“Guiding Engaged Learners for Active Learning”

Designing a Knowledge Development Chart

A Knowledge Development Chart is a blueprint of the knowledge building process students can undertake. The Chart utilizes the
classical form of Bloom’s taxonomy of the cognitive domain but links this process with the students’ prior and new knowledge. This
Chart contains a blank form which you will complete and below it is a sample completed chart for the topic of Water Conservation.

DIRECTIONS:
1. In this task sheet, you are asked to think of the students’ prior knowledge, experience or values related to the topic of your lesson
and the new knowledge that they will build. Look at the chart and notice the top and bottom entries in the table. The top shows the
Prior Knowledge and begins with the statement: Students may initially understand the topic or concept in terms of the following:…
At the bottom of the table, the New Knowledge is described and the entry begins with: By the end of the learning unit, the students
should be able to understand the topic or concept in terms of the following:… Complete these two parts first.

2. Now that you have set the path for the students’ cognitive growth, think next of the bridge that needs to be built between these two
points. In the chart, you will see the bridge in Column I in the form of the six levels of Bloom’s taxonomy (cognitive domain). In
Column II, you will see a description of the focus of a particular level or stage. Refer to this when determining what to write in
Column III. To complete Column III, first answer the Synthesis stage. The example shows a description of the required output of the
students which is a Powerpoint program showing the students’ ideas about water conservation. What would the output be for your
topic? A resource link is also provided to give you ideas for other outputs. Note also that on this level, you can have the students
represent their learning in a visual way such as a Concept Map.

3. After completing the Synthesis stage, now complete the Knowledge to Analysis stages. Note that these parts preceding Synthesis
help the students equip the students with key ideas and exercises that will enable them to understand and do the required output. In
the given example, notice how the concept of water scarcity develops and progresses from one level to the other. Each entry in the six
levels also begins with a performance-based objective. Beginning at the Knowledge level (which is different from Prior Knowledge),
the process starts with the statement: During the module, the students will be able to… If you need help in determining the
performance verbs appropriate to each level, refer to the following Websites:
http://www.officeport.com/edu/blooms.htm

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A diagram of the hierarchy of the different levels of the cognitive domain is shown along with specific verbs for each level.

http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
The site shows the different levels, corresponding verbs and a sample statement for each level.

4. When you are done, complete Columns IV and V for the same stages. For Column IV, think of varied activities and learning
resources for students. For Column V, be very specific with the questions and instructions. In fact, the entries in Column V comprise
the entire lesson that students experience. Hence, entries in Columns I-IV are not seen by the students but only by the teacher
designing the lesson. So, write this column in the second voice and as if you are already addressing the students.

5. For the purposes of this workshop, complete the Evaluation level as the last. At other times, this level may be completed right after
answering the Synthesis stage since the stage is about the students’ assessment of the output. For this stage, think of an authentic
assessment which is more performance-based and requires students to do practical demonstrations of their understanding. In other
words, the evaluation does not seek to measure the students’ recall of the teacher’s lecture.

6. Like with any other instructional material, field test your entries in Column V. Determine what works with the students and revise
accordingly.

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 KNOWLEDGE DEVELOPMENT CHART

SCHOOL:
GRADE/YEAR:
SUBJECT: TOPIC:
TEACHER:

I II III IV V
DEVELOPMENT FOCUS PERFORMANCE TYPE OF ACTIVITY AND DESCRIPTION OF THE
STAGE OBJECTIVE RESOURCE MATERIALS ACTIVITY
STUDENTS WILL USE AND CORRESPONDING
INSTRUCTIONS AND
QUESTIONS
PRIOR Sharing by Students may initially
KNOWLEDGE students of their understand the topic or
surface or concept in terms of the
partially right following:
ideas or
misconceptions
about the topic
or key concept
KNOWLEDGE -Definition of For this level (and each
key terms succeeding level), the
-Identification of students will be able to:
important tools

COMPREHENSION -Differentiation
of terms as used
in certain
situations

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 -Paraphrasing of
technical terms
APPLICATION -Looking at or
trying or
practicing
examples of new
knowledge
which will
challenge or
deepen students’
prior knowledge
ANALYSIS -Explaining the
parts of a
concept or
process and its
relationships
-Making
comparisons or
contrasts
-Determining the
consequences or
impacts of a
particular idea
-Determining
errors in an idea
or process or
skill

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SYNTHESIS -Making a Resource:
general http://www.educatorskonn
statement ect.com/
-Putting together SpecialWebPages/Internet
the general rule Handouts/PBAssessments.
or explaining the htm
proper process
-Showing one’s
understanding in
a project
-Drawing a
concept map
showing one’s
understanding of
the new
knowledge
EVALUATION -Judging the
quality of one’s
work and content
of one’s ideas in
the project with
the help of a
checklist or rubric
NEW Demonstration of By the end of the learning
KNOWLEDGE new knowledge byunit, the students should be
the students. able to understand the topic
or concept in terms of the
following:

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EXAMPLE: Remember this is only an example. For your topic, you may have other activities or strategies.

I II III IV V
DEVELOPMENT FOCUS PERFORMANCE TYPE OF ACTIVITY AND DESCRIPTION OF THE
STAGE OBJECTIVE RESOURCE MATERIALS ACTIVITY
STUDENTS WILL USE AND CORRESPONDING
INSTRUCTIONS AND
QUESTIONS
PRIOR Sharing by Students may initially Situation Analysis with choices Situation Analysis: Students are asked
KNOWLEDGE students of their understand the topic or provided in an adapted Bubble Mind to read a short account of real estate
surface or concept in terms of the Map diagram containing four company that plans to put up a gated
partially right following: distractors and one correct option: subdivision near a watershed.
ideas or Water is an infinite a. “We will never run out of water Environmentalists who live near the
misconceptions resource which is because we are near the watershed.” watershed oppose the company’s plans
about the topic or available to everyone at b. “People have a right to water. So no and say that the subdivision will reduce
key concept all times. law should limit their access to water.” the water supply. Company officials
c. “The watershed supply comes from and their consultants disagree. Students
a never ending spring. There is no are then asked to determine who in the
cause for alarm.” situation has the right view. A diagram
d. “The watershed supply will dry up is given showing different statements
sometime due to overuse.” or views with a number of them related
e. “People can be trusted to control to the misconception stated in the prior
their use of water for as long as they knowledge. Students react to the
are informed about its supply.” diagram as given by the following
instructions:
Look at the given diagram. Check the
statement in the diagram which you
think has the correct view. Be ready to
explain your choices.

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KNOWLEDGE -Definition of For this level (and each Class Discussion. After students share their choices, the
key terms succeeding level), the correct answer will not be given.
-Identification of students will be able to: Instead, students will be asked to give
important tools Define conservation their ideas about how to find the right
answer. Students’ ideas will be sorted
and grouped. Teacher suggests that in
order to understand many of the
questions, ideas or questions about the
definition of key terms will be first
covered. Such questions may be like
the following:
1. What are some actions of saving that
people do in their lives? What terms do
people use which means saving?
2. When people want to save a natural
resource like water, what term do they
use?
3. When would you hear or see this
term (e.g., conservation)? What are
some situations?
COMPREHENSION -Differentiation Differentiate conservationSituation Analysis. Let’s take a closer look at the term
of terms from consumption conservation. Let’s read some
-Paraphrasing of situations and find out if we can call
technical terms the action as water conservation. If the
action is not water conservation, what
is it called? What is the difference
between the two?

APPLICATION -Looking at cases Examine examples of Study map in Website Click on the following link to view the
or trying or places in need of water (http://www.who.int/docstore/water_sanitation_health/Glo Website entitled, “Global Water
bassessment/

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 practicing conservation to correct Global2.3.htm#Maps%202.1%20and%202.2) where Supply”. Study the map and answer the
examples of new idea that water is infinite. they can see information about following questions:
knowledge which different region’s water supply 1. Which countries have high water
will challenge or situation. supply? Name three.
deepen students’ 2. Which countries have low water
prior knowledge supply? Name three.
3. What accounts for the differences
in water supply? How does
geography affect supply? How
does data from the map support
your observations?
ANALYSIS -Explaining the -Show relationship of Construction of a table using data Click on another link to get to this
parts of a conceptdifferent factors affecting found in a Website or UN reference Website sponsored by the United
or process and its conservation and book. Table is made of the following Nations Framework Convention on
relationships harnessing of water columns: Climate Change. Look at the data
-Making resources I – Cause of Water Wastage given about water use and conservation
comparisons or -Explain consequences of II – Effects of Water Wastage practices.
contrasts and factors involved with III – Conservation Measure Create a table with the following
-Determining the conserving and columns and enter the corresponding
causes and harnessing water data:
consequences or resources I – Cause of Water Wastage
impacts of a -Locate causes of wasting II – Effects of Water Wastage
particular idea water resources and III – Conservation Measure
-Determining determine the effects or
errors in an idea consequences When you are done with the table,
or process or answer the following questions based
skill on your table:
1. How many kinds of causes affect
water wastage? What observations
can you make about these causes?
2. How many kinds of effects relate

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 to water wastage? What
observations can you make about
these effects?
3. How many kinds of conservation
measures are there? What observations can
you make about these measures?
4. What relationships can you make
between causes and effects of water
wastage?
5. What are some situations that may
look like conservation but are
actually wasteful uses of water?
SYNTHESIS -Making a Present as a group project Students’ group research (library and Refer to the table that you just made
general statement a Powerpoint program Internet) and production of the and answer the following:
or summary showing at least three following: 1. What general statement can you
-Putting together energy-saving ways of a. Concept Map to summarize their make about conservation measures?
the general rule conserving and ideas When are they effective? When are
or making a harnessing water b. Powerpoint presentation. they not?
proposal or resources one uses in 2. How can you verify this
explaining the daily life generalization you made? What data or
proper process evidence can you use to support this?
-Showing one’s 3. Make a concept map summarizing
understanding in the ideas you have in your
a project generalization.
-Drawing a 4. How can the generalization you
concept map made be verified or tested in your
showing one’s community? What concrete action can
understanding of you do? What specific conservation
the new measure can you do in your home?
knowledge 5. Present your answer in a Powerpoint
show and give concrete examples.

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EVALUATION -Judging the Critique with a rubric
Self and peer evaluation of one’s work When you are done with your
quality of one’s one’s presentation of
with the help of a rubric. Powerpoint work, evaluate your
work and content proposed ways of presentation with the rubric. Rate your
of one’s ideas in conserving and work and see how you can improve
the project with harnessing water this before doing a public presentation.
the help of a resources in given Check your work to see that the
checklist or situations and suggest requirements listed under the
rubric changes Acceptable column are found in your
work. If you want a higher mark, show
the characteristics listed under the
Exemplary column in your work.
When you are ready, submit the rating
you made for the rubric together with
your work.
NEW KNOWLEDGE Demonstration of By the end of the learning Students’ group presentation and Present and discuss your work in class.
new knowledge unit, the students should discussion of their own Powerpoint
by the students. be able to understand the work.
topic or concept in terms
of the following:

Water is a precious
resource which must be
conserved or harnessed
for productive use.

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