Elme A.

Ricardo Section A
BEED 2 (Saturday 7:00 – 10:00 AM)

A. Describe the 6 levels of cognitive domain.

Remember
Definition: retrieve, recall, or recognize relevant knowledge from long-term memory (e.g., recall
dates of important events in U.S. history, remember the components of a bacterial cell).
Appropriate learning outcome verbs for this level include: cite, define, describe, identify, label,
list, match, name, outline, quote, recall, report, reproduce, retrieve, show, state, tabulate, and tell.

Understand
Definition: demonstrate comprehension through one or more forms of explanation (e.g., classify
a mental illness, compare ritual practices in two different religions). Appropriate learning
outcome verbs for this level include: abstract, arrange, articulate, associate, categorize, clarify,
classify, compare, compute, conclude, contrast, defend, diagram, differentiate, discuss,
distinguish, estimate, exemplify, explain, extend, extrapolate, generalize, give examples of,
illustrate, infer, interpolate, interpret, match, outline, paraphrase, predict, rearrange, reorder,
rephrase, represent, restate, summarize, transform, and translate.

Apply
Definition: use information or a skill in a new situation (e.g., use Newton's second law to solve a
problem for which it is appropriate, carry out a multivariate statistical analysis using a data set
not previously encountered). Appropriate learning outcome verbs for this level include: apply,
calculate, carry out, classify, complete, compute, demonstrate, dramatize, employ, examine,
execute, experiment, generalize, illustrate, implement, infer, interpret, manipulate, modify,
operate, organize, outline, predict, solve, transfer, translate, and use.

Analyze
Definition: break material into its constituent parts and determine how the parts relate to one
another and/or to an overall structure or purpose (e.g., analyze the relationship between different
flora and fauna in an ecological setting; analyze the relationship between different characters in a
play; analyze the relationship between different institutions in a society). Appropriate learning
outcome verbs for this level include: analyze, arrange, break down, categorize, classify, compare,
connect, contrast, deconstruct, detect, diagram, differentiate, discriminate, distinguish, divide,
explain, identify, integrate, inventory, order, organize, relate, separate, and structure.
Evaluate
Definition: make judgments based on criteria and standards (e.g., detect inconsistencies or
fallacies within a process or product, determine whether a scientist's conclusions follow from
observed data, judge which of two methods is the way to solve a given problem, determine the
quality of a product based on disciplinary criteria). Appropriate learning outcome verbs for this
level include: appraise, apprise, argue, assess, compare, conclude, consider, contrast, convince,
criticize, critique, decide, determine, discriminate, evaluate, grade, judge, justify, measure, rank,
rate, recommend, review, score, select, standardize, support, test, and validate.

Create
Definitions: put elements together to form a new coherent or functional whole; reorganize
elements into a new pattern or structure (design a new set for a theater production, write a thesis,
develop an alternative hypothesis based on criteria, invent a product, compose a piece of music,
write a play). Appropriate learning outcome verbs for this level include: arrange, assemble,
build, collect, combine, compile, compose, constitute, construct, create, design, develop, devise,
formulate, generate, hypothesize, integrate, invent, make, manage, modify, organize, perform,
plan, prepare, produce, propose, rearrange, reconstruct, reorganize, revise, rewrite, specify,
synthesize, and write.2. Formulate objectives in the 6 levels of the cognitive domain.

B. Formulate objectives in the six levels of the cognitive domain.

*Remembering - There are a few objectives that are being highlighted in remembering which
are considered as: Retrieving, recognizing, and recalling relevant knowledge from long ‐term
memory.
*Understanding - Under this we have the Objectives of Understanding, which are: Constructing
meaning from oral, written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.
*Applying - In application there are applied objectives which is to give opportunity to work in a
team with several people of different races, as well as to make student demonstrate a positive
increase in attitude towards non-discrimination of race.
*Analyzing - The objectives that highlights analyzing is to break down material into its
component parts so that its organizational structure may be understood.
*Evaluating - In evaluation the objectives that follow in here is to make judgments based on
criteria and standards as well as to put elements together to form a novel, coherent whole or
make an original product.
*Creating - Being the last level of the six cognitive level domain, the objective in creating is to
appraise, categorize, combine, compile, compose, construct, create, design, develop,
hypothesize, produce.

C. Enumerate and explain the characteristics of good question.

The quality of a question often depends on the context in which it's asked. For example, a teacher
might ask a high-quality question to help their students (the respondents) learn something,
whereas a job candidate in an interview might ask a question to gain information for themselves.
No matter who asks the question or in what context, there are some common characteristics of
good questions:

Purpose
A good question is one that you have a good reason for asking, and the information expected
from the answer should guide you in the effort you're trying to accomplish. For example, if
you're conducting qualitative market research to determine what features consumers most want
in kitchen appliances, you would benefit from asking questions about what appliances consumers
most use and why, whereas questions about frequency or location of use might not serve your
purpose.

Clarity
Good questions require no questions to understand. They should be self-evident rather than
ambiguous and open to interpretations. For example, at the end of an interview, a candidate
might ask the interviewer, "When do you usually finish with work?" This question lacks clarity
because the candidate doesn't clarify what they mean by "you," and even "finish with work" is
open to a couple of interpretations. A clearer version of the question might be, "When would the
workday typically end for this position?"

Simplicity
Good questions are often simple—not in that they're easy to answer, but that they ask the
respondent to focus on only one topic at a time. Often, asking a multifaceted question is asking
too much of the respondent since you're demanding they not only answer multiple questions at
once but also keep track of the other facets of the question as they attempt to answer it. If you
have a multifaceted question, it's a good idea to break it apart into multiple questions, addressing
each one in depth.
Concision
Concision relates to clarity. It allows for an accurate understanding of a question by removing
details that might be unnecessary. Imagine you're working on a slideshow for a group
presentation and want to know how the speaker would like the slides sequenced for optimal flow.
It's likely best to avoid references to specific sections or slides. Rather, ask, "How should I order
the sections so that everything flows together smoothly?" Then you can ask follow-up questions
to clarify.

Open-ended nature
Good questions are often open-ended, meaning they defy yes-or-no responses and encourage
long, free-form answers. Open-ended questions usually result in expansive discussions that
address not only the topic but also tangential issues. However, keep in mind that closed-ended
questions are useful for establishing or confirming facts, so it's a good idea to include them in
your questioning.

D. Identify and explain the principles of classroom management.

Responsive Advisory Meeting—A practice with a set, predictable routine, organized around
one of seven distinct purposes, that offers a solid framework for building meaningful connections
and developing respectful and trusting relationships while meeting students’ developmental
needs. The meetings have four sequential components: arrival welcome, announcements,
acknowledgments, and activity.
Investing Students in the Rules—A process facilitated by the teacher that is composed of four
steps: setting SMART goals, connecting the goals to rules, connecting the rules to concrete
behaviors, and making the rules come alive.
Brain Breaks—Short breaks in whole-class lessons that give students a chance to move and
interact, used to increase focus, motivation, learning, and memory.
Active Teaching—A strategy for delivering curriculum content where the teacher presents,
explains, illustrates, and demonstrates content in a way that enables students to meet a learning
objective. The three phases of active teaching are Teach and Model, Student Collaboration, and
Facilitate Reflection.
Student Practice—A process that follows active teaching where students explore and practice,
under the teacher’s guidance, the content and skills taught during a lesson. This gives the teacher
the opportunity to identify and correct students’ thinking before they practice further on their
own.
Small Group Learning—A structured way for students to work together on a specific learning
goal, assignment, or project that is organized by the teacher.