The document discusses program outcomes, student learning outcomes, and taxonomies for classifying learning objectives. It outlines the Commission on Higher Education's requirements for program outcomes, including effectively communicating and working in teams. For teacher education programs, outcomes include facilitating learning using various methods and applying skills in instructional technology. Student learning outcomes state what students will demonstrate after instruction, and good outcomes are centered on students, aligned with program goals, and understood by students and faculty. The document also compares Bloom's original taxonomy of learning to its revised version developed by Anderson and Krathwohl.
The document discusses program outcomes, student learning outcomes, and taxonomies for classifying learning objectives. It outlines the Commission on Higher Education's requirements for program outcomes, including effectively communicating and working in teams. For teacher education programs, outcomes include facilitating learning using various methods and applying skills in instructional technology. Student learning outcomes state what students will demonstrate after instruction, and good outcomes are centered on students, aligned with program goals, and understood by students and faculty. The document also compares Bloom's original taxonomy of learning to its revised version developed by Anderson and Krathwohl.
The document discusses program outcomes, student learning outcomes, and taxonomies for classifying learning objectives. It outlines the Commission on Higher Education's requirements for program outcomes, including effectively communicating and working in teams. For teacher education programs, outcomes include facilitating learning using various methods and applying skills in instructional technology. Student learning outcomes state what students will demonstrate after instruction, and good outcomes are centered on students, aligned with program goals, and understood by students and faculty. The document also compares Bloom's original taxonomy of learning to its revised version developed by Anderson and Krathwohl.
The document discusses program outcomes, student learning outcomes, and taxonomies for classifying learning objectives. It outlines the Commission on Higher Education's requirements for program outcomes, including effectively communicating and working in teams. For teacher education programs, outcomes include facilitating learning using various methods and applying skills in instructional technology. Student learning outcomes state what students will demonstrate after instruction, and good outcomes are centered on students, aligned with program goals, and understood by students and faculty. The document also compares Bloom's original taxonomy of learning to its revised version developed by Anderson and Krathwohl.
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PROGRAM OUTCOMES AND
STUDENT LEARNING OUTCOMES
Program Outcomes
The Commission on Higher Education Memorandum Order (CMO) No. 20 s.2014
requires higher education institutions to:
a. articulate and discus latest development in the field of practice
b. effectively communicate orally in writing using both English and Filipino c. work effectively and independently in multi-disciplinary and multicultural teams d. act in recognition of professional, social and ethical responsibility e. preserve and promote “Filipino historical and cultural heritage. The program outcomes specific to degrees are spelled out in the specific Policies, Standards and Guidelines per program of the commission. The following are the program outcomes for teacher education in 2017. a. Articulate the rootedness of education in philosophical, sociocultural, historical, psychological and political contexts b. Demonstrate mastery of subject matter/discipline c. Facilitate learning using a wide range of teaching methodologies d. Develop innovative curricula e. Apply skills in the development and use of ICT f. Demonstrate a variety of thinking skills g. Practice of professional and ethical teaching standards h. Pursue lifelong learning. CMOs
BEEd ( CMO No. 74 s. 2017)
BSED- English, Math, Science, Social Studies ( CMO No. 75 s. 2017) BPEd (CMO. No. 80 s. 2017) 3 Types of Learning
are formulated from the point of view of the learner
(Objectives are formulated from the point of view of the teacher.)
- Learning outcomes state specifically what knowledge, skill or value must be
demonstrated by the learner after instruction. Sample Learning Outcomes
At the end of this lesson, the student can:
-enumerate the different types of matter
-calculate the distance between two points -integrate honesty in performing the class activity -manipulate the microscope with the given specimen -create an earth model reflecting environmental awareness. Characteristics of Good learning Outcomes 1. Good learning Outcomes are centered on the student learner. 2. Good learning outcomes are based on and aligned with the institutional program and course outcomes. 3. Good learning outcomes are based on and aligned with local, national and international trends and issues 4. Good learning outcomes are known and are very well understood by both students and faculty 5. Good learning outcomes include a spectrum of thinking skills from simple remembering to creating or from lowest to highest cognitive process of Bloom’s and Anderson’s Revised Taxonomy. Bloom’s Taxonomy Boom’s vs Anderson/Krathwohl taxonomy Revised Bloom’s Taxonomy