LEARNING EPISODE 3 – THE THREE DOMAINS OF KNOWLEDGE/LEARNING

ACTIVITIES

My Learning Episode Overview

Benjamin Bloom cited three (3) domains of knowledge - cognitive, psychomotor and affective. Kendall
and Marzano also gave three (3) groups of learning - information (declarative knowledge), metacognitive
procedures (procedural knowledge) and psychomotor procedures (motor or physical skills). This Episode
will focus on these domains of knowledge and learning.

My Intended Learning Outcomes

In this Episode, I must be able to:

 classify the lesson/s under Bloom's taxonomy of knowledge and Kendall's and Marzano's domain
of learning activities.
 reflect on what lesson is more meaningful and relevant based on the domains of knowledge and
learning activities

My Performance Criteria
1 will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

 My Learning Essentials

A. Three domains of knowledge (Kendall and Marzano):

1. Information - Declarative Knowledge; eg. Facts, concepts, generalizations, principles, laws

2. Mental Procedures - Procedural Knowledge; e.g. writing a term paper, reading map algorithms like
computing long division

3. Psychomotor/Physical Procedures /Motor skills - Skills e.g. playing basketball, building furniture

Concrete examples:

Information:
1. Vocabulary - isosceles, equilateral, right triangle
2. Generalization - All right triangles have one angle of 90 degrees.

Mental Procedures - Conducting proofs and figuring the length of the side of a right triangle

Physical/Psychomotor Procedures / Motor skills

Constructing a right triangle with a compass and a ruler

B. Three Domains of Knowledge/Educational Activity (Bloom, B.)

1. Cognitive knowledge - What will students know?

2. Psychomotor skills - What will students be able to do?
3. Affective - values, attitudes - What will students value or care about?

Concrete examples

Cognitive - Air pollution

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

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

 My Learning Activities
I will make use of Observation Sheets, analyze my observations by answering the given questions then
write down my reflections.

OBSERVATION SHEET # 3.1

Resource Teacher:Teacher Jessica Maraviles Teacher's Signature: ______________ Date: Oct. 21, 2021
School: Woodfield Academy of Bataan Grade/Year Level:Grade 1 Subject Area: Science

Kendall's and Marrzano's Domains of Knowledge

Concrete Example/s for each Domain of Knowledge

Domain of Knowledge
1. Cognitive Domain - Information
(Declarative Knowledge) - Vocabulary, terms,
facts, concepts, principle, hypothesis, theory
from my Observation (What did your Teacher teach?
What was the focus of your Teacher's lessons?)
Teacher Jessica recalled their past lesson, which was
all about "Go, Grow and Glow Foods." She asked her
students what the three types of nutritious foods and
their examples are. She then explained what these
types of food are. She provided the meaning of each
type of food through an online visual display. She also
provided examples of each different type of food.

2. Mental Procedures (Procedural Knowledge)
- e.g. mental skills such as writing a paragraph
Teacher Jessica let her students give an example of
go, grow and glow foods. She also prepared an
activity wherein she showed some pictures of foods.
Students have to identify whether it is a go, grow, or
glow food.

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

3. Psychomotor – skills Teacher Jessica conducted an individual activity
wherein they will get their Science book and will
answer their activity sheet about their lesson.

The students are raising their hands to answer.

4. Affective -values, attitudes As a summary, Teacher Jessica asked her students,

:What are the importance of eating go, grow and glow
foods?” And students answered, “They are very
important to make and keep our body healthy”. Some
said, “For us not to be sick.”

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

 My Learning Activities

OBSERVATION SHEET # 3.2

Resource Teacher: Teacher Harem Joy Teacher's Signature: ______________ Date: Oct. 20, 2021
School:Woodfield Academy of Bataan Grade/Year Level: Grade 1 Subject Area: Math
Kendall's and Marrzano's Domains of Knowledge

Concrete Example/s for each Domain of Knowledge

Domain of Knowledge
1. Cognitive Domain - Information
(Declarative Knowledge) - Vocabulary, terms,
facts, concepts, principle, hypothesis, theory
from my Observation (What did your Teacher teach?
What was the focus of your Teacher's lessons?)
Teacher Joy asked her students about their past lesson,
which is about “Skip Counting by 2’s”. Moving
forward, their lesson that day is “Skip Counting by
5’s”. She explained to her students how to skip count
by 5’s. With the same method and strategy, she
discussed that they would keep adding the same
number each time to the previous number.

2. Mental Procedures (Procedural Knowledge)

- e.g. mental skills such as writing a paragraph
Teacher Joy used blocks for the students to quickly
understand the lesson. Then, she let her pupils answer
the missing number with regards to skip counting by
5’s. She allowed her students to use their strategy and
conceptualize what number should be next by skip
counting.

3. Psychomotor – skills As per my observation, Teacher Joy asked her pupils

to bring out their math book, and they will answer an
FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS
 activity regarding their lesson. Grade 1 pupils
presented their output and raised their hands whenever
Teacher Joy called their name to answer.

4. Affective -values, attitudes

In summary, the pupils are now able to find the
following number on skip counting by 5’s. They can
now determine whether the arrangement of numbers is
skipping counting by five or not. They already learn
that to skip count in fives, they will just add five to get
to the next number.

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

 My Learning Activities

OBSERVATION SHEET # 3.3

Resource Teacher: Teacher Julie Abad Teacher's Signature: ______________ Date: Oct. 27, 2021
School: Woodfield Academy of Bataan Grade/Year Level: Grade 2 Subject Area: ___________

Kendall's and Marrzano's Domains of Knowledge

Concrete Example/s for each Domain of Knowledge

Domain of Knowledge
1. Cognitive Domain - Information
(Declarative Knowledge) - Vocabulary, terms,
facts, concepts, principle, hypothesis, theory
from my Observation (What did your Teacher teach?
What was the focus of your Teacher's lessons?)
Teacher Julie made a recall to their past lesson. She
asked her pupils about what is a singular noun. One of
her students answered that singular noun is a noun that
is only one. Teacher Julie showed some picture of a
noun or a thing that has a label in a singular form on
it. Then her students read it aloud.

2. Mental Procedures (Procedural Knowledge)

- e.g. mental skills such as writing a paragraph
Teacher Julie then showed pictures of things that are
two or more. The pupils identify that these are so
called plural nouns. Teacher Julie asked her students
what do they mean when we say plural noun. Then her
pupils answered that these are the nouns that are two
or more. She introduced their new lesson which is all
about “Plural Nouns”. She discussed the rule no.1 in
making noun a plural form by adding s.

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

3. Psychomotor – skills
4. Affective -values, attitudes
FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS
Using the online learning platform that they are using,
pupils answered a short activity about it by the means
of utilizing interactive whiteboard in Peardeck. The
pupils are very engaged and eager to answer.
Teacher Julie asked her students about the importance
of knowing how to form plural nouns. One of her
pupils answered, “It's important to learn how to
form plural nouns because in this world, there is
never a single thing of something.” Now they can
easily apply the rules of plural form whenever
they will construct or will tell a noun that are two
or more.
 My Analysis

1. Were the lessons focused on information/ cognitive domain only or mental procedures only or
psychomotor procedures/physical skills only? Or were the lessons combinations of two or three?
Explain your answer.
The focus of the lessons is on the three key learning domains. The teacher used a variety of
techniques to get the students' attention. The teachers discussed the three domains of cognition and how
they presented the subject matter to the students. After the teachers finished the lesson, they asked the
pupils a question in the affective domain. They inquired about the significance or function of the purpose
for which the students engaged in the topic. There are a few exercises that will support the students'
learning that is followed in support of the psychomotor domains. All the domain are evident in their
presentation.

2. Were the lessons focused on cognitive tent only or psychomotor content only or affective content
only? Or were the lessons combinations of two or three? Explain your answer.
The lecture contains three domains, one of which is the cognitive element, in which she
introduces the subject matter. Affective domains are where the teacher inquires about the significance or
function of something and how they would impart it in their real-life settings, which is also incorporated
in the lesson plan. The teacher also demonstrates the psychomotor component by involving the students
in an exercise in which they can apply their knowledge to specific activities.

3. What was the effect on learning when teaching was focused on only one domain?
Because three domains affect a learner's cognitive skills, a lesson should include all three
domains of learning. When teaching is solely focused on one domain, there is a possibility that students
will not understand the lesson and that all stages of learning will be missed. As a result, the students are
unable to develop the higher-order thinking skills required to continue their schooling. It would also make
instruction less effective and meaningful. In summary, it will be a "boring" class for pupils, and the worst
case scenario is that they will not pay attention at all.

4. Is it really possible to teach only in one domain like affective only or cognitive only or
psychomotor only? Or based on Kendall's and Marzano's taxonomy, information only or mental
procedures only or psychomotor procedures only? Explain your answer.
Yes, however the concept was not as effective as it could have been in terms of allowing pupils to
forget about the subject matter because there is a link between all of the domains that pass through each
learner's mind. Before beginning the lesson, a teacher must follow a set of guidelines or procedures.
Remember the guiding principles for lesson objectives in our which is the guiding star of the teacher in
FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS
her lesson in Episode 2, it is mentioned that "for meaningful teaching and learning, lesson objectives must
be integrated with three domains" (cognitive, psychomotor and affective). The three-domain lesson will
be effective, meaningful, and relevant in improving a learner's thinking skills. Every domain played an
important part in preparing students for each step of their education and their lives. If only one area is
covered in a single lesson, a child's entire skill set may be compromised.

5. Do Kendall's and Marzano'a knowledge taxonomy and Bloom's taxonomy of learning activities
contradict each other? Explain your answer.
No. Bloom's and Marzano's have a lot in common. Their language is nearly identical. Bloom
employs nouns to demonstrate levels of learning, whereas Marzano uses verb forms. The categories of
Marzano do not build on one another.- Bloom's Taxonomy was designed as a framework for instructors to
employ in order to focus on higher-order thinking. Marzano's theory is more research-based, and it can
assist teachers in enhancing their students' thinking skills. These taxonomies do certainly aid in the
development of high-quality learners. They differ in certain ways, but when I examine them more closely,
I see that they share the purpose of ensuring that the child learns throughout all domains.

My Reflections/Insights

Based on your observations in class and on your understanding of the domains of knowledge and learning
activities from Bloom, Kendall and Marzano, how can you make your teaching-learning activity more
meaningful and more relevant? Is lesson more relevant when you teach only in the cognitive or when you
teach in the cognitive domain combined with the affective or psychomotor combined with the affective?

According to my findings, in order to produce a more meaningful and relevant teaching-learning

activity, a teacher should use a combination of domains of knowledge and learning. Students would be
more interested in learning and cooperating in the classroom if this were done. In addition, the teacher can
involve his or her students in lesson-related activities in this manner. Learning should come not only from
teachers but also from pupils. When students can connect their learning to their daily lives, it becomes
more comprehensive and productive.

The three domains have been quite helpful to me as a potential teacher in making classes relevant
and meaningful. These areas will ensure my student's mental capacity to learn and develop a solid
performance. I can readily tell if students are learning from the class based on these three domains. It
improves their ability to accomplish tasks in class.

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

 My Learning Portfolio

Refer to the K to 12 Curriculum Guide. Based on the competencies, formulate SMART lesson
objectives/intended learning outcomes:

1) in the cognitive, affective and psychomotor domains (B. Bloom)

At the end of the lesson, the learners should be able to:

 Define the action verb.

 Value the function of an action verbs in a sentence.
 Construct sentences using action verbs.

Bloom’s Domain of Learning

Domain of Learning Activities Lesson objectives/intended learning outcomes

1. Cognitive – information Define the action verb

3. Psychomotor – skills Construct sentences using action verbs.

4. Affective – values, attitudes Value the function of an action verbs in a sentence.

2) for information (declarative knowledge), mental procedures (procedural knowledge) and

psychomotor procedures/physical or motor skills

At the end of 60-minutes period, learners will be able to:

 Define an adjectives.
 Value the function of an adjectives in a sentence.
Kendall’s and Marzano’s Domains of Knowledge

Domain Knowledge Lesson objectives/intended learning outcomes

1. Cognitive Domain – Information ( Declarative Knowledge) –

Identify the basic parts of adjectives.
Vocabulary, terms, facts, concepts, principle, hypothesis, theory

2. Mental Procedures (Procedural Knowledge) – e.g. mental Expresses that adjectives has functions and importance in
skills such as writing a paragraph. English structure.

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

LEARNING EPISODE 4 – THE NEW TAXONOMY OF EDUCATIONAL OBJECTIVES: THE
LEVELS OF LEARNING ACTIVITIES

My Learning Episode Overview

This Episode dwells on Bloom's levels of cognitive processing and on the new taxonomy of processing
knowledge introduced by Kendall and Marzano.

My Intended Learning Outcomes

In this Episode, I must be able to identify teaching practice /s in the different levels of processing
knowledge based on Bloom's revised cognitive taxonomy and Kendall's and Marzano's new taxonomy.

My Performance Criteria
1 will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.

My Learning Essentials

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

1. The revised Bloom's taxonomy identified 3 domains of learning - cognitive, psychomotor and affective.

Psychomotor

Cognitive-
Affective
Facts,
Values and
Concepts,
Attitudes
Principles, etc.

Bloom's
Domains of
Learning
Activity

Figure 1. Bloom's Domains of Learning Activity

2. Kendall and Marzano likewise identified 3 domains of knowledge taught and learned, namely: 1)
information (declarative knowledge) 2) mental procedures (procedural knowledge) and 3)
psychomotor /motor procedures.

Mental
Procedures
(Procedural
knowledge)
Information Psychomotor
(Declarative Procedures
Knowledge) (Motor Skills)

Kendall's and
Marzano's
Domains of
Knowledge

Figure 2. Kendall's and Marzano'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 processes from

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

remembering to creating; psychomotor learning in six (6) levels and affective in five (5) levels. Refer to
the Table below.
Bloom identified 'domains' of educational activities with categories of educational activities within those
domains:

Domain Categories of Activities/Levels of Processing

1. Remembering, 2. Understanding, 3. Applying
Cognitive
4. Analyzing, 5. Evaluating, 6. Creating

1. Receiving, 2. Responding, 3. Valuing,

Affective 4. Organization, 5. Internalization

1. Reflex movements, 2. Basic fundamental movement,

3. Perceptual, 4. Physical activities,

Psychomotor
5. Skilled movements, 6. Non-discursive communication (Harlow,
A.)

Table 1. Bloom's Domain of Learning with Categories of Educational Activities

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Figure 3. The Revised Bloom's Taxonomy of Cognitive Learning

4. For Kendall and Marzano, the three (3) domains - information, mental procedures and psychomotor
procedures- are processed in six (6) different levels. See Figure below.
FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS
 Information Self System
Metacognitive System
Mental Procedures Knowledge Utilization
Analysis (Cognitive)
Psychomotor Comprehension
Procedures Retrieval (Cognitive)

Figure 4. Marzano's and Kendall's Domains of Knowledge and Levels of Processing

Kendall's and Marzano's different levels of processing information, mental and psychomotor
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 increasing complexity through "Comprehension", "Analysis" and "Knowledge
Utilization".
The first four levels of processing are cognitive, beginning with "Retrieval" the least complex,
then moving upward with increasing complexity through "Comprehension", "Analysis" and "Knowledge
Utilization".
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

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

 Bloom Kendall and Marzano
Domains of Learning Revised Bloom's New Taxonomy - Domains of Knowledge
Activities Taxonomy, cognitive Kendall and Marzano
domain
Cognitive 6- Creating 6- Self system
5- Evaluating 5- Metacognitive Psychomotor
Psychomotor system procedures
4-Analyzing 4- Knowledge
Affective utilization -Cognitive Mental procedures
system
3-Applying 3-Analysis-Knowledge Information
2- Understanding 2- Comprehension -
Knowledge
1- Remembering 1- Retrieval Knowledge
Table 2. A Comparison of Revised Bloom's cognitive taxonomy and Kendall's and Marzano's New
Taxonomy.

My Learning Activities
I will observe 4 Resource Teachers with the use of Observation Sheets, analyze then reflect on my
observations.

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

 OBSERVATION SHEET # 4.1

Resource Teacher: Teacher Julie Abad Teacher's Signature: ______________ Date: Oct. 25, 2021
School: Woodfield Academy of Bataan Grade/Year Level: Grade II Subject Area: Reading

What learning activity/ies in the classroom did I

Bloom's level of processing cognitive activities
observe in each level
1. Remembering The pupils were asked to recall the past meeting's
lesson.

2. Comprehending The students were asked to interpret the topic of

the short narrative they had just read.

3. Applying The teacher asked her learners on what they learn

through the story and the pupils were able to
absorb specific behaviors that corresponded to the
theme's overall message.

4. Analyzing After reading the short narrative, the teacher

instructed the pupils to distinguish between the
positive and negative conduct of the characters in
the story.

5. Evaluating The pupils responded to several guided questions

based on a short story.

6. Creating The teacher asked the students about any other

themes that were not included but that they
believed could be used as a guide in real-life
situations, as well as how the narrative related to
them. Each learner shares their personal
experiences as well as their thoughts and insights
about it. 

My Learning Activities

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

 OBSERVATION SHEET # 4.2

Resource Teacher: Teacher Jessica Maraviles Teacher's Signature: ______________ Date: Oct. 26, 2021
School: Woodfield Academy of Bataan Grade/Year Level: Grade II Subject Area: Science

Write down instances where Teacher made learners do any of

Levels of processing
these.
1. Retrieval Information - Student/s gave information asked.

Teacher Jessica made a recall on their past lesson. Teacher

Jessica asked the students if they could still remember what
are the 3 Layers of Skin all about. She also asked the students
what are those three parts or layers in our skin.

Mental procedures - Student/s determined if information is

accurate or inaccurate.

Teacher Jessica mentioned the purposes and definition of each

part of skin. She then let her students identify and answer it.

Psychomotor procedures / Motor or physical skills Student's

executed/performed procedures.

The teacher asked the learners to demonstrate on how they can

take care of their skin.

2. Comprehension Student/s constructed symbolic representation of information.

After Teacher Jessica introduced their new lesson, she

provided an activity. Learners were asked to draw their
favorite animal in a zoo.

Student/s integrated information, paraphrased information.

Teacher Jessica told her students to show their drawing on

screen and choose one of their classmates to guess what
animal they drew. After that, they have to give the parts and
the characteristics of it. As per student, they have done the
activity, they felt energized and active.

Write down instances where Teacher made learners do any of

Levels of processing
these.

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

3. Analysis Students specified logical consequences of information.

The teacher asked them if have they’ve been to a zoo and what
kind of animals they usually see in a zoo.

Student/s stated generalizations.

Teacher Jessica prepared an online tour in a zoo through

watching video entitled, “Phoenix Zoo”. She then let her
students write down all the animals mentioned in a video.

Student's identified factual/logical errors.

Students find out the positive side or the results if people are
taking care of animals in a zoo and negative results if people
don’t have the care for animals in a zoo.

Student/s did classifying.

The pupils are able to classify between the positive and

negative aspects/results of not caring for or not caring for the
animals in a zoo.

Student/s matched, identified similarities and differences.

The pupils are able to compare and contrast the causes and
effects of taking care of animals, particularly those that are
endangered or threatened with extinction.

4. Knowledge utilization Student/s tested hypotheses.

The teacher is presenting some point of views or situations via

online visual in relation of caring animals in a zoo and make
them safe and sound where learners are able to continuing
contribute their own part of helping eve in their own little
ways.
Student's experimented.

Learners didn’t do any experimentation.

Levels of processing Write down instances where Teacher made learners do any of
FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS
 these.
Students solved problems given by teacher.

Teacher Jessica provided some situations or problems regard

to their lesson and asked her learners on how they will deal
with it. Its all about the importance of zoo to animals.

Student made a decision.

Learners now realized that they can help taking care of

animals in a zoo even on their own little ways like feeding
them, listening to the information about it and importantly,
gaining knowledge from a zoo experience. Through that, they
can make a difference to help save wildlife.
5. Meta-cognitive system Students specified their learning goals.

Teacher Jessica helped the students comprehend the lesson

instead of specifying it to them. As with the problem, she
offered a step-by-step approach for students to follow in order
to arrive at the proper solution and thereby accomplish the
learning objectives.
Students monitored their own learning.

Teacher Jessica monitored the students' learning by asking a

series of questions and utilizing oral recitations in relation to
the topic matter in order to determine if the students were
gaining knowledge.
Students monitored the clarity and accuracy of their own
learning process.

Students carefully observed and listened to the discussion.

Additionally, they were able to respond to teacher Jessica's
questions and accomplish the provided activity.
6. Self-system Students believed in the importance of what they learn.

Teacher Jessica give emphasis of the importance and the

function of their topic by telling her learners to always
remember that all animals are important and always love
them.
Students were convinced in their ability to learn.

Teacher Jessica encourages the students to always take care of

animals.

Students were motivated to learn and felt good about learning

tasks.

Students are eager to learn and participate in the educational

process. It is evident in their manner of participation
throughout the discussion.

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

 My Analysis

6. Were all Bloom's levels of processing information demonstrated by the learners in class? Why or
why not?
Yes, all of this is demonstrated by the students in class, as I observed the teacher using it as a
medium of instruction to help her students learn.

7. Which levels of processing cognitive information in Bloom's taxonomy was most displayed? least
demonstrated? Give proofs.
The most displayed level of processing information was applying. teacher Julie emphasized to her
learners the insights or the moral lesson of the story they read. She asked them on how these life lessons
from the story be applied to their real life. In that way, teacher Julie can help her learners form the very
core of their being and at an early age, they can build their positive character.

8. Were all of Kendall's and Marzano's levels of processing of information, mental and physical
procedures demonstrated by the learners in class? Why or why not?
Not all, particularly at the metacognitive and self-system levels of information processing. They
were not well observed. Although the teacher had a role in monitoring the class and assisting them in
comprehending the lesson, we cannot ensure that the learning is retained by the pupils unless and until
there is an assessment to determine whether to continue with the behavior or engage in a new activity.

9. Which levels of Kendall's and Marzano's processing information was most demonstrated? least
demonstrated? Give proof.
Retrieval was the most evident process, since all of the classes I watched engaged in lesson recall.
The teacher will always ask about their topic discussion last meeting at the start of class. The least
displayed were metacognitive and self-system abilities, which are frequently overlooked in classrooms.

10. Are Bloom's cognitive taxonomy of learning activities (cognitive, affective and psychomotor)
very different from the new taxonomy of Kendall and Marzane (informative, metacognitive
procedures and psychomotor)? Explain your answer.
No. Bloom's and Marzano's are quite close. Their language is nearly same. Bloom's hierarchy of
learning use nouns, whereas Marzano's hierarchy of learning employs verb forms. Marzano's categories
FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS
are self-contained. When Bloom's theory was developed, it was intended to provide teachers with a
framework for focusing on higher order thinking. Marzano's approach is more research-based and aims to
assist teachers in improving their students' thinking.

My Reflections/Insights

Analysing 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 classrooms
limited mostly to the lower levels of information processing such as remembering or retrieval?)
Bloom's hierarchy of processing was primarily discussed in class. I can tell that the teacher is
adjusting her activities to the student's processing level. Additionally, she has the capacity to encourage
and focus the learners' attention on the class. Additionally, I can see that she is making a concerted effort
to keep the lesson interesting and enjoyable. I discovered that, based on my observations, the majority of
teachers in classes focus exclusively on the lower stages of information processing, such as remembering
and comprehension. There are a handful who truly exerted effort to impose learning on students, but none
who exerted sufficient effort to enable students to complete all assigned tasks.

Write your reflections on the level of information processing among students in class. Does
teacher contribute to the level of processing that students do in school? If students are engaged only in
low level information processing, can teacher be blamed for such?
Yes, teachers are to blame since they are the key influencers in the classroom and the degree of
information processing must begin there because they are the primary source of knowledge. The teacher
encourages the students to think about what they do at home and define it as a positively or negatively
act. She offered a variety of scenarios that are extremely familiar to all students and are tailored to their
cognitive abilities. Creating is the least utilized stage of cognitive information processing. She's more of a
remembering type of person. Regarding Kendall and Marzano's levels of information processing, I
believe the majority of it is given and used in class. The teacher is assisting the students in making
judgments and has offered scenarios that are quite typical in each student's daily life. When children are
engaged in what they are doing and have a say in what they are learning, they learn more effectively.
Teachers can provide students more control over their education and a higher degree of information
processing by employing these varied tactics. 

My Learning Portfolio

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

Based on the K to 12 Curriculum Guide, (for BEED students, subject of your choice BSEd, your
specialization), write competencies that are fit for each of the following:

A. Bloom's levels of processing a learning activity: (Just in case you can't find one, make one).
Give the other levels of information processing not given.

1. Remembering

 The teacher asked the students as to what the past lesson was that they had discussed.

2. Comprehending
 The teacher asked of the pupils as to what the function of an verb is and how they will use it. The
students responded affirmatively.

3. Applying

 The teacher showed a few action words with pictures on it and instructed students to incorporate
them into a sentence.

4. Analyzing

 The teacher assigns students the task of identifying the verbs they used and explaining it in front of
the class.

5. Evaluating

 The learners had responded to a series of guided questions pertaining to the topic matter.

6. Creating
 The students were asked what other functions verbs have and how they will utilize them in a daily
conversation that they will apply in their real-life scenarios.

My Learning Portfolio
B. Kendall's and Marzano's Levels of Processing Information (Just in case, you can't find one,
make one).

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS

 1. Retrieval

a) Information
 The students were asked on how verbs different from nouns and pronouns.

b) Mental Procedures
 Learners were asked the definition of an adjective.

c) Psychomotor
 Each student will choose two examples of verb and they will demonstrate it.

2. Comprehension
 Students were asked about the functions of verbs and how they would use these.

3. Applying
 Students were asked about the advantages and drawbacks of utilizing proper verbs in a sentence.

4. Knowledge Utilization
 The teacher uses learning materials to demonstrate how verbs can be used to enhance the meaning of
everyday dialogue when students apply them in real-world settings. The teacher required them to
show their use of verbs in a dialogue through performance.

5. Metacognitive system
 Through oral recitations, the teacher constantly monitors and assesses students' mastery of the
subject matter.

6. Self-system
 The teacher provides his or her perspective on the significance of verbs in a sentence from a certain
point of view.

FIELD STUDY 2 – EXPERIENCING THE TEACHING LEARNING PROCESS