DIVINE GRACE V.

GALORIO MODULE 3
BEED-II

PRETEST (Page 1)
Direction: Identify the term being described. Write your answers in the space provided for each number.
Commission on Higher Education 1. An independent agency that is attached to the Office of the President for
administrative purpose and whose function is to formulate and recommend development plans, policies, and
programs on higher education.
Benjamin S. Bloom 2. Renowned as the architect of the taxonomy of educational objectives.
CMO No. 75 S, 2017 3. The CMO that tackles the policies, standards and guidelines for Bachelor
of Secondary Education in response to the 21st Century Philippine Teacher Education framework.
Lorin Anderson 4. A former student of the author of the taxonomy of educational objectives
and who updated and revised it reflecting relevance to the 21st century work for both students and teachers.
Bloom’s Taxonomy 5. The set of three hierarchical models used to classify educational learning
objectives into levels of complexity and specificity.
Metacognition Knowledge 6. This is thinking about your own thinking in a purposeful way.
Conceptual knowledge 7. It is knowledge of classifications, principles, generalizations, theories,
models or structures pertinent to a particular disciplinary area.
Factual knowledge 8. This refers to the basic knowledge; terminology or elements students must
know or be familiar.
Procedural Knowledge 9. It is the knowledge or information that enables learners to do something
specific to a discipline, subject or area of study.
Affective Domain 10. This pertains to the way in which people deal with situations emotionally
such as feelings, appreciation, enthusiasm, motivation, values and attitude
Cognitive 11. The lowest level of thinking of the revised Bloom’s taxonomy.
Self- System 12. The highest level of knowledge processing according to Kendall and
Marzano’s New Taxonomy.
Analysis 13. Breaking a concept down to its parts and describing how the parts
relate to the whole.
Evaluating 14. Making judgements based on criteria and syllabus guidelines.
Creating 15. Putting pieces together to form something new or recognizing
components of a new structure.
LEARNING ACTIVITIES ( Page 14)
A. The following are examples of learning outcome. In the second column, write the domain in which each
outcome is classified and in the third column the level/category to which the learning outcome belongs.

Domain Level/ Category

1. Formulate a procedure to follow Psychomotor Articulation

in preparing for class demonstration
2. Formulate new program Psychomotor Adapting
3. Perform repeatedly with speed
and accuracy Psychomotor Naturalization

4. Listen to others with respect Affective Receiving

5. Select the most effective among
a number of solutions Cognitive Evaluating

6. Watch a more experienced

performer Psychomotor Observing

7. Know the rules and practices

them Affective Responding
8. Show ability to resolve
problems/conflicts Affective Organizing

9. Apply learning principles in

studying pupil behavior Cognitive Applying

10. Recite prices of commodities

from memory Cognitive Remembering

*For the psychomotor domains, use Harrow’s Classification to determine level.

*For the cognitive domain, use Bloom’s and Anderson’s taxonomy.

B. Choose a topic in your specialization, write one learning outcome for each of the 3 domains
arranged from the simplest to the most complex level or category.

1. Cognitive: Topic: Parts of Flower

1.1 Remembering- Label each part of the flower in the figure
1.2 Understanding - Identify the different parts of Gumamela Flower.
1.3 Applying - Illustrate Gumamela flower and label each parts .
1.4 Analyzing - Compare the reproductive part of a flower to human reproductive system .
1.5 Evaluating – Make a storyboard for a multimedia presentation on flowers.
 1.6 Creating - Create your own illustration of a parts of flower.

2. Psychomotor: Topic: Different types of dance

2.1 Observing – Watch a video of different types of dance
2.2 Imitating - Begin to copying step by step of Folk dance
2.3 Practicing- Construct your own step based on the video
2.4 Adapting – Create your own style of dancing

3. Affective: Topic: Parts of Speech

3.1 Receiving – Describe parts of speech.
3.2. Responding- Recite the Parts of speech listed in the chart.
3.3. Valuing- Appreciate the value of parts of speech to our daily life.
3.4. Organizing- Arrange the part of speech according to its order.
3.5. Internalizing- Influence others to appreciate the part of speech.

Assessment (Page 15)

Commission on Higher Education 1. An independent agency that is attached to the Office of the President for
administrative purpose and whose function is to formulate and recommend development plans, policies, and
programs on higher education.
Benjamin S. Bloom 2. Renowned as the architect of the taxonomy of educational objectives.
CMO No. 75 S, 2017 3. The CMO that tackles the policies, standards and guidelines for Bachelor
of Secondary Education in response to the 21st Century Philippine Teacher Education framework.
Lorin Anderson 4. A former student of the author of the taxonomy of educational objectives
and who updated and revised it reflecting relevance to the 21st century work for both students and teachers.
Bloom’s Taxonomy 5. The set of three hierarchical models used to classify educational learning
objectives into levels of complexity and specificity.
Metacognition Knowledge 6. This is thinking about your own thinking in a purposeful way.
Conceptual knowledge 7. It is knowledge of classifications, principles, generalizations, theories,
models or structures pertinent to a particular disciplinary area.
Factual knowledge 8. This refers to the basic knowledge; terminology or elements students must
know or be familiar.
Procedural Knowledge 9. It is the knowledge or information that enables learners to do something
specific to a discipline, subject or area of study.
Affective Domain 10. This pertains to the way in which people deal with situations emotionally
such as feelings, appreciation, enthusiasm, motivation, values and attitude
Cognitive 11. The lowest level of thinking of the revised Bloom’s taxonomy.
Self- System Thinking 12. The highest level of knowledge processing according to Kendall and
Marzano’s New Taxonomy.
Analysis 13. Breaking a concept down to its parts and describing how the parts
relate to the whole.
Evaluating 14. Making judgements based on criteria and syllabus guidelines.
Creating 15. Putting pieces together to form something new or recognizing
components of a new structure.