Austria, Rayza D

Activity 4
I. Lesson 7

My Analysis
1. Which principle/s of learning was/were most applied?
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2. Which principle of learning was/were least applied?
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3. How did the application of these learning principles affect learning?
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4. How did the non-application of these learning principles affect learning?
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5. Do you agree with these principles of learning? Or have you discovered that
they are no always correct?
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Integrating Theory and Practice

Direction: Encircle the letter of the correct answer.
1. Teacher Rose believes that students need not know the intended learning outcome
of her lesson. She proceeds to her learning activities at once without letting them
know what they are supposed to learn for the day. Which principle of learning does
Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Emma noticed that in group work, students just leave the work to the leader
and so vowed never to give group work again. Against which principle of learning is
Teacher Emma’s decision?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. In her desire to finish the content of the course syllabus, Teacher Love just lectures
while students listen. Which principle of learning does Teacher Love violate?
A. Learning is the discovery of the personal meaning of ideas.
B. Learning is a cooperative and a collaborative process.
C. Effective learning begins with setting clear expectations and learning outcomes.
D. Learning is an active process.
4. Teacher Arielle asks her students to see the connection of their new lesson to their
own personal experiences and share the same with the class. Teacher believes in
which principle of learning?
A. Learning is a cooperative and a collaborative process.
B. Effective learning begins with setting clear expectations and learning outcomes.
C. Learning is an active process.
D. Learning is the discovery of the personal meaning of ideas.
5. Teacher Lil avoids drills out of context. She gives real-world Math problems for
students to drill on. Teacher Lil is very much convinced of which principle of
learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes
 II. Lesson 8
My Analysis
1. What was the effect on learning when teaching was focused on only one
domain?
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2. Is it really possible to teach only in one domain like affective only or cognitive
only or psychomotor only? Or based on Kendall’s and Marzano’s taxonomy,
information only or mental procedures only or psychomotor procedures only.
Explain your answer.
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3. Do Kendall’s and Marzano’s a knowledge taxonomy and Bloom’s taxonomy
of learning activities contradict each other? Explain your answer.

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Integrating Theory and Practice
Direction: Read the situation then answer the questions.
Teacher Mila taught the parts of a microscope, demonstrated how to focus it
under the low power objective, then asked 3 students to try to focus it with her
guidance as the class looked on. She asked the class if the 3 students did focus the
microscope correctly and ended her lesson citing the “don’ts” and explaining the
“why’s” behind the “don’ts” in focusing the microscope. Before she did all these, she
asked the class if it is/is not important for them to learn how to focus the
microscope.
1. Based on Kendall’s and Marzano’s new taxonomy, in what domains was
Teacher Mila’s lesson?
I. Information (Declarative knowledge)
II. Mental procedures (Procedural Knowledge)
III. Psychomotor procedures (Physical skills)
A. I and II C. II and III
B. II only D. I, II and III
2. Which part of Teacher Mila’s lesson consists of mental procedure
(procedural knowledge)?
I. Asking the class if the 3 students focused the microscope correctly
II. Explaining the “why’s” behind the “don’ts”
III. Focusing the microscope
A. I only C. II only
B. I, II and III D. I and II
3. Based on Bloom’s taxonomy, which part of Teacher Mila’s lesson is in the
psychomotor domain?
A. The 3 pupils focusing the microscope
B. The pupils listening to the “don’ts” in focusing the microscope
C. Asking the class if it is important to learn how to focus the microscope
D. Explain the “why’s” behind the don’ts
4. If Teacher Mila’s lesson objective/intended learning outcome is “to focus the
microscope correctly”, could she have just known the class how to do it
without explaining the parts of the microscope and their corresponding
functions?
A. No.
 B. Yes, 21st Century students learn skill very fast.
C. Yes, but risky.
D. No, it is basic for students to know the function of each part. This guides
the students on how to focus the microscope.
5. If explaining and demonstrating are necessary for Teacher Mila to realize her
lesson objective/intended learning outcome, what does this imply on lesson
planning and development for whole and meaningful learning.
A. Integrate the domains of learning activities.
B. You make lesson focus only information.
C. Plan a lesson that is exclusively for skill or for information.
D. Always touch the affective domain of learning.
6. Which part of Teacher Mila’s lesson is in the affective domain?
A. Asking the students if learning to focus the microscope is important
B. The “don’ts” in focusing the microscope
C. Teacher Mila demonstrating to the same in order to avoid accident
D. Explaining the why behind the “don’ts” in microscope focusing

III. Lesson 9
Integrating Theory and Practice
Direction: Choose the letter of the correct answer.
1. Teacher Ruben wanted his students to rate their own work using the scoring
rubric which he explained to the class before the students began with their
task. Based on revised Bloom’s taxonomy, in which level of cognitive
processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
2. You are required to formulate your own philosophy of education in the
course, The Teaching Profession. Based on Bloom’s revised taxonomy, in
which level of cognitive processing are you?
A. Analyzing C. Applying
B. Creating D. Evaluating
3. Teacher Danny requires his class to conduct research, write a research
report and defend the same before a panel of experts. In which level/s of
processing will the students be engaged?
I. Retrieval
II. Comprehension
 III. Analysis
IV. Knowledge utilization
A. I, II, III and IV C. II, III and IV
B. III and IV D. I, III and IV
4. Teacher Bing encourages her students to make the intended learning
outcome their own and explained that she expected them to monitor now and
then their own progress toward the intended learning outcome and act
accordingly. In which level of processing will Teacher Bing’s student act?
A. Cognitive C. Metacognitive system
B. Self-system D. Between cognitive and
metacognitive system
5. Teacher Ann sees to it that her class sees the importance of the grammar
lessons in English and so gets intrinsically motivated to learn. In which level
of processing is the class expected to act?
A. Cognitive C. Metacognitive system
B. Self-system D. Between cognitive and
metacognitive system