1. State the program outcomes expected of all educational institution.

ANSWER:

To produce thoughtful graduates imbued with 1) values reflective of a humanist orientation (e.g.,
fundamental respect for others as human beings with intrinsic rights, cultural rootedness, an
avocation to serve); 2) analytical and problem solving skills; 3) the ability to think through the ethical
and social implications of a given course of action; and 4) the competency to learn continuously
throughout life—that will enable them to live meaningfully in a complex, rapidly changing and
globalized world while engaging the nation’s development issues and concerns;
To produce graduates with high levels of academic, thinking, behavioral, and technical
skills/competencies that are aligned with national academic and industry standards and needs and
international standards, when applicable;
To provide focused support to the research required for technological innovation, economic growth,
and global competitiveness, on the one hand, and for crafting the country’s strategic directions and
policies, on the other; and
To help improve the quality of human life of Filipinos, respond effectively to changing societal needs
and conditions; and provide solutions to problems at the local community, regional and national
levels.

Common to all programs in all types of schools, the graduates have the ability to:
1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate orally and in writing using both English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage”.

2. State the program outcomes of teacher education.

ANSWER:

Graduates of the Teacher Education program equipped with relevant knowledge, skills, attitude, and values
shall be able to:
Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and
political contexts;
Demonstrate mastery of subject matter/discipline;
Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to
specific learners and their environments;
Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse
learners;
Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices;
Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
progress and outcomes;
Practice professional and ethical teaching standards sensitive to the local, national, and global
realities; and
Pursue lifelong learning for personal and professional growth through varied experiential and field-
based opportunities.
 3. Distinguish learning outcomes in the three domains of learning and in the additional levels of
knowledge processing.

ANSWER:

The Cognitive Domain develops six areas of intellectual skills that build sequentially from simple to
complex behaviors.

Bloom arranged them this way:

 Knowledge (recall of information)

 Comprehension (understanding of meaning)
 Application (use of concept)
 Analysis (deconstruction of concept)
 Synthesis (combination of information to create meaning)
 Evaluation (judgment of concept)

In time, this arrangement evolved into what we now call Bloom’s Revised Taxonomy. Category names
were changed from nouns to verbs, but are still ordered from simple to complex:

 Remembering  Analyzing
 Understanding  Evaluating
 Applying  Creating

While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that could
be processed, they were not discussed very much and remained one-dimensional:
 Factual - The basic elements students must know to be acquainted with a discipline or solve
problems.
 Conceptual – The interrelationships among the basic elements within a larger structure that enable
them to function together.
 Procedural - How to do something, methods of inquiry, and criteria for using skills, algorithms,
techniques, and methods.

In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the
above three levels of knowledge to form a matrix. In addition, they added another level of knowledge -
metacognition:
 Metacognitive – Knowledge of cognition in general, as well as awareness and knowledge of one’s
own cognition.

The Affective Domain includes five areas of emotional response, categorized as simple to complex ways
of processing feelings and attitude. Bloom arranged them this way:

 Receiving (passively paying attention)

 Responding (actively learning and reacting)
  Valuing (attaching worth to information)
 Organizing (arranging and elaborating on information)
 Characterizing (valuing belief that influences behavior)
It focuses on the attitudes, values, interests, and appreciation of learners. The hierarchy associated
with it begins with receiving and listening to information, and extends to characterization, or
internalizing values and consistently acting upon them. It also focuses on allowing learners to
understand what their own values are and how they have developed.

The Psychomotor Domain, which focuses on physical skills, was identified, but not defined, by Dr.
Bloom. His original ideas were expanded by 1970s educators, including Dr. Elizabeth Simpson, who
developed them in this simple-to-complex order:
 Perception (sensory guiding of motor activity)
 Set (feeling ready to act)
 Guided Response (beginning to learn complex skills)
 Mechanism (developing basic proficiency)
 Complex Overt Response (performing with advanced skill)
 Adaptation (modifying movement to meet special circumstances)
 Origination (creating situation-specific movements)

The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas.
Development of these skills requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution. Thus, psychomotor skills rage from manual tasks, such as digging
a ditch or washing a car, to more complex tasks, such as operating a complex piece of machinery or
dancing.