FS 2

• Cognitive domain- focus on the mental processes such as knowledge, comprehension, analysis, synthesis, and evaluation. Psychomotor - involves physical skills and coordination (manual/physical skills) Affective - deals with emotions, attitudes, and values. Iaim to develop students' feelings, motivations, and attitudes towards learning
• Learning is brought about through teaching
• Teaching Process is the arrangement of environment within which students can interact and study how to learn
• Teaching Learning Process aims to transmit knowledge, impart skills, and form attitudes, values, and behaviors
• Teaching Learning is a continuous process that promotes teacher's teaching skills, mastery of new knowledge, and development of new proficiency to improve student's learning
• Outcome-Based Education (OBE) is a learner-centered approach focusing on what a student should be able to do in the real world upon completion of their course or program
• OBE means focusing and organizing a school's entire program and instructional efforts around clearly defined outcomes
• Principles of OBE:

  • Clarity of Focus: Clear and well-defined attention on what students should know, understand, and be able to do
  • Designing Down: All activities are geared towards what students should demonstrate, curriculum design starts with a clear definition
  • High Expectation: Establish high, challenging standards of performance
  • Extended Opportunities: Provide expanded opportunities for all students as not all learners can learn the same way
• Framework for Outcome-Based Education:

  • Plan (Syllabus Writing/Review): Align Course Learning Outcomes with ELGA, PEO, and student outcomes
  • Implement (Course Delivery): Carry out the learning plan and strategies for producing outcomes
  • Measure/Assess (Assessment): Carry out strategies for measuring learning outcomes and objectives, collect and analyze data for results
  • Respond/Improve (Continuous Quality Improvement): Determine changes needed for improvements, obtain feedback
• Initiate Change: Teachers create a consistent and compelling vision statement for change
• Engage Students: Teachers identify stakeholder groups and their interests, anticipate champions, undecided and resistors, and identify competing or aligned priorities between groups
• Build Capacity: Critical high-level leaders visibly support the vision and strategy, enabling a "sponsorship spine to drive change
• Set Goals and Create Plan: Teachers establish desired outcomes and prioritize goals by considering impact and timing
• Execute, Reflect and Improve: Teachers avoid planning paralysis, execute high-quality implementation plans with urgency and a sense of possibility, and pause for reflection, revision, or correction when necessary
• LESSON OBJECTIVES is a description of what the learner must be able to do upon completion of an educational activity

  Cognitive Domain - aims to develop the mental skills and the acquisition of knowledge of the individual. 3 Domains of Lesson Objectives Affective Domain-includes the feelings, emotions and attitudes of the individual. The ability of the student to prioritize a value over another and create a unique value system is known as organization Psychomotor Domain - includes utilizing motor skills. and the ability to coordinate them.
• Steps in Organizing Content Organizing of learning experiences has to be done carefully. systematically and sequentially. Organizing involves identification and grouping of activities to be performed along with establishment of authority and responsible relationships. In organizing learning experiences two aspects are necessary. Grouping learning experience under subject headings. Placement of the selected learning experience
• COGNITIVE AFFECTIVE SKILLS Thinking, problem-solving

  Encouraging students to think and solve problems methodically

  AFFECTIVE SKILLS Emotional growth, interpersonal development

  Leading students to more interaction with peers, as well as self-confidence PSYCHOMOTOR SKILLS Physical activities Activities in classroom leading to expenential learning