OBSERVATION SHEET # 3.
(Physical Education, ICT, TLE)
Resource Teacher: Ma’am Evangeline Santos
Grade/Year level: 11 Subject Area: Physical Education
Domain of Knowledge
1. Cognitive Domain – Information
(Declarative Knowledge) – Vocabulary,
terms, facts, concepts, principle,
hypothesis, theory
2. Mental Procedures (Procedural
Knowledge) – e.g., mental skills such as
writing a paragraph
Kendall’s and Marzano’s Domains of Knowledge:
Teacher’s Signature: School: MPGCHS
Date:
Concrete Example/s for each Domain of
Knowledge from my Observation (What did
your teacher teach? What was the focus of
your teacher’s lessons?)
Madam Santos played a short film about
Cybercrime. He then later explained
what cybercrime is and what are some of its
examples like Cyberbullying, identity t h e f t ,
scam, phishing, Hacking, illegal
download,
digital piracy and etc.
Ma’am Santos showed different photos of
different examples of cybercrimes and let his
students identify the correct name of the
presented cybercrime. He also allowed his
students to explain what they have known
about the cybercrime in the photo.
Bloom’s Domain of Learning Activities:

Domain of Learning

3. Psychomotor - skills Ma’am Santos gave his students a role-

playing activity. Each group has been
assigned with one cybercrime to portray. He
also emphasized that their role play must also
include solutions to such cybercrime. The
activity ended with Group 3 (portraying identity
theft) gaining the highest score.

4. Affective – values, attitudes Ma’am Santos 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.
 (Edukasyon sa Pagpapakatao / Literature)
Resource Teacher: Ma’am Valerie Yog-a Teachers Signature: School: MPCHS
Grade / Year: 12 Subject Area: Literature Date:

Kendall’s and Marzano’s Domain of Knowledge

Concrete Example/s for each Domain of

Knowledge from my Observation (What did
Domain of Knowledge
your Teacher teach? What was the focus of
your Teacher’s lessons?)

1. Cognitive Domain – Information
(Declarative Knowledge) – Vocabulary,
terms, facts, concepts, principle,
hypothesis, theory
Ma’am Valerie gave and define the concepts
of poem as well as its types: sonnet, haiku,
limerick, narrative, epic, couplet, free verse,
etc. She also elaborated the difference among
these types of poem.

Ma’am Valerie gave sample poems (written on

2. Mental Procedures (Procedural
Knowledge) – e.g. mental skills such as
writing a paragraph
OBSERVATION SHEET # 3.3
the board) and let her students identify its
correct type in accordance with its rhyme,
number of lines and syllables. One example
that Ma’am Valerie gave them was:
“An old silent pond...
A frog jumps into the
pond, splash! Silence
again.”

A student named Carla correctly identified the

poem as a Haiku containing a 5-7-5 syllables.
Bloom’s Domain of Learning Activities:

Domain of Learning

3. Psychomotor - skills As part of the activity, Ma’am Valerie tasked

her students to create their short own poem
following haiku type (5-7-5 syllables) after
such, she let them present it in front of the
class. The students presented their outputs
amazingly as Ma’am Valerie said.

4. Affective – values, attitudes As an ending activity, Ma’am Valerie asked her

students “What is the importance of poem in
our lives?”

My Analysis:

1. Were the lessons focused on information / cognitive domain only or mental

procedures only or psychomotor procedures / physical skills only? Or were
t h e lessons combinations of two or three? Explain your answer.

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 Valerie
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).

2. 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 making 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.
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 making 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.

5. Do Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of

learning activities contradict each other? Explain your answer.

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

Based on your observations in class and on your understanding of

the domains of leaning activities from Bloom, Kendall and Marzano, how
can you make your teaching-learning activity more meaningful and
more relevant? Is lesson more relevant when you teach in the cognitive
domain combined with the affective or psychomotor combined with the
affective?
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.
My Learning Portfolio

Refer to the K to 12 Curriculum Guide. Based on the

competencies, formulate SMART lesson objectives / intended
learning outcomes:

1. In the cognitive, affective and psychomotor domains (B. Bloom)

Cognitive: describes how communication is affected by media and information
- discuss to the class how media and
information affects communication through
a video presentation
Affective: shares to class media habits, lifestyles and preferences

- ask students to share to class their media habits,

lifestyles and preferences
Psychomotor: interviews an elder from the community regarding indigenous
media and information resource

- let the students conduct an interview of an elder in their

community regarding indigenous media and information
resource

2. For information (declarative knowledge), mental procedures

(procedural knowledge) and psychomotor procedures /
physical or motor skills

Information: defines media convergence through current examples

- define and discuss media convergence through examples
Mental Procedures: editorializes the roles and functions of media in
democratic society

- let the students create an editorial piece regarding

the roles and function of media in a democratic
society
Psychomotor Procedures: searches latest theory on information and media
- ask students to search on the internet the latest theory on
media and information
 My Learning Rubric:
Learning Exemplary Superior Satisfactory Needs Improvement
Episodes 4 3 2 1
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

Signature of FS Teacher above Printed Name Date