The document summarizes the observations of a student who observed 4 resource teachers' classes using observation sheets. The observation sheets focused on analyzing the levels of cognitive processing demonstrated by students based on Bloom's Taxonomy and Kendall and Marzano's frameworks. The student observed that while most classes demonstrated lower levels like remembering and comprehension, higher levels like analysis, evaluation and creation were not fully demonstrated. The student reflected that teachers are mostly focused on lower levels of information processing and share some responsibility for limiting students' cognitive engagement.

1. WALTER TORINO RAVAL
BTVTED CSS 4A BANDURA
FS 2 Episode 4
My Learning Activities
I will observe 4 Resource Teachers with the use of Observation Sheets, analyze then reflect on my observation.
OBSERVATION SHEET # 4.1
Bloom’ Levels of Processing Cognitive Activities
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
Bloom’s level of processing cognitive activities
1.Remembering The students were asked to recall the lesson they had
last meeting.
2. Comprehending The teacher asked the class to interpret the theme in
the short story that she read.
3. Applying The teacher had presented different issues
corresponding with audiovisual wherein the students
may able to internalize certain behavior of what the
theme is all about.
4. Analyzing The teacher asked the students to discriminate the
theme about the positive and negative behavior of the
short story.
5. Evaluating The students answered some short story guided
questions.
6. Creating Learners were asked about other theme that weren’t
mention that may use as a guide in real life scenarios.

2. OBSERVATION SHEET # 4.2
Levels of Processing Write down instances where Teacher made
learners to do any these.
1. Retrieval Information – Students gave information asked.
The teacher asked the learners about how they will
help the community by their own little way.
Mental procedures – Students determined if
information is accurate or inaccurate.
Students also were asked the difference between the
positive and negative side of not helping the
community.
Psychomotor procedure/ motor or physical skills –
Students executed/performed procedures.
The teacher asked one of the learners to demonstrate
on how they will help the community.
2. Comprehension
Students constructed symbolic representation of
information.
The learners were asked to draw to represent on how
they will help the community.
The students elaborate and discussed on how they will
help the community.

3. Levels of Processing Write down instances where Teacher made
learners to do any these.
3. Analysis The teacher asked them of what are the consequences
when they will not help the community.
The students write a summary of the benefits if they
will contribute to help especially the needy of the
community.
The students find out the positive side/results of they
will continue to help the community and negative
side/results if they will not participate to the
community to help.
The students are able to classify the positive side and
negative side/results of not or helping the community.
The students are able to compare and contrast the
cause and effects of helping the community especially
the needy ones.
4. Knowledge utilization The teacher is presenting some point of views or
situations via audiovisual in relation of helping the
community where learners are able to continuing
contribute their own part of helping.
The teacher made them act what they usually do and
ask them if it is consider in helping the community.
Levels of Processing Write down instances where Teacher made
learners to do any these.
The teacher helps the student to identify the problem
arise in the community as basis for their judgment.
The teacher helps the students to comprehend
scenarios and events that will help their judgment and
conclusion.

4. 5. Meta-cognitive system The teacher helps the students to comprehend and
didn’t specified the lessons according to each learner
in a wholesome manner.
The teacher always monitor the student’s learning by
employing oral recitations in regards to the subject
matter.
Through rubrics from teacher as this will guide if the
students learned the subject matter or not.
Levels of Processing Write down instances where Teacher made
learners to do any these.
6. Self-System The teacher give emphasizes the importance and
functions of every topic.
The teacher encourages the students to engage in
social or community activities by helping from their
own little way.
The teacher motivates the students to create their own
cause in helping the community.

5. My Analysis
1. Were all Bloom’s levels of processing information demonstrated by the learners in the class? Why or why
not?
Not all Bloom's level of processing information demonstrated because there was a class I observed that they
only have a spelling throughout the period.
2. Which levels of Kendall’s and Marzano’s processing information was most demonstrated? least
demonstrated? Give proofs.
The most shown level of processing information was comprehension almost all the class that I observed
understand the lesson but unfortunately there is also the least demonstrated who the creation is.
3. Were all of Kendall’s and Marzano’s levels of processing of information, mental and physical procedures
demonstrated by the learners in class? Why or why not?
Not all, especially the metacognition and autosystem level of processing information were not observed It well
although there are two classes I have observed these two, but not really satisfactory for the student.
4. Which levels of Kendall’s and Marzano’s processing information was most demonstrated? Least
demonstrated? Give proofs.
The recovery was the most demonstrative process because all the classes that were observed remembered the
lesson and the least demonstrated was metacognitive and self-system that is out of focus in the classes.
5. Are Bloom’s cognitive taxonomy of learning activities (cognitive, affective and psychomotor) very different
from the new taxonomy of Kendall and Marzano (informative, metacognitve and psychomotor)? Explain your
answer.
No. The Bloom and Marzano are very similar. Its writing is almost exactly the same. Bloom’s uses nouns while
Marzanoòs uses the forms of verbs to show levels of learning. Marzano's categories are not built together. When
Bloom;s was created, it was a framework for teachers to use to focus on the thought of higher order. Marzanos
provides a more research-based theory to help teachers improve their student thinking. Group reflection.
My Reflections
Analyzing the level as of processing that were demonstrated by students in the classes that you observed, what
conclusion can you draw regarding the level of processing of information that takes place in schools? (Are all
the higher levels of processing information done in classrooms? or are classrooms limited mostly to the lower
levels of information processing such as remembering or retrieval?)
Bloom's level of processing was mostly presented in class. I see the teacher does things according to the level of
processing. She also had the ability to motivate the learners and draw attention to the class. I can also see that
she is doing her best to keep the class entertaining and pleasant. I learned that, on the basis of what I have
observed, I can conclude that mostly teacher on classes are focused only on the lowest levels of information
processing, such as the level of information such as remembering and comprehension. There are few of them
who have really tried to impose learning on students, but not to exert efforts that could allow students to
perform the entire given task. All I want to say is why students go to school because they wanted to learn and
how it could be possible if the teacher doesn't have the passion.

6. Write your reflections on the level of information processing among students in class. Does teacher contribute
to the level of processing that students do in school? If students are engaged only in low level information
processing, can teacher be blamed for such?
Yes, the teacher is to blame because they are the main movers within the class and the level of information
processing must begin inside then because they are the primary source of knowledge within the class. The
teacher encourages the class to remember the activities that each learner does in their own houses and
classifying them if it’s a good deed or a bad deed. She has presented many scenarios that are very common for
each learner and depending on their level of thinking. The least used level of cognitive information processing
is creation. She is more in the memory. As regards the level of information processing Kendall and Marzano, I
believe that most of them are presented and used in class. The teacher guides the class in decision-making, she
has also presented scenarios that are very common in every learner of daily life. Children learn a lot more when
they are interested in what they are doing and they have some input into what they are studying. Therefore,
using these various strategies teachers allow students to have some control over their education and to have a
high level of information processing. No child likes to be told everything he has to do; they like to be able to
make choices by himself.
Integrated Theory and Practice
Direction: Choose the letter of the correct answer.
1. Teacher Ruben wanted his students to rate their own work using scoring rubric which he explained to the
class before the students began with their task. Based on revised Bloom’s taxonomy, in which level of cognitive
processing are the students?
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing
Answer: A
2. You are required to formulate your own philosophy of education in the course, The Teaching Profession.
Based on Bloom’s revised taxonomy, in which level of cognitive processing are you?
A. Analyzing
B. Creating
C. Applying
D. Evaluating
Answer: B
3. Teacher Danny requires his class to conduct research, write a research report and defend the same before a
panel of experts. In which levels of processing will the students be engaged?
I. Retrieval
II. Comprehension
III. Analysis
IV. Knowledge utilizatio
A. I, II, III and IV
B. III and IV
C. II, III, and IV
D. I, III and IV
Answer: A

7. 4. Teacher Bing encourages her students to make the intended learning outcome their own and explained that
she expected them to monitor now and then own processing will Teacher Bing’s students act?
A. Cognitive
B. Self-System
C. Metacognitive system
D. Between cognitive and metacognitive system
Answer: C
5. Teacher Ann sees to it that her sees the importance of the grammar lessons in English and so gets intrinsically
to learn. In which level of processing is the class expected to act?
A. Cognitive
B. Self-system
C. Metacognitive system
D. Between cognitive and metacognitive system
Answer: B
My Learning Portfolio
Based on the K to 12 Curriculum Guide, (for BEED students, subject of your choice; BSEd, your
specialization), write competencies that are fit for each of the following:
A. Bloom’s levels of processing a learning activity: (Just in case you can’t find one, make one). Give the other
levels of information processing not given.
1. Remembering
The teacher asked the students on what is the previous lesson they had discussed.
2. Comprehending
The teacher asked the students of what are function of an adjectives and how they will use it.
3. Applying
The teacher presented couple of describing words and ask to students to use it in constructing a sentence.
4. Analyzing
The teacher gives the task to students to determine what type of an adjective they used and explain it in the front
of the class.
5. Evaluating
The students had answered guided questions in regards to the subject matter.
6. Creating
The students were asked about what other function of an adjectives and how they will used in a daily life
conversation which they going to use in their real life situations.
B. Kendall’s and Marzano’s Levels of Processing Information: (Just in case you can’t find one, make one).
1. Retrieval
A. Information – The students were asked on how they will add the colors and daily conversation meaningful
with other people.
B. Mental Procedures – Students were asked the definition of an adjectives.
C. Psychomotor – Students were demonstrate on how to construct sentences which going to use in daily
conversation meaningful with the use of an adjectives.

8. 2. Comprehension
Students were asked of what are the functions of an adjectives and how they going to use it.
3. Analysis
Students were asked of what are the advantages and disadvantages of using an adjective in a sentence.
4. Knowledge Utilization
The teacher present some situations or scenarios via audiovisual on how an adjectives will use to make daily
conversation more meaningful at the time they going to use it in their real life situations.
5. Metacognitive system
The teachers always monitors and check their comprehension regarding the subject matter through oral
recitation
6. Self-system
The teacher gives some point of view of what are the importances of an adjective in a sentence.