The document discusses sequencing objectives in the cognitive domain based on Bloom's Taxonomy. It explains that Bloom's Taxonomy classifies educational goals into six levels of complexity - knowledge, comprehension, application, analysis, synthesis, and evaluation. When sequencing objectives for instruction, it is important to present simpler objectives that must be mastered before more complex ones. The levels are arranged hierarchically from less to more complex thinking skills.

1. REPUBLIC OF THE PHILIPPINES
MINDANAO STATE UNIVERSITY
GENERAL SANTOS CITY
Presented by: Rocelyn F. Magbanua ED107 - TFR- (2:30-4:00)
Presented to: Dr. Ava Claire Marie O. Robles June 25, 2011
MODULE 5: MANAGEMENT OF INSTRUCTIONS,
Lesson 3: Sequencing objectives (COGNITIVE DOMAIN)
Sequencing Objectives
Complex subjects have an underlying structure that, when recognized, can simplify learning. Sequencing of
objectives establishes the order in which instruction will be organized and presented. This may be the same as the
sequence of performance of the job, but sequencing of objectives is often based on some other logical relationship.
Some objectives may have a common factor in that they may be related because they refer to similar performances
or share some basic knowledge. Such objectives should be grouped together to improve learning effectiveness.
Other learning objectives may have a dependent relationship. It may be necessary to master one objective before it
is possible to master another. When sequencing objectives of this type, it is important to present the objective that is
dependent on some prior learning later in training.
Beginning in 1948, a group of educators undertook the task of classifying education goals and
objectives. The intent was to develop a classification system for three domains: the cognitive, the affective, and the
psychomotor. Work on the cognitive domain was completed in the 1950s and is commonly referred to as Bloom's
Taxonomy of the Cognitive Domain. The major idea of the taxonomy is that what educators want students to know
can be arranged in a hierarchy from less to more complex. The levels are understood to be successive, so that one
level must be mastered before the next level can be reached.
Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a
particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order
objectives. There are six levels in the taxonomy, moving through the lowest order processes to the highest:
SAMPLE SAMPLE
LEVEL DEFINITION
VERBS BEHAVIORS
Student recalls or  Write
The student will
recognizes  List
 Label define
information,
the 6 levels of
KNOWLEDGE ideas, and principles  Name
Bloom's
in the approximate  State
 Define taxonomy of the
form in which they
cognitive domain.
were learned.
Student translates,  Explain The student will
COMPREHENSION comprehends, or  Summarize explain
interprets information  Paraphrase the purpose of
based on prior  Describe Bloom's

2. learning.  illustrate taxonomy of the
cognitive domain.
Student selects,  Use
transfers, and uses  Compute The student will
data  Solve write an instructional
APPLICATION and principles to  Demonstrate objective for each
complete a problem  Apply level of Bloom's
or task with a mini-  Construct taxonomy.
mum of direction.
Student
distinguishes,
 Analyze
classifies, and relates The student will
 Categorize
the assumptions, compare and
 Compare
ANALYSIS hypotheses, contrast
 Contrast
evidence, the cognitive and
 Separate
or structure of a affective domains.
statement or
question.
The student will
design a
Student originates,
 Create classification
integrates, and
 Design scheme for writing
combines ideas into
 Hypothesize educational
SYNTHESIS a
 Invent objectives
product, plan or  Develop that combines the
proposal that is new
cognitive, affective,
to him or her.
and psychomotor
domains.
The student will
Student appraises,  Judge
judge the
assesses, or critiques  Recommend
effectiveness of
EVALUATION on a basis of specific  Critique
 Justify writing
standards and
objectives using
criteria.
Bloom's taxonomy.
References:
Zulueta, Francisco M. Principles of Teaching. Quad Alpha Centrum Bldg. 125, Pioneer Street Mandaluyong
City 1550. National Bookstore, 2006.
Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A
Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
http://www.celt.iastate.edu/teaching/RevisedBlooms1.html