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CPE106 > GROUP 2: LEARNING OUTCOMES > Flashcards

GROUP 2: LEARNING OUTCOMES Flashcards

1
Q

These are naturally associated with learners thus the phrase student learning outcomes.

A

Learning Outcomes

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2
Q

Meaning of Learning Outcomes (4)

A

Intended Institutional Outcomes
Program Outcoms
Course Outcomes
Teaching objectives are not the same as learning outcomes.

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3
Q

the broadest of all outcomes.

A

Intended Institutional Outcomes

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4
Q

Derived from the institution’s vision and mission. From the institutional outcomes, schools derive their graduate attributes

A

Intended Institutional Outcomes

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5
Q

laid down in the memorandum Orders from the Commission on Higher Education, CMO No. 74 to 80, s. 2017.

A

Program Outcomes

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6
Q

Higher educational institutions which have their own institutional outcomes that are derived from their VMG (vision, mission, goals) may add program outcomes to these program outcomes issued by CHED.

A

Program Outcomes

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7
Q

the outcomes for each subject in the curriculum.

A

Course Outcomes

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8
Q

these are the knowledge, skills and values that the students are expected to demonstrate at the end of the lesson.

A

learning outcomes

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9
Q

Teaching objectives are formulated from the point of view of the teacher while learning outcomes are formulated from the point of views of the learner.

A

Teaching objectives are not the same as learning outcomes

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10
Q

Teaching objectives state what the teacher does while learning outcomes state specifically what knowledge, skill, or value must be demonstrated by the learner after instruction.

A

Teaching objectives are not the same as learning outcomes

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11
Q

Sources of Learning Outcomes

A

1.The institution’s vision and mission statements.
2.Policies and competencies and standards issued by government education agencies.
3.Expected competencies identified by the different professions, business and industry.
4. Development goals of the national government.

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12
Q

Where the program outcomes for teacher education is based

A

CMOs

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13
Q

Common to all programs in all types of schools. The graduates have the ability to: (5)

AEWAP

A

A. Articulate and discuss the latest developments in the specific field of practice.
B. Effectively communicate both English and Filipino, both orally and in writing.
C. Work efficiently and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams.
D. Act in recognition of professional, social and ethical responsibility.
E. Preserve and promote our cultural heritage.

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14
Q

Common to the discipline (Teacher Education) (ATFD)

A

a) Articulation of the rootedness of education in philosophical, cultural, historical, psychological lastly, political context.
b) Teachers are also required to demonstrate mastery of subject matters and discipline.
c) Facilitate learning using a wide range of teaching methodologies appropriate for specific learners and their respective environments.
d) Develop and innovate curricula instructional plans, teaching approaches for diverse learners.

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15
Q

Common to graduates of a horizontal type of institution as defined in CMO 46, 2012 (3)

A

a. demonstrate service orientation in their respective professions.
b. be qualified for various types of employment and participate in development activities and public discourses.
c. Contributes to the generation of new knowledge by participating in various research and development projects.

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16
Q

defines teacher quality in the Philippines.

A

The Philippine Professional Standards for Teachers

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17
Q

The standards describe the expectations of teachers’ increasing levels of… KPPE

A

Knowledge, Practice, and Professional engagement

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18
Q

When did the Department of Education Secretary Leonor Briones signed into policy Department Order No. 42, s. 2017

A

August 2017

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19
Q

The order stipulating the National Adoption and implementation of the Philippines Professional Standards for Teachers.

A

Order No. 42, s. 2017

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20
Q

The 7 domains of TPPST are: (CLDCACP)

A

Content knowledge and Pedagogy
Learning Environment
Diversity of Learners
Curriculum and Planning
Assessment and Reporting
Community Linkages and Professional Engagement
Personal Growth and Professional Development

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21
Q

Recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and learning. They apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research.

A

Content knowledge and Pedagogy

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22
Q

Provide learning environments that are safe, secure, fair, and supportive to promote learner responsibility and achievement. They create an environment that is learning-focused and they efficiently manage learner behavior in a physical and virtual space.

A

Learning Environment

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23
Q

Establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to the planning and design of learning opportunities.

A

Diversity of Learners

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24
Q

Interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning.

A

Curriculum and Planning

25
Q

Apply a variety of assessment tools and strategies in monitoring, evaluating, documenting, and reporting learners’ needs, progress, and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs.

A

Assessment and Reporting

26
Q

Establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests, and aspirations of
the wider school community and other key stakeholders.

A

Community Linkages and Professional Engagement

27
Q

Value personal growth and professional development and exhibit high personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as a caring attitude, respect, and integrity. They value personal and professional reflection and learning to improve their practice.

A

Personal Growth and Professional Development

28
Q

Characteristics of Good Learning Outcomes
(SAAWISU)

A
  1. student-centered
  2. aligned with the institutional, program and course outcomes.
  3. aligned with local, national and international trends and issues.
  4. well understood by both students and faculty.
  5. include a spectrum of thinking skills.
  6. SMART
  7. useful and relevant to learners
29
Q

Bloom’s and Anderson’s Taxonomy of Objectives

A

Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

30
Q

the most popular among taxonomies of objectives

A

Bloom’s Taxonomy

31
Q

other taxonomies of learning objectives that include simple thinking skills and higher order thinking skills.

A

The taxonomies of McTighe and Wiggins, Marzano, Fink and Biggs and Collins.

32
Q

All of these taxonomies of objectives include objectives from the lowest to the highest
levels.

A

The taxonomies of McTighe and Wiggins, Marzano, Fink and Biggs and Collins.

33
Q

The proponents of UbD and cited the 6 facets of understanding

A

McTighe and Wiggins

34
Q

The four key types of educational goals described by McTighe and Wiggins
(KBLL)

A

Knowledge
Basic Skill
Long term-understanding
Long-term transfer goals

35
Q

specify the knowledge that students should know.

A

Knowledge goals

36
Q

State what students should be able to do

A

Basic skills

37
Q

refer to students’ grasp of big ideas.

A

Understanding goals

38
Q

Acc to Wiggins and McTighe, learners’ understanding is demonstrated when they can:
(EIAHEH)

A

Explain
Interpret
Apply
Have perspective
Empathize
Have self-knowledge

39
Q

refer to students’ capacity to apply what they have learned to new situation or different context.

A

Long-term transfer goals

40
Q

are often transdisciplinary in nature. They encompass complex skills like critical thinking,
collaboration, developmental habits of mind such as persistence and self- regulation.

A

Long-term transfer goals

41
Q

Fink’s Taxonomy for Significant Learning (Fink, 2003) includes:
(CLIHAF)

A

1.Caring
2.Learning how to learn
3.Integration
4.Human Dimension
5.Application
6.Foundational knowledge

42
Q

developing new feelings, interests and values)

A

Caring

43
Q

becoming a self-directed learner

A

Learning how to learn

44
Q

Connections

A

Integration

45
Q

learning about self and others

A

Human Dimension

46
Q

Skills (critical, creative and practical thinking)

A

Application

47
Q

understanding and remembering

A

Foundational knowledge

48
Q

What is SOLO

A

Structure of the Observed Learning Outcome

49
Q

is a means of classifying learning outcomes in terms of their complexity.

A

Structure of the Observed Learning Outcome

50
Q

Learning becomes more
complex as it ____________.

A

Progresses

51
Q

Levels of SOLO
(PUMRE)

A

Prestructural
Unistructural
Multistructural
Relational
Extended Abstract

52
Q

Teaching-learning begins with one or few aspects of the task

A

(unistructural),

53
Q

tackling several aspects of the task unrelated and so tasks that are
independent of each other

A

(multistructural),

54
Q

integrating the multiple aspects into a
whole

A

(relational),

55
Q

generalizing into something abstract

A

(extended abstract).

56
Q

SMART

A

Specific
Measurable
Attainable
Result oriented
Time-bound.

57
Q

Good learning outcomes are

A

SMART

58
Q

Good learning
outcomes are described by

A

Behavioral terms

CPE106 (6 decks)

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