Midterm Examination

FS 2
(Experiencing the Teaching – Learning Process)
Name: Maela Pollen E. Yema

Essay
Direction: Answer the following questions comprehensively.

1. What are three domains of knowledge based on Kendall’s and Marzano taxonomy? Give
concrete examples.

Answer:

Cognitive – Air pollution

Psychomotor – Researching on the level of air pollution in the locality and on the causes of air
pollution
Affective – What to do to reduce the level of air pollution

2. What are the three domains of knowledge based on Bloom’s taxonomy of learning activities?
Give concrete examples.

Answer:

Cognitive – knowledge – What will students know?

Psychomotor – skills – What will students be able to do?
Affective – values, attitudes – What will students value or care about?

3. What is the effect on learning when teaching is focused on only one domain?

Answer:

There would be a big effect on learning if the resource teacher focused only in one domain,

students have different learning strategies if the students are good in doing the task on actual
situation but not good in mental activities the learning process will not meet his objectives.

4. Is it really possible to teach only in one domain like affective only or cognitive only or
psychomotor only? Or information only or mental procedures only or psychomotor procedures
only? Explain your answer.

Answer:

No, it is not really possible to teach in only one domain because learning is an integration of
cognitive, psychomotor, and affective domain. No domain can stand alone. So, therefore it is
not good or possible to teach your student with only one domain. It must have knowledge.
Skills, and values.
5. Do Kendall’s and Marzano’s knowledge taxonomy and bloom’s taxonomy of learning activities
contradict each other? Explain your answer.

Answer:

Yes, they contradict because bloom’s taxonomy of learning is need to have an integration of
knowledge, skill, attitude when it is used in lesson objectives while Kendall’s and Marzano
knowledge taxonomy can only use in one domain only.

6. What are the different levels of processing for the revised Bloom’s taxonomy on:

Answer:

6.1. Cognitive -1 remembering

2 understanding
3 applying
4 analyzing
5 evaluating
6 creating

6.2. Affective – 1 receiving

2 responding
3 valuing
4 organization
5 internalization

6.3. Psychomotor - 1 reflex movements,

2 basic fundamentals movement
3 perceptual
4 physical activities
5 skilled movements
6 non-discursive communication

7. What are the different levels of processing of Kendall’s and Marzano’s taxonomy? Explain the
level of processing.

Answer:

a) Retrieval –
 Executing - use; demonstrate; show; make; complete; draft. Perform procedures
without significant errors.
  Recalling - exemplify; name; list; label; state; describe; who; what; where; when
produce information on demand.
 Recognizing - recognize (from a list); select from (a list); identify (from a list);
determine if the following statements are true. Determine whether provided
information is accurate, inaccurate or unknown.

b) Comprehension –
 Symbolizing - symbolize; depict; represent; illustrate; draw; show; use models;
diagram chart depict critical aspects of knowledge in a pictorial of symbolic form
 Integrating - describe how or why; describe the key parts of; describe the effects;
describe the relationship between; explain ways in which; paraphrase; summarize;
discern essential from nonessential elements.

c) Analysis –
 Specifying - predict; judge; deduce; argue for cause or predictions.
 Generalizing - establish conclusions; elaborate about inferences; state a principle,
generalization or rule; trace chronological development; infer new generalizations
from known knowledge.
 Analyzing - identify errors or problems; identify issues or misunderstandings;
assess; critique; diagnose; evaluate; edit; revise, identify and explain logical or
factual errors in knowledge.
 Classifying - classify; organize; sort; identify a broader category; identify different
types; identify super ordinate and subordinate categories of information.
 Matching - categorize; compare & contrast; differentiate; discriminate; distinguish;
sort; create an analogy or metaphor.

d) Knowledge utilization –
 Investigating - investigate; research; take a position on; distinguish features;
explain; think through implications; report results. The student generates and
tests hypotheses.
 Experimenting - experiment; generate; test; theorize; predict. The student
designs new methods of collecting data.
 Problem-Solving - solve; recognize obstacles; adapt; develop novel strategies to
reach goals under difficult conditions.
 Decision-Making - decide; select among similar alternatives; establish criteria;
defend choices.

e) Metacognitive system –
 Examining Motivation - examine motivations to learn and improve.
 Specifying Goals - set specific learning goals and develop a plan for
accomplishing the goals.
 Process Monitoring - self-monitor the process of achieving a goal.
 Monitoring Clarity - determine how well they understand knowledge.
  Monitoring Accuracy - determine accuracy of understanding and defend
judgments.

f) Self-system –
 Examining Importance - analyze importance of knowledge to self.
 Examining Efficacy - examine own beliefs to improve integration of knowledge.
 Examining Emotions - identify emotional responses associated with knowledge.

8. Are Bloom’s knowledge taxonomy of learning activities very different from the new taxonomy
of Kendall and Marzano? Explain your answer.

Answer:

No, because the two taxonomy focuses with every domain that a learner must enhance for
their high thinking skills. Their taxonomy are indeed a help to produce quality learners. They
are differing in some aspects but as I look further between the two, they have in common by
having goal that the child will learn through every domain.