Principles & Strategies of Teaching in Medical Laboratory Science

First Semester / SY. 2022-2023 / Cycle 2 / Module 4

DOMAINS OF LEARNING

○ Analyzing
BLOOM’S TAXONOMY ○ Applying

➢ Benjamin Bloom (1956) developed a ● Lower-order Thinking Skills

classification of levels of intellectual ★ Also known as the Basic
behavior in learning. Requirements
➢ The taxonomy is a way to classify ○ Understanding
instructional activities or questions as ○ Remembering/ Knowing
they progress in difficulty.
➢ This taxonomy contained three
overlapping domains:
● Cognitive (knowledge/mental
skills) - THINKING
- Involves thoughts
● Affective
(attitude/feelings/emotions) –
FEELING
- Targets the emotional
aspect
● Psychomotor (manual/physical Create- Produce new or original work
skills)- DOING (design, assemble, construct, conjecture,
- Touching on the motor develop, formulate, author, investigate)
skills. It requires Evaluate- Justify a stand or decision
students to do actions (appraise, argue, defend, judge, select,
on what is being support, value, critique,weigh)
presented. Analyze- Draw connections among ideas
(differentiate, organize, relate, compare,
contrast, distinguish, examine,
experiment,question, test)
COGNITIVE DOMAIN
Apply- Use information in new situations
> It is concerned with intellectual activities (execute, implement, solve, use,
such as thinking, remembering, reasoning, demonstrate, interpret, operate, schedule,
and using language. sketch)
> It is anchored on the processes that we do Understand- Explain ideas or concepts (
in our brains. classify, describe, discuss, explain, identify,
> Used to exercise judgment, draw locate, recognize, report, select, translate)
inferences, arrive at conclusions, and make Remember- Recall facts and basic concepts
decisions. (define, duplicate, list, memorize, repeat,
> Involves the learning and application of state)
knowledge
> Being Dependent at First at the same time > Remembering: Retrieving, recognizing,
learning to be Independent and recalling relevant knowledge from
long‐term memory
LEVELS OF COGNITION > Understanding: Constructing meaning
from oral, written, and graphic messages
● Higher-order Thinking Skills through interpreting, exemplifying, classifying,
○ Creating summarizing, inferring, comparing, and
○ Evaluating explaining.
> Applying: Carrying out or using a AFFECTIVE DOMAIN
procedure for executing, or implementing.
> Analyzing: Breaking material into > Deals with personal issues: attitudes,
constituent parts, determining how the parts beliefs, behaviors, and emotions.
relate to one another and to an overall > Focuses on helping learners understand
structure or purpose through differentiating, what their own values are and how they have
organizing, and attributing. developed
> Evaluating: Making judgments ba
> Creating: Putting elements together to form
a coherent or functional whole; reorganizing
elements into a new pattern or structure
through generating, planning, or producing.

Level Description Verbs Example

Knowledge To recall or Define Define the levels of

recognize List cognitive domain
information in
some
pre-arranged
form.

Comprehens To Describe Explain the

ion understand Explain purpose of the
mening of Interpret cognitive
information
based on
prior learning.

Application To utilize Compute Write objectives for

information to Solve the levels of
complete a Use cognitive domain.
task with ● Five (5) Levels:
limited
direction.
Receiving: is being aware of or sensitive to
Analysis To classify Contrast Compare the
and relate Examine cognitive &
the existence of certain ideas, material, or
assumptions affective domains. phenomena and being willing to tolerate
or evidence.
them.
Evaluation Crique iea Appraise Judge the - Examples include: to differentiate, to
based on
specific
Judge
Justify
effectiveness of
writing objectives
accept, to listen (for), to respond to
standards using Bloom’s
and criteria taxonomy.
Responding is committed in some small
Synthesis To integrate Design Design ways to measure to the ideas, materials, or
or combine
ideas into a
Develop
Organize
write objectives
that combines 3
phenomena involved by actively responding
new product domains. to them.
or a plan.
- Examples are: to comply with, to
 relative to
follow, to commend, to volunteer, to other
spend leisure time in, to acclaim priorities

Characterization Acting Act on Join the team

Valuing is willing to be perceived by others as consistently Depict in-charge of
valuing certain ideas, materials, or with the new
value; person
Exemplify warding
(specimen
phenomena. is known by collection).
the value
- Examples include: to increase
measured proficiency in, to relinquish,
to subsidize, to support, to debate.
PSYCHOMOTOR DOMAIN
Organization is to relate the value to those
already held and bring it into a harmonious > Characterized by progressive levels of
and internally consistent philosophy. behaviors from observation to mastery of a
- Examples are: to discuss, to theorize, physical skill
to formulate, to balance, to examine > Involves physical movement and the use of
motor skills
Characterization by value or value set is to
act consistently in accordance with the values
he or she has internalized.
- Examples include: to revise, to
require, to be rated high in the value,
to avoid, to resist, to manage, to
resolve.

Level Description Verbs Example

Receiving Being aware Listen Listen

of, or Notice attentively to the
attending to Tolerate orientation
something in regarding
the specimen
environment handling

Responding Showing Comply Voluntarily helps

some new Enjoy set up a
behavior as a Follow collection
result of tray/box.
experience

Valuing Showing Carry out Assist staff/

some definite Express co-intern in
involvement warding the
or morning pick Level Description Verbs Example
commitment
Perceiving Recognizing Listen > Discover
Organization Integrating a Choose Accommodate movement Observe headstand
new value Consider requests for position or movement
into one’s Prefer specimen pattern. principles.
general set of collections >Observe/ watch
values how to extract or
 collect blood.
to impart learning. It helps teachers
Patterning Reproducing Imitate > Perform make decisions about the
movement Practice headstand classification of content.
position or following modeling.
pattern. >Recognize the ● It also helps teachers map content to
correct way of
collecting blood.
tasks that students need to perform.
● It serves as a guide to teachers to
Accommo Using or Adjust >Use headstand in develop higher levels of thinking
dating modifying Modify routine.
movement > Performs blood process for critical thinking or creative
position or extraction. thinking.
pattern
● It helps teachers to create class
Refining Demonstratin Improve > Perform activities based on Bloom’s Taxonomy
g efficient Master headstand with
control in pointed stand.
that work from LOTS to HOTS.
performing > Adopts personal
pattern. style of blood
extraction.

Varying Performing Design >Perform

movement Develop headstand in three
pattern in position
different > Tries to use a
ways. vecutainer instead
of syringe and
needle.

Improvising Originating Construct > Combine

novel Invent headstand with
movement or new skill
movement > Perform multiple
combinations. draw.

Composing Creating Create > Create floor

unique Invent exercise routine.
movement > Able to perform
pattern. blood extraction
from other sites of
the patient.

COGNITIVE AFFECTIVE PSYCHOMOTOR

Creating Characterizing Composing

Evaluating Organizing Improvising

Analyzing Valuing Varying

Applying Responding Refining

Understanding Receiving Accommodating

Remembering Patterning

Perceiving

EDUCATIONAL IMPLICATIONS OF
BLOOM’S TAXONOMY

● It provides a universally effective

strategy for creating all type of content