Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

EPISODE 4: THE TAXONOMY OF EDUCATIONAL

OBJECTIVES: THE LEVELS OF LEARNING
ACTIVITIES

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 Manzano’s new taxonomy.

My Performance Criteria

I will be rated along the following:

a. Quality of my observations
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
Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

My Learning Essentials

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

psychomotor and affective.

Psychomotor

Cognitive – Facts, Affective –

Concepts,
Principles, etc.
Values and
Bloom’s Domain of Learning Activity
Attitudes

2. Kendall and Manzano 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
Kendall’s and
Marzano’s
Domain of
Knowledge
 Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

2. 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 (6) 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 6. Non-discursive
communication (Harlow, A)
Table 1. Bloom’s Domain of Learning with Categories of Educational Activities

igure 3. The Revised Bloom’s Taxonomy of Cognitive Learning

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering
Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

3. For Kendall and Manzano, the three (3) domains – information, mental Procedures and
psychomotor procedures are processed in six (6) different levels. See Figure below.

Information

Mental
Procedures

Psychomotor
Procedures

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 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 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.
Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

New Taxonomy

Bloom Kendall and Marzano

Domains of Revised New Taxonomy – Domains of

Learning Bloom’s Kendall and Marzano Knowledge
Activities
Taxonomy,
Cognitive
domain
Cognitive 6 - Creating 6 – Self system

5 - Evaluating 5–
Psychomot or Psychomotor
Metacognitive system Procedures

4 - Analyzing 4 – Knowledge
Affective Mental Procedures
Utilization – Cognitive
System Information

3 - Applying 3 – Knowledge
Analysis
2- 2–
Understanding Comprehension -
Knowledge
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
Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

I will observe four (4) different classes.

I will reflect on the guide question given below. To hit my target, I

will follow these steps.

STEP 1. Read the Learning Essentials

given above.

Observe at least (4) class with a learning partner

STEP 2. I will choose from each of the three groups.
Group 1 - Language/ Araling Panlipunan/Science/Math
Group 2 - Physical Education, ICT, TLE
Group 3 - Edukasyon sa Pagpapakatao/Literature
 Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

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

OBSERVATION SHEET #4.1

BLOOM’S LEVELS OF PROCESSING COGNITIVE

ACTIVITIES

OBSERVATION SHEET No. 2.1

Resource Teacher:_____________ Teacher’s Signature__________ School: ___________

Grade/ Year Level: _______________Subject Area: _____________ Date: ___________

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

cognitive activities observe in each level?

1. Remembering

2. Comprehending

3. Applying

4. Analyzing

5. Evaluating

6. Creating
Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

OBSERVATION SHEET #4.2

LEVELS OF WRITE DOWN INSTANCES WHERE

PROCESSING TEACHER MADE LEARNERS TO DO ANY
OF THESE

Information – Student/s gave information

asked.
1. RETRIEVAL

Mental procedures – Student/s determined

if information is accurate or inaccurate.

Psychomotor procedures / Motor or

physical skills - Student/s executed/performed procedures.

Student/s constructed symbolic

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

Student/s integrated information,

paraphrased information.
Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

Student/s specified logical consequences

3. ANALYSIS of information.

Student/s stated generalizations.

Student/s identified factual/logical errors.

Student/s did classifying.

Student/s matched, identified similarities

and differences.

4. KNOWLEDGE Student/s tested hypotheses.

UTILIZATION

Student/s experimented.

Students made a decision.

Students solved problems given by teacher.

Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

5. META-COGNITIVE
SYSTEM Student/s specified their learning goals.

Student/s monitored their own learning.

Student/s monitored the clarity and

accuracy of their own learning process.

Students believed in the importance of

what they learn.
6. SELF-SYSTEM

Students were convinced in their ability to learn.

Students were motivated to learn and felt

good about learning tasks.
Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

MY ANALYSIS

1 Were all Bloom’s levels of presenting information

demonstrated by the learners in class?

____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________

2 Which level/s of processing cognitive information in Bloom’s

taxonomy was most displayed? least demonstrated? Give proofs.

_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
____________________

3 Were all Kendall’s Marzano’s levels of processing of information,

mental and physical procedures demonstrated by the learners in
class? Why or why not?

____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________

4 Which levels of Kendall’s and Marzano’s processing information

was most demonstrated? Least demonstrated? Give proof.

_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
____________________

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

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

_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
____________________

MY REFLECTIONS
Episode 4: The Taxonomy Of Educational Objectives: The Levels Of Learning Activities

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 classroom limited mostly to the lower of
information processing such as remembering or retrieval?)

_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
________________________________________________________________________________
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?

_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
________________________________________