EDUC 3 (FACILITATING LEARNER-CENTERED TEACHING)

Module 14 – Constructivism: Knowledge Construction/Concept Learning

Test I. Identification
1. Who said this, “Teaching is not about filling up the pail; it is about lighting a fire.”?
- William Butler Yeats Treats
2. ______ focused on the external, observable behavior.
- Behaviorism
3. In behaviorism ______ is explained as a connection between the stimulus and the response. ______ is the
key to learning.
- learning, reinforcement
4. Who view learning as a change in behavior brought about by experience with little acknowledgement of
the mental or internal aspects of learning?
- Behaviorist
5. The ______ view focuses on the internal processes.
- cognitive
6. Viewed learning as an active process. Learners initiate experiences, search for information to solve
problems, and reorganize what they already know to come up with new insights.
- Cognitive view
7. It is more associated with cognitive psychology than behaviorism. It focuses on knowledge construction.
- Constructivism
8. This is also called cognitive constructivism.
- Individual Constructivism
9. It emphasizes individual, internal construction of knowledge. Proponents of this type choose child-
centered and discovery learning.
- Individual Constructivism
10. They believe the learners should be allowed to discover principles through their own exploration rather
than direct instruction by the teacher.
- Individual Constructivism
11. 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." Here, construction of knowledge is shared by two or
more people.
- Social Constructivism
12. This view of constructivism is largely based on Piaget's theory.
- Individual Constructivism
13. This view of constructivism is based on Vygotsky's theory.
- Social Constructivism
14. According to ______, the opportunity to interact and share among learners help to shape and refine their
ideas.
- social constructivists
15. What characteristics of constructivism where 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.
- Learners construct understanding
16. What characteristics of constructivism where background information is very important. It is through the
present views or scheme that the learner has that new information will be interpreted.
- New learning depends on current understanding
17. What characteristics of constructivism where constructivists believe in creating a "community of learners"
within classrooms.
 - Learning is facilitated by social interaction
18. What characteristics of constructivism where authentic task is one that involves a learning activity that
involves constructing knowledge and understanding needed when applied in the real world.
- Meaningful learning occurs within authentic learning tasks
19. A ______ is a way of grouping or categorizing objects or events in our mind.
- concept
20. A concept of "______" includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
- teach
21. What concept as where learning a concept involves learning specific features that characterize positive
instance of the concept?
- Concepts as Feature Lists
22. Included in this concept as are defining features and correlational feature.
- Concepts as Feature Lists
23. A ______ is a characteristic present in ALL instances. Example, a triangle has three sides.
- defining feature
24. A ______ is one that is present in many positive instances but not essential for concept membership. For
example, a mother is loving.
- correlational feature
25. A ______ is an idea or a visual image of a "typical" example.
- prototype
26. 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.
- Concepts as Prototypes
27. ______ represent a variety of examples.
- Exemplars
28. 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, etc.
- Concepts as Exemplars
29. A ______ is an organized body of knowledge about something. It is like a file of information you hold in
your mind about something.
- schema
30. A ______ is a schema that includes a series of predictable events about a specific activity.
- script
Test II. Enumeration
31. What are the two views of constructivism?
- Individual Constructivism
- Social Constructivism
32. Give the four characteristics of constructivism.
- Learners construct understanding
- New learning depends on current understanding
- Learning is facilitated by social interaction
- Meaningful learning occurs within authentic learning tasks
 Module 15 – Transfer of Learning
Test I. Identification
1. ______ happens when learning in one context or with one set of materials affects performance in another
context or with other related materials.
- Transfer of learning
2. In simple words, it is applying to another situation what was previously learned.
- Transfer of learning
3. Occurs when learning in one context improves performance in some other context. For instance, a speaker
of Spanish would find it easier to learn Mexican language than Japanese.
- Positive transfer
4. Occurs when learning in one context impacts negatively on performance in another.
- Negative transfer
5. ______ refers to transfer between very similar contexts.
- Near transfer
6. ______ refers to transfer between contexts that, on appearance, seem remote and alien to one another.
- Far transfer
7. This is also referred to as specific transfer.
- Near transfer
8. This is also called general transfer.
- Far transfer
9. “Learners commonly assimilate a 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.” Is an
example of what transfer?
- Negative transfer
10. “When students answer types of algebra word problems in an exam which are similar to what they had in
their seatwork’s.” is an example of what transfer?
- Near transfer
11. “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.” Is an example of what
transfer?
- Far transfer
12. The more similar the two situations are, the greater the chances that learning from one situation will be
transferred to the other. What condition or factor affecting the transfer of learning is being mentioned as a
principle of transfer?
- Similarity between two learning situations
13. Meaningful learning leads to greater transfer than rote learning. What condition or factor affecting the
transfer of learning is being mentioned as a principle of transfer?
- Degree of meaningfulness/ relevance of learning
14. The longer the time spent in instruction, the greater the probability of transfer. What condition or factor
affecting the transfer of learning is being mentioned as a principle of transfer?
- Length of instructional time
15. Exposure to many and varied examples and opportunities for practice encourages transfer. What condition
or factor affecting the transfer of learning is being mentioned as a principle of transfer?
 - Variety of learning experiences
16. Transfer of learning is most likely to happen when learners discover that what they learned is applicable to
various contexts. What condition or factor affecting the transfer of learning is being mentioned as a
principle of transfer?
- Context for learner's experiences
17. Principles transfer easier than facts. What condition or factor affecting the transfer of learning is being
mentioned as a principle of transfer?
- Focus on principles rather than tasks
18. Student reflection improves transfer of learning. What condition or factor affecting the transfer of learning
is being mentioned as a principle of transfer?
- Emphasis on metacognition
Test II. Enumeration
19. What are the four types of transfer?
- Positive transfer
- Negative transfer
- Near transfer
- Far transfer

Module 16 – The Revised Bloom’s Taxonomy of Educational Objectives

Test I. Identification
1. The man who headed up the original committee of researchers and educators who developed the original
taxonomy throughout the 1950s and 60s.
- Benjamin Bloom
2. ______ 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.
- Bloom's taxonomy
3. What level of taxonomy in the cognitive domain contains teaching with facts, stating memorized rules, and
principles of definitions?
- knowledge
4. What level of taxonomy exists in the cognitive domain? Understanding concepts, rules, and principles
- comprehension
5. A proof of the comprehension of the concepts and principles is using them in real-life situations
- application
6. For an in-depth understanding and mastery of these applied concepts, rules and principles, these are
broken down into parts
- analysis
7. Students may compare, contrast, classify, further investigate, etc. These actions now reflect a higher level
of thinking.
- analysis
8. Is a higher level of thinking where students put together elements of what has been learned in a new way
- synthesis
9. They come up with a wholistic, complete, more integrated, or even a new view or perspective of what was
learned.
 - synthesis
10. 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 table shows the original taxonomy with its level, subcategories, and sample verbs.

Sample Verbs
1. Knowledge
1.1 Knowledge of specifics
1.1.1 Terminology
1.1.2 Specific Facts
1.2 Knowledge of ways and means of dealing with the
specifics define, describe, draw, identify, label, locate,
1.2.1 Conventions memorize, name, recite, recognize, select, state,
1.2.2 Trends and Sequences write
1.2.3 Classifications and Categories
1.2.4 Criteria
1.2.5 Methodology
1.3 Knowledge of universal and abstraction in the field
1.3.1 principles and generalization
1.3.2 theories and structures
2. Comprehension
2.1 translation paraphrase, summarize, restate, retell, illustrate
2.2 interpretation
2.3 extrapolation
3. Application apply, change, prepare, produce
4. Analysis
4.1 elements analyze, subdivide, take apart, investigate, compare,
4.2 relationships contrast, infer
4.3 organizational principles
5. Synthesis
5.1 production of unique communication
5.2 production of a plan, or proposed set of combine, organize, design, formulate
operations
5.3 derivation of a set of abstract relations
6. Evaluation
6.1 in terms of internal evidence asses, appraise, critique, judge, recommend
6.2 in terms of external evidence

11. After 45 years since the publication of Bloom's taxonomy, ______ (Bloom's former student) and ______ led
a new group of experts to work together. The result was what is now called the revised taxonomy.
- Lorin Anderson, David Krathwohl
 Bloom’s Taxonomy Cognitive Domain

Revised Taxonomy (two dimensions)

Old Taxonomy (one dimension)
Cognitive Dimension Knowledge Dimension
1. Knowledge 1. Remember • Factual
2. Comprehension 2. Understand • Conceptual
3. Application 3. Apply • Procedural
4. Analysis 4. Analyze • Metacognitive
5. Synthesis 5. Evaluate
6. Evaluation 6. Create

The Revised Taxonomy with Two Dimensions of the Cognitive Domain (Krathwol, 2002)

The Cognitive Dimension The Knowledge Dimension

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
Determining the meaning of instructional messages, The interrelationships among the basic elements
including oral, written and graphic communication within a larger structure that enable them to
2.1 interpreting 2.5 inferring function together. 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 situation How to do something; methods of inquiry, and criteria
3.1 executing for using skills, algorithms, techniques and methods.
3.2 implementing Knowledge of:
4. Analyze a. subject-specific skills and algorithms
Breaking material into its constituents parts and b. subject-specific techniques and methods
detecting how the parts relate to one another and to c. criteria for determining when to use appropriate
an overall structure or purpose procedures
4.1 differentiating D. Metacognitive Knowledge
4.2 organizing Knowledge of cognition in general as well as
4.3 attributing awareness and knowledge of one’s own cognition
5. Evaluate a. strategic knowledge
Making judgement based on criteria and standards b. knowledge about cognitive tasks, including
5.1 checking contextual and conditional knowledge
5.2 critiquing c. self-knowledge
6. Create
Putting elements together to form a novel, coherent
whole or make an original product
6.1 generating
6.2 planning
6.3 producing
 Cognitive Knowledge Dimension
Dimension Factual Conceptual Procedural Metacognitive
Terminology, Classifications, Subject-specific Strategic
specific details, categories, skills, algorithms, knowledge,
elements principles and techniques and cognitive tasks-
generalizations, methods, criteria contextual and
theories, models, for determining conditional
structures when to use the knowledge, self-
procedures knowledge
1. Remember Remember- Remember- Remember- Remember-
recognize Facts Concepts Procedures Metacognitive
recall Knowledge

Ex. List the Ex. Discribe Kare- Ex. Recall the steps Ex. Review task
ingredients of kare- kare as a Filipino in cooking kare-kare accomplished in
kare dish cooking kare-kare
2. Understand Understand- Understand- Understand- Understand-
Interpret, Facts Concepts Procedures Metacognitive
exemplify, classify, Knowledge
summarize, infer,
compare, explain Ex. Summarize the Ex. Classify Ex. Describe the Ex. Choose best
features of the smartphones procedure of strategies to adjust
latest smart phone according to sending group quickly in using a
model operating system messages using cell different
phones smartphone
3. Apply Apply- Apply- Apply- Apply-
execute, Facts Concepts Procedures Metacognitive
implement Knowledge

Ex. Use facts in Ex. Demonstrate Ex. Follow the PQ4R Ex. Use the best
answering coherence in steps in reading a study strategy to
questions. answering chapter overcome one’s
questions weakness
4. Analyze Analyze- Analyze- Analyze- Analyze-
differentiate, Facts Concepts Procedures Metacognitive
organize, Knowledge
attribute
Ex. Identify the key Ex. Identify triggers Ex. Examine the Ex. Reflect on one’s
words in the of anger among different steps ability to manage
definition of anger teenagers family members anger
take to manage
anger
5. Evaluate Evaluate- Evaluate- Evaluate- Evaluate-
check, Facts Concepts Procedures Metacognitive
critique Knowledge

Ex. Critique the Ex. Assess one’s

different views financial literacy
 Ex. Select the most about financial Ex. Choose the best
complete list of literacy way to invest
investment banks money
6. Create Create- Create- Create- Create-
generate, Facts Concepts Procedures Metacognitive
plan, produce Knowledge

Ex. Produce a Ex. Write an Ex. Create a new Ex. Make a project
presentation informal essay recipe for cooking about adobo as a
showing award- about what adobo Filipino dish based
winning adobo authentic adobo is on one’s talents
recipes

Practical Guide in Using the Revised Taxonomy

Suggested Activities, Outputs or

Cognitive Dimension Levels Sample Action Words
Outcomes
Remember Recall Describe Recitation, worksheets, definition,
(recalling information) Name Locate fact charts, lists
List Write
State Find
Tell Underline
Reproduce Define
Understand Explain Describe Story problems, drawing show and
(explaining information and Translate Define tell, summary, paraphrasing
concepts) Interpret Report
Discuss Predict
Apply Use Practice Presentations, 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, judgement,
(depending a concept or idea) Debate Check recommendation, report, self-
Defend Decide evaluation, position paper, critique
Dispute Justify
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