Pampanga Colleges Inc

Macabebe Pampanga

FIELD STUDY 2
(Episode 4)

Jim Russel Sangil (BSED 4 – A English)

Submitted by

Mr. Lindon Q. Batayola

Submitted to
 PAMPANGACOLLEGES
Macabebe, Pampanga

OBSERVATION SHEET No. 4.1

Bloom’s Level of Processing Cognitive Activities
Resource Teacher: Elizabeth Lumba School: Pampanga Colleges
Teacher’s Signature______________ Grade and Subject Area: ESP Date_______

Bloom’s level of processing cognitive activities
1. Remembering
What learning activity/is in the class did I
observe in each level?
Mrs. Lumba ask the student to share them
though about having a good family and being
a good citizen to our community.

2. Comprehending She asked the student on what is the good

value of being a goof family member.

3. Applying The student takes their thoughts on how they

apply the lesson on how to be a good family
member to their daily lives.

4. Analyzing Mrs. Lumba tell a story about his life on how

good is their family, and she provide her
thoughts to his student on how good they are.

5. Evaluating Mrs. Lumba ask the student to provide a paper

and write their experience on how good they
are to their family.

6. Creating The teacher creates an activity that show’s

their experience on the topic given.
 OBSERVATION SHEET No. 4.2
Bloom’s Level of Processing Cognitive Activities
Resource Teacher: Elizabeth Lumba School: Pampanga Colleges
Teacher’s Signature______________ Grade and Subject Area: Grade 9 (ESP) Date_______

Level of processing Write down instances where Teacher made

learners to do any of these
1. Retrieval Information- Student/s gave information
asked
E.g. The student asked the teacher to provide
some example and experience regarding to
their topic to easily understand the lesson.

Mental Procedures- Student/s determined if

information is accurate or inaccurate.
E.g.

The teacher asks the student about the

importance of being a good family member to
their family tree.

Psychomotor procedures/Motor or physical

skills-
Student/s executed/performed procedures
e.g.

The student provided their experience on the

class on how good they are to their family.

2. Comprehension Student/s constructed symbolic

representation of information

The student was given a task to share their

experience on how they are to their family.

e.g. Draw a symbol that represents abuse of

Mother Earth
The student started to indicate all of their
thoughts on a white paper.
 Student/s integrated information,
paraphrased information

The student provides only their experience

which means all of the stuff are true.

3. Analysis Student/s specified local consequences of

information

The teacher asked the student to provide

them though on what they are experiencing to
their family right now.

Student/s stated generalizations

What is the experience that the student

provided on the class?

Student/s identified factual/logical errors

The student understands all of the thoughts of

their classmate by sharing their experience on
the class.

Students did classify

Yes, the student classifies all their thoughts

and experience about their family on the class.

Student/s matched, identified similarities and

differences
 The student indicates the similarities and
differences of their thoughts on the class.

4. Knowledge utilization Student/s tested hypothesis

Mrs. Lumba ask some question the student

about giving some good example that regards
on being a good family member and good
citizen to the community.

Student/s experimented

The student use writes their thoughts on the

paper and the teacher started to random pic
and the teacher read it on the class.

Student/s solved problems

The student finalizes their answer on the

certain question of Mrs. Lumba.

Student made a decision

The student started to have fun by waiting to

their shared thoughts to be read by the
teacher.

5. Meta-cognitive system Students specified their learning goals

The goal of the teacher is let his to student

understand the value of lesson the she
 provided on the class.

Students monitored their learnings

The teacher indicates some question that will

help her to understand the thoughts and
experience about to their family of his
students.

Students monitored the clarity and accuracy of

their own learning process

Most of the student provide their thoughts

and experience on what is the important of
being a good family member and a good
citizen on the community.

6. Self-system Students believed in the importance of what

they learn

The importance of having this discussion may

help them to secured and give importance to
their family and on how they will become a
good citizen to their community.

Students were convinced in the ability to learn

The teacher provided his experience on the

class to help the student to become
comfortable on sharing their thoughts and
experience on the class.
 Students were motivated to learn and feel
good about learning tasks.

The teacher motivates the student to become

closer to their family and the teacher shows
the importance of being a good family
member and a good citizen.

MY ANALYSIS

1. Where all Bloom’s levels of processing demonstrated by the learners in class?

Yes, the teaching-learning process for the students did use all of the levels of Bloom's
taxonomy.

2. Which levels of processing cognitive information in Bloom’s Taxonomy was most

displayed? Least demonstrated? Give proof.

The students' teaching-learning process actually made utilize each of Bloom's

taxonomy's levels.
3. Where all the Kindall’s and Marzano’s levels of processing information, mental and
physical procedures demonstrated by the learners in class? Why or why not?

Not all information processing levels, particularly those related to metacognition and
the self-system, were well observed, despite the fact that I was there for two classes.
This was not truly satisfying for the student.
 4. Which levels of Kendall’s and Marzano’s processing information was most
demonstrated? Least demonstrated? Give Proofs.

The lesson was recalled by all the classes that were observed, and the recovery process
was the most demonstrable one. In contrast, the metacognitive and self-system
processes that were not in focus during class were the least demonstrated.

5. Are Bloom’s cognitive taxonomy of learning activities (cognitive, affective and

psychomotor) very different from the new taxonomy of Kendall and Marzano
(informative, metacognitive procedures and psychomotor) ? Explain your answer.

• I disagree, as the Bloom and Marzano are probably similar. Although the writing styles
are nearly identical, Marzano's employs verb tenses to demonstrate different degrees of
learning whereas Bloom's uses nouns. When Blooms was developed, it served as a
framework for teachers to concentrate on higher-order reasoning. Marzano's theory
offers teachers a more empirically supported approach to enhancing students' thinking.

MY REFECTIONS
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 classrooms limited mostly to the lower levels of information processing such
as remembering or retrieval?)

Some students have a hard time keeping up with the lesson, especially in blended
learning, online, and in-person classrooms. Particularly to people who live along the
coastal areas, have poor internet, and find it difficult to get about. While the others
supported this setup because they believed it would provide them with knowledge
 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?

• Teachers can make a significant increase in their students' ability to process

their knowledge. The teacher offers assistance to the students, particularly those who
are working on basic information processing.

MY LEARNING PORTFOLIO
Based on the K-12 Curriculum Guide (Based on 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)
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
B. Kendall’s and Marzano’s Levels of processing information (Just in case you can’t find
one, make one)
1. Retrieval
2. Comprehension
3. Analysis (knowledge
4. Knowledge Utilization (Cognitive system)
5. Metacognitive System
6. Self- System