MODULE 3:

Module 3.1 program outcomes and student learning outcomes

Program Student Learning Outcomes (pSLOs) are explicit statements describing the
knowledge, skills, and abilities that a student will be able to demonstrate at the end (or as a
result) of a program. Listed below are the expected SLOs for all of GWC’s Areas of
Emphasis, Certificates of Achievement, Certificates of Specialization, and Majors.

Each program is expected to assess at least one pSLO per semester and assess each pSLO at
least once within a three-year period (Program Review cycle).

institutional student learning outcomes:

Institutional SLOs are defined as the core competencies (knowledge and skills) that are
expected of all students whom have completed an Associate’s of Arts degree at GWC.

Assessment of iSLOs is accomplished through the aggregation of course assessment results

from courses aligned with the iSLOs. Two iSLOs are targeted per year (assess and aggregate
course results in the fall, then analyze and discuss changes in the spring). Each iSLO is
assessed at least once within a three-year period (Program Review cycle).

Golden West College’s Institutional Student Learning Outcomes (iSLOs)

The successful student will demonstrate the following GWC ISLOs.

1. Specialized Subject Knowledge (Majors) – Demonstrate a depth of knowledge, skills, and

abilities in a particular major.
2. Broad Knowledge - Demonstrate an understanding of the diverse perspectives, core
concepts, and methods in the sciences, humanities, and arts.
3. Analytic Skills – Identify, evaluate, and apply logical and ethical reasoning to solve
problems.
4. Information Competency Skills – Determine the scope of information needs; locate and
retrieve relevant information; organize, analyze, and evaluate information; and understand the
ethical and legal issues surrounding information and information technology.
5. Quantitative Skills – Convert information into relevant symbolic and mathematical forms
(e.g. equations, graphs, diagrams, tables), provide accurate explanations of information
presented in mathematical forms, and successfully perform calculations and symbolic
operations.
6. Oral and Written Communication Skills – Produce clear and well-organized
communication appropriate to the intended audience, context, and goal of the
communication.
7. Applied Learning – Demonstrate how theories and practices learned in academic settings
can be ethically applied and integrated into personal and professional pursuits.
8. Lifelong Learning – Demonstrate life-long learning strategies that are based on on-going
self-assessment, education, appreciation of diverse perspectives, and acceptance of personal
responsibility.

Module 3.2 program outcomes for teacher education

Outcome 1 Curriculum and Planning: Graduates will apply their knowledge of core content
and pedagogy to set goals and objectives for learning based on state and national standards
and local curriculum, and design instruction that engages students in meaningful learning
activities and includes a balanced approach to student assessment.

Outcome 2 The Learner and the Learning Environment: Graduates will demonstrate their
understanding of intellectual/cognitive, social, and emotional development, and other
characteristics of the diversity of learners, in creating an environment of respect and rapport
and a culture for learning for all students, and in the implementation of classroom procedures,
behavior management, and organization of the learning environment to assure a focus on
learning.

Outcome 3 Teaching: Graduates will deliver meaningful learning experiences for all students
by integrating their knowledge of content, pedagogy, the learner and the learning
environment; engaging in the reflective instructional cycle of planning, instructing, assessing,
and adjusting based on data; and applying a variety of communication, instructional, and
assessment strategies in their teaching.

Outcome 4 Professional Responsibilities for Self Renewal: Graduates will demonstrate their
commitment to continuous self-improvement by engaging in professional learning,
collaborative practice with colleagues, reflection on practice, and investigation of ideas to
improve teaching and learning that contribute to the renewal of the teaching profession.

Outcome 5 Professional Responsibilities for School and Community: Graduates will

demonstrate teacher leadership by participating in the development and/or implementation of
the school-wide mission, strategic planning/continuous improvement process, curriculum
initiatives, student support and management systems; and support a school-wide learner-
centered culture by facilitating school, family and community connections, maintaining an
environment that fosters student learning, and demonstrating a commitment to ethical and
equitable behavior.

Outcome 6 Professional Responsibilities for Technology in Education: Graduates will model

and apply the National Educational Technology Standards for Teachers (NETS-T) as they
design, implement, and assess learning experiences to engage students and improve learning;
enrich professional practice; and provide positive models for students, colleagues, and the
community.

Outcome 7 Culturally Responsive Teaching Practice: Graduates will engage in culturally

responsive teaching practices to help all students – regardless of language, cultural barriers,
race, geographic location, special needs, or poverty – learn; including facilitating learning
through joint productive activity among teachers and students, developing students'
competence in the language and literacy of instruction throughout all instructional activities,
connecting curriculum to experience and skills of students' home and community,
challenging students toward cognitive complexity, and engaging students through dialogue,
especially instructional conversation.

Outcome 8 Effective Communication: Graduates use effective and appropriate verbal,

nonverbal, written, and media communication techniques in their teaching, professional
collaboration, and interactions with students, colleagues, parents, and the community.
 Outcome 9 Professional Dispositions: Graduates demonstrate the dispositions of professional
educators in their teaching, professional collaboration, and interactions with students,
colleagues, parents, and the community. They are responsible for meeting professional
expectations ethically and with initiative; they are reflective, engaging in ongoing self-
assessment and able to exercise sound judgment and critical thinking; and they are responsive
as evidenced by their respectful, fair, and collaborative stance toward others and their
commitment to help all students learn. 

 ACTIVITY:
Multiple choice. Encircle the correct letter.

1. Graduates demonstrate the dispositions of professional educators in their teaching,

professional collaboration and interactions with students , colleagues, parents and the
community.

A. Outcome 1 :curriculum and planning

B. Outcome 6 :professional responsibilities for technology and education
C. Outcome 4 :professional responsibilities for self renewal
D. Outcome 9: professional disposition

2. Graduates will engage in culturally responsive teaching practices to help all students –
regardless of language, cultural barriers, race, geographic location, special needs, or poverty
– learn; including facilitating learning through joint productive activity.

A. Outcome 7 Culturally Responsive Teaching Practice

B. Outcome 9 Professional Dispositions
C. Outcome 5 Professional Responsibilities for School and Community
D. Outcome 3 Teaching

3. provide positive models for students, colleagues, and the community.

A. Outcome 6 Professional Responsibilities for Technology in Education

B. Outcome 9 Professional Dispositions
C. Outcome 5 Professional Responsibilities for School and Community
D. Outcome 3 Teaching

4. Graduates will demonstrate their commitment to continuous self-improvement

A. Outcome 4 Professional Responsibilities for Self Renewal

B. Outcome 9 Professional Dispositions
C. Outcome 5 Professional Responsibilities for School and Community
D. Outcome 3 Teaching

5. Graduates will apply their knowledge of core content and pedagogy to set goals and
objectives for learning based on state and national standards .

A. Outcome 5 Professional Responsibilities for School and Community

B. Outcome 3 Teaching
C. Outcome 1 Curriculum and Planning
D. Outcome 4 Professional Responsibilities for Self Renewal

Module 3.3 the three types of learning

Cognitive 1
The cognitive domain involves knowledge and the development of intellectual skills.
This includes the recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and skills. There are six
major categories, which are listed in order below, starting from the simplest behavior
to the most complex. The categories can be thought of as degrees of difficulties. That
is, the first one must be mastered before the next one can take place.
Affective 2
This domain includes the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major
categories listed in order are:

Psychomotor 3
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. The seven
major categories listed in order are:
Module 3.4, 3.5, 3.6- domain I,II ,III (cognitive ,Psychomotor, affective)

What are the differences between the three domains of learning? What are the cognitive,
affective, and psychomotor taxonomies? 
There are three main domains of learning and all teachers should know about them and
use them to construct lessons. These domains of learning are the cognitive (thinking), the
affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and
each one of these has a taxonomy associated with it. Taxonomy is simply a word for a
classification. All of the taxonomies below are arranged so that they proceed from the
simplest to more complex levels.
The domains of learning were first developed and described between 1956-1972. The
cognitive domain had a major revision in 2000-01. The ones discussed here are usually
attributed to their primary author, even though the actual development may have had more
authors in its formal, complete citation (see full citations below). Some web references
attribute all of the domains to Benjamin Bloom which is simply not true. While Bloom was
involved in describing both the cognitive and the affective domains, he appeared as first
author on the cognitive domain. As a result this bore his name for years and was commonly
known among educators as Bloom’s Taxonomy even though his colleague David Krathwohl
also a partner on the 1956 publication. When publishing the description of the affective
domain in 1964 Krathwohl was named as first author, but Bloom also worked on developing
this work. Krathwohl’s involvement in the development of the cognitive domain will be
become important when you look at the authors of the 2001 revisions to this taxonomy.
   Benjamin Bloom (Cognitive Domain),
    David Krathwohl (Affective Domain), and
    Anita Harrow (Psychomotor Domain).
The Original Cognitive or Thinking Domain –
Based on the 1956 work, The Handbook I-Cognitive Domain, behavioral objectives that dealt
with cognition could be divided into subsets. These subsets were arranged into a taxonomy
and listed according to the cognitive difficulty — simpler to more complex forms.  In 2000-
01 revisions to the cognitive taxonomy were spearheaded by one of Bloom’s former students,
Lorin Anderson, and Bloom’s original partner in defining and publishing the cognitive
domain, David Krathwohl. Please see my page entitled Bloom’s Taxonomy Revised for
further details.
Remember while it is good to understand the history of the older version of this domain, the
newer version has a number of strong advantages that make it a better choice for
planning instruction today. One of the major changes that occurred between the old and the
newer updated version is that the two highest forms of cognition have been reversed. In
the older version the listing from simple to most complex functions was ordered
as knowledge, comprehension, application, analysis, synthesis, and evaluation. In the newer
version the steps change to verbs and are arranged as knowing, understanding, applying,
analyzing, evaluating, and the last and highest function, creating. 
 The Affective or Feeling Domain:
Like cognitive objectives, affective objectives can also be divided into a hierarchy (according
to Krathwohl). This area is concerned with feelings or emotions (and social/emotional
learning and skills). Again, the taxonomy is arranged from simpler feelings to those that are
more complex. This domain was first described in 1964 and as noted before is attributed to
David Krathwohl as the primary author.

The Psychomotor or Kinesthetic Domain

Psychomotor objectives are those specific to discreet physical functions, reflex actions and
interpretive movements. Traditionally, these types of objectives are concerned with the
physically encoding of information, with movement and/or with activities where the gross
and fine muscles are used for expressing or interpreting information or concepts. This area
also refers to natural, autonomic responses or reflexes.
In examining the three domains of learning it is interesting to note that while the cognitive
taxonomy was described in 1956, and the affective in 1964, the psychomotor domain was not
fully described until the 1970s. And while I have chosen to use the work of Anita Harrow
here, there are actually two other psychomotor taxonomies to choose from — one from E. J.
Simpson (1972) and the other from R.H. Dave (1970). See full citations and hyperlink below.
As stated earlier, to avoid confusion, if the activity is simply something that is physical which
supports another area — affective or cognitive — term the objective physical rather than
psychomotor. Again, this goes to instructional intent. A primary example of something
physical which supports specific cognitive development and skills might be looking through a
microscope, and then identifying and drawing cells. Here the instructional intent of this
common scientific activity is not to develop specific skilled proficiency in microscope
viewing or in reproducing cells through drawing. Usually the key intent in this activity is that
a physical action supports or is a vehicle for cognitive growth and furthering recognition
skills. The learner is using the physical action to achieve the cognitive objectives — identify,
recognize, and differentiate varied types of cells.
If you are using a physical activity to support a cognitive or affective function, simply label it
as something physical (labeling the objective as kinesthetic, haptic, or tactile is also
acceptable) and avoid the term psychomotor. Rather labeling something psychomotor means
there is a very clear educational intention for growth to occur in the psychomotor/kinesthetic
domain.
Certainly more complex learning objectives can be written so that they that meld 2 or 3
domains. For instance, students can gain appreciation (an affective objective) for the culture
or country of origin through conducting investigations or listening to stories while learning
the dances from other countries.  Learning dance steps would fall under “skilled movements”
in the psychomotor domain.
(Terms in this area based on Anita Harrow’s taxonomy).
Reflex movements
Objectives at this level include reflexes that involve one segmental or reflexes of the spine
and movements that may involve more than one segmented portion of the spine as
intersegmental reflexes (e.g., involuntary muscle contraction). These movements are
involuntary being either present at birth or emerging through maturation.
Fundamental movements
Objectives in this area refer to skills or movements or behaviors related to walking, running,
jumping, pushing, pulling and manipulating. They are often components for more complex
actions.
Perceptual abilities
Objectives in this area should address skills related to kinesthetic (bodily movements), visual,
auditory, tactile (touch), or coordination abilities as they are related to the ability to take in
information from the environment and react.
Physical abilities
Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-
response time or dexterity.
Skilled movements
Objectives in this area refer to skills and movements that must be learned for games, sports,
dances, performances, or for the arts.
Nondiscursive communication
Objectives in this area refer to expressive movements through posture, gestures, facial
expressions, and/or creative movements like those in mime or ballet.  These movements refer
to interpretative movements that communicate meaning without the aid of verbal commands
or help.

ACTIVITY!

Write the letter of the correct answer in the space provided before the number.

____1. These movements are involuntary being either present at birth or emerging through
maturation.

A. Skilled movements
B. Physical abilities
C. Reflex movements

____2. Objectives in this area should address skills related to kinesthetic (bodily movements),
visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to
take in information from the environment and react.
A. Perceptual abilities
B. Physical abilities
C. Reflex movements

____3. Objectives in this area should be related to endurance, flexibility, agility, strength,
reaction-response time or dexterity.

A. Reflex movements
B. Physical abilities
C. Perceptual abilities

____4. Objectives in this area refer to skills and movements that must be learned for games,
sports, dances, performances, or for the arts.

A. Skilled movements
B. Reflex movements
C. Physical abilities

____5. Objectives in this area refer to skills or movements or behaviors related to walking,
running, jumping, pushing, pulling and manipulating. They are often components for more
complex actions.

A. Physical abilities
B. Fundamental movements
C. Reflex movements

Module 3.7 kendall’s and marzano’s new toxonomy

Marzano’s New Taxonomy

Robert Marzano, respected educational researcher, has proposed what he calls A New
Taxonomy of Educational Objectives (2000). Developed to respond to the shortcomings of
the widely used Bloom’s Taxonomy and the current environment of standards-based
instruction, Marzano’s model of thinking skills incorporates a wider range of factors that
affect how students think and provides a more research-based theory to help teachers improve
their students’ thinking. Marzano’s New Taxonomy is made up of three systems and the
Knowledge Domain, all of which are important for thinking and learning. The three systems
are the Self-System, the Metacognitive System, and the Cognitive System. When faced with
the option of starting a new task, the SelfSystem decides whether to continue the current
behavior or engage in the new activity; the Metacognitive System sets goals and keeps track
of how well they are being achieved; the Cognitive System processes all the necessary
information, and the Knowledge Domain provides the content.

The Three Systems and Knowledge

 
The New Taxonomy (Marzano and Kendall, 2007)
REFLECTION!

NOTES!