DOMAIN-1-COGNITIVE-DOMAIN-BULATAO-MAYFLOR (1).pptx

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1. LEARNING 1 Reporter: Mayflor R. Bulatao Assessment in

2. Domain 1: Cognitive Domain

3. - is a set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and psychomotor domains. - Bloom's taxonomy serves as the backbone of many teaching philosophies, in particular, those that lean more towards skills rather than content. Bloom's Taxonomy

4. Taxonomy Under the Cognitive Domain - involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. Cognitive Domain

5. There are six levels of cognitive learning according to the revised version of Bloom's Taxonomy. Each level is conceptually different. The six levels are remembering, understanding, applying, analyzing, evaluating, and creating. Bloom's Revised Taxonomy

6. Definition: retrieve, recall, or recognize relevant knowledge from long-term memory. Involves recognizing, remembering facts, terms, or basic concepts. Knowing specific/universal facts that we already know/familiarize. Because it is ability to recall ideas. Ex. Recite the 8 parts of speech, recall dates of important events in Philippine history, identify the four major philosophies of education. Remember

7. Definition: demonstrate comprehension through one or more forms of explanation. Determining the meaning of instructional messages including oral, written, and graphic communication. Involves demonstrating, organizing, or giving description or stating the main ideas of the instruction. This is the ability of a student to grasp mentally the ideas. Knowing an idea you need to comprehend it deeply, by explaining. Understand

8. Ex. Teacher gave a story to read, you are tasked to comprehend it. Interpret Rizal’s life and works, classify an animal based on its type/classification, compare ritual practices in two different religions. Definition: Next is to acquire what you’ve learned. Use information or a skill in a new situation. Carrying out or using a procedure in a given situation. Applies what have learned in the situation. Involves using your acquired knowledge to solve problems in a new situation. In here, learners should be able to use prior knowledge to solve the problems. Apply

9. Ex. Construct your own poem. In this, you apply the elements of a poem you’ve previously learned, calculate the given problem with the appropriate formula. Definition: break material into its constituent parts and determine how the parts relate to one another and/or to an overall structure or purpose Ex. Analyze the theme of the story given. Select the best answer. Analyze

10. Evaluate Definition: make judgments based on criteria and standards (e.g., judge which of two methods is the way to solve a given problem, determine the quality of a product based on disciplinary criteria).

11. Create Definitions: put elements together to form a new coherent or functional whole; reorganize elements into a new pattern or structure (e.g. write a thesis, invent a product, compose a piece of music, write a play).

12. All in all, the five categories: understanding, applying, analyzing, evaluating, and creating might be considered deep learning, while the category remembering might be more considered congruent with surface learning and generalization. Deep learning is a committed approach to learning that involves consideration rumination on the part of the student. Surface learning, as the name suggests, is a rather passive approach to learning where the students tend to learn only what is required and nothing more. Conclusion

13. In generalization, if you want your learners to identify the salient information in a salient case, to organize them, and to explain how they are possibly related, you're asking them to If you want the learners to produce a care or treatment plan for a new to them, patient them, you're asking them to And lastly, if you're asking for definitions, either in a multiple choice item format or in a short answer format, you're asking them to analyze. create. remember.

14. Thank You!