PROGRAM OUTCOMES

AND
STUDENT LEARNING
OUTCOMES
PRESENTED BY:
NASOL
ARDIVILLA
MORENO
ORO
UY
 Program Outcomes and Student
Learning Outcomes
 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 or
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.”
 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,.
 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.”
 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 life long learning for personal and professional growth
through varied experimental and field-based opportunities.

The Three 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.
  Table 1.1 :Taxonomies of the Cognitive Domain: Bloom’s
Anderson’s and Krathwohl’s

1. Knowledge: Remembering or 1. Remembering: Recognizing or

retrieving previously learned recalling knowledge from
material. Examples of verbs that memory. Remembering is when
relate to this function are: memory is used to produce or
retrieve definitions, facts, or lists,
Know Define Record or to recite previously learned
identify recall name
information.
Relate list memorize recognize
repeat acquire
2. Comprehension: The ability to 2. Understanding: Constructing
grasp or construct meaning from meaning from different types of
material. functions be they written or graphic
Examples of verbs that relate to this messages or activities like
function are: interpreting, exemplifying,
classifying, summarizing, inferring,
restate Identify Illustrate
Locate report Discuss Interpret draw comparing or explaining.
Recognize Describe Represent
Explain Discuss Differentiate
express Review infer conclude

3. Application: The ability to use 3. Applying- carrying out or using a

learned material or to implement procedure through executing or
material in new and concrete implementing.
situations. Examples of verbs that
relate to this function are:
Apply relate Organize employ Practice
Develop Restructure Calculate
Translate Interpret Show
Use operate Demonstrate Exhibit
illustrate dramatize
4. Analysis: The ability to break 4. Analyzing: Mental actions
down or distinguish the parts of included in this function are
material into its components so that differentiating, organizing and
its organizational structure may be attributing, as well as being able to
better understood. Examples of verbs distinguish between the components
that relate to this function are: or parts.
Analyze Differentiat Experiment
Compare e Scrutinize
Probe inquire Contrast Discover
Examine Investigate Inspect
Contrast Detect survey Dissect
categorize Classify Discriminate
deduce separate

5. Synthesis: The ability to put 5. Evaluating: Making judgments

parts together to form a coherent or based on criteria and standards
unique new whole. Examples of through checking and critiquing.
verbs that relate to this function are:
 Compose Plan invent Propose
Produce Formulate Develop
Design Collect set Arrange
Assemble Up generalize Construct
Create Document Organize
Prepare Combine Originate
Predict relate Derive write
Modify propose
tell

6. Evaluation: The ability to judge, 6. Creating: Putting elements

check, and even critique the value of together to form a coherent or
material for a given purpose. functional whole; reorganizing
Example of verbs that relate to this elements into a new pattern or
function are: structure through generating,
Judge assess Argue Validate planning or producing.
Compare Decide Consider
Evaluate Choose Appraise
Conclude Rate select Value
Measure estimate Criticize infer
deduce
 Figure 2: Bloom’s and Anderson’s Compared

Evaluation Create

Synthesis Evaluate

Analysis Analyze

Application Apply

Comprehension Understand

Knowledge Remember

Noun to Verb form

 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
 4 LEVELS OF KNOWLEDGE
o Factual Knowledge- as the name implies, this refers to facts. This refers
to essential facts, terminology, details or elements students must know
or be familiar.
o Conceptual Knowledge- this refers to the interrelationship of facts. It is
facts put together within a larger structure that enable them to function
together.
o Procedural Knowledge- This is knowing how to do something refers to
information or knowledge that helps students to do something specific
discipline, subject or area of study.
o Metacognitive Knowledge- This is knowing that you know. Thining
about your own thinking in a purposeful way.
 Table 1.2 na, page 27

 Font – georgia 20
 Font – georgia 41 (kapag sa title)
TABLE 1.2
Factual Knowledge – Basic information

Knowledge of terminology Vocabulary terms, mathematical

symbols, musical notation, alphabet

Knowledge of specific details and Components of the food pyramid names

elements of congressional representatives, major
battles, WW II

Conceptual Knowledge – The relationship among pieces of a larger

structure that make them function together
Knowledge of classification and Species of animals, different kind of
categories arguments, geological era
Knowledge of principals and Types of conflict in literature, Newton’s
generalizations law of motion, principles of democracy
Knowledge of theories, models and Theory of evolution, economic
structures theories, DNA models
Procedural Knowledge - How to do something
Knowledge f subject - specific skills and Preocedure for solving quadratic
algorithms equations,mixing colors for oil
painting,serving a volleyball
Knowledge of subject- specific technique Literary criticism,analysis of historical
and methods documents,mathematical problem - solving
methods.
Knowledge of criteria for determining when Methods appropriate for different kinds of
to use appropriate procedures experiment,statistical analysis procedures
used for different situations,syllabus
guideliness for different genres of writing.

Metacognitive Knowledge - Knowledge of thinking in general and your

thinking in particular
Strategic knowledge Ways of memorizing facts,reading
comprehension strategies,methods of
planning a Web site
Knowledge about cognitive Different reading demands of textbooks
task,including appropriate contexual and novels,
and condition knowledge thinking ahead when using an
electronic database,

Self - knowledge Need for a diagram or chart to

undrstand complex processes,better
comprehension in quit
environment,need to discuss ideas with
someone before writing an essay
TABLE 1.4 EXAMPLE OF COGNITIVE ACTIVITIES
Cognitive Process Examples
Remembering - Produce the right information from memory
Recognizing ▪Identify frogs in a diagram of different
kinds of amphibian.
▪Find an isosceles triangle in your
neighborhood.
▪Answer any true - false or multiple -
choice question.
Recalling ▪Name three 19th century women
English authors.
▪Write the multiplication facts.
▪Reproduce the chemical formula for
carbon tetrachloride.
 Understanding - Make meaning from educationals materials or experiences

Interpreting ▪Translate a story problem into an

algebraic equation.
▪Draw a diagram of the digestive system.
▪Paraphrase Jawarharlal Nehru's tryts
with destiny speech.

Exemplifying ▪Draw a pararellogram.

▪Find an example of stream-of-
consciousnes style of writing.
▪Name mammal that lives in our area.
Classifying ▪Label numbers odd or even.
▪List the events of the Sepoy Muntiny of
1857.
▪Group native animals into their proper
species.
Inferring ▪Read a passage of dialogue between
two characters and make conclusion
about their past relatioship.
▪Figure out the meaning of unfamiliar
term from the context.
▪Look at a series of numbers and predict
Comparing ▪Explain how the heart is like a pump.
▪Compare Mahatma Gandhi to a
present day leader.
▪Use Venn Diagram to demonstrate
how two books by Charles Dicknes are
similar and different.
Explaining ▪Draw a diagram explaining how aur
pressure affects the weather.
▪Provide details that justify why the
french revolution happened when and
how it did.
▪Describe how interest rates affect the
economy.
Applying - Use a procdure
Executing ▪Add a column of two - digit numbers
▪Orally read a passage in a foreign
language.
▪Have a student open house discussion.
Implementing ▪Design an experiment to see how plants
grow in different kinds of soul.
▪Proofhead a piece of writing.
▪Create a budget.
Analyzing - Break a concept down into its parts and describe how the
parts relate to thw whole
Differentiating ▪List the important information in a
mathematical word problem and cross
out the unimportant information.
▪Draw a diagram showing the major and
minor characters in a novel.

Organizing ▪Place the books in the classroom

library into categories.
▪Make a chart of often-used figurative
devices and explain their effect.
▪Make a diagram showing the ways
plants and animals in your
neighborhood interact with each other
Attributing ▪Read letters to the editor to determine
the author's point of view about local
issue.
▪Determine a character's motivation in a
novel or short story.
▪Look at brochures of political
candidates and hypothesize about their
perspectives on issues.
 Evaluating - Make judgements based on criteria and syllabus guidelines
Checking ▪Participate in a writing group,givingpeers
feedback on organization and logic of
arguments.
▪Listen to a political speech and make a
list of any contradictions within the
speech.
▪Review a project plan to see if all yhe
Critiquing necessary
▪Judge howsteps are included.
well project meets the criteria
of a rubric.
▪Choose the best method for solving a
complex mathematical problem.
▪Judge the validity of argumentsfor and
againts astrology.
Creating - Put pieces together to form something new or recognize components of a new
structure
Generating ▪Given a list of criteria,list some options
for improving race relations in the school.
▪Generate several scientific hypothesis to
explain why plants need sunshine.
 ▪Propose a set of alternatives for
reducing dependence on fossil fuels
that address both economic and
enviromental concerns.
▪Come up with lternative hypotheses
based on criteria.

Planning ▪Make a storyboard for multimedia

presentation on insects.
▪Outline a research paper on Mark
Twan's views on religion.
▪Design a scientific study to test the
effect of different kinds of music on
hens' egg production.
Producing ▪Write a journal from the point of view of
mountaineer.
▪Build a habitat for pigeons.
▪Put on on a play based on a chapter
from a novel you're reading.