NORTHERN MINDANAO COLLEGES INC.

City of Cabadbaran
College of Teacher Education

Lesson Plan in Learner-Centered Teaching

I. Objectives:
At the end of the lesson, the students should be able to:
a. Define Revised Bloom’s Taxonomy.
b. Express the importance of The Revised Bloom’s Taxonomy in education.
c. Can write a reflection about the topic discussed.

II. Materials & Reference:

Topic: The Revised Bloom’s Taxonomy
Author: Teresita Tabbada-Rungduin, Ph.D
Marcia Corazon Penetrate-Rico, Ph.D
Marivilla Lydia Bulan Aggarao
Reference: A Journey through Anglo-American Literature pages 75-77
Materials: PowerPoint Presentations

III. Teaching Strategies:

Teacher’s Activity Student’s Activity

Good afternoon, class!

Good afternoon, sir!
I request everyone to please stand and jade,
please lead the prayer.
(Jade leads the prayer)

You may now sit.

Classroom Rules:
1. No cellphones allowed during class.
2. Listen carefully.
3. Don’t answer in chorus.
4. Respect one another.

Are we clear?
Yes, sir.

Before we begin, I will check the attendance first.

Say present when your name is called.
(Checking of attendance)
A. Drill
We will have a exercise, please all stand.
Are you all ready?
Yes sir.
(The teacher will present a video clip)
(Students will participate)
B. Review
Since everyone is energetic, who can recall our
topic yesterday?
(The student will answer)

Okay, well done! Let’s move forward.

C. New Lesson
C.1 Motivation
(The teacher will present a video clip about the
evolution of bloom’s Taxonomy)

I want you to watch the video clip that I prepared

so that you will understand our lesson.

C.2 Unlocking of Difficulties

Direction: Arrange the letters to form the correct
words.
CREATE
CEAEAT
EVALUATE
AVLUAET
ANALYZE
YZLEAAN
APPLY
YLAPP
UNDERSTAND
DANTERSDUN
REMEMBER
MMEEEBRR

All your answers are correct.

(The student will answer base on their

So, what will be our topic today?
understanding)

C.3 Presentation of the New Lesson

Our topic for today is all about The Revised
Bloom’s Taxonomy.

Do have any idea about the word Revised

Bloom’s Taxonomy?
From the word revised I thin it is all about
the evolution of bloom’s taxonomy sir.
Very good. Thank you.

To understand more our topic today, Krathwohl

and Anderson (2001) made a revision to Bloom’s
taxonomy to make it more adaptive to relevant to
the current era and to advance the level of the
cognitive domain. Significantly, to update and
meet the needs of curriculum planners,
instructional designers, teaching moderators, and
learners. More importantly, this revisions of
changing the words from noun to verbs, permits
teachers to identify the intricacies of thinking
skills expected of learners and provide them with
clearer objectives of what they are supposed to
accomplish at the end of the lesson.
Interchanging the position of “evaluate” and
“create” makes creation the central goal of
learning.

Let’s take a closer look to understand more.

Let’s explore more the differences of Bloom’s

Taxonomy 1956 to Anderson and Krathwohl’s
Taxonomy 2001.

Bloom’s Taxonomy Anderson and

Krathwohl’s
1956 Taxonomy 2001

Knowledge: Remembering:
Remembering or Recognizing or
retrieving previously recalling knowledge
learned material. from memory.
Examples of verbs Remembering is when
that relate to this memory is used to
function are: produce or retrieve
definitions, facts, or
lists, or to recite
previously learned
Know, Identify, Relate
information.
list

Define recall,
Memorize, Repeat

Record, Name,
Recognized, Acquire
Comprehension: Understanding:
The ability to grasp or Constructing meaning
construct meaning from different types of
from material. function be they
Example or verbs that written or graphic
relate to this function. messages of activities
like interpreting,
Restate, Report, exemplifying,
Recognize, Explain, classifying,
Express summarizing,
interfering, comparing,
Identify, Discuss or explaining.
Describe, Discuss,
review, Infer

Illustrate, Interpret,
Draw, Represent,
Differentiate,
Conclude
Application: Applying:
The ability to use Carrying out or using
learned the material, a procedure through
or to implement executing or
material in new and implementing.
concrete situations. Applying relates to or
Examples of verbs refers to situations
that relate to this where learned
functions are: material is used
through products like
Apply rate, Develop, models, presentations,
Translate use, interviews, or
Operate simulations.
Organize, Employ
Restructure, Interpret,
Demonstrate, Illustrate

Practice, Calculate,
Show exhibit,
dramatize
Analysis: Analyzing:
The ability to break Breaking materials or
down or distinguish concepts into parts,
the parts of material determining how the
into its components so parts relate to one
that its organizational another or how they
structure may be interrelate or how the
better understood. parts relate to an
Examples of verbs overall structure or
that relate to this purpose. Mental
functions are: actions include in this
function are
Analyze, Compare, differentiating,
Probe inquire organizing, and
Examine, Contrast, attributing, as well as
categorize being able to
distinguish between
differentiate, contrast, the components or
investigate, detect parts. when one is
survey, classify, analyzing, he/she can
deduce illustrate this mental
function by creating a
experiment, scrutinize, spreadsheets,
discover, inspect, surveys, charts, or
dissect, discriminate, diagram, or graphic
separate representations.

Synthesis: Evaluating:
This ability to put parts Making judgements
together to form a base on criteria or
coherent or unique standards through
new whole. Examples checking and
of verbs that relate to critiquing. Critiques,
this functions are: recommendations,
and reports are some
of the products that ca
be created o
Compose, produce
demonstrate the
Design, assemble
processes of
Create, prepare
evaluation. In the
Predict, modify tell
newer taxonomy,
evaluating comes
Plant invent, formulate
before creating as it is
Collect set up,
often a necessary part
generalize, document
of the precursory
Combine, relate
behavior before one
creates something.
Propose, develop
Arrange, construct
Organize, originate
Derive write, propose
Evaluation: Creating:
The ability to judge,
 check, and even Putting elements
critique the value of together to for a
material for a given coherent or functional
purpose. Examples of whole; reorganizing
verbs that relate to elements into a new
this function are: pattern or structure
through generating,
planning, or
producing. Creating
Judges assess,
requires users to put
compare, evaluate,
parts together in a
conclude, measure,
new way, or
deduce
synthesize parts into
something new and
different creating a
Argue, decide, choose new form or product.
rate, select, estimate This process is the
most difficult mental
Validate, consider, function in the new
appraise value, taxonomy.
criticize infer

Do you understand, class?

Is there any question or clarification?

Yes sir!

Okay, that’s good to hear.

None so far.

C.4 Intellectual Discussion

1. Who are the 2 persons that enhances bloom’s
taxonomy in 2001?

Very good! (The student will answer)

2. what are the six levels of bloom's taxonomy
questions?

That’s correct!
3. What are the differences of 1956-2001 revised (The student will answer)
bloom’s taxonomy?

Very good!
(The student will answer)
C.5 Generalization
 Do you believe that the revised bloom’s
taxonomy is important in education? Why?

Very well said!

(The student will answer)
C.6 Application
Direction: In ½ sheet of paper write a reflection
about about the topic discussed.
I will give you 4 minutes to answer.

C.7 Valuing
As a future teacher, what is the significance of
revised bloom’s taxonomy in education?

Very good!

(The student will answer)

C.8 Evaluation
Direction: Write T if the statement belongs to
2001 Taxonomy and TT if the statement belongs
to 1956 Taxonomy. Write your answer in the
space provided.

___1. This ability to put parts together to form a

coherent or unique new whole.
___2. Breaking materials or concepts into parts,
determining how the parts relate to one another
or how they interrelate or how the parts relate to TT
an overall structure or purpose.
___3. Remembering or retrieving previously T
learned material.
___4. Constructing meaning from different types
of function be they written or graphic messages TT
of activities like interpreting, exemplifying,
classifying, summarizing, interfering, comparing,
or explaining.
T
___5. The ability to grasp or construct meaning
from material.

TT
IV. Agreement/ assignment
Research about bloom’s taxonomy for you to
understand more about our topic.

That’s all for today.

Class Dismiss!

Prepared by:

Jeffrey D. Dela Victoria

Student Teacher