Who is Dr. Benjamin Bloom?

• He was an American Edu-Psychologist

• Employer of American Edu-Research Association

• He was a teacher, thinker, & inventor

• 2-Sigma problem (Personalized Approach)

• He created a list about how we think about thinking… 1913-1999

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 New names??

• Some people have Knowledge- Remembering

renamed these levels to
make them easier to Comprehension- Understanding

remember
Application- Applying

• Some people even Analysis- Analyzing

switch the last two
levels around Synthesis- Creating

Evaluation- Evaluation

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Classifying Learning outcomes

• Cognitive domain
(Bloom, Englehart, Furst, Hill, & Krathwohl, 1956)

• Affective domain
(Krathwohl, Bloom, & Masia, 1964)

• Psychomotor domain
(Simpson, 1972)

Proper Sequence of Domains: CAP

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 Levels of Cognitive Domain

1. Knowledge: Remembering the information

2. Comprehension: Understanding the meaning
3. Application: Using the information
4. Analysis: Breaking down into parts
5. Synthesis: Producing a new whole
6. Evaluation: Judging the value

Proper Order of the level: K.C.A.A.S.E

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 How to keep in retention?

• Killing Cats Always Almost Seems Evil

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• A large amount of the existing research on
professional development involves its
relationship to students’ achievement.

• Variables are the school, teacher, student’s level

related to the level of learning within the
classroom, parents and community
involvement, instructional strategies, classroom
management, curriculum design, students’
background knowledge, students’ motivation
and defined Learning outcomes (Marzano, 2003).
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 What are learning outcomes?

“Learning outcomes are statements that

specify what learners will know or be able to
do as a result of a learning activity. Outcomes
are usually expressed as knowledge, skills or
attitudes”. (American Association of Law Libraries).
Outcomes are usually expressed as ……
Knowledge, Attitudes, Skills

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 BASIC TERMS
Aim: Gives ultimate intention of the course
Goal: Broad, generalized statement about what is
to be learned.
Objective: A course objective describes what a
teacher will cover in a course.
SLO: A Specific description of what a student must
be able to do at the end of a lesson.
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Complete Learning outcomes

– State what the student will be able to do

(observable behavior)
– With the conditions under which they should
be able to demonstrate (condition)
– Under the expected degree of proficiency
(criterion)

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 Complete learning Outcome

• After completing this lesson, the

students will be able to enlist the
contributions of Muslim scientists with
90% accuracy within 10 minutes.

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Why do you write Learning Outcomes?

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1. Effective lesson planning

2. To provide guidelines for learning

3. To provide a focus for instruction

4. To provide way out of assessment

(Gronlund, 2000)

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Learning Outcomes as the Basis for Instruction
5 Questions for Instructional Design
1. What do you want the students to be able to do?
(Outcome)

2. What does the student need to know in order to do this

well? (Curriculum)

3. What activity will facilitate the learning? (Andragogy)

4. How will the student demonstrate the learning?

(Assessment)

5. How will I know the student has done this well? (Criteria)
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 Simply

Know what you are doing

Know why you are doing it

Know what students are learning as a result

Make changes in the instruction based on that

information
Learning outcomes make you to do more with less
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 where

How Who

To
Teach
Whom What

When Why
 Lesson plan

A lesson plan is a road map reflected

with well-managed;

1. introduction,
2. development,
3. summary and
4. assessment.
5. Homework
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A •Audience

B •Behavior

C •Condition

D •Degree
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