N) Learning Outcomes

LEARNING OUTCOMES

“Education must be increasingly concerned about the fullest development of all children and youth, and it will be the responsibility of the schools to seek learning conditions which will enable each individual to reach the highest level of learning possible.” - Benjamin Bloom

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SYNOPSIS

The Bloom Taxonomy was created by Benjamin Bloom in 1956, and it was revised by Krathwol in 2001. The Bloom Taxonomy was created to assist educators in communicating and sharing their teaching and evaluation practices by providing a standard vocabulary. This taxonomy includes the cognitive, affective, and psychomotor learning domains and represents an individual's various learning stages.

LEARNING OUTCOMES

After this lesson, the learners are expected to:

Understand and master each of the learning strategies depicted in Bloom's taxonomy; Learn more and develop learning outcomes in the cognitive, affective, and psychomotor domains; Recognize that this concept will help one develop in both daily life and learning experiences.

Learning outcomes are the knowledge, abilities, or expertise a learner will get through a learning activity such as a training session, seminar, course, or program. It helps students understand the value of the subject and what they will gain from participating in the learning activity.

5 TYPES OF LEARNING OUTCOMES

Intellectual Skills The learner will understand ideas, rules, or practices with this type of learning outcome. Simply said, this is understanding how to do a task.

Cognitive Strategy With this form of learning outcome, the learner will understand concepts, laws, or practices. Simply said, this is the capacity to complete a task.

Verbal Information This type of learning outcome occurs when the learners can articulate what they have learned from an organized domain of knowledge.

Attitude The student will grasp ideas, rules, or processes with this type of learning result. Simply said, this is the capacity to complete a task.

Motor Skill This is the learner's intrinsic factor, which shows in their behaviors. This may be seen in the learner's reactions to other people and experiences.

THE PROPONENT

Benjamin Bloom collaborated with Max Eaglehart, Edward Furst, and David Krathwohl to publish a framework that is known as Bloom's Taxonomy in 1956. In 2001, Krathwohl and his colleagues revised the taxonomy.

BLOOM'S TAXONOMY OF LEARNING

Bloom's Taxonomy divides learning into three domains: cognitive, emotional, and psychomotor. It provides a hierarchy to each area that corresponds to different degrees of learning. The crucial point to remember here is that the multiple levels of thinking are defined in each learning area of the taxonomy.

THREE LEARNING DOMAINS

COGNITIVE DOMAIN

The cognitive domain includes learning and the improvement of cognitive abilities (Bloom,1956). This comprises the ability to recall or recognize particular facts, logical sequences, and conceptual frameworks that support the growth of intellectual capacities and talents. From the simplest to the most complicated cognitive processes, there are six main groups.

Knowledge Analysis

Comprehension Synthesis

Application Evaluation

Benjamin Bloom collaborated with Max Eaglehart, Edward Furst, and David Krathwohl to publish a framework that is known as Bloom's Taxonomy in 1956. In 2001, Krathwohl and his colleagues revised the taxonomy.

COGNITIVE DOMAIN

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties. These two made some changes, with perhaps the three most notable which were: changing the names in the six categories from noun to verb forms rearranging them as shown in the chart below creating a processes and levels of knowledge matrix

Revised Cognitive Domain

State a rule. Give a customer a price that you remember. List the safety regulations.

Nearly every student begins to recognize that this class emphasizes experiential learning. Evelyn, who knew him intimately from his youth, describes him as "a man of excellent natural parts but nothing generous or grateful.” Ella remembers their previous lessons so well.

The exam writing tenets should be revised. Explain in one's own words how to carry out a difficult task. Create a spreadsheet on a computer using an equation

Students understands their lesson in algebra. Larry interprets his own identity through the discourses that organize his experience. He derives great satisfaction from his stamp collection.

I. Remembering: Recollect or regain previously acquired knowledge

.

Examples:

Key Words: defines, describes, identifies, knows, labels, lists, matches, names, sums up, remembers, recognizes, copies, decides, and declares

II. Understanding: Understanding the intent behind instructions and problems, as well as their translation, interpolation, and interpretation.

Examples:

. Key Words: understands, converts, argues, distinguishes, estimates, justifies, expands, generalizes, provides an example, derives, analyzes, phrasing, predictions, rebuilds, explains, and interprets

COGNITIVE DOMAIN

IV. Analyzing: Divides information or ideas into their component elements to clarify their organizational structure. It establishes a distinction between facts and conclusions.

Examples: Recognize flaws in logic when reasoning.

Apply logical reasoning to a piece of equipment's troubleshooting.

Recognize flaws in logic when reasoning.

Determine the duties that need to be trained after gathering information from a department.

Key Words: examines, dissolves, dissects, opposes, compares, distinguishes, identifies, exhibits, infers, outlines, integrates, chooses, and differentiates.

She integrates elements of jazz and rock into her music.

She chooses to paint objects and settings that reflect her enjoyment and understanding she has with her daily life.

She examines the interplay between changing gender divisions and urban change.

V. Evaluating: Determine the worth of concepts or resources.

Examples:

Pick the best course of action.

Hire the best-qualified person.

Describe and defend a new budget.

Key Words: assesses, describes, discriminates, compares, concludes, contrasts, criticizes, critiques, reasons, explains, analyzes, validates, relates, summaries, and promotes.

VI. Creating: It creates a structure or pattern out of various components. Assemble elements into a whole, focusing on developing a new meaning or system.

They gave fair and honest critiques of her art. The president discriminates in favor of his relatives. Everyone concludes to the same assumption, and they are accurate.

Examples:

Make operations or process handbooks for your business.

Create a device that will carry out a particular task.

Integrates knowledge from several sources to address a challenge.

Revises the procedure to enhance the result.

Key Words: organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, creates, devises, designs, writes, and writes.

She creates sculptures out of scrap materials. Kelly designs her portfolio creatively. The girl tells an incredible story.

AFFECTIVE DOMAIN

One of Bloom's Taxonomy's three domains, along with the cognitive and psychomotor ones, is the affective (Bloom et al., 1956). The way we react to things emotionally, such as feelings, values, admiration, excitement, motivation, and attitudes, is included in the affective domain (Krathwohl, Bloom, and Masia, 1973).

From the most straightforward behavior to the most complicated, the five primary categories are:

I. Receiving Phenomena: Awareness, openness to being heard, and focused concentration.

Examples:

Respectfully listen to other people.

Keep an ear out for newly introduced folks and take note of their names.

Active participation on the part of the learners. Attend and react to a particular phenomenon. Learning outcomes may emphasize reacting in a way that is compliant, willing, or satisfied (motivation).

Takes part in class discussions. Make an announcement. In order to completely understand new beliefs, thoughts, models, etc., one should challenge them. Recognize the safety regulations and follow them.

Key Words: acknowledge, inquire, pay attention, be courteous, fulfill their obligations, follow, provide, give, listen, and comprehend.

Learning Outcome Statement Example: To acknowledge the emotions evoked in the situated scenario.

II. Responds to Phenomena:

Examples:

Key Words: responds, aids, conforms, talks, welcomes, helps, labels, performs, presents, and tells.

Learning Outcome Statement Example: Learner helps to understand the relationship between confidence level and sample size.

III. Valuing: The value or worth of a person accords to a specific thing, phenomenon, or action. This might be as basic as acceptance or as complicated as commitment. The foundation of valuing is the internalization of a set of predetermined values, while indicators of these values are frequently visible in the learner's overt behavior and can be used to identify the learner.

AFFECTIVE DOMAIN

Examples:

Shows support for the democratic process.

Demonstrates sensitivity to societal and cultural differences (value diversity).

Indicates a capacity for problem-solving.

Proposes a strategy for societal betterment and commits to implementing it.

Inform management of issues that are important to you.

Acknowledges the necessity of striking a balance between freedom and moral action. Explains how methodical planning can be used to solve issues. accepts the moral principles of the workplace. develops a life strategy that is compatible with one's skills, passions, and beliefs. Time is properly prioritized to satisfy the demands of the company, the family, and the individual.

Demonstrates independence when working alone. Helps out in group projects (displays teamwork). Takes an objective stance when tackling problems. Daily demonstrates a professional commitment to moral behavior. Reevaluates conclusions and alters behavior in light of fresh information. Respects individuals for who they are, not just how they appear.

Key Words: demonstrates, initiates, invites, joins, justifies, suggests, respects, treasures, cherishes, and shares. Learning Outcome Statement Example: Student demonstrates what they have learned, usually as a way of determining whether and to what degree they have achieved expected learning outcomes.

IV. Organization: Creates a distinctive value system by contrasting various values, resolving conflicts between them, and classifying them into priority. Value comparison, correlation, and synthesis are prioritized.

Examples:

Key Words: relates, compares, and synthesizes

V. Internalizes Values (Characterization): Has a set of values that guides their behavior. The learner's most crucial characteristic is their ubiquitous, consistent, and predictable conduct. The student's general patterns of adjustment are concerned with the instructional objectives (personal, social, emotional).

Examples:

Key Words: acting, discriminating, displaying, influencing, performing, modifying, qualifying, reviewing, serving, solving, and verifying

Learning Outcome Statement Example: Students reviewing their notes to get a high score.

PSYCHOMOTOR DOMAIN

The psychomotor domain (Simpson, 1972) 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 range 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.

I. Perception (Awareness): The capacity to direct motor action using sensory signals. This includes everything from sensory stimulation to cue choice to translation.

Examples:

Detects non-verbal cues used in communication.

Determine the place where a ball will land after being thrown, and then move there to catch it.

Uses the food's aroma and flavor to adjust the stove's heat to the proper setting.

Compare the forks' position with reference to the pallet to change the height of the prongs on a forklift.

Key Words: identifies, characterizes, finds, differentiates, isolates, recognizes, and classifies.

Learning Outcome Statement Example: Learners differentiates decisively between excommunication and anathema.

II. Set: Ready to take action. It includes sets for the mind, body, and heart. These three groups of dispositions govern how a person will react in certain circumstances (sometimes called mindsets).

Examples:

Knows the stages that make up a manufacturing process and follows them.

Know your strengths and weaknesses.

Demonstrates a drive to master a new skill (motivation).

NOTE: The "Responding to phenomena" subdivision of the affective domain is strongly related to this Psychomotor subdivision. Key Words: begins, exhibits, explains, moves along, continues, responds, displays, states, and volunteers.

III. Guided Response: Early learning phases of complicated skills, which involve imitation and trial-and-error. Practice is the key to a performance that is adequate.

Examples:

Executes a mathematical equation as shown.

Build a model by adhering to the directions.

Responds to the instructor's hand signals as they teach them how to operate a forklift.

PSYCHOMOTOR DOMAIN

Key Words: copies, follows, reacts, replicates, and replies

Learning Outcome Statement Example: The working class usually reacts in a predictable way to government policies.

IV. Mechanism (Basic Proficiency): This is the middle phase of mastering a difficult skill. Learned actions are now second nature, and they can be executed with considerable assurance and competence.

Examples:

Make use of a computer.

Fix a dripping faucet.

Use a vehicle.

Key Words: constructs, measures, mends, organizes, sketches, fastens, fixes, grinds, heats, manipulates, measures, mends, and constructs.

V. Complex Overt Response (Expert): The expert execution of motor actions involving intricate movement patterns. A rapid, accurate, and highly coordinated performance that uses the least amount of energy is a sign of proficiency. Automatic performance and performance without hesitancy fall under this category. For instance, when a player hits a tennis ball or throws a football, they frequently utter expressions of satisfaction or expletives since they can sense from the act itself what the outcome will be.

Examples:

Drive carefully into a small parallel parking space.

Rapid and accurate computer operation.

Demonstrates proficiency at the piano.

Key Words: produces, disassembles, arranges, displays, tightens, modifies, heats, modifies, measures, mends, mixes, and sketches.

Learning Outcome Statement Example: This plant produces small clusters of three or four bright pink flowers.

VI. Adaptation: The person has well-developed skills and can alter movement patterns to meet unique requirements.

Examples:

Properly handles unexpected situations.

Adapts the curriculum to the requirements of the students.

Use a machine to execute a task that it was not designed to undertake (machine is not damaged and there is no danger in performing the new task).

Key Words: varies, revises, rearranges, alters, changes, and adapts.

VII. Origination: Developing new movement patterns to address a particular issue or environment. Learning outcomes provide a strong emphasis on creativity that is built upon advanced abilities.

Examples:

Creates a novel theory.

Creates fresh, comprehensive training material.

New gymnastics routine is produced.

PSYCHOMOTOR DOMAIN

Key Words: composes, designs, initiates, makes, builds, assembles, arranges, constructs, and combines.

Learning Outcome Statement Example: The author constructs all the stories around one theme.

Organize your thoughts

Direction: Read the questions carefully and answer.

1. Why should I study this lesson and what I've learned?

2. Will this lesson be beneficial to me as a student?

3. What was the most remarkable part of this lesson for me?

Let yourself explore

Direction: Create a poster or slogan that shows the three learning domains, the cognitive, affective, and psychomotor, and briefly reflect on it.

sQuiz Your Mind

Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number.

___1. ________________the intent behind instructions and problems, as well as their translation, interpolation, and interpretation. Understanding A. Emotional B. Evaluating C. Analyzing

___2. ________________recollect or regain previously acquired knowledge. A. Evaluating B. Remembering C. Understanding D. Emotional

___3. ________________a structure or pattern out of various components. Assemble elements into a whole, focusing on developing a new meaning or structure. A. Adaption B. Applying C. Creating D. Focusing

___4. The __________________ (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill area. Affective Domain Cognitive Domain Emotional Domain Psychomotor Domain

___5. __________________divides information or ideas into its component elements in order to clarify their organizational structure. A. Remembering B. Analyzing C. Applying D. Focusing

___6. Anna, a student teacher intern, applies what she learned in her math class to teach the grade 11 students. A. Cognitive Domain B. Affective Domain C. Psychomotor Domain D. Emotional Domain

___7. A man marries a woman for who she is, not what she looks like. A. Psychomotor Domain B. Emotional Domain C. Affective Domain D. Cognitive Domain

___8. A mother spends more time at work than with her children. A. Emotional Domain B. Psychomotor Domain C. Cognitive Domain D. Affective Domain

___9. Ella creates dance choreography for her physical activity class. A. Cognitive Domain B. Emotional Domain C. Psychomotor Domain D. Affective Domain

___10. Benjamin Bloom collaborated with Max Eaglehart, Edward Furst, and David Krathwohl published a framework known as Bloom's Taxonomy in 1956. A. True B. False C. Maybe correct D. Maybe incorrect

REFERENCES

Armstrong, P. (2010, 0 0). Bloom’s Taxonomy. Vanderbilt University; cft.vanderbilt.edu. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Bloom's taxonomy. (2021, November 10). Centre for Teaching Excellence. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teachingtips/planning-courses-and-assignments/bloomstaxonomy#:~:text=Bloom%27s%20Taxonomy%20comprises%20three%20learning,of%20t he%20Taxonomy%20are%20hierarchical

Bloom's taxonomy: The affective domain. (n.d.). Infinityinternet. https://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html

Bloom's taxonomy: The psychomotor domain. (n.d.). Infinityinternet. https://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html

Bloom's taxonomy of learning domains: The cognitive domain. (n.d.). Infinityinternet. https://www.nwlink.com/~donclark/hrd/bloom.html

Learning outcomes: Types, examples, verbs | Outcomes vs objectives. (n.d.). Valamis.

MULTIPLE INTELLIGENCES STORY

Guide Question: Which of Mr. Howard Gardner's Multiple intelligences you think your students exhibit the most?

CHAPTER 11: MULTIPLE INTELLIGENCES STORY Teacher Augustine's POV

Before my afternoon classes began, I was busy eating my lunch and reading through my phone when a group of students came over. One of them was Han, a former student of mine who is highly involved in our school; gullible, amiable, and approachable. As his teacher, I can clearly observe that he possesses good intrapersonal intelligence because of his effective communication and socialization skills.

“Good Afternoon, Mr. Augustine!” he greets me with a big smile on his face. "We

just want to ask, Sir, if you could give us a moment? We simply want to learn more about the different types of intelligence that you see in your students or have firsthand experience with for completion of our case study.”

I smiled and said “Of course but please be quick okay? Because I have a class to

attend at exactly 1:00 PM.”

“Yes! This is why we like you, Sir. Aside from being attractive, you are also

cooperative, smart, courteous, and easy to get along with,” Han said, and I just laughed at his fancy words. “So let's get started, Sir. Please allow us to record this interview for documentation purposes,” he continued.

“Sure thing, dear students,” I replied.

"Good afternoon, Mr. Augustine. To begin this brief interview, could you please

tell us your full name and how long you have been a teacher?” Han stated.

“Good Afternoon Han, I am Mr. Augustine and I have been a MAPEH teacher for

15 years.” I smiled at the camera.

MULTIPLE INTELLIGENCES STORY

“Alright Mr. Augustine, we'd want to know which of Mr. Howard Gardner's

Multiple intelligences you think your students exhibit the most?” he asked.

After giving it some thought, I responded, "Most of us are aware that students have

different personalities, developmental processes, and traits as a result, hence their learning styles vary. It merely indicates that none of the nine have particularly exceptional intelligence. However, I can only list the intelligence that I recognized in our MAPEH class: musical intelligence, interpersonal intelligence, bodilykinesthetic intelligence, and visual/spatial intelligence. Students are displaying diverse intelligence because MAPEH includes four areas of study which is very helpful. After all, I can also determine and observe what are the strengths and weaknesses of my students.”

I could see Han's amusement as he said, "Wow Sir, that was an interesting answer;

I expected among the nine, there will be one that weighs more than the rest."

"MAPEH includes music, arts, physical education, and health, allowing kids to explore what they truly want and allowing me as a teacher to nurture them

according to their preferred intelligence,” I said, "It is my duty to watch everyone's

behavior in order to determine the activities I should provide so that they will both learn and enjoy the class. Always remember Han, Howard Gardner's Multiple intelligences is not about measuring a learner's intelligence quotient or IQ; It is about validating in which specific field, way, or area where they can learn effectively and maximize their skills. So basically you can be good at arts and at

the same time be excellent in Math,” I confidently said while looking at my watch to observe the time.

"Wow! Sir Augustine, that was a very informative response.” Hans paused the recording and stated, "We want to thank you for taking the time to speak with us.”

I chuckled at them while checking my watch. "You are welcome at any time, dear

students. Your teachers and I are always available to answer questions that can help you learn more. I must leave but have a fantastic day, and best of luck on your case study.”

Before they left the classroom, I called them “Students, how about you? Which

intelligence do you possess in Howard Gardner's Multiple intelligences? I want you

to reflect, alright? Anyway, go ahead now. Take care, students,” I smiled at them and they did the same.