THE THREE DOMAINS OF KNOWLEDGE /

EP LEARNING ACTIVITIES
IS

My Learning Episode Overview:

Benjamin Bloom cited three (3) domains of knowledge – cognitive, psychomotor

and affective. Kendall and Marzano also gave three (3) groups of learning – information
(declarative knowledge), metacognitive procedures (procedural knowledge) and
psychomotor procedures (motor or physical skills). This episode will focus on these
domains of knowledge and learning.

My Intended Learning Outcomes:

In this Episode, I must be able to:

 classify the lesson/s under Bloom’s taxonomy of knowledge and Kendall’s and
Marzano’s domain of learning activities.
 reflect on what lesson is more meaningful and relevant based on the domains of
knowledge and learning activities

My Performance Criteria:

I will be rated along the following:

a. quality of my observations and documentation,

b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and,
e. time of submission of my portfolio.

FIELD STUDY 2 – Experiencing the Teaching – Learning Process

My Learning Essentials:

A. Three Domains of Knowledge (Kendall and Marzano):

1. Information – Declarative Knowledge; e.g. Facts, concepts,
generalizations, principles, laws
2. Mental Procedures – Procedural Knowledge; e.g. writing a term paper,
reading, map algorithms like computing long division
3. Psychomotor / Physical Procedures / Motor Skills – Skills e.g. playing
basketball, building furniture

Concrete examples:

Information:

1. Vocabulary – isosceles, equilateral, right triangle

2. Generalization –All right triangles have one angle of 90 degrees.

Mental Procedures – Conducting proofs and figuring the length of the side of
a right triangle

Physical / Psychomotor Procedures / Motor Skills

Constructing a right triangle with a compass and a ruler

B. Three Domains of Knowledge / Educational Activity (Bloom, B.)

1. Cognitive – knowledge – What will students know?

2. Psychomotor – skills – What will students be able to do?
3. Affective – values, attitudes – What will students value or care about?

Cognitive examples:

Cognitive – Air pollution

Psychomotor – Researching on the level of air pollution in the locality and

on the causes of air pollution

Affective – What to do to reduce the level of air pollution?

FIELD STUDY 2 – Experiencing the Teaching – Learning Process

My Map:
I will observe three (3) different classes.
I will reflect on the guide questions given below.
To realize intended learning outcomes, I will follow these steps:

STEP Read the Learning Essentials given above.

1

Observe at least three (3) classes with a learning partner.

I will choose one from each of the three groups.
Group 1 – Language / Araling Panlipunan / Science /
STEP Math
2 Group 2 – Physical Education, ICT, TLE Group 3 – Edukasyon sa Pagpapakatao /
Literature
 My Learning Activities:

I will make use of Observation Sheets, analyze my observations by answering the

given questions then write down my reflections.

OBSERVATION SHEET # 3.1

(Language / Araling Panlipunan / Science / Math)

Resource Teacher: Flor Teacher’s Signature:

School: Grade / Year Level:

Subject Area:
Filipino Date:

Kendall’s and Marzano’s Domains of Knowledge:

Link: https://www.youtube.com/watch?v=0fxZG11zTrU

Concrete Example/s for each Domain of

Knowledge from my Observation (What did
Domain of Knowledge
your teacher teach? What was the focus of
your teacher’s lessons?)

1. Cognitive Domain – Information The teacher taught the children how to read
(Declarative Knowledge) – Vocabulary, certain words in Filipino. There was also a
terms, facts, concepts, principle, point where they read a poem about their
hypothesis, theory families, clearly indicating that their topic of
interest is about family.

2. Mental Procedures (Procedural They were given 5 minutes to do a group work

Knowledge) – e.g. mental skills such as that was assigned to them. The instructions
writing a paragraph were pre-made and unique to each group and
was given to their respective group leaders.
Each group reported their work in front of the
class afterwards.
Bloom’s Domain of Learning Activities:

Domain of Learning

3. Psychomotor - skills I noticed that while they were reporting they

also showed their skills in singing/rapping and
dancing and drawing.

4. Affective – values, attitudes In the end of the class, I believe the students
understood how important family is and the role
each member has, to promote happiness and
respect inside the home.
 OBSERVATION SHEET # 3.2

(Physical Education / ICT / TLE)

Resource Teacher:_____________________ Teacher’s Signature: _____________School: ___________

Grade / Year Level:__________________ Subject Area: ____________________ Date: ______________

Kendall’s and Marzano’s Domains of Knowledge:

Link: https://www.youtube.com/watch?v=xnk-eWoEtsU

Concrete Example/s for each Domain of

Knowledge from my Observation (What did
Domain of Knowledge
your Teacher teach? What was the focus of
your Teacher’s lessons?)

1. Cognitive Domain – Information What the teachers are trying to teach here is
(Declarative Knowledge) – Vocabulary, how technology can be an aid in the success of
a class to promote learning that is easier and
more manageable.
terms, facts, concepts, principle,
hypothesis, theory

Here the teachers are letting the students do

2. Mental Procedures (Procedural some hands-on work with technology so they
can experience it for themselves and learn how
to do it with the guidance of the facilitator.
Knowledge) – e.g. mental skills such as
writing a paragraph
Bloom’s Domain of Learning Activities:

Domain of Learning

3. Psychomotor - skills The development of the skills the learners can

take advantage on is focused on how they are
being led to do more practical experience on
their own such as interactive activities.

4. Affective – values, attitudes I can see the values that can be attributed here
is more of persistence and diligence, since I
believe that the teachers are also still making
steps towards fully utilizing technology to its full
potential and with that, it shows how dedicated
they are, and students will learn that valuable
quality from them.
 OBSERVATION SHEET # 3.3

(Edukasyon sa Pagpapakatao / Literature)

Resource Teacher:_____________________ Teacher’s Signature: _____________School: ___________

Grade / Year Level:__________________ Subject Area: ____________________ Date: ______________

Kendall’s and Marzano’s Domains of Knowledge:

Link: https://www.youtube.com/watch?v=zx__DNGWDlw

Concrete Example/s for each Domain of

Knowledge from my Observation (What did
Domain of Knowledge
your Teacher teach? What was the focus of
your Teacher’s lessons?)

1. Cognitive Domain – Information The teacher taught the students what

(Declarative Knowledge) – Vocabulary, comprises a story.
terms, facts, concepts, principle,
hypothesis, theory

2. Mental Procedures (Procedural Their test of knowledge here is when the

Knowledge) – e.g. mental skills such as teacher organized a reading activity and also
writing a paragraph guided the students to read and complete a
sentence using the right word.
Bloom’s Domain of Learning Activities:

Domain of Learning

3. Psychomotor - skills I can see the students making the effort to

work as a group with a given task. They can
develop social skills as they learn to share and
accept ideas and collate them to show later in
the whole class. Also, with this their listening
skills are also involved.

4. Affective – values, attitudes The learners ability to closely follow the

instructions is one value towards a class’
success in providing sound learning.

My Analysis:

1. Were the lessons focused on information / cognitive domain only or mental

procedures only or psychomotor procedures / physical skills only? Or were the
lessons combinations of two or three? Explain your answer.

There were different variations and approaches used in a single class setting. I
couldn’t stress it enough how important it is to be as flexible as possible . Not only it
helps with making your lesson plan wide ranged, but it also gives you more room to
interpret what you are teaching in a more personalized way.

2. Were the lessons focused on cognitive content only or psychomotor content only or
affective content only? Or were the lessons combinations of two or three? Explain
your answer.

It is a combination of the three for the most part. Usually, when there is only one
content emphasized for the whole duration, the class could either not learn anything
or gets information overload.
3. What was the effect on learning when teaching was focused on only one domain?

From my experience, focusing on one domain only can still produce a desired
learning outcome, but it doesn’t unlock all that learning has to offer . True, it is still
part of the process but not in its entirety.

4. 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.

Just as I mentioned, it is possible to teach only in one domain, however, the desired
outcome might be quite far from expected. However, nothing is not achievable even
if you only focus on one domain, take for example a physical education class, it
won’t make sense if all they do or even if 90% of what they do in class is just discuss
things and only spend 5-10 minutes of physical activity.

5. Do Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning

activities contradict each other? Explain your answer.

No, because the two taxonomy’s emphasis is with every domain that a student must
augment for their high-thinking skills.

My Reflections

Based on your observations in class and on your understanding of the

domains of learning activities from Bloom, Kendall and Marzano, how can you
make your teaching-learning activity more meaningful and more relevant? Is
lesson more relevant when you teach in the cognitive domain combined with the
affective or psychomotor combined with the affective?

Answer:
For the lesson lecture to be effective, the use of the three domains such as
cognitive, affective, and psychomotor will promote the students’ engagement to
the subject topic. Some of the learning approaches that could be integrated in a
thorough approach can include self-guided learning, mutual learning, role playing,
behavioral practice, peer education and parent connection.

Student-focused learning is individualized, engaging, competency-based and not

limited to the classroom. Students may take charge for their own learning and
support other learner’s progress, so every student gets the skills he or she needs
to prosper and contribute to society. With the use of those domains staying
relevant won’t be far out of reach. This will mean that the methods of teaching will
always change depending on the situation at hand and how well the students
handle what’s being taught.
Integrating Theory and Practice:
Direction: Read the situation then answer the questions.

Teacher Mila taught the parts of a microscope, demonstrated how to focus t 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 Procedure (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. Information (Declarative Knowledge)

II. Mental Procedures (Procedural Knowledge)
III. Psychomotor Procedure (Physical Skills)

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 shown 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 class first how to focus the
microscope before asking the 3 to focus the same in order to avoid
accident
D. Explaining the “why’s” behind the “don’ts” in microscope focusing
My Learning Portfolio

Refer to the K to 12 Curriculum Guide. Based on the competencies,

formulate SMART lesson objectives / intended learning outcomes:

The following learning competencies were based from the Curriculum Guide of
Media and Information Literacy subject:

1. In the cognitive, affective and psychomotor domains (B. Bloom)

Cognitive: describes how communication is affected by media and information
- discuss to the class how media and information
affects communication through a video presentation
Affective: shares to class media habits, lifestyles and preferences
- ask students to share to class their media habits, lifestyles
and preferences
Psychomotor: interviews an elder from the community regarding indigenous
media and information resource
- let the students conduct an interview of an elder in their
community regarding indigenous media and information resource

2. For information (declarative knowledge), mental procedures (procedural

knowledge) and psychomotor procedures / physical or motor skills

Information: defines media convergence through current examples

- define and discuss media convergence through examples
Mental Procedures: editorializes the roles and functions of media in
democratic society
- let the students create an editorial piece regarding the roles
and function of media in a democratic society
Psychomotor Procedures: searches latest theory on information and media
- ask students to search on the internet the latest theory on media
and information
 My Learning Rubric:

Learning Exemplary Superior Satisfactory Needs Improvement

Episodes 4 3 2 1
All task were done All or nearly all Nearly all tasks Fewer than half of tasks
Learning with outstanding task were done were done with were done; or most
Activities quality; work exceed with high quality acceptable objectives were met but
expectations quality need improvement
All questions were Analysis Analysis Analysis questions were
answered questions were questions were not answered.
completely; in depth answered not answered
Analysis of the answers; thoroughly completely. completely. Grammar and spelling
Learning grounded on Clear connection Vaguely related unsatisfactory
Episodes theories. Exemplary with theories to the theories
grammar and Grammar and Grammar and
spelling spelling are spelling
superior acceptable.
Reflection Reflection Reflection Reflection statements are
statements are statements are statements are unclear and shallow and
profound and clear; clear, but not shallow; are not supported by
Reflections /
supported by clearly supported supported by experiences from the
Insights
experiences from the by experiences experiences from learning episodes
learning episodes from the learning the learning
episodes episodes
Portfolio is complete, Portfolio is Portfolio is Analysis questions were
clear, well-organized complete, clear, incomplete; not answered.
and all supporting well-organized; supporting
documentations are most supporting documentations Grammar and spelling
Learning
located in sections documentations are organized but unsatisfactory
Portfolio
clearly designated are available and are lacking
logical and
clearly marked
locations
Submission of Submitted before the Submitted on the Submitted a day Submitted two days or
Learning deadline deadline after the deadline more after the deadline
Episode
Over-all Score Rating (Based on
Comments
 Transmutation 
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher above Printed Name Date