Pre-Competency Checklist: Central Bicol State University of Agriculture-Pasacao Campus

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE- PASACAO CAMPUS

Sta Rosa del Norte, Pasacao, Camarines Sur
Website: www.cbsua.edu.ph
The latest catchword in educational circles is "constructivism,” applied both to learning theory and to
epistemology---both to how people learn, and to the nature of knowledge. We don't need to succumb to each
new fad, but we do need to think about teaching and learning in relation to theories of learning and knowledge.
So we need to ask: what is constructivism, what does it have to tell us that is new and relevant, and how do
we apply it?
Upon finishing this module, the learner is expected to achieve the following outcomes:
a) explain the role of constructivism in facilitating learner;
b) describe strategies to promote knowledge construction;
c) explain how transfer of learning occurs;
d) formulate the learning outcomes reflecting the different levels of the revised taxonomy; and
e) explore the use of technology apps in applying the revised taxonomy.
PRE-COMPETENCY CHECKLIST
INSTRUCTION(S): Answer the following:

1. Read the quotation below:
“Teaching is not about filling up the pail, it is about

Lighting up a fire.”
- William Butler Yeats Treats
What concepts/ideas/images came to your mind when you read. “Teaching as filling up a pail”? Elaborate.
EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 5 - 1 6 ) P a g e 1 | 16

What concepts/ideas/images came to your mind when you read. “Teaching is about lighting up a fire”?
Elaborate.
What do you think the quotation meant? What 2 kinds of teaching are being referred to?
II. A thesis writer once said. “Buti na lang, we were required to do action research in the undergraduate/ it
helped me a lot in my thesis.” Why does the thesis writer found thesis writing much easier because of the
action research s/he went through?
LEARNING RESOURCES
For further readings, you may refer to the following references:
 Luca, M.R. & Corpuz, B. (2014). Facilitating Learning: A Metacognitive Process (4 th Edition). Metro
Manila, Philippines. Lorimar Publishing Inc.

EXPLORE!
I. Constructivism: Knowledge Construction and Concept Learning

So far, you have studied about both the behavioristic and cognitive views of learning. Behaviorism
focused on the external, observable behavior. Learning is explained as a connection between the stimulus
and the response. Reinforcement is the key to learning. Behaviorists saw learning as a change in behavior
brought about by experience with little acknowledgement of the mental or internal aspects of learning. On
the other hand, the cognitive view focuses on the internal processes. Learning is an active process.
Learners initiate experiences, search for information to solve problems, and reorganize what they already
know to come up with new insights.
In the quotation above, "filling up the pail" is more linked to rote learning and behaviorism. It connotes
that teaching is dominated by the teacher and the learners are passive receivers of knowledge. "Lighting
the fire" is related to the cognitive perspective and constructivism. It signifies that teaching involves giving
opportunities for learners to explore and discover. Learners construct their own meaning. Learners
generate insights and are "enlightened".
More associated with cognitive psychology than behaviorism, constructivism focuses on knowledge
construction. You were introduced to constructivism on Bruner's theory. Just as there are different views
within cognitive psychology, constructivism also has different "versions".
Two Views of Constructivism
 Individual Constructivism
This is also called cognitive constructivism. It emphasizes individual, internal construction of
knowledge. It is largely based on Piaget's theory. Proponents of this type choose child-centered and
discovery learning. They believe the learners should be allowed to discover principles through their own
exploration rather than direct instruction by the teacher.
 Social Constructivism
This view emphasizes that "knowledge exists in a social context and is initially shared with others
instead of being represented solely in the mind of an individual." It is based on Vygotsky's theory.
Here, construction of knowledge is shared by two or more people. According to social constructivists, the
opportunity to interact and share among learners help to shape and refine their ideas. Knowledge
construction becomes social, not individual.
Characteristics of Constructivism
Whether one takes the individual or social view of constructivism, there are four characteristics that
these two views have in common. According to Eggen and Kauchak, these are:
1. Learners Construct Understanding. As discussed earlier, constructivists do not view learners as just
empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information
based on what they already know. They construct knowledge in a way that makes sense to them.
2. New Learning Depends on Current Understanding. Background information is very important. It is
through the present views or scheme that the learner h
as that new information will be interpreted.

3. Learning is Facilitated by Social Interaction. Constructivists believe in creating a "community of
learners" within classrooms. Learning communities help learners take responsibility for their own learning.
Learners have a lot of opportunities to cooperate and collaborate to solve problems and discover things.
Teachers play the role of a facilitator rather than an expert who has all the knowledge.
4. Meaningful Learning Occurs Within Authentic Learning Tasks. An authentic task is one that involves
a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge
and understanding needed when applied in the real world. of things they need to do in school is a more an
authentic activity Example, a writing activity where six-year olds prepare a checklist than for them to be
working only on tracing worksheets with dotted lines.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or more events in our mind. A concept
of "teach" includes a group of tasks such as model, discuss, illustrate, explain, assist, etc. In your life as a
student you would learn thousands of concepts, some simple ones, others s complicated that may take you
to learn them more gradually. The concepts you learn are also revised as you learn more and experience
more.
 Concepts as Feature Lists. Learning a concept involves learning specific features that
characterize positive instance of the concept. Included here are defining features and correlational
feature. A defining feature is a characteristic present in ALL instances. Example, a triangle has three
sides. Having three sides is a defining feature of a triangle because ALL triangles should have three
sides. If one doesn't, then it is not a triangle. A correlational feature is one that is present in many
positive instances but not essential for concept membership. For example, a mother is loving. Being
loving is a feature commonly present in the concept mother. But a mother may not be loving. So
"being loving" is only a correlational feature, not a defining one.
 Concepts as Prototypes. A prototype is an idea or a visual image of a "typical" example. It is
usually formed based on the positive instances that learners encounter most often. Example, close
your eyes now and for a moment think of a cat. Picture in mind what it looks like. You probably
thought of an image of the common cat we see, rather than some rare breed or species. Once
learners have their own concept prototypes, the new examples that they see are checked against
this existing prototype.
 Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know
that an example under a concept may have variability. Example, a learner's concept of vegetable
may include a wide variety of different examples like cauliflower, kangkong, cabbage, string beans,
squash, corn, potatoes. When he encounters a new type of vegetable like "bitsuelas", he would
search from the exemplars he knows and looks for one that is most similar, like string beans.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing
the following:
 Provide a clear definition of the concept Make the defining features very concrete and prominent
 Give a variety of positive instances
 Give negative instances
 Cite a "best example" or a prototype
 Provide opportunity for learners to identify positive and negative instances

 Ask learners to think of their own example of the concept

 Point out how concepts can be related to each other
Schemas and Scripts. A schema is an organized body of knowledge about something. It is like a file of
information you hold in your mind about something. Like a schema of what a teacher is. A script is a schema
that a series of predictable events about a specific activity. Examples would include knowing the series of
steps done when we visit a doctor, or includes what transpires at the beginning of the class when the
teacher arrives.
Your role as a teacher is to bring learners to construct their own knowledge such that they have a
well-organized set of concepts. Aim to make clear those concepts that are still vague for them, and to pave
the way for them to overcome misconceptions. It is important that you acquire skills on how to facilitate
concept formation and development. Constructivism can excellent guide for you
Applying Constructivism in Facilitating Learning
 Aim to make learners understand a few key ideas in an in-depth manner, rather than taking up so
many topics superficially.
 Give varied examples.
 Provide opportunities for experimentation. Provide lots of opportunities for quality interaction.
 Have lots of hands-on activities.
 Relate your topic to real life situations.
 Do not depend on the explanation method all the time.
SOURCE: All contents on this part of module are purely from Luca, M.R. & Corpuz, B. (2014). Facilitating Learning: A Metacognitive
Process (4th Edition). Metro Manila, Philippines. Lorimar Publishing Inc.
II. Transfer of Learning

Transfer of Learning happens when learning in one context or with one set of materials affects
performance in another context or with other related materials. Simply put, it is applying to another
situation what was previously learned. For example, learning to use roller skates later helps a person to
learn more quickly to ice skate. Learning to get along with classmates in preschool helps the child adjust
and relate well with classmates in the "big" school, or even playing highly competitive on-line computer
games might even make one a better strategic thinker in politics or business. Transfer is a very significant
concept in education and learning theory because most of those concerned in education aim to achieve
transfer.
Frequently, the circumstance of learning (classrooms, workbooks, tests, drills) differs significantly
from the situations when what is learned is to be applied (in the home, on the job, within complex tasks).
As a result, the educational goals are not met until transfer occurs. This makes transfer a very important
aspect of instruction. It may be true that in most cases the goal of transfer of learning from classroom to
real life situations is not achieved, So it is vital that as a future teacher you have a clear understanding of
how best to teach your learners so that transfer of learning is facilitated. After all, what good is there in
providing your learners with tons of knowledge and a multitude of skills if they cannot apply them when
they need to.

Types of Transfer
 Positive Transfer. Positive transfer occurs when learning in one context performance in some other
context. For instance, a speaker of would find it easier to learn Mexican language than Japanese.
 Negative Transfer. Negative transfer occurs when learning in one context impacts negatively on
performance in another. For example, learners commonly assimilate new language's phonetics to
crude approximations in their native tongue and use word orders carried over from their native tongue.
Example, there may be a tendency for a Visayan-speaking child to frequently interchange the /e/ and
/i/ sound when speaking in English. With experience however, learners correct the effects of negative
transfer
 Near Transfer. Near transfer refers to transfer between very similar contexts. This is also referred to
as specific transfer; for example, when students answer types of algebra word problems in an exam
which are similar to what they had in their seat works. Or when a student is learning to use a new cell
phone that is somehow similar to the one she had before.
 Far Transfer. Far transfer refers to transfer between contexts that, on appearance, seem remote and
alien to one another. This is also called general transfer. For example Stephen Covey applied the
lesson of the Aesop's fable of "The Goose That Lays the Golden Eggs" to managing corporations. He
said we should take care of the goose rather than kill it. To be successful in business we should take
care of our workers not burden them.
Conditions and Principles of Transfer

These principles are based on the factors that affect transfer of learning. These factors are similar to
what Perkins termed as "conditions of transfer". Below you will find the factors with the consequent
principles and educational implications.
Conditions/Factors Affecting
Principle of Transfer Implication
Transfers of Learning
Involve students in learning
The more similar the two situations
situations and tasks that are
Similarity between two are, the greater the chances that
similar as possible to the
learning situations learning from one situation will be
situations where they would apply
transferred to the other situation.
the tasks.
Remember to provide
Degree of meaningfulness/ Meaningful learning leads to opportunities for learners to link
relevance of learning greater transfer than rote learning new material to what they learned
in the past.
To ensure transfer, teach a few
The longer the time spent in
topics in depth rather than many
Length of instructional time instruction, the greater the
topics tackled in a shallow
probability of transfer
manner.
Illustrate new concepts and
Exposure to many and varied principles with a variety of
Variety of learning
examples and opportunities for examples. Plan activities that
experiences.
practice encourages transfer allow your learners to practice
their newly learned skills
Transfer of learning is most likely to Relate a topic in one subject to
Context for learner's happen when learners dis cover topics in other subjects or
experiences that what they learned is applicable disciplines. Relate it also to real
to various contexts life situations

Zero in on principles related to

Focus on principles rather
each topic together with
than Principles transfer easier than facts
strategies based on those
tasks
principles
Encourage students to take
Student reflection improves transfer responsibility for their own
Emphasis on metacognition
of learning learning, and to reflect on what
they learned
Process (4th Edition). Metro Manila, Philippines. Lorimar Publishing Inc.
III. The Revised Bloom’s Taxonomy of Educational Objectives

The words you unscrambled in Group A are the levels in the cognitive domain of the old Bloom's
Taxonomy. You surely are right. The six words in Group A are all nouns. The words in Group B are the levels
in the cognitive domain in the Revised Taxonomy. You are right again. The words in Group B are verbs. This
is one of the main differences of the old and the revised taxonomies.
Read on to learn about the old and the revised Bloom's taxonomy. You will definitely find this very relevant
and useful to you as a future teacher.
Old Taxonomy
In 1956, the Taxonomy of Educational Objectives: The Classification of Educational Goals Handbook 1:
Cognitive Domain was published. Initially, the purpose was simply to have a framework to classify test
questions that faculty members shared. Eventually, it became so relevant and useful in education. Since
then, it has been used in planning the curriculum, planning learning activities and assessment. Bloom and
his colleagues published Handbook II, The Affective Domain in 1964. Eventually, other experts published a
taxonomy for the psychomotor domain in 1966, 1970 and 1972.
This part of Module will focus more on the cognitive domain.
Bloom's taxonomy was a model that described the different levels of learning outcomes that target what
skills and competencies the teachers aim to develop in the learners. The taxonomy in the cognitive domain
contains the levels from knowledge to evaluation. The six levels progress from simple to more complex
levels of thinking, the last three being referred to as "higher-order thinking skills" or HOTS! So you've got
to have the "hots" to teach well. We always hear seasoned teachers reminding us to focus on the HOTS and
not just to stop the usual memorizing and enumerating.
To facilitate learning, we begin teaching with facts, stating memorized rules, principles or definitions
(knowledge), which must lead to understanding concepts, rules and principles (comprehension). But we
should not end here. A proof of the comprehension of the concepts and principles is using them in real-life
situations (application). For an in-depth understanding and mastery of these applied concepts, rules and
principles, these are broken down into parts (analysis). Students may compare, contrast, classify, further
investigate, etc These actions now reflect a higher level of thinking.
A still higher level of thinking is when students put together elements of what has been learned in a new
way (synthesis). They come up with a holistic, complete, more integrated, or even a new view or perspective
of what was learned.
With a full grasp of what was learned, the students can now assess or judge, based on a set of standards,
on what they have learned (evaluation). The cognitive domain levels or thinking levels also have

subcategories except for that of application. The next Table shows the original taxonomy with its levels,
subcategories and sample verbs.
Here are some examples of learning outcomes using the taxonomy:
The Original Bloom’s Taxonomy:

Cognitive Domain Levels and their Subcategories
Sample Verbs
1. Knowledge define, describe, draw,
identify, label, locate,
1.1 Knowledge of Specifics
memorize, name,
1.1.1 Terminology
recite, recognize,
1.1.2 Specific Facts
select, state, write
1.2 Knowledge of Ways and Means of Dealing with Specifics
1.2.1 Conventions
1.2.2 Trends and Sequences
1.2.3 Classifications and Categories
1.2.4 Criteria
1.2.5 Methodology
1.3 Knowledge of Universals and Abstractions in the Field
1.3.1 Principles and generalizations
1.3.2 Theories and Structures
2. Comprehension paraphrase,
2.1 Translation summarize, restate, retell,
2.2 Interpretation illustrate
2.3 Extrapolation
3. Application apply, change,

prepare, produce
4. Analysis analyze, subdivide, take apart,
4.1 Elements investigate, compare, contrast,
4.2 Relationship infer
4.3 Organizational Principles
5. Synthesis combine, organize, design,

5.1 Production of Unique Communication formulate
5.2 Production of Plan, or Proposed Set of Operations
5.3 Derivation of a Set of Abstract Relations
6. Evaluation asses, appraise, critique, judge,
6.1 In Terms of Internal Evidence recommend
6.2In Terms of External Evidence
Some examples:
At the end of the unit, the students will be able to: enumerate the characters in "The World is an Apple"
(knowledge) summarize the story (comprehension)
- apply the rules of subject-verb agreement when writing a summary of the story (application)
- compare and contrast the qualities of the characters in the story (analysis)
- write a song expressing the message or lesson of the story (synthesis)
- write a critique of the author's writing style (evaluation)

Revised Taxonomy
After 45 years since the publication of Bloom's taxonomy, Lorin Anderson (Bloom's former student)
and David Krathwohl led a new group of experts to work together. The result was what is now called the
revised taxonomy.
Below are the salient differences between the old and the revised taxonomies:
1. Levels or categories of thinking in the old taxonomy were nouns, while in the revised taxonomy they are
verbs. The use of action words instead of nouns was done to highlight that thinking is an active process.
For example, evaluate instead of evaluation, or analyze instead of analysis.
2. While the revised taxonomy remains to be in hierarchical levels of increasing complexity, it is intended to
be more flexible, in that it allows the categories to overlap. For example some action words in understand
level, like explain, may appear to be more complex than the action word, show in the apply level. However,
when we look into the six levels from remember to create, we will still find that, over-all, the taxonomy
proceeds in a hierarchical order.
3. The knowledge level was changed to remember. The change was made because knowledge does not
refer to a cognitive or thinking level. Knowledge is the object of the thinking. Remember is a more
appropriate word for the first thinking level which involves recalling and retrieving knowledge.
4. The comprehension level was changed to understand. Teachers are likely to use the word understand
when referring to their work rather than comprehension.
5. Synthesis was changed to create and was placed as the highest level.
6. The cognitive domain now includes two dimensions: the cognitive dimension and the knowledge
dimension. The knowledge dimension of the revised taxonomy was based on the subcategories of
knowledge in the old taxonomy.

Bloom’s Taxonomy of Educational Objectives
Bloom's
Taxonomy
Cognitive Domain
Revised
Old Taxonomy
Taxonomy (two
(one dimension)
dimensions)
Cognitive Knowledge
1. Knowledge
Dimesnion Dimension
2.
1. Remember Factual
Comprehension
3. Applicattion 2. Understand Conceptual
4. Analysis 3. Apply Procedural
5. Synthesis 4. Analyze Metacognitive
6. Evaluation 5. Evaluate
6. Create

The Revised Taxonomy with

Two Dimensions of the Cognitive Domain (Krathwohl, 2002)
THE COGNITIVE DOMAIN THE KNOWLEDGE DOMAIN

1. Remember A. Factual
Retrieving relevant knowledge from long-term The basic elements that students must know.
memory Knowledge of:
1.1 Recognizing a terminology
1.2 Recalling b. specific details and elements
2. Understand B. Conceptual
Determine the meaning of instructional The interrelationships among the basic
messages, including oral, written and graphic elements within a larger structure that enable
communication. them to function together.
2.1 Interpreting 2.5 Inferring Knowledge of:
2.2 Exemplifying 2.6 Comparing a. classifications and categories
2.3 Classifying 2.7 Explaining b. principles and generalizations
2.4 Summarizing c. theories, models and structures
3. Apply C. Procedural Knowledge

Carrying out or using a procedure in a given How to do something; methods of inquiry, and
situation criteria for using skills, algorithms, techniques
3.1 Executing and methods.
3.2 Implementing Knowledge of:
a. subject-specific skills and algorithms
4. Analyze b. subject-specific techniques and
Breaking material into its constituents part methods
detecting how the parts relate to one another c. criteria for determining when to use
and to an overall structure or purpose. appropriate procedures
4.1 Differentiating
4.2 Organizing
4.3 Attributing
5. Evaluate D. Metacognitive Knowledge

Making judgments based on criteria and Knowledge of cognition in general as well as
standards awareness and knowledge of one's own
5.1 Checking cognition
5.2 Critiquing a. strategic knowledge
b. knowledge about cognitive tasks,
6. Create including contextual and conditional
Putting elements together from a novel, knowledge
coherent whole or make an original product. c. self-knowledge
6.1 Generating
6.2 Planning
6.3 Producing
The revised taxonomy highlights two dimensions: the cognitive and the knowledge dimensions. The
cognitive dimension includes the hierarchical of ordered levels of thinking. The thinking levels move from
the simplest to the most complex. The levels are remember, understand, apply, analyze, evaluate and
create.

The knowledge dimension includes four knowledge categories: factual conceptual, procedural,
metacognitive. The knowledge that teachers aim to teach and students aim to learn can be about facts,
concepts, procedures, and metacognitive knowledge.
When you formulate learning objectives, you consider what level of thinking (cognitive) you want
your students to achieve, and also what type of knowledge it is you want to teach.
When we write a learning objective, the level of thinking is represented by the verb, while the
knowledge dimensions is represented by the noun. In the example, "at the end of the lesson, the learner will
be able to explain the photosynthesis process," explain is the action word which will fall under the second
cognitive dimension level, understand, and photosynthesis is the noun that will fall under procedural
knowledge.
Below is a table that shows how the cognitive and knowledge dimensions pair to form various kinds
of learning objectives and activities. An example for each pairing is given. Study each one to learn more.
Knowledge Dimension
Cognitive
Factual Conceptual Procedural Metacognitive
Dimension
Terminology, Classifications, Subject-specific Strategic
Specific Details, Categories, Skills, Algorithms, Knowledge,
Elements Principles, and Techniques and Cognitive Task-
Generalizations, Methods, Criteria contextual and
Theories, Models, for Determining conditional
Structures When to Use the knowledge, self-
Procedures knowledge
1. Remember Remember Facts Remember Remember Remembering

recognize Concepts Procedures Metacognitive
recall Knowledge
Example: List the Example: Describe Example: Recall Example: Review

Ingredients of Kare-Kare as the Steps in Task
Kare-Kare Filipino Dish cooking Kare-Kare Accomplished in
cooking Kare-
Kare.
2. Understand Understand Facts Understand Understand Understand

interpret, Concepts Procedures Metacognitive
exemplify, Knowledge
classify,
summarize, infer, Example: Example: Classify Example: Describe Ex. Choose best
compare, explain Summarize the smartphones the procedure of strategies to adjust
features of the according to sending group quickly in using a
latest smart phone operating system messages using different
model cell phones smartphone
3. Apply Apply Facts Apply Concepts Apply Procedures Apply

execute, Metacognitive
implement knowledge
Example: Use Example: Example: Follow Example: Use the

facts in answering Demonstrate the PQ4R steps in best study strategy
questions. coherence in reading a chapter to overcome one's
weakness
answering
questions
4. Analyze Analyze Facts Analyze Concepts Analyze Analyze
differentiate, Procedures Metacognitive
organize, Knowledge
attribute
Example: Identify Example: Identify Example: Examine Example: Reflect
the key words in triggers of anger the different steps on one's ability to
the definition of among teenagers family members manage anger
anger take to manage
anger
5. Evaluate Evaluate Facts Evaluate Concepts Evaluate Evaluate
Check, critique Procedures Metacognitive
Knowledge
Example: Select Example: Critique Example: Choose Example: Assess

the most complete the different views the best ways to one's financial
list of investment about financial invest money literacy
banks literacy
6. Create Create-Facts Create-Concepts Create-Procedure Create-
Generate, plan, Metacognitive
produce Knowledge
Example: Produce Examples: Write Example: Create a Example: Make a

a presentation an informal essay new recipe for project about
showing award about what adobo adobo as a Filipino
winning adobo authentic adobo is dish based on
recipes one’s talents
Practical Guide in Using the Revised Taxonomy

When you are ready to plan your units, lessons or activities, Bloom's taxonomy will be very useful in helping
you formulate your learning objectives. Below is a collection of action words and possible activities or work
which you can use for your plan.
Cognitive Guide Using the Suggested Activities, Outputs

Sample Word Action
Revised Taxonomy or Outcomes
Remember Recall Describe Recitations, worksheets,
(recalling information) Name Locate definitions, fact charts, lists
List Write
State Find
Tell Underline
Reproduce Define
Understand Explain Describe Story problems, drawing show
(explaining information and Translate Define and tell, summary, paraphrasing
concepts) Interpret Report
Discuss Predict
Apply Use Practice Presentation, role-playing,
(using information in a new way) Solve Execute simulation, collection, model,
Implement Demonstrate scrapbook, product
Construct Dramatize

Analyze Compare Contrast Chart, plan, questionnaire,

(distinguishing different parts of a Distinguish Separate spreadsheet, summary, survey
whole) Investigate Differentiate
Infer Sequence
Evaluate Assess Appraise Opinion, judgment,
(defending a concept or idea) Debate Check recommendation, report, self -
Defend Decide evaluation, position paper,
Dispute Justify critique
Judge Rate
Create Change Invent Framework, model, story,
(creating something new) Design Devise multimedia presentation, poem,
Formulate Generate haiku, song, essay
Improve Compose
Plan Combine
Propose
Uses of the Revised Taxonomy

The revised taxonomy provides a framework that helps educators in the following ways
1. It provides educators with a common set of terms and levels about learning outcomes that help in planning
across subject matter and grade levels
2. It helps in the drafting of learning standards across levels
3. It serves as a guide in evaluating the school's curriculum objectives, activities and assessment.
4. It guides the teacher in formulating learning outcomes that tap higher -order thinking skills.
Process (4th Edition). Metro Manila, Philippines. Lorimar Publishing Inc
DISCUSSION BOARD
At this point, I realized/learned that…

POST-COMPETENCY CHECKLIST
I. INSTRUCTIONS:
1. Think of a topic related to your field of specialization.
2. Indicate how you can apply constructivism for your students to construct their own
understanding of the topic. The first one is partially done for you.
TOPIC: GRADE LEVEL:
CONSTRUCTIVIST IMPLICATIONS WHAT WILL YOU DO TO TEACH THIS

TOPIC?
I will emphasize the following ideas:
__________
Have few key ideas. __________
Give varied examples
Provide Opportunities for Experimentation
Provide Lots of opportunities for Quality

Interaction
Have Lots of Hands-On Activiies
Relate your topic to real life situations
Do not depend on the explanation method all the

time

II. Think of a topic that you are really interested to teach. Formulate Learning Outcomes for a unit on
this topic. Write at least 10 learning outcomes.
GRADE TOPIC:
LEVEL:
LEARNING
OUTCOME LEARNING OUTCOMES
NUMBER
1
10

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE- PASACAO CAMPUS

INSTRUCTION(S): Answer the following:

“Teaching is not about filling up the pail, it is about

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 5 - 1 6 ) P a g e 1 | 16

For further readings, you may refer to the following references:

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 5 - 1 6 ) P a g e 2 | 16

I. Constructivism: Knowledge Construction and Concept Learning

Two Views of Constructivism

as that new information will be interpreted.

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 5 - 1 6 ) P a g e 4 | 16

 Ask learners to think of their own example of the concept

Applying Constructivism in Facilitating Learning

II. Transfer of Learning

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 5 - 1 6 ) P a g e 5 | 16

Conditions and Principles of Transfer

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 5 - 1 6 ) P a g e 6 | 16

Zero in on principles related to

III. The Revised Bloom’s Taxonomy of Educational Objectives

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 5 - 1 6 ) P a g e 7 | 16

The Original Bloom’s Taxonomy:

3. Application apply, change,

5. Synthesis combine, organize, design,

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 5 - 1 6 ) P a g e 8 | 16

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 5 - 1 6 ) P a g e 9 | 16

Bloom’s Taxonomy of Educational Objectives

3. Applicattion 2. Understand Conceptual

4. Analysis 3. Apply Procedural

5. Synthesis 4. Analyze Metacognitive

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The Revised Taxonomy with

THE COGNITIVE DOMAIN THE KNOWLEDGE DOMAIN

3. Apply C. Procedural Knowledge

5. Evaluate D. Metacognitive Knowledge

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1. Remember Remember Facts Remember Remember Remembering

Example: List the Example: Describe Example: Recall Example: Review

2. Understand Understand Facts Understand Understand Understand

3. Apply Apply Facts Apply Concepts Apply Procedures Apply

Example: Use Example: Example: Follow Example: Use the

Example: Select Example: Critique Example: Choose Example: Assess

Example: Produce Examples: Write Example: Create a Example: Make a

Practical Guide in Using the Revised Taxonomy

Cognitive Guide Using the Suggested Activities, Outputs

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Analyze Compare Contrast Chart, plan, questionnaire,

Uses of the Revised Taxonomy

At this point, I realized/learned that…

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TOPIC: GRADE LEVEL:

CONSTRUCTIVIST IMPLICATIONS WHAT WILL YOU DO TO TEACH THIS

Give varied examples

Provide Opportunities for Experimentation

Provide Lots of opportunities for Quality

Have Lots of Hands-On Activiies

Relate your topic to real life situations

Do not depend on the explanation method all the