the acquisition of a degree of efficiency
2.4 Articulation: The learner coordinates and adapts when performing a complex task. A high level of
a series of actions to achieve harmony and internal efficiency is achieved to perform a complex task.
consistency.
2.11 Non-discursive Communication: Non-discursive
2.5 Naturalization: is the ability to perform actions in communication is communication through bodily
an automatic, intuitive or unconscious way. - At this movements ranging from posture to gestures,
level, the performance has become second-nature or creative movements, facial expressions, act a part in
natural, without needing to think much about it. a play through sophisticated choreographics. Body
postures, gestures, and facial expressions efficiently
Anita Harlow’s taxonomy (1972)
executed in skilled dance movement and
choreographics.

DOMAIN III. AFFECTIVE (ATTITUDE)

Affective domain refers to the way in which we

deal with situations emotionally such as
appreciation, enthusiasms, feelings, attitudes, etc.
In which these values guides or controls a person’s
behaviors.

Anita Harlow’s taxonomy (1972) for the

psychomotor domain is organized according to the
degree of coordination including involuntary
responses as well as learned capabilities.

2.6 Reflex Movements: Learning in response to some

stimuli. Basic Fundamental Movement inherent
movement patterns which are formed by combining
of reflex. 3.1 Receiving: being aware or sensitive to
something and being willing to listen or pay
2.7 Basic Fundamental Movements: Recquires inherent attention
movement patterns which are formed by combining of
reflex. 3.2 Responding: showing commitment to respond
in some measure to the idea or phenomenon
2.8 Perceptual Abilities: refers to interpretation of 3.3 Valuing: showing willingness to be perceived as
various stimuli that enable one to make adjustments to valuing or favoring certain ideas
the environment. Visual, auditory, kinesthetic, or tactile
discrimination. Suggests cognitive as well as
psychomotor behavior.
 3.4 Organizing: arranging value into priorities, learning goals, monitor their own progress, and
creating a unique value system by comparing, evaluate the clarity and accuracy of their
relating and synthesizing values understanding. It emphasizes the importance of
reflecting on one’s learning process.
3.5 Internalizing: practicing value system that
controls one’s behavior. 6. Self-System: The highest level focuses on personal
values, beliefs, and motivations regarding learning. It
involves self-examination of the importance of the
task, self-efficacy, emotional responses, and intrinsic
motivation.

KENDALL’S AND MARZANO’S NEW TAXONOMY

TYPES OF MEMORY:

Sensory Memory: It deals with the temporary

storage of data from the senses.

Working Memory: Uses data from both Sensory

memory and permanent memory, its data are
actively processed.

Permanent Memory: Everything that we understand

and know how to do is stored in our permanent
memory.

GROUP MEMBERS:

Abdullah, Norjannah M.
1. Retrieval: This is the foundational level where Acraman, Nadja Chiaralyn A.
learners recall or recognize information previously Arumpac, Nasser M.
learned. It’s the basic ability to remember facts and Caye, Aleezah Reeham A.
details. Dimaporo, Mahdiy A.
Jamael, Norjamiyah T.
2. Comprehension: At this level, learners not only Macasimbar, Hosnia H.S.
retrieve information but also understand its Mamaingco, Siitie-rajema
meaning. They can explain concepts in their own
words and demonstrate understanding.

3. Analysis: This level involves breaking down

information into parts and examining relationships
among those parts. Learners analyze data, draw
connections, and identify patterns or themes.

4. Knowledge Utilization: At this level, learners apply

their understanding and analytical skills to real-world
situations. They can use knowledge to solve
problems, create new ideas, or perform tasks
effectively.

5. Metacognitive System: This level is about self-

regulation and awareness in learning. Learners set