Babes De Vera Ed3 TCP

Cognitive hierarchy ( Identifying Computer Malwares and their Treatment to Computer System)

 Remember

o Learning outcome: Remember the different types of Malwares

o Assessment/activity: A multiple-choice test designed to test the memory of learners.

o Rationale: A multiple-choice test will allow educators to see whether students have
effectively memorized the given material.

 Understand

o Learning outcome: Understand and explain how to recognize different Malwares

o Assessment/activity: Write a short (1 page) paper summarizing the different types of

Malwares

o Rationale: Writing a summary encourages learners to think about what the difference of
each other’s. It allows educators to evaluate whether or not they have understood
topic

 Apply

o Learning outcome: Demonstrate how to recognize certain Malwares in Computer

o Assessment/activity: Write certain example that they encounter during their computer
class.

o Rationale: In doing this assignment, learners will consider the implications of a certain
computer viruses to their computer.

 Analyze

o Learning outcome: Be able to analyze and compare each Malware that affect to the
computer systems

o Assessment/activity: Write an analytical paper comparing the Malwares effect to the

computer application

o Rationale: Through this assignment, as learners consider what makes each Malwares
and analyze what anti-virus programs they need to use and apply their knowledge and
skills.

 Evaluate

o Learning outcome: Evaluate the decisions and select appropriate ways how to prevent a
certain Malwares.

o Assessment/activity: Write a response to one of the basis programs to be use to

prevent certain attacks of Malwares to Computer Systems.
 o Rationale: Through this assignment, learners will consider the rationale and
consequences about certain decision making.

 Create

o Learning outcome: Create a new and develop certain anti-virus treatment.

o Assessment/activity: Create an application that will cure the Malwares attacks.

o Rationale: Through this activity, learners must integrate the application techniques,
allowing them to practice their creative programming skills and showing their full
understanding of the application techniques.

Affective domain

The affective domain focuses on the attitudes, values, interests, and appreciation of learners. The
hierarchy associated with it begins with receiving and listening to information, and extends to
characterization, or internalizing values and consistently acting upon them. It focuses on allowing
learners to understand what their own values are and how they have developed.

Affective hierarchy

 Receiving

o Learning outcome: Listen to other students with respect.

o Assessment/activity: Be an audience member to another student’s presentation, and

then identify different types of malwares.

o Rationale: Through this assignment, learners will learn how to listen effectively to
others as well as remember key details about their presentation.

 Responding

o Learning outcome: Speak effectively in front of an audience and actively respond to

others.

o Assessment/activity: Present on a subject in front of the class, and answer questions

from peers about their presentation. Discuss each malware and learn to recognize them.

o Rationale: Through this, learners will become more comfortable with public speaking as
well as more comfortable with contributing to a discussion in the form of answering
questions.

 Valuing

o Learning outcome: Demonstrate and explain own values regarding various topics.

o Assessment/activity: To execute programs application and certain anti-virus protection

and explain the impact on the computer system.
 o Rationale: Through this, learners will explore not only their own values but why they
support their values, giving them a chance to understand more fully their own value
system.

 Organization

o Learning outcome: Compare possible programs that eliminates certain malware attacks
and understand evidence behind the system.

o Assessment/activity: Organize and compare different application systems, evaluating

the differences between them and why these differences may have arisen.

o Rationale: In doing this activity, learners will consider how creating systems are put into
place and organized, as well as the evidence that supports different application systems
to eliminates certain virus attack

 Characterization

o Learning outcome: Work well in a team of peers.

o Assessment/activity: A group project, including group work on any assignment that can
resolve certain malware attacks.

o Rationale: By working in a group, learners must balance their own values with the
values of the team, as well as prioritize tasks and practice teamwork to solve the
problem related to computer viruses.

Psychomotor domain

The psychomotor domain encompasses the ability of learners to physically accomplish tasks and
perform movement and skills. There are several different versions including different hierarchies – the
examples here fall into Harrow’s (1972) theory of the psychomotor domain. This hierarchy ranges from
reflexes and basic movement to non-discursive communication and meaningfully expressive activity.

Psychomotor Hierarchy

 Reflex

o Learning outcome: Instinctively respond to a physical stimulus.

o Assessment/activity: A person act as malwares and computer. To extend certain

approach to different types of software.

o Rationale: Learners must react and demonstrate a certain malware to a computer,

allowing them to develop their reflexive skills.

 Basic fundamental movements

o Learning outcome: Perform a simple action such as programming and computer

assemble and dissemble.
 o Assessment/activity: A game of malwares detection programs. To put software on
different units of computer

o Rationale: Learners must identify the certain approach to certain games and to develop
these skills.

 Perceptual abilities

o Learning outcome: Use more than one ability to integrate different sensory perceptions.

o Assessment/activity: A game that involves computer programming in testing different

computers. Explore the different software viruses.

o Rationale: Learners must integrate mind conditioning, visual information about the
possible computer being infected by malwares.

 Physical abilities

o Learning outcome: Sustain an activity for a set period of time.

o Assessment/activity: Programming using coding for 25 minutes steadily.

o Rationale: This activity is a measure of the learner’s detection and properly treatment of
the malware’s attacks.

 Skilled movements

o Learning outcome: Adapt one’s behaviors and movement to better achieve goals.

o Assessment/activity: To treat them easily and apply certain skills in programming

o Rationale: This activity allows teams to change their strategy and individuals to change
their intellectual skills depending on the response of the other team.

 Non-discursive communication

o Learning outcome: Express oneself through perform skillfully the program created for
treatment.

o Assessment/activity: Programing competition and skills to create certain software that

can cure or repair Malware’s attack to the system

o Rationale: These competitions involve teamwork, strategy, and integrative and

purposeful thinking ability. Successful teams must integrate all of their senses, mind
conditioning, and use a variety of adaptive strategies.