Professional Documents
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Fs 2
Fs 2
Presented by:
MARK JHON C. OXILLO
Education Earner - Group A
09396593190
September 2018
THE THREE DOMAINS OF KNOWLEDGE /
EPISODE 3 LEARNING ACTIVITIES
______________________________________________________________________
My Performance Criteria:
My Learning Essentials:
Information:
Mental Procedures – Conducting proofs and figuring the length of the side of
a right triangle
Cognitive examples:
1. Cognitive Domain – Information Ma’am Ramos wrote on the board the formula
(Declarative Knowledge) – Vocabulary, in computing the volume of a cylinder
terms, facts, concepts, principle, (V=πr2h). She also told her students about pi
hypothesis, theory (π), radius (r) and the height (h) of the cylinder.
Domain of Learning
1. Cognitive Domain – Information Sir John Paul Labesores played a short film
(Declarative Knowledge) – Vocabulary, about Cybercrime. He then later explained
terms, facts, concepts, principle, what cybercrime is and what are some of its
hypothesis, theory examples like Cyberbullying, identity theft,
scam, phishing, hacking, illegal download,
digital piracy and etc.
Domain of Learning
4. Affective – values, attitudes Sir Labesores asked his students about the
significance of studying the legal, ethical, &
societal issues with regards to cybercrime and
how will the students relate it these
cybercrimes into their day-to-day encounter
with the internet / computer.
1. Cognitive Domain – Information Ma’am Hildalyn Rebucas gave and define the
(Declarative Knowledge) – Vocabulary, concepts of poem as well as its types: sonnet,
terms, facts, concepts, principle, haiku, limerick, narrative, epic, couplet, free
hypothesis, theory verse, etc. She also elaborated the difference
among these types of poem.
Domain of Learning
My Analysis:
Answer:
The lessons being observed were combinations of two or three domains. The
combined applications of such domains were important in developing an effective
learning environment. Students are much more eager to learn when they are
involved into activities. This idea was the so-called “learning-by-doing” which is very
important in every classroom setting. For example, Ma’am Rebucas explained about
the poems and its concepts and types and gave some examples (cognitive), after
such, the students were tasked to make one poem on their own (psychomotor).
Answer:
The lessons were a combination of mostly cognitive content and psychomotor
content as proven by the resource teachers explaining and giving information to
students about a certain topic. The students also contributed in the entire learning
duration by doing the activities given by their teachers. They also gave inputs to the
topics by citing some examples based on their own experiences. At some point
especially on the last part of the class, the affective domain occurred like explaining
and valuing the essence of the topic.
3. What was the effect on learning when teaching was focused on only one domain?
Answer:
When teaching is only focused on only one domain, most probably there would be a
low percentage of comprehension. It would also be make the teaching less
meaningful and effective. The lesson objectives or the intended learning outcomes
might not be achieved with only one learning domain being focused. In short, it will
be a “boring” class for students and worst, they will not listen at all.
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, information
only or mental procedures only or psychomotor procedures only? Explain your
answer.
Answer:
Yes, it is possible to teach with only one domain. For example, the teacher only
focused on the cognitive domain, yes, the students could learn from the topic from
they might just forget t after because they were not involved in any activity. As I have
stated above, learning could be more meaningful if all the domains of learning where
utilized.
Answer:
Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning
did not contradict with each othe. Talking about the purpose and objective of these
taxonomies, both were aimed at helping learners learn best. These taxonomies
focused on the learners’ (learner-centered) development and progress. With these
taxonomies, a conducive and a better learning environment will most likely be
developed.
My Reflections
Answer:
Based on my observations, in order to create a more meaningful and more
relevant teaching-learning activity, a teacher must not just utilize one domain of
knowledge or learning but should be a combination. Doing so would create
interest and eagerness from students to learn and cooperate to the class. Also, in
this way, the teacher can involve his/her students into lesson-related activities.
Learning should not only be from the teachers but from the students as well.
Learning is more comprehensive and productive when students can relate their
learning into their day-to-day lives.
Teacher Mila taught the parts of a microscope, demonstrated how to focus t under
the low power objective, then asked 3 students to try to focus it with her gui dance as
the class looked on. She asked the class if the 3 students did focus the microscope
correctly and ended her lesson citing the “don’ts” and explaining the “why’s” behind
the “don’ts” in focusing the microscope. Before she did all these, she asked the class
if it is / is not important for them to learn how to focus the microscope.
1. Based on Kendall’s and Marzano’s new taxonomy, in what domains was Teacher
Mila’s lesson?
A. I only C. II only
B. I, II and III D. I and II
A. No
B. Yes, 21st century students learn skill very fast.
C. Yes, but risky.
D. No, it is basic for students to know the function of each part. This
guides the students on how to focus the microscope.
5. If explaining and demonstrating are necessary for Teacher Mila to realize her
lesson objective / intended learning outcome, what does this imply on lesson
planning and development for whole and meaningful learning.
The following learning competencies were based from the Curriculum Guide of
Media and Information Literacy subject:
All task were done All or nearly all Nearly all tasks Fewer than half of tasks
Learning with outstanding task were done were done with were done; or most
Activities quality; work exceed with high quality acceptable objectives were met but
expectations quality need improvement
All questions were Analysis Analysis Analysis questions were
answered questions were questions were not answered.
completely; in depth answered not answered
Analysis of the answers; thoroughly completely. completely. Grammar and spelling
Learning grounded on Clear connection Vaguely related unsatisfactory
Episodes theories. Exemplary with theories to the theories
grammar and Grammar and Grammar and
spelling spelling are spelling
superior acceptable.
Reflection Reflection Reflection Reflection statements are
statements are statements are statements are unclear and shallow and
profound and clear; clear, but not shallow; are not supported by
Reflections /
supported by clearly supported supported by experiences from the
Insights
experiences from the by experiences experiences from learning episodes
learning episodes from the learning the learning
episodes episodes
Portfolio is complete, Portfolio is Portfolio is Analysis questions were
clear, well-organized complete, clear, incomplete; not answered.
and all supporting well-organized; supporting
documentations are most supporting documentations Grammar and spelling
Learning
located in sections documentations are organized but unsatisfactory
Portfolio
clearly designated are available and are lacking
logical and
clearly marked
locations
Submission of Submitted before the Submitted on the Submitted a day Submitted two days or
Learning deadline deadline after the deadline more after the deadline
Episode
Over-all Score Rating (Based on
Comments
Transmutation
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
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