Episode 3

1. WALTER TORINO RAVAL
BTVTED CSS 4A BANDURA
FS 2 Episode 3
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: Mrs. Kristine Perante, LPT Teacher’s Signature:
School: Maiting Elementary School Date: September 21, 2021
Grade/ Year Level: Grade 6 Subject Area: Araling Panlipunan
Kendall’s and Marzano’s Domain of Knowledge
Domain Knowledge Concrete Examples/s for each Domain of
Knowledge from my Observation (What did your
Teacher teach? What was the focus of your
Teacher lessons?)
1. Cognitive Domain – Information ( Declarative
Knowledge) – Vocabulary, terms, facts, concepts,
principle, hypothesis, theory
The teacher focuses about the Elements of the poem.
2. Mental Procedures (Procedural Knowledge) – e.g.
mental skills such as writing a paragraph.
The teacher asked the class to write their point of view
about the poem in a piece of paper.
Bloom’s Domain of Learning Activities
Domain of Learning Activities
.
3. Psychomotor – skills The teacher also had a poem on a selection in poetry.
And then the audience will identify the elements on
the performance group.

2. 4. Affective – values, attitudes The teacher asked students about the lessons of the
poem of the play and how they will apply it in their
real-life situations.
OBSERVATION SHEET # 3.2
(Physical Education, ICT, TLE)
Resource Teacher: Mrs. Maria Fe G. Latada, MAEd Teacher’s Signature:
School: Dilanggalen National High School Date: September 21, 2021
Grade/ Year Level: Grade 11 Subject Area: T.L.E.
Kendall’s and Marzano’s Domain of Knowledge
Domain Knowledge Concrete Examples/s for each Domain of
Knowledge from my Observation (What did your
Teacher teach? What was the focus of your
Teacher lessons?)
1. Cognitive Domain – Information ( Declarative
Knowledge) – Vocabulary, terms, facts, concepts,
principle, hypothesis, theory
The teacher presented and discussed how to bake a
cake
2. Mental Procedures (Procedural Knowledge) – e.g.
mental skills such as writing a paragraph.
She starts the class with an empty mind, asking the
students about the clear vision of the learning
outcomes of her lesson.
Bloom’s Domain of Learning Activities
Domain of Learning Activities
3. Psychomotor – skills She had the class a application activity about how to
bake a cake.
4. Affective – values, attitudes She had this discussion about the significance and
explaining the meaning of each procedure

3. OBSERVATION SHEET # 3.3
(Edukasyon sa Pagpapakatao/Literature)
Resource Teacher: Mrs. Violy E. Marzan, LPT Teacher’s Signature:
School: Pilot Elementary School Date: September 23, 2021
Grade/ Year Level: Grade 6 Subject Area: Literature
Kendall’s and Marzano’s Domain of Knowledge
Domain Knowledge Concrete Examples/s for each Domain of
Knowledge from my Observation (What did your
Teacher teach? What was the focus of your
Teacher lessons?)
1. Cognitive Domain – Information ( Declarative
Knowledge) – Vocabulary, terms, facts, concepts,
principle, hypothesis, theory
She introduced the elements of a short story.
2. Mental Procedures (Procedural Knowledge) – e.g.
mental skills such as writing a paragraph.
She asked the students to write their reactions about
the short story.
Bloom’s Domain of Learning Activities
Domain of Learning Activities
3. Psychomotor – skills The teacher had a play role about the selected literary
text.
4. Affective – values, attitudes The teacher asked about the moral lesson of the short
story and how they will used it in their real life
scenarios.

4. 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.
The lessons really focus on the three main domains in learning. The teacher had different ways of attracting
students' attention. The teacher presents the three domains come with cognitive where she was able to present
the subject matter to the students. An affective domain part wherein the teacher asked the students something
right after she finished the lesson. She asked about the importance or the function for the purpose where the
students react to the topic. Activities followed in support to the psychomotor domains wherein there are couple
of activities such as role playing, etc. that will support students' learning.
2. Were the lessons focused on cognitive domain only or psychomotor content only /affective content only? Or
were the lessons combination of two or three? Explain you answer.
The lesson presented has three domains such as cognitive part that introduced it to the topic. The affective
domains in which the teacher asks about the importance or function and how they will impart this on their real
life situations that are also included in the lesson plan. The teacher also shows the psychomotor part wherein
she involve the students an activity wherein the students may able to apply their learning in role play or certain
activities.
3. What was the effect on learning when teaching was focused on only one domain?
The effect on learning in teaching was focused on three domains where the teacher presented a presentation of
the lesson that will align with the three domains and objectives. The lesson ended with three domains were
applied before, during and after the lesson was presented.
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 procedure only or psychomotor
procedures only? Explain your answer.
It is possible to teach only one domain, for example, cognitive part in which the teacher introduces only subjects
to students without the rest of the domains. This idea was not so emotional that students could forget the
subject. Therefore, not all possible is right, there is a guideline or procedure that the teacher must follow before
conducting the lesson which is the lesson in which he requires the 3 domains be reached
5. Do Kendall’s and Marzano’s knowledge taxonomy and Bloom’s Taxonomy of learning activities contradict
each other? Explain your answer.
No. The Blooms and Marzanos are very similar. Their wording is almost exactly the same. Bloom’s uses nouns
while Marzanoòs uses verb forms to show learning levels. Marzano's categories are not built among
themselves.-When Bloom;s was created, it was a framework for teachers to focus on higher-order thinking.
Marzano's provides a more research-based theory to help teachers improve their learner’s thinking.

5. My Reflections
Based on your observations in class and on your understanding of the domains of knowledge and 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 only in the cognitive or when you teach
in the cognitive domain combined with the affective or psychomotor combined with the affective?
To make the presentation of the lesson so effective I will use the three domains such as cognitive,
emotional and psychomotor that encourages students to engage with the subject matter. A student-centred
approach that actively engages young people in the learning process is fundamental to promoting and
developing the skills that give rise to healthy behaviors. Some of the learning strategies that could be
incorporated into an integrated approach include self-directed learning, cooperative learning, role playing,
behavioral rehearsal, peer education and parental involvement.
Student-centered learning is personalized, attractive, competency-based and is not limited to the
classroom. The students assume greater responsibility for their learning and support each other's progress, so
that each student gets the skills he needs to be successful and contribute to society. Student-centered learning
involves students in their own success and integrates their interests and skills in the learning process. Instead of
having educators who deliver information, students can relate to their teachers and peers in real time – preparing
them to participate in a skilled workforce later in life.
Student-centered learning moves students from passive recipients of information to active participants in
their own discovery process. What students learn, how they learn and how to evaluate their learning are all
driven by each individual student's needs and skills.
At the system level, this requires the implementation of curricular planning practices, pedagogy and
evaluation methods that support a student-centered approach.
Integrated Theory and Practice
Direction: Read the situation then answer the questions
Teacher Mila taught the parts of a microscope, demonstrated how to focus it 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” 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 Knowlledge)
II. Mental Procedures ( Procedural Knowledge)
III. Psychomotor procedures (Physical skills)
A. I and II C. I, II, and III
B. II only D. I and II
Answer: D
2. Which part of Teacher Mila’s lesson consists of mental procedure (procedural knowledge)?
I. Asking the class if the 3 students focused the microscope correctly
II. Explaining the “why’s” behind “don’ts”
III. Focusing the microscope.
A. I and II C. I, II, and III
B. II only D. I and II
Answer: C

6. 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
Answer: A
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
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.
Answer: A
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.
Answer: A
6. Which part of Teacher Mila’s lesson plan 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 behind the behind “don’ts in microscope focusing
Answer: A

7. My Learning Portfolio
Refer to K to 12 Curriculum Guide. Based on the competencies, formulate SMART lesson objectives/intended
learning outcomes:
1. in the cognitive, affective and psychomotor domains (B. Bloom)
Objectives: At the end of 60-minutes period, learners (Grade 10 Students) will be able to:
 Define the action verb.
 Value the function of action verbs in a sentence.
 Construct sentences using action verbs.
Bloom’s Domain of Learning Activities
Domain of Learning Activities Lesson objectives/intended learning outcomes
1. Cognitive – information Define the action verb
2. Psychomotor – skills Construct sentences using action verbs.
3. Affective – values, attitude Value the function of action verbs in a sentence.
2. for information (declarative knowledge), mental procedures (procedural knowledge) and psychomotor
procedure/physical or motor skills
Objectives: At the end of 60-minutes period, learners (Grade 10 Students) will be able to:
 Define an adjective.
 Value the function of an adjective in a sentence.
Kendall’s and Marzano’s Domains of Knowledge
Domain of Learning Activities Lesson objectives/intended learning outcomes
1. Cognitive Domain – Information ( Declarative
Knowledge) – Vocabulary, terms, facts, concepts,
principle, hypothesis, theory
Identify the basic parts of adjectives.
2. Mental Procedures (Procedural Knowledge) – e.g.
mental skills such as writing a paragraph.
Expresses that adjectives has functions and importance
in the English structure.