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TETCA Module 1 FINALS

1. This module discusses formulating questions using Bloom's Taxonomy of learning. It explains the importance of Bloom's Taxonomy in developing proper understanding and avoiding vagueness. 2. The learning outcomes are to formulate questions using the revised Bloom's Taxonomy, identify statements as cognitive, affective, or psychomotor, and cite personal experiences related to Bloom's Taxonomy. 3. The content section provides an overview of Bloom's Taxonomy, including the cognitive, affective, and psychomotor domains. It describes what each domain involves and how Bloom's Taxonomy has been applied in education and other fields.

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CJ Mamaclay
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100 views

TETCA Module 1 FINALS

1. This module discusses formulating questions using Bloom's Taxonomy of learning. It explains the importance of Bloom's Taxonomy in developing proper understanding and avoiding vagueness. 2. The learning outcomes are to formulate questions using the revised Bloom's Taxonomy, identify statements as cognitive, affective, or psychomotor, and cite personal experiences related to Bloom's Taxonomy. 3. The content section provides an overview of Bloom's Taxonomy, including the cognitive, affective, and psychomotor domains. It describes what each domain involves and how Bloom's Taxonomy has been applied in education and other fields.

Uploaded by

CJ Mamaclay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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MODULE 6

FORMULATING QUESTION USING TAXONOMY OF LEARNING

INTRODUCTION

This lesson portrays the importance of formulating question using the old and revised
form of taxonomy of Bloom. This lesson is used to penetrate inquiries through everyday
experiences and activities we meet. For teacher courses, this is the best lesson they can get and
adopt to understand more the needs of the students. But in general, and any other courses this
lesson is like an additional knowledge they can use to their profession.
As much as possible we avoid vagueness of ideas and understanding it is really hard to
deal with this kind of situation but then, working out with the taxonomy of learning there is a
figure of organization and detailed set up of understanding things. Bloom’s Cognitive, Affective,
and Psychomotor figures of learning will be the best solution we can get to stimulate proper
learning. The procedure of learning will figure out through the dynamism of the objective. It will
reconcile the hardness to the easiness of direction.

LEARNING OUTCOMES

At the end of this module, you are expected to:

1. formulate questions using the revised Bloom’s Taxonomy of learning;


2. identify statements if they Cognitive, Affective, or Psychomotor taxonomy of learning.
3. cite personal experience vis-à-vis Bloom’s taxonomy of learning

ACTIVITY 1

Blow your mind!


Create three questions in a given terminology.

Education

1. ____________________________________________________________________?
2. ____________________________________________________________________?
3. ____________________________________________________________________?
CONTENT
A taxonomy of learning

In every single course we took since day one of our academic life, we already
encountered different objectives. In life, objectives help us to focus our attention and our efforts,
they indicate what we want to accomplish. They also indicate pattern that we can follow.
Through the years educators develops different techniques to teach students and some applied it
not just to educational field but also in a different professional ground. Taxonomy arose timely.
A taxonomy is a special kind of framework. In a taxonomy the categories lie along a
continuum. The continuum becomes one of the major organizing principles of the framework. In
our taxonomy we are classifying objectives. A statement of an objective contains a verb and
noun. The verb generally describes he intended cognitive process. The noun generally describes
the knowledge man are expected to acquire or construct. Consider the following example: "The
student will learn to distinguish the cognitive process among confederal, federal, and unitary
systems of government the knowledge. In contrast with the single dimension of the original
Taxonomy, the revised framework is two-dimensional. As suggested in the preceding paragraph,
the two dimensions are cognitive process and knowledge. A taxonomy is an arrangement of a
particular objectives, it is created to understand more the very specifics of the subject. Let take a
look at the particular form of the taxonomy by looking at the Bloom’s Taxonomy. The general
domain of objectives is best represented as a continuum ranging from quite general to very
specific. Objectives describes ends intended results, intended outcomes, intended changes. First
we must see the Cognitive domain of the bloom’s taxonomy.

BLOOM’S TAXONOMY

COGNITIVE DOMAIN
AFFECTIVE DOMAIN

PSYCHOMOTOR DOMAIN
Bloom’s taxonomy was created in 1956 under the leadership of educational psychologist Dr.
Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing
and evaluating, rather than just remembering facts.
In Bloom’s taxonomy we can defined and clearly understand cognitive as
Let’s clarify more! involves knowledge and the development of intellectual skills. This
includes the recall or recognition of specific facts, procedural patterns, and
concept that serve in the development of intellectuals’ abilities and skills.
In the affective domain it includes the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. While the psychomotor
domain includes physical movement, coordination and use of the motor skill areas. Development
of these skills requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques, in execution.

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