Chapter 8: Unpacking Curriculum Standards and Competencies

In 2001, it was revised with skills, and emphasis on

NOUN
some key changes, but the higher-order thinking skills.
structure was the same in the
In 2001, they went from
first version by Mr. Krathwol
noun to action verb for
and other educational
TO
ACTION
better understanding of the
psychologists. There are
learning processes when it
several reasons for revision,

VERB
comes to terms for each
including clarity and
level. The following was the
understanding, alignment
revised version of Bloom's
with contemporary skills,
taxonomy for each stage.
by: Electra Raen David relevance to real-world

2001 REVIS
As we observed, aside from changing the noun to
‘COGNITIVE’ an action verb, the illustration shows that the
DOMAIN
VERSI
synthesis (creating) replaces the evaluation
CREAT
ING
ED by: Electra Raen David
(evaluating) from the top in the 2001 version. The
reason behind this is that creating levels promotes
EVALUA
ANALY BLOO
TINGUNDERSTA
REMEMBE APPLY
and emphasizes critical thinking, creative thinking,
and the innovation of knowledge acquired to
ANALY EVALU CREAT
NDING TAXONO
generate new ideas or concepts. It becomes the
RING APPLYI
DAVID
M’S ING ZING ATING
skills, representingING
-generating new
ZING
- recalling facts
and
- grasping the
meaning of
- using knowledge - breaking
in practical
peakdown
information
of cognitive
into
-making
judgments and
modern
ideas, solutions,
UNDERSTA
NG
teaching.

MY POSTULATION
information. concepts. situations. components. assessments. or products.

REMEMB KRATHWOHL
NDING CHARACTERIZING
In the 2001 version of Bloom's Taxonomy, levels
remained the same but were updated by: Electra with
Raen David
action
ERING
ORGANIZING D verbs for clarity and practicality.
avid Krathwohl proposed the Affective
Domain in 1964, and it is included in
VAL Bloom's taxonomy.It is an extension of the
original taxonomy that focuses on emotions,
UING
RESPON attitudes, and values. (photo courtesy from:

DING
RECEI by: Electra Raen David
https://obits.syracuse.com/us/
obituaries/syracuse/name/david-
krathwohl-obituary?id=20664494)

VING
Chapter 8: Unpacking Curriculum Standards and Competencies 5

CHARACTE ORGANI VALUI RESPONDI RECEIVIN

RIZING
- this is the best ZING
- by setting NG
- at this stage, -NG
students G
- this is the
stage, where priorities, students start actively engage lowest level,
Origination
PSYCHOMO
students act resolving to internalize in the learning where students
consistently in
accordance with
disputes, and
organizing their
their values and process
views and give
Adaptation
and act
out stimuli
only absorb
stimuli or SIM
BLOO
TOR DOMAI
Mechanism

T COM
their principles values, learners their new based on a information.
and fully can Notarion
create a Guided
knowledge rudimentary

PLE
by: Diana Rose
more coherent Set
SKILL-
Response
incorporate them meaning. knowledge of by: Electra Raen David

into their
personality. N belief system.
Perception the material.

PLEX
LEARNING
PERCEPTIO SET
GUIDED
MECHA
BASED
ADAPTATI ORIGINATI
RESPONSE
N NISM ON ON
- Recognizing -Preparing -Imitating or -Demonstrating -Modifying and -Creating new
by: Diana Rose Notarion
variations or
and mentally and following the skill more adjusting the
understanding emotionally instructions to independently skill to fit applications of
The
theteachers
skill or shouldfor
first Fink (2003) alsothe
perform presented and with different the skill,
the task.
 6

Chapter 8: Unpacking Curriculum Standards and Competencies

FINK
TAXONOM
OFSIGNIFIC
Y
LEARN
ANT
by: April Labasan

ING

I A
•Curriculum standards are broad statements of what
students need to know, the skills they need to do, and the
values they need to develop.

NUTSHEL
N •Curriculum competencies are specific knowledge, skills,
and values that students need to master.
A REFLECTION
L!!!!:
ON UNPACKING
•Unpacking curriculum standards and competencies are
essential in the selection of curriculum content, learning
BTS: MEET THE
CURRICULUM activities and assessment tools.
STANDARDS•In the implementation of the K-12 education program,
WRITERS
AND unpacking curriculum is useful for the teachers especially
when they design their instructional plans and when they
COMPETENCIES
design assessment tools.
by: Carl Justine Olegario •Teachers need to have a strong pedagogical-content
knowledge (PCK) in order to unpack curriculum standards
and competencies effectively.