FIELD STUDY 2- PARTICIPATION AND TEACHING ASSISTANTSHIP

Episode 4: THE TAXONOMY OF EDUCATIONAL OBJECTIVES. THE LEVEL OF

LEARNING ACTIVITIES

Name of FS Student: _Lammy S. Dorado___

Course: ___BEED_ Year & Section:_4th year/ Block A_
Resource Teacher:_Jay O. Ecal Signature:_______________________
School Assignment: __Acal Elementary School Date:_______________

My Learning Episode Overview

This episode dwells on Bloom’s level of cognitive processing and on the new
taxonomy of processing knowledge introduced by Kendall and Manzano.

My Intended Learning Outcome

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

I will be rated along the following;

 Quality of my observations
 Completeness and depth of my analysis,
 Depth and clarity of my classroom observation-based reflections,
 Completeness, organization, clarity of my portfolio and
 Time of submission of my portfolio

My Learning Essentials

1. The revised Bloom’s taxonomy identified 3 domains of learning - cognitive,

psychomotor and affective.

Psychomotor

Affective - Values
Cognitive - Facts, and Attitudes
Bloom ’s
Concepts, Domain of
Principles, etc. Learning
Activity
 2. Kendall and Marzano domains of knowledge taught and learned, namely:

a. Information (declarative knowledge)

b. Mental Procedures (procedural knowledge)
c. Psychomotor Procedures (motor skills)

Mental Procedures
(Procedural Knowledge)

Psychomotor Procedures
(Motor Skills)

Kendall ’s
and
Marzano ’s
Information Domain of
(Declarative Knowledge) Knowledge

A. 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
(60 levels and affective in five (5) levels. Refer to the Table below.
DOMAIN Categories of Activities/Levels of Processing
Cognitive 1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
Affective 1. Receiving
2. Responding
3. Valuing
4. Organization
5. Internalization
Psychomotor 1. Reflex movements
2. Basic Fundamental movement
3. Perceptual
4. Physical Activities,
5. Skilled movements/ Non-discursive communication (Harlow, A)
Table 1. Bloom’s Domain of Learning with Categories of Educational Activities
Figure 3. The Revised Bloom’s Taxonomy of Cognitive Learning
 B. For Kendall and Marzano, the three (3) domains-information, mental procedures and
psychomotor procedures are processed in six (6) different levels. See figure below.

Information
 Self System
Mental  Metacognitive System

Procedures  KnowledgeAnalysis (CognitiveUtilization)

(Cognitive)

 Comprehension (Cognitive)
Psychomotor  Retrieve (Cognitive)
Procedures

Figure 4. Marzano’s amd 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 and 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 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
Bloom/Kendall and Marzano

Domains of Revised New TaxonomyKendall and Domains of

Learning Bloom’s Marzano Knowledge
Activities Taxonomy,
Cognitive
Domain
Cognitive 6 - Creating 6 - Self -System

Psychomotor 5 - Evaluating 5 - Meta-cognitive System Psychomotor

Procedures
Affective 4 - Analyzing 4 - Knowledge Mental
Utilization- Procedures
Cognitive
System Information
3 - Applying 3 - Knowledge
Analysis
2- 2 - ComprehensionKnowledge
Understanding
1- 1 - Retrieval -
Remembering Knowledge
Table 2. A comparison of Revised Bloom’s cognitive taxonomy and Kendall’s and
Marzano’s New Taxonomy

My Map:

I will observe three (4) different classes.

I will reflect on the guide questions given below. To hit my target,
I will follow these steps.
 Step 1: Read the learning essentials given above.

Step 2:Observe at least three (4) classes with learning partner.

I will choose from each of the three groups.
Group 1-Language/Science/Math/Araling Panlipunan
Group 2-Physical Education/TLE/ICT
Group 3-Edukasyon sa Pagpapakatao/Literature

My Learning Activities
OBSERVATION SHEET 4.1
(Bloom’s Levels of Processing Cognitive Activities)
Resource Teacher: Jay O Ecal_Teacher Signature:__________
School:_Acal Elementary School Grade/Year Level:_Grade 6_
Subject Area:_____________________________Date:__________________________

Bloom’s level of processin What learning activity/ies in the classroom did I

cognitive activities g observe in each level?

1. Remembering - RECITATION
- FLASH CARDS
- QUIZZES AND TEST

2. Comprehending - READING AND DISCUSSION

- SUMMARIZING
- ROLE-PLAYING

3. Applying - PROBLEM-SOLVING
- EXPERIMENTS
- PROJECTS

4. Analyzing - PROBLEM SOLVING

- DISCUSSION/REFLECTION
- ANALYSIS
5. Evaluating - GROUP BRAINSTORMING
- REFLECTIONS
- DEBATES

6. Creating - PROJECT BASED

- ESSAY WRITING

OBSERVATION SHEET 4.2

(Bloom’s Levels of Processing Cognitive Activities)
Resource Teacher: Jay O. Ecal Teacher Signature:__________
School:_Acql Elementary School Grade/Year Level:__Grade 6__
Subject Area:_ _Date:__________________________

Levels of Processing WWrite down instances where teacher made

learners to do any of these

1. Retrieval Information - Student/s gave information asked.

__The teacher let the students master and learn
the different tools in sewing, the learners study
and let the students know and memorize each
parts.

Mental Procedures - Student/s determined if

information is accurate or inaccurate.
_Teacher’s provide the students with the
statements and ask them to evaluate the accuracy
of each statement individually. They can use their
prior knowledge, critical thinking skills, and any
available resources to determine the validity of the
information.
 Psychomotor Procedures/ Motor or Physical Skills
- Student/s executed/performed procedures.
_ Demonstrate the skill or procedure to the
students, breaking it down into clear and
manageable steps. Explain the key techniques,
movements, or actions involved in performing the
skill effectively.

2. Comprehension Student/s constructed symbolic representation of

information. e.g Draw a symbol that represents
abuse of Mother Earth.

Student/s integrated information,

paraphrased information.
___Provide students with a text or passage
containing important information or key ideas. It
could be a short article, a chapter from a book, or
a historical document.

3. Analysis Student/s specified logical consequences

of information.
_ Provide students with a scenario, event, or text
that contains a cause-and-effect relationship. It
could be a historical event, a scientific
phenomenon, or a fictional story.

Student/s stated generalizations.

__ Instruct students to brainstorm and write down
key ideas, facts, or examples related to the topic.
Encourage them to think broadly and consider
various aspects or perspectives.

Student/s identified factual/logical errors.

Have students share their identified errors with
the class or in small groups. Encourage discussion
and allow students to explain their reasoning
behind the identification of each error.

Student/s did classifying.

_Provide students with a set of objects, images, or
information that can be classified into different
 categories. For example, you can use a collection
of animals, plants, shapes, or historical events.

Student/s matched, identified

similarities and differences.
_Ask students to create a Venn diagram or a
comparison chart to visually represent the
similarities and differences. They can use
overlapping circles or a table format to organize
their findings.

4. Knowledge Utilization Student/s tested hypotheses.

__Introduce a scientific question or problem to the
students that can be tested through
experimentation. Ensure that the question is clear
and can be addressed through a hypothesis.

Student/s experimented.
Provide the necessary materials, equipment, and
guidance for students to conduct their
experiments. Encourage them to follow the
planned procedure, make careful observations,
and collect data.

Students made a decision.

Present students with a realistic scenario or
problem that requires them to make a decision.
This scenario can be related to a real-world issue,
a moral dilemma, or a hypothetical situation.

Students solved problems given by teacher.

The teacher presents a problem or a series of
problems to the students, related to a specific topic
or concept. These problems can be real-world
scenarios, mathematical equations, logical
puzzles, or any other type of challenge.

5. Meta-Cognitive System Student/s specified their learning goals.

_Provide students with guidance on how to set
effective and realistic learning goals. Encourage
them to consider their strengths, areas for
improvement, and their personal interests or
aspirations.
 Student/s monitored their own learning.
_. Ask students to review their work, assignments,
or assessments completed during the learning
process.

Student/s monitored the clarity and accuracy of

their own learning process.
_Instruct students to reflect on their learning
process and evaluate the clarity and accuracy of
their understanding. Encourage them to think
about how well they comprehend the concepts,
apply the skills, and solve problems related to the
subject or topic.

6. Self-System Students believed in the importance of what they

learn.
Engage students in a discussion or brainstorming
session, encouraging them to share their thoughts
on why they believe the topic or subject is
important. Prompt them to consider how it can
impact their lives, future careers, or understanding
of the world.

Students were convinced in their ability to learn.

_ Encourage students to embrace mistakes and
setbacks as opportunities for learning and growth.
Teach them strategies for overcoming obstacles
and developing resilience when faced with
difficulties.

Students were motivated to learn and felt good

about learning tasks.
Provide regular feedback and recognition to
students for their efforts and progress. Celebrate
their achievements, both individually and as a
class, and encourage peer recognition and
support.
MY ANALYSIS:

1. Were all Bloom’s levels of presenting information demonstrated by the learners in class?

___Yes, all the levels of Bloom’s Taxonomy are present in class. My cooperating teacher
is making sure that not just in one phase of learning can his students attain in attending
his class. He provides more activities to better give the best learning experiences to the
students.
2. Which level/s of processing cognitive information in Bloom’s taxonomy was most
displayed? Least demonstrated? Give proofs.
____Remembering and Comprehending, the least demonstrated is the creating. The
students are more engaged with a reading materials and more on exploring more
knowledge, the teacher is not letting the students to have an experiments or conduct
some of the creative activities because of lacking in equipment and tools.
3. Were all Kendall’s and Marzano’s levels of processing of information, mental and physical
procedures demonstrated by the learners in class? Why or why not?
_No. Some of the levels are present but the other is not the self system is not always
present in the class though it is needed to further know the learning of a children, but
sometimes because of lacking with time it is not present anymore.

4. Which levels of Kendall’s and Marzano’s processing information was most demonstrated?
Least demonstrated? Give proof.
The most demonstrated level is the Compression, because whenever there’s a topic
being presented the students will always have to respond with their own knowledge.

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

psychomotor) very different from the new taxonomy of Kendall and Marzano ( informative,
meta-cognitive procedures and psychomotor)? Explain your answer.
__Bloom’s cognitive taxonomy and the taxonomy proposed by Kendall and Marzano have
similarities in recognizing the importance of higher-order thinking skills and including
psychomotor skills, but differ in the inclusion of informative objectives and meta-cognitive
procedures in Kendall and Marzano’s taxonomy.
My Reflections:

Analyzing the levels of processing that were demonstrated by students in the classes
that you observed, what conclusion can you 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?)

 In my own observation Generally desirable for schools to aim for a high level of
processing of information. This means engaging students in activities that promote
higher-order thinking skills such as analyzing, evaluating, and creating, rather than
solely focusing on lower-order thinking skills like remembering and understanding.
A balanced approach that encourages critical thinking, problem-solving, and
application of knowledge can enhance the depth of understanding and foster
meaningful learning experiences for students.
Write your reflections on the level of information processing among student in class. Does
teacher contribute to the level of processing that students do in schools? If students are
engaged only in low level information processing, can teacher be blamed for such?

 Teachers do contribute to students’ level of processing, it is important to consider

multiple factors that influence student engagement. Blaming teachers solely for
low-level information processing may overlook other factors that contribute to
students’ learning experiences. A collaborative approach between teachers and
students is essential for promoting higher-level thinking and engagement in the
classroom.

My Learning Portfolio:

Based on the K to 12 Curriculum Guide, (for BEED students) 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 given.

 Remembering

- Memorization of facts, dates, and vocabulary.

 Understanding
- Explanation of concepts or processes in one’s own words.

 Applying
- Application of learned concepts to solve problems.

 Analyzing
- Analysis of data or information to identify patterns or relationships.

 Evaluating
- Assessment of the strengths and weaknesses of different approaches.

 Creating
- Generation of original ideas, products, or solutions
B. Kendall’s and Marzano’s levels of Processing Information (just in case, you can’t find
one, make one)

 Retrieval
- Identifying relevant sources of information.

 Comprehension
Provide students with a text or passage containing important information or key ideas.
It could be a short article, a chapter from a book, or a historical document.

 Analysis
Provide students with a scenario, event, or text that contains a cause-and-effect
relationship. It could be a historical event, a scientific phenomenon, or a fictional story.

 Knowledge Utilization
Ask students to create a Venn diagram or a comparison chart to visually represent the
similarities and differences. They can use overlapping circles or a table format to
organize their findings.

 Metacognitive System
Provide students with guidance on how to set effective and realistic learning goals.
Encourage them to consider their strengths, areas for improvement, and their
personal interests or aspirations

 Self-System
Instruct students to reflect on their learning process and evaluate the clarity and
accuracy of their understanding. Encourage them to think about how well they
comprehend the concepts, apply the skills, and solve problems related to the subject
or topic.