BEED 2

Teaching Math in the Primary Grades

Developing Teaching
Competencies

Submitted by:
Undang, Christine Evan M.

Submitted to:
Prof. Jade P. Melancio
a. Describe the 6 levels of cognitive domain.

Benjamin Samuel Bloom, an American psychologist, together with his team of educational
psychologist developed a hierarchy of cognitive learning in 1956 that made a huge impact in the field
of education. Even in our current curriculum (K-12), this is an extremely vital aid to come up with
learning objectives. This is what we call the Bloom’s Taxonomy. Taxonomy refers to classification
like animal taxonomy divided into domain, kingdom, phylum, etc. In Bloom’s Taxonomy, it is a
classification system to define the levels of our cognition. It is segregated into three main domains
and these are Cognitive, Affective, and Psychomotor. Cognitive domain comprise of mental skills.
Affective domain concerns about the feelings and emotions of a person. Thirdly, the Psychomotor
that deals with a person’s motor skills. What we are going to focus is about the cognitive domain and
its six levels.

The original Bloom’s Taxonomy of Cognitive Development which are divided into six levels
from knowledge being the lowest level and evaluation as the highest level. Let’s start off with
knowledge. Knowledge is the initial level that involves recalling of previous information and learned
material, knowing various facts, and memorizing. Define, label, memorize, name and recognize are
some of its suggested verbs. Next, the Comprehension which refers to act of understanding or
interpreting the facts, information and learned materials at the initial level. Sample verbs are explain,
discuss and describe. The third level is Application. In this level, the learners will be able to apply
their obtained knowledge and comprehension into particular situations and solve problems that they
will encounter. Verbs such as apply, show, and dramatize are under application. Analysis is the fourth
stage that deals with the separating or breaking down a whole idea into different elements or
components and also includes identifying the relationships between parts. This represents a higher
intellectual level unlike the three aforementioned. Calculate, examine and compare are some of the
suggested verbs under this level. Second to the highest level is Synthesis. This level means
combining different element to create a whole new idea. Synthesis level sample verbs are create,
design, and formulate. The highest level of the original Bloom’s Taxonomy of the cognitive domain
is the Evaluation. Here in evaluation, one should be able to criticize the value materials they created
or what is presented to them. It is considered as the highest level due to the fact that it contains all
elements of the five levels. Judge, critique, and validate are some of its sample verbs.

In 1990, the Bloom Taxonomy was revised by Lorin Anderson to reflect its relevance to the
21st century. Basically, the original and the revised are the same except for some levels that are
interchanged. Also, he used verbs and gerunds to label categories. Knowledge was renamed into
Remembering. The Comprehension was changed into Understanding. Then the Application turned
into Applying. The fourth level which was Analysis transformed into Analyzing. The Synthesis level
which is now renamed as Creating in the revised version and became the highest level of cognitive
domain instead of the Evaluating (Evaluation as the original term). The Evaluating level is now the
second to the highest level next to Creating.

To summarize, the six levels of cognitive domain base on the Bloom’s Taxonomy Revised
Version of Cognitive Domain are remembering, understanding, applying, analyzing, evaluating
and creating. These are in hierarchal order with remembering as the lowest level and creating as the
highest level.
b. Formulate objectives in the 6 levels of the cognitive domain.

Learning objectives are statements of what the learners should know or able to accomplish at
the end of a course, lesson or activity. These are vital to guide the teachers and the students of what

Name the different months in a year found in the calendar in order, recognize the four basic
shapes, cite numbers from 1 to 100 are some of the objectives under the initial level of cognitive domain
which is the Recalling. The second cognitive domain which is the Understanding, the objectives can be
explain the properties of addition, discuss the different types of angles, and interpret the pictographs and
bar graphs presented to them. Applying is the third cognitive domain and the objectives I formulated are
show real life examples of parallel, intersecting, and perpendicular lines, illustrate real life situations
involving the use of fractions and apply the specific formulas in finding the area of triangle, square, and
rectangle. The fifth which is the Analyzing, the objectives under this level are compare two to three-digit
numbers using greater than, lesser than and equal to symbols, classify 2-dimensional figures and 3-
dimensional figures base on their attributes, and calculate the sum of the proper, improper, and mixed
fractions. Lastly, the highest level among the other cognitive domain which is the Creating, the learning
objectives can be produce their own tessellation patterns, create a time clock using the art materials they
have, and formulate word problems involving multiplication and subtraction of whole numbers.

c. Enumerate and explain the characteristics of good question.

Every day in our lives, we always ask questions either to other people or to ourselves. We ask so
many things in our homes, workplaces, schools, and everywhere we go. For so many questions we ask
per day, did we ever wander if our questions make sense? Did we ask a good question or the opposite
one? In this part, we will able to know the characteristics of a good question since this is substantially
vital for us, future educators.

A good question is strategic. This is the first characteristic of a good question. It should be
designed carefully and should be asked and situated at planned times. Your question should make the
learner think and undergo the learning process. It should also highlight the central point of what they are
going to study. They should be able to identify the issue they are going to delve into. It will push the
learners to investigate that will eventually help them come up with an interpretation and make them
move on their own on what to do.

A good question is open but with direction.