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Exercises 3.8 - Yomie S. Pablodocx

The document provides examples of learning outcomes classified by domain (cognitive, psychomotor, affective) and level/category. It then asks to write learning outcomes for topics arranged from simplest to most complex within each domain. Finally, it asks to illustrate levels of difficulty in a new taxonomy using competencies from the K-12 curriculum guide.

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Yomie Sisor Pablo
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5K views3 pages

Exercises 3.8 - Yomie S. Pablodocx

The document provides examples of learning outcomes classified by domain (cognitive, psychomotor, affective) and level/category. It then asks to write learning outcomes for topics arranged from simplest to most complex within each domain. Finally, it asks to illustrate levels of difficulty in a new taxonomy using competencies from the K-12 curriculum guide.

Uploaded by

Yomie Sisor Pablo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Yomie S.

Pablo
UNIC
March 05, 2021
AsLer 2

3.8 Exercises
A. The following are examples of learning outcomes; on the second column, write the domain
in which each outcome is classified and on the third column the level/category to which the
learning outcome belongs.

Domain Level/Category

1. Formulate a procedure to follow in Applying: using what was learned in the


Cognitive
preparing for class demonstration classroom into similar new situation

Creating: building a structure or


2. Formulate new program Cognitive
pattern; putting parts together

Skilled Movements: advanced learned


3. Perform repeatedly with speed and
Psychomotor movements as one would find sports or
accuracy
acting

Receiving: being aware or sensitive to


4. Listen to others with respect Affective something and being willing to listen or
pay attention

Analyzing: separating materials or


5. Select the most effective among a
Cognitive concept into component parts to
number of solutions
understand the whole

6. Watch a more experienced Fundamental Movements: basic


Psychomotor
performer movements such as walking, or grasping

Responding: showing commitment to


7. Know the rules and practice them Affective respond in some measure to the idea or
phenomenon
Valuing: showing willingness to be
8. Show ability to resolve
Affective perceived as valuing or favoring certan
problems/conflicts
ideas
Perceptual Abilities: response to stimuli
9. Apply learning principles in studying
Psychomotor such as visual, auditory, kinesthetic, or
pupil behavior
tactile discrimination

10. Recite prices of commodities from Remembering: recall of previously


Cognitive
memory learned information
B. Using the indicated topic or subject matter, write the learning outcomes for each of the 3
domains arranged from the simplest to the most complex level or category.

1. COGNITIVE Topic: Investigative Project in Biological Science

1.1. Remembering Define basic biological concept and processes.


Explain the process of biological growth and development in
1.2. Understanding
individuals.
1.3. Applying Apply experimental procedures to solve biological problems.

1.4. Analyzing Analyze complex issues in biology using modeling.

1.5. Evaluating Evaluate biological factors that influence human.

1.6. Creating Write-up the results of an experimental study in a lab report.

2. PSYCHOMOTOR Topic: Table Setting

2.1. Observing Watch a more experienced person doing the table setting.
The learner is observed and given direction and feedback on setting
2.2. Imitating
table.
The learner performs the entire sequence of table setting
2.3. Practicing
repeatedly.
2.4. Adapting Create centerpiece as additional set-up for the table.

3. AFFECTIVE Topic: Developing and Nurturing Honesty

3.1. Receiving Name the process in developing and nurturing honesty.

3.2. Responding Recite to the class the process in developing and nurturing honesty.

3.3. Valuing Justify the importance of honesty.

3.4. Organizing Adhere to all policies that promote honesty.

3.5. Internalizing Influence everyone to be honest at all time.


C. Based on Kendall’s and Marzano’s new taxonomy, select learning competencies from the K
to 12 Curriculum Guide to illustrate levels of difficulty found in the new taxonomy of Kendall
and Marzano. Refer to Kendall’s and Marzano’s new taxonomy in Figure 5.

Competency from the K to 12 Curriculum


Level of Processing
Guide

Recall stories that they have listened during


1. Retrieval
students childhood

2. Comprehension Identify the problem and solution

3. Analysis Gather important details of poem

4. Knowledge Utilization Decide on the cause and effect of the events

Students asked questions to clarify certain


5. Metacognitive System
things

6. Self-system Students do the role playing

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