Episode_3_The_Three_Domains_of_Knowledge.docx

Episode 3 The Three Domains of Knowledge/Learning Activities My Learning Activities Observation Sheet #3.1 (Language/Araling Panplipunan/Science/Math) Resource Teacher: Mrs. Cecil Pamatian School: LECS

Teacher’s Signature: __________

Grade/Year Level: Grade V-2 Subject Area: Language 14, 2015

Date: September

Kendall’s and Marzano’s Domains of Knowledge Domain of Knowledge 1. Cognitive Domain – Information (Declarative Knowledge) – Vocabulary, terms, facts, concepts, principle, hypotheses, theory 2. Mental Procedures (Procedural Knowledge) e.g. mental skills such as writing a paragraph.

3. Psychomotor Skills

4. Affective Values. Attitudes

Concrete Example/s for each Domain of Knowledge from my Observation  Key Sentence  Key Sentence can be found at the beginning, middle, and at the last part of the paragraph.  Key Sentence has the main subject of the paragraph.  The teacher let the pupils to identify the key sentence in the paragraph.  The teacher asked the pupils to write a simple paragraph that they like with only one subject and locate to where is the key sentence.  The teacher read some paragraphs and she let the pupils to identify the key sentence.  The pupils raised their hands to answer in the board.  The teacher asked a pupil to read a paragraph they have in their book.  The pupils will be able to find the key sentence in the

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paragraph. They can determine the subject to help them identify the key sentence. The pupils can locate to where the key sentence is found.

Observation Sheet #3.2 (Physical Education, ICT, TLE) Resource Teacher: Mrs. Rosa Sara School: LECS

Teacher’s Signature: __________

Grade/Year Level: Grade 3-1 Subject Area: Physical Education September 18, 2015

Date:

Kendall’s and Marzano’s Domains of Knowledge Domain of Knowledge 1. Cognitive Domain – Information (Declarative Knowledge) – Vocabulary, terms, facts, concepts, principle, hypotheses, theory 2. Mental Procedures (Procedural Knowledge) e.g. mental skills such as writing a paragraph. 3. Psychomotor Skills 4. Affective Values. Attitudes

Concrete Example/s for each Domain of Knowledge from my Observation 

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Observation Sheet #3.3 (Edukasyon sa Pagpapakatao/Literature) Resource Teacher: Mrs. Salve Teacher’s Signature: __________ LECS Grade/Year Level: Grade 3 Date: September 14, 2015

School:

Subject Area: Edukasyon sa Pagpapakatao

Kendall’s and Marzano’s Domains of Knowledge Domain of Knowledge 1. Cognitive Domain – Information (Declarative Knowledge) – Vocabulary, terms, facts, concepts, principle, hypotheses, theory 2. Mental Procedures (Procedural Knowledge) e.g. mental skills such as writing a paragraph. 3. Psychomotor Skills 4. Affective Values. Attitudes

Concrete Example/s for each Domain of Knowledge from my Observation 

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My Analysis 1. Were the lessons focused on information/cognitive domain only or mental procedures only or psychomotor procedures only? Or were the lessons combinations of two or three? Explain your answer. 

The lessons have three combinations because there were activities that support every domain. The teacher gave the pupils some tasks that undergo the domain of learning activities. The pupils did the tasks with something that focuses through the learning domains that they needed to attain knowledge from the lessons.

2. Were the lessons focused on information/cognitive content only or psychomotor content only or affective content only? Or were the lessons combinations of two or three? Explain your answer. 

The lessons have three combinations because the content of the lesson relies to the domains that support the learning process of every pupil in the class. The activities given by the teacher were observed in a way that the pupils acted on it as a result of the tasks. The pupils performed the activities in the lesson with the combination of these domains of learning.

3. What was the effect on learning when teaching was focused on only one domain? 

A lesson should have all the domains of learning because thee domains affects the thinking skills of a learner. When teaching was focused only in one domain, there are instances that the pupils will not understand the lesson and all of the levels of learning will not take place. As a result, the pupils are poor enough to reach the higher thinking skills that they needed to continue the process of education.

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? Explain your answer. 

No, because there is a connection between all of the domains that surrounds through the mind of every learner. The lesson with three domains will be effective, meaningful and relevant to enhance the thinking skills of a learner. Every domain played a big role in preparing the learners to every stage of education as well as their lives. If only one domain is present in one lesson, there may be a loss of information to every skill of a child.

5. Do Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning activities contradict each other? Explain your answer.  No, because the two taxonomy focuses with every domain that a learner must enhance for their high-thinking skills. These taxonomies are indeed a help to produce quality learners. They are differing in some aspects but as I look further between the two, they have in common by having goal that the child will learn through every domain.

My Reflections Teaching learning activity is relevant and meaningful if all of the domains of knowledge are combined in a single lesson. It has something to do with the behavior of the learners on how they will learn on the topic. The domains give impact to the learners especially to the learning process. The pupils will acquire all the learning outcomes that they must have for the process of their learning and boost their high-thinking skills. All of the domains should be connected to each of them to provide learners relevant and meaningful learning possibilities due to the call of their needs. Teaching learning activities are the key to introduce to them the domain of learning that can help them in their journey in education. The effectiveness and power of these activities made them strong to reach their thinking skills. With only one domain in teaching learning activity, the lesson that will be delivered is not meaningful and relevant because the knowledge that they will absorb is limited only. The learners will not be able to perform things on their own. They will never reach the other levels of learning. Such activities that a teacher will give must focus to the three domains that act upon the reflective way of learning through own process. The thinking skills of the learner process with understanding that may result to doing things better. So, these domains played a role in every child’s learning ability. As a future teacher, the three domains have a great help to me to make the lessons relevant and meaningful. These domains will secure the mind capacity of my student to learn and establish a good performance. By these three domains, I can easily determine if they learn from the lesson. It boosts their skills to perform things in the class.

My Learning Portfolio

1. Bloom’s Taxonomy

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 Cognitive Domain Identifies different types of puppet in the Philippines

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 Affective Appreciates the different types of puppets

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 Psychomotor Creates a puppet that have specific and unique character

2. Kendall’s and Marzano’s

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 Information (declarative knowledge) Identifies colors, both in natural and man-made objects, seen in the surrounding

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 Mental Procedures (procedural knowledge) Expresses that colors have names, can be grouped as primary, secondary and tertiary

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 Psychomotor Procedures (physical or motor skills) Experiment on painting using different paints

Episode 4 THE NEW TAXONOMY OF EDUCATIONAL OBJECTIVES: THE LEELS OF LEARNING ACTIVITIES My Learning Activities Observation Sheet #4.1 Bloom’s Level of Processing Cognitive Activities Resource Teacher: Mrs. Cecil Pamatian School: LECS

Teacher’s Signature: __________

Grade/Year Level: Grade V-2 Subject Area: Language 14, 2015

Bloom’s Level of Processing Cognitive Activities 1. Remembering

2. Comprehending

3. Applying

4. Analyzing

5. Evaluating

6. Creating

Date: September

What learning activity/ies in the classroom did I observe in each level? Pupils were asked if what is the key sentence in the paragraph read by the teacher. The pupils were asked if where they will find the key sentence in the paragraph. They listen to the paragraph to identify the key sentence.  The teacher let the pupils read the paragraph in their books. The pupils identified the key sentence and read in the class.  The pupils tried to analyze on what is the subject or the focus of the paragraph to determine what a key sentence is.  The teacher therefore asks a pupil if what a key sentence is. The pupil said that “a key sentence has a subject that is the focus of the paragraph”.  The teacher let them write a paragraph composing of 5 sentences only.  The teacher let them identify

the key sentence in their own paragraph.

Observation Sheet #4.2 Levels of Processing 1. Retrieval

2. Comprehension

3. Analysis

Write down instances where Teacher made learners to do any of these.  The teacher asks it what is the key sentence on the paragraph she have read.  The teacher repeats the paragraph for others to understand and find out to the key sentence is.  The teacher asks the pupils to form a paragraph with only 5 sentences.  The teacher gave some paragraphs and asks them what is the subject of the paragraph or what is topic of the paragraph.  The teacher asks “What is a key sentence?  The pupils were asked to think about the subject of the paragraphs or the focus in determine the key sentence.  The pupil answered that the key sentence has a subject that is a focus of the paragraph.  The pupils were being attentive to what their classmates says and have some clarification that they ask to the teacher.  The teacher gave them paragraphs in their book and it the pupils answer if what is the key sentence of each.  The teacher asked the class if their answer are the same with the answer written in the board. The pupils answered the teacher Yes, and others is no.

4. Knowledge utilization

5. Meta-cognitive system

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