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FS2 Episode4 Final
FS2 Episode4 Final
My performance criteria
Psychomotor
Cognitive-Facts,
Concepts,
Principles, Affective – Values
Etc. and Attitudes
Bloom’s
Domains
of
Learning
Activity
Mental Procedures
(Procedural
Knowledge)
Information Psychomotor
(Declarative Procedures
Knowledge) (Motor Skills)
Kendall’s
and
Manzano’s
Domains of
Knowledge
3. These domains of learning and domains of knowledge are processed in
different levels. For the revised Bloom’s taxonomy, cognitive learning is
processed in six (6) different levels of processed from remembering to
creating; psychomotor learning in six (6) levels and affective in five (5) levels.
Refer to the Table below.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Information
• Self System
Mental
• Metacognitive System
Procedures • Knowledge Utilization (Cognitive)
• Analysis (Cognitive)
• Comprehension (Cognitive)
Psychomotor
• Retrieve (Cognitive)
Procedures
Each level of processing can operate within each of the three domains –
information, mental procedures, psychomotor procedures.
The first four levels of processing are cognitive , beginning with “Retrieval”
the least complex, then moving upward with an increasing complexity
through “Comprehension”, “Analysis” and “Knowledge Utilization”.
The fifth level of processing, the Metacognitive System, involves the learner’s
specification of learning goals, monitoring of the learner’s own process, clarity
and accuracy of learning. Simply put involves the learner’s organization of
his/her learning.
The sixth level of processing, the Self System, involves the learner’s
examination of the importance of the learning task and his/her self-efficacy. It
also involves the learner’s emotional response to the learning task and
his/her motivation regarding it.
New Taxonomy
My Map
Step 2
School: ______________________________________________________________________________
Bloom’s level of
What learning activity/ies in the classroom did
processing cognitive
I observe in each level?
activities
Ex. Our topic last meeting was analogy. Class, who can give an
aswer what is Analogy?
Student/s experimented.
-During their experiment, one of the students opened up a
question asking the teacher if there would be still a presence of
electric current in the computer even though it is not yet plug on
the outlet? Then, the teacher answered, Yes but small capacity of
electricity only.
Students solved problems given by teacher.
5. META-COGNITIVE SYSTEM
Student/s specified their learning goals.
-Students showed interests and eagerness to learn and discover
more new things.
-Yes, because when I observed the students they are participative and showed
eagerness to learn.
MY REFLECTIONS
Analyzing the levels of processing that were demonstrated by students
in the classes that you observed, what conclusion can you draw regarding the
level of processing of information that takes place in schools? (Are all the
higher levels of processing information done in classrooms? Or are classroom
limited mostly to the lower of information processing such as remembering or
retrieval?)