PRODUCTION OF SOCIAL STUDIES INSTRUCTIONAL MATERIALS

Unit 3
Overview of the Models for Facilitation of Learning

Objectives:
The students will be able to:
1. critique the components of an educational system in the K to 12 curriculum;
2. formulate the appropriate learning objectives in teaching Social Studies;
3. determine the different learning objectives in the revised Bloom’s Taxonomy of
Learning; and
4. design and utilize learning activities in teaching Social Studies.

Lesson 1: Instructional System and Educational Model

This lesson is focused on the instructional system and educational model which will be
helpful in making our instructional materials.

Objectives: At the end of the lesson, you should be able to:

 Define instructional system
 Discuss the educational model; and
 Give importance of educational system.

ACTIVATE:
Instruction means ___________________.
System means _____________________.
Education means _______________________________________ .
Model means ____________________________________ .
Learner means ____________________________________.

ACQUIRE:

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Let us read the article from
http://www.egyankosh.ac.in/bitstream/123456789/42030/1/Unit-1. This will help you define and
understand the instruction and instructional system.

Instruction
In a natural environment, an individual interacts with the components of the
environment in an informal and unorganized manner, leading to unanticipated or
unspecified learning. However, attaining pre-specified and desired learning would depend
upon the provision of a controlled environment for the individual to interact with. Instruction
involves the provision of a controlled environment with which the individual can interact,
leading to the attainment of certain pre-specified learning outcomes or instructional
objectives.
Hence, instruction may be considered as the process of providing a controlled
environment consisting of various components with which individuals interact and gain
experience, leading to their attaining certain pre-specified learning outcomes.
Instruction has been defined as the directing, teaching and/or imparting of
knowledge. The word is commonly used to mean ‘guidelines’ or a set of directions to carry
out some procedures to attain pre-specified goals, e.g. the instruction attached with any
home gadget or appliance, the instructions of an army commander to his soldiers, etc.
In an educational context, the term ‘instruction’ is used for all the experiences that
are organised to bring about the learning process. You may ask why we do not use the
term ‘teaching’. Well, there is nothing wrong in doing so, provided we understand
‘teaching’ in the broadest sense of the term. It should not be taken only to mean the
‘experiences’ provided by the teacher directly. The possibility of the word ‘teaching’ being
taken in a narrow sense always remains. Hence, educationists generally feel that
‘instruction’ is a better word for expressing/ including all the experiences and activities
organised for bringing about learning.

Instructional Systems
A system has a number of components operating together in an interrelated and
interdependent manner towards the attainment of objectives of teaching-learning process.
The effective combination of the main components of instruction, which includes the
identification of objectives, careful planning and implementation, and testing of the
outcomes, is called the instructional system.
As mentioned earlier, instruction involves the interaction of an individual with an
organised environment, leading towards the attainment of certain instructional objectives
otherwise called as behavioural changes. In other words, when students with a certain
type of behavioural pattern (and cognitive structure) go through the instructional system,
they come out with a changed pattern of behaviours (and cognitive structure). Quite
simply, we can say that the students enter the instructional process with certain behaviour,
which can be termed ‘entry behaviours’. They are expected to achieve certain terminal

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behaviours which can be termed ‘expected terminal behaviours’. The instructional process
is designed in such a manner as to achieve the expected terminal behaviours. We may
thus say that the expected terminal behaviours are what we intend to achieve in students
through an instructional process and that the actual terminal behaviours are what they
actually achieve. The difference between the expected and actual terminal behaviours is
due to a lack of effectiveness in the instructional process. Thus, the differences between
the expected and the actual terminal behaviours would act as feedback. In this model, the
entry behaviour is the input and the actual terminal behaviour is the output of the
instructional system http://www.egyankosh.ac.in/bitstream/123456789/42030/1/Unit-1.

Furthermore, the educational models are composed of different theories and approaches
in teaching and learning process. Let us consider the following definition of educational model.

Educational Model
An educational model consists of a gathering or a synthesis of several theories
and approaches teaching directing teachers to develop programs of studies and
systematize the process of teaching and learning. In other words, an educational model is
a conceptual model by which the parties and the elements of a programme of studies are
diagrammed. These models can vary depending on the time since their validity and
usefulness depends on the social context
https://dictionaryofdefinitions.blogspot.com/2016/04/what-is-meaning-definition-
of_57.html.
Educational models are the philosophical foundation of any overall approaches
and beliefs about learning, instruction, and content. An educational model is both
narrower in subject than a common life philosophy and more general than specific
methods used in instruction http://nerdymillennial.com/defining-education-models-and-
methods/.

Moreover, as discussed by Chowdhury, Zamiya (2018). Meet the best 9 education models in the
world. We wish education for all in the weiweics.com about the educational model that there are
variation on the theories and approaches and commonalities in the elements.
By knowing an educational model, the teacher can learn how to develop and
operate a curriculum, taking into account the elements that will be decisive in the
didactic planning . Therefore, it is considered that the greater knowledge of the
educational model by the teacher will generate better results in the classroom.
The traditional educational model focuses on the preparation of a study program,
without too many additional elements since social needs or the intervention of specialists
are not taken into account explicitly, among other factors.
This educational model includes the figure of the teacher (who plays an active
role), the method (the lecture type class), the student (with a receptive role) and the
information (the contents presented as different topics).

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In this sense, the traditional model has a low influence of scientific-technological
advances in education , so it is somewhat limited at present. In any case, its usefulness
is recognized as a pedagogical basis in the formation of different generations of teachers
and students.http://weiweics.com/education-models/

APPLY:
1. What is the importance of Instructional System in a broader and in a particular sense?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________ .

2. How can an Instructional System help you as a teacher someday? How can this Instructional
System help your institution or school someday?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________ .

ASSESS:

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1. What is meant by an instructional system?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________ .

2. What is meant by educational model?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________ .

Lesson 2: K to 12 Program/Curriculum

Lesson Objectives:
 Discuss the historical perspective of the Philippine Educational system;
 Critique educational system in the K to 12 curriculum; and
 Make a stand on the K to 12 curriculum implementation.

ACTIVATE:
The Latin word “currere” means _______________________ in English.
Curriculum means _______________________.
The plural of curriculum is _________________.

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ACQUIRE:
Philippine Educational System
In understanding the present educational system, let us go back to the historical
perspective of the Philippine Educational System from the Department of Education’ website
deped.com.

Historical Perspective of the Philippine Educational System

Education in the Philippines has undergone several stages of development from the pre-
Spanish times to the present. In meeting the needs of the society, education serves as focus of
emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and devoid of

methods. Children were provided more vocational training and less academics (3 Rs) by their
parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during the Spanish
colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was
religion-oriented. It was for the elite, especially in the early years of Spanish colonization.
Access to education by the Filipinos was later liberalized through the enactment of the
Educational Decree of 1863 which provided for the establishment of at least one primary school
for boys and girls in each town under the responsibility of the municipal government; and the
establishment of a normal school for male teachers under the supervision of the Jesuits. Primary
instruction was free and the teaching of Spanish was compulsory. Education during that period
was inadequate, suppressed, and controlled.

The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a
Revolutionary Government. The schools maintained by Spain for more than three centuries were
closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The
Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the
Philippines were established. A system of free and compulsory elementary education was
established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade of
American rule was established upon the recommendation of the Schurman Commission. Free
primary instruction that trained the people for the duties of citizenship and avocation was
enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-
commissioned officers were assigned to teach using English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine
Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of
teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to
the Philippines 600 teachers from the U.S.A. They were the Thomasites.

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The high school system supported by provincial governments, special educational
institutions, school of arts and trades, an agricultural school, and commerce and marine institutes
were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature
approved Act No. 1870 which created the University of the Philippines.

The Reorganization Act of 1916 provided the Filipinization of all department secretaries
except the Secretary of Public Instruction.

Japanese educational policies were embodied in Military Order No. 2 in 1942. The
Philippine Executive Commission established the Commission of Education, Health and Public
Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese –
sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching
of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for
work and dignity of labor was emphasized. On February 27, 1945, the Department of Instruction
was made part of the Department of Public Instruction.

In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed
to Department of Education. During this period, the regulation and supervision of public and
private schools belonged to the Bureau of Public and Private Schools.

In 1972, it became the Department of Education and Culture by virtue of Proclamation

1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen
regional offices were created and major organizational changes were implemented in the
educational system.

The Education Act of 1982 created the Ministry of Education, Culture and Sports which
later became the Department of Education, Culture and Sports in 1987 by virtue of Executive
Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained
unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when the
Technical Education and Skills Development Authority (TESDA) were established to supervise
tertiary degree programs and non-degree technical-vocational programs, respectively.

The Congressional Commission on Education (EDCOM) report provided the impetus for
Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education
(CHED) and the Technical Education and Skills Development Authority (TESDA), respectively.

The trifocal education system refocused DECS’ mandate to basic education which covers
elementary, secondary and nonformal education, including culture and sports. TESDA now
administers the post-secondary, middle-level manpower training and development while CHED
is responsible for higher education.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education
Act, was passed transforming the name of the Department of Education, Culture and Sports
(DECS) to the Department of Education (DepEd) and redefining the role of field offices
(regional offices, division offices, district offices and schools). RA 9155 provides the overall
framework for (i) school head empowerment by strengthening their leadership roles and (ii)

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school-based management within the context of transparency and local accountability. The goal
of basic education is to provide the school age population and young adults with skills,
knowledge, and values to become caring, self-reliant, productive and patriotic citizens.

The next article is about the K to 12 curriculum of the Philippines taken from the
k12philippines.com and nuffic.nl. Let us read the discussion.

Primary and secondary education

Primary and secondary education in the Philippines underwent significant changes as a
result of the introduction of the K to 12 Program (K to 12) but, prior to 2016, included pupils
from the ages of 6 to 16. Pupils are now required to attend school from the ages of 5
(Kindergarten) to 18. Primary education Primary education originally included children aged 6-
12 years old but, since the K to 12 reforms, it comprises 2 phases:
• Kindergarten, Grade1-Grade 3 (ages 5-8);
• Grade 4-Grade 6 (ages 9-12).

What Is K to 12?
The K to 12 curriculum covers Kindergarten and 12 years of basic education. The
program aims to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.

Old and New Curriculum: What’s the Difference?

‘K to 12 Basic Education Program’

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The ‘K to 12 Basic Education Program’ (K to 12) was introduced into primary and
secondary education in phases from 2011. The ‘K’ in K to 12 stands for kindergarten and the
‘12’ stands for 12 years of education (Grades 1-12). K to 12 has 3 levels:
• Kindergarten (1 year).
• Elementary education: Grade 1-6 (6 years).
• Secondary education: Junior High School (JHS): Grades 7-10 (4 years) & Senior High
School (SHS): Grades 11-12 (2 years).

There are publicly funded schools and privately funded schools. The names for secondary
schools include 'high school', 'lyceum' and 'academy'; in general, however, the term 'high school'
is used. Some higher education institutions have a senior high school department.

Secondary education
Before the introduction of K to 12, high school lasted 4 years. This old system is now
called junior high school. The 2 additional years of the new senior high school are designed to
enable students to develop specific knowledge and skills. Students in 2018 were the first to
receive the new Grade 12/Senior High School Diploma.

Junior high school

Lower secondary education (Grades 7-10) is called junior high school (JHS).
• Duration: 4 years.
• Content: Mother Tongue, Filipino, English, Mathematics, Science, Araling Panlipunan
(Social Studies), Edukasyon sa Pagpapakatao (EsP, Personnel Education), Music,
Arts, Physical Education, Health, Edukasyong Pantahanan at Pangkabuhayan (EPP,
Home and Life Education), Technology and Livelihood Education (TLE).
 Diploma: Junior High School Diploma.

Senior high school

Upper secondary school (senior high school) students choose a track.
There are 3 tracks:
• Academic
• Technical-Vocational-Livelihood (TVL)
• Sports and Arts

Each track has different strands. Students from all tracks follow the core curriculum. In
addition, they choose electives and subjects that belong to their strand.

For example, the academic track has 5 strands:

• Accountancy, Business, Management (ABM)
• Humanities and Social Sciences (HUMSS)
• Science, Technology, Engineering, Mathematics (STEM)
• General Academic Strand
• Pre-Baccalaureate Maritime

Grades 11-12 (Senior High School)

Core curriculum will be taught, along with a Specific Track chosen by the student.

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A. Core Curriculum
There are seven learning areas under the Core Curriculum:
 Languages
 Communication
 Literature
 Math
 Natural Sciences
 Philosophy
 Social
Subjects include:
 Oral communication
 Reading and writing
 Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino
 21st Century Literature from the Philippines and the World
 Contemporary Philippine Arts from the Regions
 Media and Information Literacy
 General Mathematics
 Statistics and Probability
 Earth and Life Science
 Physical Science
 Introduction to Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao
 Physical Education and Health
 Personal Development/Pansariling Kaunlaran
 Earth Science (instead of Earth and life science for those in the STEM strand)
 Disaster Readiness and Risk Reduction (taken instead of Physical science for those in the
STEM strand)

B. Specific Tracks
 Academic Track
 Business, Accountancy, Management (BAM)
 Humanities, Education, Social Sciences (HESS)
 Science, Technology, Engineering, Mathematics (STEM)
 Technical-Vocational-Livelihood
 Sports and Arts

Salient Features
 Strengthening Early Childhood Education (Universal Kindergarten)
 Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
 Ensuring Integrated and Seamless Learning (Spiral Progression)
 Building Proficiency through Language (Mother Tongue-Based Multilingual Education)
 Gearing Up for the Future (Senior High School)
 Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, let
Century Skills)

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Sources: Department of Education
www.gov.ph

Secondary education – prior to the ‘K to 12 Program’

Secondary education was for students aged 12-16.
• Duration: 4 years.
• Content: largely the same subjects as the current junior high school.  Diploma: High
School Diploma (katibayan/katunayan).

Note: Since 2017, this diploma is also known as a Junior High School Diploma.

Secondary vocational education

Technical and Vocational Education and Training (TVET) is the responsibility of the
Technical Education and Skills Development Authority (TESDA).
There are 4 different TESDA TVET programmes:
• School based programmes: the programme runs for a maximum of 3 years and is
followed at schools governed by TESDA.
• Center based programmes: offered by TESDA training centres.
• Community based programmes: for people who are unable to undertake training as part
of the regular education system.
• Enterprise based programmes: the training is provided in collaboration with businesses,
with students being employed by or doing an internship within the business.

APPLY:
1. Are you in favor of K to 12 curriculum? Cite advantages or disadvantages.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. As a graduate of K to 12 program, how this program can help you and your future students?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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______________________________________________________________________________
__________________________________________________________ .

ASSESS:
1. The Republic Act of K to 12 program is RA ________________________ .
2. The K to 12 curriculum covers ___________ and _________________ basic education.
3. The Senior high school has three tracks which are ____________________,
____________________ and _________________________ .
4. The Junior high school has ___________________ years.
5. The academic tracks of senior high school are
__________________________________________________________________ .

References:
https://k12philippines.com/an-overview-of-the-new-k-to-12-curriculum-in-the-philippines/
https://www.deped.gov.ph/about-deped/history/
https://www.nuffic.nl/sites/default/files/2020-08/education-system-philippines.pdf

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Lesson 3: Bloom’s Taxonomy

This lesson will discuss about Bloom’s Taxonomy domains.
Objectives: At the end of the lesson, you should be able to:
Discuss the three domains of Bloom’s Taxonomy ;
Identify the Boom’s Taxonomy of Learning Domains; and
Give value to the Bloom’s Taxonomy.

ACTIVATE:
The three domains of Bloom’s Taxonomy are _____________________,
________________________, and _____________________________.

ACQUIRE:
Let read the discussion on Bloom’s Taxonomy taken from
http://www.nwlink.com/~donclark/hrd/Bloom/original_cognitive_version.html

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Bloom's Taxonomy of Learning Domains

Bloom's Taxonomy was created in 1956 under the leadership of educational

psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in
education, such as analyzing and evaluating  concepts, processes, procedures, and
principles , rather than just remembering facts (rote learning). It is most often used
when designing educational, training, and learning processes.

The Three Domains of Learning

The committee identified three domains of educational activities

or learning  (Bloom, et al. 1956):

o Cognitive: mental skills (knowledge)

o Affective: growth in feelings or emotional areas (attitude or self)

o Psychomotor: manual or physical skills (skills)

Since the work was produced by higher education, the words tend to be a
little bigger than we normally use. Domains may be thought of as categories.
Instructional designers, trainers, and educators often refer to these three
categories as KSA (Knowledge  [cognitive], Skills  [psychomotor],
and Attitudes  [affective]). This taxonomy of learning behaviors may be thought

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of as “the goals of the learning process.” That is, after a learning episode, the
learner should have acquired a new skill, knowledge, and/or attitude.

While the committee produced an elaborate compilation for the cognitive

and affective domains, they omitted the psychomotor domain. Their explanation
for this oversight was that they have little experience in teaching manual skills
within the college level. However, there have been at least  three psychomotor
models  created by other researchers.

Their compilation divides the three domains into subdivisions, starting

from the simplest cognitive process or behavior to the most complex. The
divisions outlined are not absolutes and there are other systems or hierarchies
that have been devised, such as the Structure of Observed Learning
Outcome  (SOLO). However, Bloom's taxonomy is easily understood and is
probably the most widely applied one in use today.

C o g n i ti v e D o m a i n

The cognitive domain involves knowledge and the

development of intellectual skills (Bloom, 1956). This includes the
recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities
and skills. There are six major categories of cognitive an processes, starting
from the simplest to the most complex .

o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation

The categories can be thought of as degrees of difficulties. That is, the

first ones must normally be mastered before the next one can take place.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited

the cognitive domain in the mid-nineties and made some changes, with perhaps

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the three most prominent ones being (Anderson, Krathwohl, Airasian,
Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):

o changing the names in the six categories from noun to verb forms
o rearranging them as shown in the chart below
o creating a processes and levels of knowledge matrix

The chart shown below compares the original taxonomy with the revised one:

This new taxonomy reflects a more active form

of thinking and is perhaps more accurate.

T a b l e o f t h e R e v i s e d C o g n i ti v e D o m a i n
Examples, key words (verbs), and technologies for learning
Category
(activities)

Remembering: Recall or Examples: Recite a policy. Quote prices from

retrieve previous learned memory to a customer. Recite the safety
information. rules.

Key Words: defines, describes, identifies,

knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects,

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Understanding:
Comprehending the meaning,
translation, interpolation, and
interpretation of instructions
and problems. State a
problem in one's own words.
Applying: Use a concept in a
new situation or unprompted
use of an abstraction. Applies
what was learned in the
classroom into novel
situations in the work place.
Analyzing: Separates
material or concepts into
component parts so that its
organizational structure may
be understood. Distinguishes
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states
Technologies: book marking, flash cards,
rote learning based on repetition, reading
Examples: Rewrite the principles of test
writing. Explain in one's own words the steps
for performing a complex task. Translate an
equation into a computer spreadsheet.
Key Words: comprehends, converts, defends,
distinguishes, estimates, explains, extends,
generalizes, gives an example, infers,
interprets, paraphrases, predicts, rewrites,
summarizes, translates
Technologies: create an analogy,
participating in cooperative learning , taking
notes, storytelling, Internet search
Examples: Use a manual to calculate an
employee's vacation time. Apply laws of
statistics to evaluate the reliability of a written
test.
Key Words: applies, changes, computes,
constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses
Technologies:  collaborative learning , create
a process, blog, practice
Examples: Troubleshoot a piece of equipment
by using logical deduction. Recognize logical
fallacies in reasoning. Gathers information
from a department and selects the required
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between facts and inferences.
Evaluating: Make judgments
about the value of ideas or
materials.
Creating: Builds a structure
or pattern from diverse
elements. Put parts together
to form a whole, with
emphasis on creating a new
meaning or structure.
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tasks for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates,
selects, separates
Technologies: Fishbowls , debating,
questioning what happened, run a test
Examples: Select the most effective solution.
Hire the most qualified candidate. Explain and
justify a new budget.
Key Words: appraises, compares, concludes,
contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports
Technologies: survey, blogging
Examples: Write a company operations or
process manual. Design a machine to perform
a specific task. Integrates training from
several sources to solve a problem. Revises
and process to improve the outcome.
Key Words: categorizes, combines, compiles,
composes, creates, devises, designs,
explains, generates, modifies, organizes,
plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes,
tells, writes
Technologies: Create a new model, write an
essay, network with others
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C o g n i ti v e P r o c e s s e s a n d L e v e l s o f K n o w l e d g e M a t r i x

Bloom's Revised Taxonomy not only improved the usability of it by

using action words, but added a cognitive and knowledge matrix.

While Bloom's original cognitive taxonomy did mention three

levels of knowledge or products that could be processed, they were not
discussed very much and remained one-dimensional:

o Factual - The basic elements students must know to be acquainted with a

discipline or solve problems.
o Conceptual – The interrelationships among the basic elements within a larger
structure that enable them to function together.
o Procedural - How to do something, methods of inquiry, and criteria for using
skills, algorithms, techniques, and methods.

In Krathwohl and Anderson's revised version, the authors combine

the cognitive processes with the above three levels of knowledge to
form a matrix. In addition, they added another level of knowledge -
metacognition:

o Metacognitive – Knowledge of cognition in general, as well as awareness and

knowledge of one’s own cognition. 

When the cognitive and knowledge dimensions are arranged in a

matrix, as shown below, it makes a nice performance aid for creating
performance objectives:

          The Cognitive Dimension

The Knowledge Under-
Remember Apply Analyze Evaluate Create
Dimension stand

Factual            

Conceptual            

Procedural            

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Metacognitive            

However, others have identified five contents or artifacts (Clark,

Chopeta, 2004; Clark, Mayer, 2007):

o Facts - Specific and unique data or instance.

o Concepts - A class of items, words, or ideas that are known by a common
name, includes multiple specific examples, shares common features. There are
two types of concepts: concrete and abstract.
o Processes - A flow of events or activities that describe how things work rather
than how to do things. There are normally two types: business processes that
describe work flows and technical processes that describe how things work in
equipment or nature. They may be thought of as the big picture, of how
something works.
o Procedures - A series of step-by-step actions and decisions that result in the
achievement of a task. There are two types of actions: linear and branched.
o Principles - Guidelines, rules, and parameters that govern. It includes not only
what should be done, but also what should not be done. Principles allow one
to make predictions and draw implications. Given an effect, one can infer the
cause of a phenomena. Principles are the basic building blocks of causal
models or theoretical models (theories).

Thus, the new matrix would look similar to this:

The Cognitive Dimension

The Knowledge Dimension Remember Under-stand Apply Analyze Evaluate Create

Facts            

Concepts            

Processes            

Procedures            

Principles            

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Metacognitive            

An example matrix that has been filled in might look something like this:

The Knowledge
Remember Under-stand Apply Analyze Evaluate Create
Dimension

Facts list para-phrase classify outline rank categorize

Concepts recall explains show contrast criticize modify

Processes outline estimate produce diagram defend design

give an
Procedures reproduce relate identify critique plan
example

different-
Principles state converts solve conclude revise
iates

Meta-cognitive proper use interpret discover infer predict actualize

APPLY: Answer the following questions.

1. Being a teacher someday, what are the skills are you going to develop with your learners?
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____________________________________________________________________________
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_______________________________ .

2. What do you think is the most significant domain or skill to be developed with your learners
someday? Why?
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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_______________________________ .

ASSESS:
1. What are the three domains of Bloom’s Taxonomy?
_______________________
_______________________
_______________________
2. The name educational psychologist who is popular with the KSA.
_______________________

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3. It is the domain for knowledge. _______________________
4. It is the domain for skills. _______________________
5. It is the domain for attitude. _______________________
6. Instructor R wanted to develop the mental skills of his learners. What domain it should be?
_______________________
7. Instructor E wanted to develop the emotion and feelings of his learners. What domain it
should be? _______________________
8. Instructor R wanted to develop the physical skills of his learners. What domain it should be?
_______________________

References
http://www.nwlink.com/~donclark/hrd/Bloom/original_cognitive_version.html
Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R.,
Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision
of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of
Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for Planning,
Designing, and Evaluating Visuals in Training Materials . San Francisco: Jossey-Bass/Pfeiffer.

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