Reviewer For Prof Ed

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In the revised taxonomy, Anderson and Krathwohl identified FOUR CATEGORIES OF KNOWLEDGE:

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1. Factual knowledge

2. Conceptual knowledge

3. Procedural knowledge

4. Metacognitive knowledge

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As the name implies, this refers to facts. This refers to essential facts, terminologies, details or elements students must now or be familiar with in order to understand a discipline or solve a problem in it.

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FACTUAL KNOWLEDGE

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EXAMPLES are: ❑ terminology ❑ details ❑ elements

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FACTUAL KNOWLEDGE

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This refers to the interrelationship of facts. It is facts put together within a larger structure that enable them to function together. It is knowledge of classifications, principles, generalizations, theories, models, or structures pertinent to a particular disciplinary area.

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CONCEPTUAL KNOWLEDGE

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EXAMPLES are: ❑ classifications ❑ principles ❑ generalization ❑ theories ❑ models ❑ structures

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CONCEPTUAL KNOWLEDGE

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This is knowing how to do something. This refers to information or knowledge that helps students to do something specific to a discipline, subject or area of study. It includes knowledge of methods of inquiry, criteria for using skills, algorithms, techniques and methods.

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PROCEDURAL KNOWLEDGE

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EXAMPLES are: ❑ skills ❑ techniques ❑ methods ❑ knowledge when to use right procedures

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PROCEDURAL KNOWLEDGE

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This is knowing that you know. This is thinking about your own thinking in a purposeful way. It is awareness and knowledge of one’s own cognition. It is a reflective knowledge about how to go about solving problems and cognitive task. It includes contextual and conditional knowledge and knowledge of self.

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METACOGNITIVE KNOWLEDGE

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EXAMPLES are: ❑ strategic knowledge ❑ cognitive tasks ❑ selfknowledge

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METACOGNITIVE KNOWLEDGE

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basic information;

Student knows a clause, a sentence, and a paragraph.

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FACTUAL KNOWLEDGE

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relationship among facts ;

Student knows what an essay is (a combination of paragraphs).

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CONCEPTUAL KNOWLEDGE

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how to do something;

Student knows how to write an essay.

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PROCEDURAL KNOWLEDGE

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knowledge of thinking about thinking;

Student knows strategies to write essay better and faster.

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METACOGNITIVE KNOWLEDGE

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The definition of a noun: A noun is a word that represents a person, place, thing, or idea

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FACTUAL KNOWLEDGE

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Recognizing that nouns can be categorized into different types, such as common nouns, proper nouns, abstract nouns, concrete nouns, and collective nouns

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CONCEPTUAL KNOWLEDGE

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Evaluating your ability to explain photosynthesis to others and adapting your explanations based on your audience's level of understanding

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METACOGNITIVE KNOWLEDGE

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Knowing how to set up experiments to measure the rate of photosynthesis under different conditions, such as using a photosynthesis chamber and measuring oxygen production.

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PROCEDURAL KNOWLEDGE

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Grasping the importance of photosynthesis in the food chain: Photosynthesis is the foundation of the food chain, as it provides energy-rich glucose for plants, which are then consumed by herbivores and so on up the chain.

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CONCEPTUAL KNOWLEDGE

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Definition of photosynthesis: Photosynthesis is the process by which green plants, algae, and some bacteria convert carbon dioxide and water into glucose (sugar) and oxygen, using sunlight as an energy source

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FACTUAL KNOWLEDGE

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Knowing when and how to capitalize proper nouns

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PROCEDURAL KNOWLEDGE

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Evaluating your ability to apply the rules for forming plurals or creating possessive nouns and making adjustments as needed.

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METACOGNITIVE KNOWLEDGE

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The recall of basic facts, terminology, and details about a topic. It includes remembering specific information without necessarily understanding its deeper meaning or context

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FACTUAL KNOWLEDGE

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This pertains to knowing how to perform specific tasks, solve problems, or carry out procedures. It involves the ability to apply rules, algorithms, or techniques to achieve a particular goal or complete a task.

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PROCEDURAL KNOWLEDGE

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This involves awareness of one's own cognitive processes and the ability to plan, monitor, and regulate one's thinking and learning. It includes recognizing when and how to use specific strategies for learning and problem-solving.

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METACOGNITIVE KNOWLEDGE

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It focus on the nature of knowledge itself (what you know)

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4 categories of knowledge

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describe the cognitive processes and skills required to acquire, manipulate, and apply that knowledge (how you learn and use what you know).

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types of learning

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Bloom and Anderson categorized learning activities into three domains of knowledge:

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1. Cognitive Domain

2. Affective Domain

3. Psychomotor Domain

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information, mental procedures

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COGNITIVE

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(emotions and values)

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Affective

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psychomotor procedures, skills and actions

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Psychomotor

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What is the title of the book that Marzano and Kendall authored?

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THE NEW TAXONOMY OF EDUCATIONAL OBJECTIVES

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The first four levels of processing are cognitive, beginning with the lowest retrieval

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.

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It refers to the early stage of learning a complex skill. It is the first attempt at a physical skill and includes imitation, and trial and error. The learner can complete the steps involved in the skill as directed

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Guided Response

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“I practice simple acts regularly.”

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LEVEL 4: MECHANISM

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This is the intermediate stage or basic proficiency in learning a complex skill. It is the ability to convert the learned simple responses into habitual actions so the movements can be performed with a medium level of proficiency, assurance and confidence.

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MECHANISM

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“I can perform really well.”

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LEVEL 5: COMPLEX OVERT RESPONSE

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is the ability to skillfully perform complex movements correctly. Complex movements are performed quickly, accurately and with a minimum wasted effort. This category includes automatic and highly coordinated performance without hesitation. All expected of experts.

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Complex Overt Response

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“I apply changes to suit my needs.”

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LEVEL 6: ADAPTATION

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is the ability to modify the learned skills to meet new or special requirements. Your skills are so well developed that you can modify movement pattern to fit special requirements.

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Adaptation

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“I create something new.”

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LEVEL 7: ORIGINATION

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is the ability to create new movement for a special situation or problem. You are able to develop an original skill from a learned skill. In other words, learning outcomes emphasize creativity based upon highly developed skills

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Origination

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It includes the feelings, emotions and attitudes of the individual. It focuses on the attitudes, values, interests, and appreciation of learners. This domain includes the manner in which individuals deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

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Affective domain

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“I pay attention"

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Receiving

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It refers to the student’s willingness to attend to particular phenomena or stimuli (classroom activities, textbook, music, etc.). From a teaching standpoint, it is concerned with getting, holding, and directing the student’s attention. Learning outcomes in this area range from the simple awareness that a thing exists to selective attention on the part of the learner. It represents the lowest level of learning outcomes in the affective domain.

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Receiving

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It refers to active participation on the part of the student. At this level he not only attends to a particular phenomenon but also reacts to it in some way. Learning outcomes in this area may involve completing assignments for its sake or responding with satisfaction. The higher levels of this category include those instructional objectives that are commonly classified under interest; that is, those that stress the seeking out and enjoyment of particular activities.

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Responding

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“I participate. I react.”

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Responding

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It is concerned with the worth or value a student attaches to a particular object, phenomenon, or behavior. This ranges in degree from the simpler acceptance of a value (desires to improve group skills) to the more complex level of commitment (assumes responsibility for the effective functioning of the group).

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VALUING

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“I accept this value. I commit.”

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Valuing

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It is concerned with bringing together values, resolving conflicts between them, and beginning the building of an internally consistent value system. Thus the emphasis is on comparing, relating, and synthesizing values. Learning outcomes may be concerned with the conceptualization of a value (recognizes the responsibility of each individual for improving human relations) or with the organization of a value system (develops a vocational plan that satisfies his need for both economic security and social service). Instructional objectives relating to the development of a philosophy of life would fall into this category.

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organizing

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“I bring together values.”

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organizing

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At this level of the affective domain, the individual has a value system that has controlled his behavior for a sufficiently long time for him to develop a characteristic lifestyle. Thus the behavior is pervasive, consistent, and predictable. Learning outcomes at this level cover a broad range of activities, but the major emphasis is on the fact that the behavior is typical or characteristic of the student.

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Characterizing

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“I internalize my values.”

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Characterizing

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Their goal is to ensure that students acquire the necessary competencies and skills that are essential for their future success.

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MELCs (Most Essential learning Competencies)

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assist educators in designing and delivering effective learning experiences that align with the needs and goals of the curriculum.

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MELCs (Most Essential learning Competencies)

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Value system is internalized and controls behavior

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Characterizing

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Prioritizes values and resolves conflicts between them

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Organizing

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Learner actively responds and participates.

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Responding

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Learner is willing to pay attention and listen with respect

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Receiving

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Father of Modern Education

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Johann Heinrich Pestalozzi

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It includes physical movement, coordination, and use of the motor- skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.

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Psychomotor domain

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“I see, hear, smell, taste, feel”

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LEVEL 1: PERCEPTION

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It is the ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. It requires the learner to demonstrate an awareness or knowledge of the behaviors

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Perception

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It refers to the readiness to act. This is also called your mindset. It is the mental, physical and emotional dispositions that make you respond in a certain way to a situation.

N.B. This subdivision of Psychomotor domain is closely related with the “Responding to phenomena” subdivision of the Affective domain.

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Set

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"I am Ready"

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LEVEL 2: SET

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“I am going to try with your help.”

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LEVEL 3: GUIDED RESPONSE