DAY 4 Flashcards by brainrot 🧟‍♀️

(principle in learning objectives)
- clear vision (inform the learners the learning objectives

begin with an end in mind

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why do we need to share the learning objectives to our learners?

proper expectation

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lesson objectives must be aligned with the aims of education embodied in the Philippine Constitution and other laws and on the vision-mission statements of the educational institution.

curriculum-based

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Learning objectives must be in two or three domains, what are these?

cognitive
affective (d pwede mawala)
psychomotor

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aim the development of critical and creative thinking, aim the HOTS

*read only

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for accountability of learning, lesson objectives must be _____ ___

SMART

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SMART stands for…

S- specific
M- measurable
A- attainable
R - relevant/result-oriented
T - time bound/terminal

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Changes in the Bloom’s Taxonomy

nouns to verbs
evaluating to creating as the highest level
synthesis replaced by creating
from one dimension to two dimensions

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what level we need to go beyond for HOTS

application

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Old Taxonomy/Bloom’s Taxonomy

K.C.A.A.S.E
* Knowledge
* Comprehension
* Application
* Analysis
* Synthesis
* Evaluation

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Who is the proponent of the old taxonomy?

Benjamin Bloom

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The Cognitive Domain

R.U. A.A.E.C
R - remembering
U - understanding
A - applying
A - analyzing
E - evaluating
C- creating

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What are the two dimensions of the revised taxonomy?

cognitive domain
knowledge domain

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what do we need to be careful when answering taxonomy-related question?

look at the verb/s being used
check if the one being asked is for the OLD or NEW taxonomy
analyze the question and look for clues.

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what is the lowest level in the old taxonomy?

remembering

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Who are the proponents of the NEW/REVISED Taxonomy?

Loring Anderson and David Kratwol (2002)

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what is the highest level in the old taxonomy?

evaluating

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what is the highest level in the new/revised taxonomy in cognitive domain?

creating

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what is the lowest level in the new/revised taxonomy in knowledge domain?

factual

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what is the lowest level in the new/revised taxonomy in cognitive domain?

remembering

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what is the highest level in the new/revised taxonomy in knowledge domain?

metacognitive

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(level)
- recall

remembering

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Revised Taxonomy (Knowledge Domain)

F.C.P.M
- Factual
- Conceptual
- Procedural
- Metacognitive

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(level)
answers the questions “who”, “what”, and “when”

remembering

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(level) retrieving relevant knowledge from long-term memory.

remembering/recalling

(level) determining the meaning of instructional messages, including oral, written, and graphic communication

understanding

(level) - define

remembering

(level) - recognize

remembering

(level) - identify

remembering

(level) - explain

understanding

(level) - interpret

understanding

(level) answers the question "why"

understanding

(level) - paraphrase

understanding

(level) - use

applying

(level) - employ

applying

(level) - carrying out or using a procedure in a given situation

applying

(level) - group

analyzing

(level) - apply

applying

(level) - break down

analyzing

(level) - categorize

analyzing

(level) - breaking materials into its constituent parts and detecting how the parts relate to the another and to an overall structure or purpose

analyzing

(level) - making judgements based on criteria and standards

evaluating

(level) - check

evaluating

(level) - rate

evaluating

(level) - critique

evaluating

(level) - compose

creating

(level) putting things together in a new form

creating

(level) - construct

creating

(level) - judge

evaluating

(level) - combine

creating

(level) - formulate

creating

(knowledge domain level) - ideas, specific data or information

factual

(knowledge domain level) - classifications

conceptual

(knowledge domain level) - terminilogy

factual

(knowledge domain level) - specific details

factual

(knowledge domain level) - elements

factual

(knowledge domain level) - words or ideas by common features, multiple specific examples which may either be concrete or abstract.

conceptual (physics, earth science, chemistry, biology - as a whole science rajud na sila)

(knowledge domain level) - categories

conceptual

(knowledge domain level) - how things work, step-by-step actions, methods of inquiry

procedural

(knowledge domain level) - skills

procedural

(knowledge domain level) - techniques

procedural

(knowledge domain level) - methods

procedural

(knowledge domain level) - procedures

procedural

(knowledge domain level) - knowledge of cognition, in general, awareness of knowledge of own's cognition, thinking about thinking

metacognitive

(knowledge domain level) - strategies

metacognitive

(knowledge domain level) - cognitive tasks

metacognitive

(knowledge domain level) - self knowledge

metacognitive

(knowledge domain level) - planning

metacognitive

(knowledge domain level) - monitoring

metacognitive

(knowledge domain level) - evaluating

metacognitive

Identify the cognitive and the knowledge domain from this statement: To recall the capital of each region in the country.

Cognitive: recall Knowledge: capital of each region - cognitive is the verb or kayang buhaton sa bata - knowledge is unsa ang ma learn sa bata

Who is the proponent of the "Three Domains of Knowledge"?

Kendall and Marzano (2007)

(three domains of knowledge) - factual (its about knowing and receiving information

information or declarative knowledge

(three domains of knowledge) - knowing

information/declarative knowledge

(three domains of knowledge) - thinking

mental procedures /procedural knowledge

(three domains of knowledge) - executing/doing

psychomotor/physical procedures - motor skills

LEVELS OF KNOWLEDGE (KENDALL AND MARZANO)

1. Retrieval (cognitive system) 2. Comprehension (cognitive system) 3. Analysis (cognitive level) 4. Knowledge Utilization (cognitive system) 5. Metacognitive system 6. self-system

DAY 4 Flashcards

(99 cards)