CHAPTER 4

Developing Teacher Competencies (Blooms Taxonomy)

LEARNING OUTCOMES: At the end of the chapter, the pupils should be able to:
a. describe the six levels of cognitive domain.
b. formulate objectives in the 6 levels of the cognitive domains
c. explain the characteristics of good question.
LESSON PROPER:
The concept of cognitive domains refers to different categories or areas of
cognitive functioning and skills that individuals use to process and understand
information. These domains provide a framework for understanding and categorizing
various cognitive abilities, allowing educators and researchers to analyze and develop
strategies to enhance learning and intellectual development.
Educators often design instructional activities and assessments that target specific
cognitive domains to support students' cognitive development and promote higher-order
thinking skills. By understanding and addressing the different cognitive domains,
educators can create a well-rounded and comprehensive learning experience that fosters
students' intellectual abilities.
The revised taxonomy consists of six cognitive dimensions: BLOOM”S TAXONOMY

1. Remembering:
 This dimension reflects the foundational level of knowledge acquisition and
recall. It involves the ability to retrieve or recognize information, facts, or
concepts from memory.

2. Understanding:
 This dimension goes beyond simple recall and involves the ability to
comprehend, interpret, and explain ideas or concepts. It focuses on grasping
the meaning, organization, or structure of information.

3. Applying:
 the ability to use knowledge, concepts, or principles in new situations or
contexts. It emphasizes the transfer of knowledge and skills to practical
scenarios.
 4. Analyzing:
 Analyzing involves breaking down complex information into its component
parts, identifying patterns, and understanding relationships. It focuses on the
ability to examine and evaluate information from different perspectives.

5. Evaluating:
 Evaluating involves making judgments, assessments, or decisions based on
criteria and evidence. It emphasizes critical thinking, the ability to evaluate
the quality or value of information, arguments, or solutions.

6. Creating:
 Creating represents the highest level of cognitive complexity. It involves
generating new ideas, designs, or products by combining existing
knowledge, skills, or concepts. It emphasizes creativity, problem-solving, and
the ability to think independently.
The revised Bloom's Taxonomy recognizes that learning is an active process and
emphasizes higher-order thinking skills, such as analyzing, evaluating, and creating. It
also acknowledges the importance of metacognitive skills, such as self-reflection and
self-regulation, which are essential for effective learning and lifelong intellectual growth.
Verbs to be used to formulate objectives in the 6 levels of cognitive domains
Sample Objectives Using Verbs Under Remembering:
1. Recall: Recall the steps of a scientific experiment.
2. Recognize: Recognize the different geometric shapes.
3. List: List the steps of the water cycle.
4. Identify:
Sample Objectives Using Verbs Under Understanding:
These sample objectives demonstrate how the verb choices align with the
Understanding domain of the Revised Bloom's Taxonomy. These verbs indicate actions
related to explaining, summarizing, interpreting, comparing, classifying, inferring,
organizing, and describing information. They focus on tasks that require students to
comprehend and interpret concepts and ideas.
1. Explain: Explain the process of photosynthesis and its importance to plant growth.
2. Summarize: Summarize the plot of a story or novel.
3. Interpret: Interpret a graph or chart to extract relevant information.
4. Compare: Compare and contrast different cultures' traditions and customs.
Sample Objectives Using Verbs Under Applying:
These sample objectives demonstrate how the verb choices align with the Applying
domain of the Revised Bloom's Taxonomy. These verbs indicate actions related to
applying knowledge and skills in practical situations, problem-solving, and creating
solutions. They focus on tasks that require students to transfer their knowledge and
understanding to new contexts or challenges.
1. Apply: Apply mathematical formulas to solve real-world problems..
2. Demonstrate: Demonstrate the proper technique for playing a musical instrument.
3. Use: Use appropriate measurement tools to accurately measure objects.
4. Solve: Solve multi-step math problems using appropriate strategies.
Sample Objectives Using Verbs Under Analyzing:
These sample objectives demonstrate how the verb choices align with the
Analyzing domain of the Revised Bloom's Taxonomy. These verbs indicate actions
related to analyzing, evaluating, examining, differentiating, identifying patterns,
comparing and contrasting, breaking down, and critiquing information. They focus on
tasks that require students to deconstruct information, identify relationships, and make
judgments or assessments based on evidence and criteria.
1. Analyze: Analyze data sets to identify patterns or trends.
2. Evaluate: Evaluate the ethical implications of a decision or action.
3. Examine: Examine the cause-effect relationships in a historical event.
4. Differentiate: Differentiate between primary & secondary sources in a research
project.
Sample Objectives Using Verbs Under Evaluating:
These sample objectives demonstrate how the verb choices align with the
Evaluating domain of the Revised Bloom's Taxonomy. These verbs indicate actions
related to evaluating, judging, assessing, critiquing, justifying, determining, validating,
and appraising information. They focus on tasks that require students to make informed
judgments, assessments, or decisions based on criteria, evidence, and logical reasoning.
1. Judge the quality of a piece of artwork based on its artistic techniques &
expression.
2. Assess: Assess the strengths and weaknesses of different problem-solving
strategies.
3. Critique: Critique a scientific study by evaluating its research methodology and the
validity of its findings.
 4. Justify: Justify a personal opinion or stance on a controversial issue using logical
arguments and evidence.
Sample Objectives Using Verbs Under Creating:
These sample objectives demonstrate how the verb choices align with the Creating
domain of the Revised Bloom's Taxonomy. These verbs indicate actions related to
designing, developing, inventing, constructing, producing, generating, innovating, and
composing. They focus on tasks that require students to generate original ideas,
products, or solutions, showcasing their creativity, innovation, and problem-solving skills.
1. Design: Design a multimedia presentation to convey complex information in an
engaging and visually appealing manner.
2. Develop: Develop a comprehensive business plan for a new entrepreneurial
venture.
3. Invent: Invent a new game or sport that incorporates unique rules and gameplay
mechanics.
4. Construct: Construct a persuasive speech or presentation that effectively
communicates a viewpoint or argument.
CHARACTERISTICS OF A GOOD QUESTION:
1. Relevance:
 A good question should be directly related to the topic or subject being
discussed. It should be pertinent and meaningful, providing a clear connection to
the learning objectives or desired outcomes.

2. Clarity:
 A good question should be clear and easily understandable. It should be concise
and free from ambiguity or confusing language. Students should be able to
grasp the question's intent without needing further clarification.

3. Open-endedness:
 Good questions often encourage open-ended responses rather than simple "yes"
or "no" answers. They should promote critical thinking, discussion, and the
exploration of multiple perspectives or possibilities.

4. Higher-order thinking:
 Good questions should require students to engage in higher-order thinking skills
such as analysis, evaluation, and synthesis. They should go beyond basic recall
or comprehension and prompt students to apply knowledge, think critically, and
problem-solve.

5. Thought-provoking:
 A good question should stimulate thinking and curiosity. It should provoke
students to reflect, consider different viewpoints, and generate their own ideas
or interpretations.

6. Engaging:
 Good questions should be interesting and relevant to students' lives and
experiences. They should captivate their attention and motivate them to
participate actively in the learning process.

7. Appropriateness:
  A good question should be appropriate for the students' age, grade level, and
cognitive abilities. It should align with their prior knowledge and be challenging
enough to promote intellectual growth but not so difficult as to be discouraging.

8. Diverse perspectives:
 Good questions should encourage students to consider diverse perspectives,
values, and cultures. They should promote inclusivity, empathy, and critical
analysis of different viewpoints.

9. Encourages reflection:
 A good question should prompt students to reflect on their learning,
experiences, or personal beliefs. It should promote metacognition and self-
awareness, allowing students to assess their understanding and make
connections to their own lives.

10. Promotes discussion and inquiry:

 Good questions should spark discussion and inquiry, fostering a collaborative
and interactive learning environment. They should encourage students to ask
follow-up questions, engage in dialogue, and explore further avenues of
exploration.
By incorporating these characteristics into their questioning techniques, educators
can facilitate deeper understanding, critical thinking, and active engagement among
their students. Good questions can spark curiosity, drive meaningful discussions, and
lead to more profound learning experiences.

CHAPTER 5
Underlying principles and Theories in Teaching Mathematics in the K to 12
Curriculum
LEARNING OUTCOMES: At the end of the chapter, the students should be able to:
A. acquire knowledge on the different principles and theories in teaching primary
mathematics in the K to 12 Curriculum.
B. evaluate the principles and theories in teaching primary mathematics in the K to
12 Curriculum.
C. apply the different principles and theories of K to 12 in teaching mathematics in
the field.
LESSON PROPER:
The underlying learning principles and theories provide support to the
conceptual framework of mathematics in the K to 12 curriculum.
1. EXPERIENTIAL LEARNING
 as advocated by David Kolb is learning that occurs by making sense of direct
everyday experiences.
 It defines learning as “the process by whereby knowledge is created through the
transformation of experience. Knowledge results from the combination of
grasping and transforming experience” (Kolb 1984) Situated learning theorized by
Lave and Wenger, is learning in the same context in which concepts and theories
are applied.

2. COOPERATIVE LEARNING
 puts premium on active learning achieved by working with fellow learners as they
all engage in a shared task.
3. REFLECTIVE LEARNING
 refers to learning that is facilitated by reflective thinking. It is not enough that
learners encounter real -life situations. Deeper learning occurs when learners are
able to think about their experiences and process these. It allows students the
opportunity to make sense of and derive meaning from their experiences.

4. DISCOVERY LEARNING AND INQUIRY-BASED LEARNING

 The Mathematics Curriculum allows for students to learn by asking relevant
questions and discovering new ideas.(Bruner ,1969) support the idea that
students learn when they make use of personal experiences to discover facts,
relationships, and concepts.

5. CONSTRUCTIVISM
 Theory of knowledge with roots in philosophy, and psychology. The founders of this
theory are: Vygotsky, Brunner and John Dewey, they believe that (1) knowledge is
not passively received but actively built up by the cognizing subject; (2) the
function of cognition is adaptive and serves the organization of the experiential
world .
 In other words, "learning involves constructing one's own knowledge from one's
own experiences."
 Constructivist learning, therefore, is a very personal endeavor, where by
internalized concepts, rules, and general principles may consequently be applied in
a practical real-world context. Meaning that humans generate knowledge and
meaning from an interaction between their experiences and their ideas i.e.
students will learn best by trying to make sense of something on their own with
the teacher as a guide to help them along the way.

PRINCIPLES IN TEACHING MATHEMATICS

Principle 1: While the ability to explain and solve a problem is evidenced in good
understanding of mathematical ideas, teaching mathematics requires more
than.
Principle 2: Mathematics must be a real to students and therefore, mathematics
teachers should be mindful of students, contexts and of teaching
mathematics.
Principle 3: Mathematics is best learned when students are actively engaged.
Principle 4: Mathematics can never be learned in an instant; rather it requires lots of
work and the right attitude.
Principle 5: All students regardless of gender, culture, socio-economic status, religion
and educational background have the right to be taught good and correct
mathematics.
Principle 6: Assessment must be an integral part of the mathematics instruction.
Principle 7: Mathematics as a field continues to develop and evolve Therefore,
teaching must keep up in the latest development in the field.
Principle 8: Technology play an important role in the teaching and learning of
mathematics. Teachers must learn how to use and manage technological
tools and resources well.
Principle 9: Mathematics teacher must never stop learning

LEARNING PRINCIPLES OF MATHEMATICS

Mathematics is something that students deal with everyday thus it is appropriate for
them to learn the basics of it no matter how hard it can get. It is something that they
will be using everyday for the rest of their lives.
Principle 1: Being mathematically competent means more than having the ability to
compute and perform algorithms and mathematical procedures.
Principle 2: The physical and social dimensions of mathematical environment
contribute to one’s success in learning mathematics.
Principle 3: Mathematics is best learned when students are actively engaged.
Principle 4: A deep understanding of mathematics requires a variety of tools for
learning.
Principle 5: Assessment in mathematics must be valued for the sake of knowing what
and how students learn or fail to learn Mathematics.
Principle 6: Students’ attitudes and beliefs about Mathematics affect their learning.
Principle 7: Mathematics learning needs the support of both parents and other
community groups.