Kendall's and Marzano's New taxonomy ............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................ ppt.

1. Kendall’s and Marzano’s New
Taxonomy
Mrs. Emilita Ricafort
INSTRUCTOR

2. Lets Play
“Know me then Level
me”

3.  Kendall’s and Marzano’s Taxonomy defines the
manner in which each of its six levels interacts with
the three knowledge domains.
 New Taxonomy is a
two-dimensional
model with six
categories of mental
processes
represented by one
dimension and three
domains of
knowledge
represented by the
other dimension.

4. Three different Types of Domains
of Knowledge:
3. Psychomotor Procedures
1. Information
2. Mental Procedures

5. THE DOMAIN OF INFORMATION
 The domain of information, sometimes referred
to as declarative knowledge,
 Declarative knowledge can be
considered the “what” of human
knowledge.
 Content knowledge

6. THE DOMAIN OF MENTAL
PROCEDURES
 Mental procedures—sometimes
referred to as procedural knowledge
 Procedural
knowledge can be
described as the
“how-to.”

7. THE DOMAIN OF
PSYCHOMOTOR PROCEDURES
 As the name implies, the
psychomotor domain is
composed of physical
procedures an individual
uses to negotiate daily
life and to engage in
complex physical
activities for work and
for recreation.

8. There are three systems of
New Taxonomy
1. Self-System
2. Metacognitive System
3. Cognitive System

9. Self- System
The self-system consists of an interrelated
arrangement of attitudes, beliefs, and emotions
Metacognitive System
Has been described by researchers and theorists as
responsible for monitoring, evaluating, and regulating
the functioning of all other types of thought.
Cognitive System
Oriented toward human skills and capabilities. They
can perceive and understands things, draw
conclusion and learn

11. LEVEL 1: RETRIEVAL
(COGNITIVE SYSTEM)
 At this level, learners recognize, recall, or execute
basic information and processes.
 Retrieval involves the recognition and recall of
information and the execution of mental procedures
and psychomotor procedures.
 RECOGNITION
Defined as the simple matching of a
giving prompt or stimulus with information in
permanent memory.

12.  RECALL
Involves generating as opposed to
simply recognizing information.
 EXECUTE
Information is
recognized and
recall.

13. LEVEL 2: COMPREHENSION
(COGNITIVE SYSTEM)
 At this level, learners distill knowledge to its
organizing essence.
 This level involves determining the defining
characteristics of the information that learners
can combine as knowledge of something. It is
the lowest level of demonstration of
understanding. It involves the processes of
integrating and symbolizing.

14.  INTEGRATING
Involves reducing knowledge down to its
key parts.
 SYMBOLIZING
Involves depicting
knowledge in some type of
nonlinguistic or abstract

15. LEVEL 3: ANALYSIS
(COGNITIVE SYSTEM)
Analysis processes all involve
examining knowledge in fine detail, and
a result , generating new conclusions.
This level involves matching and
classifying activities, analyzing errors,
generalizing from foundational
knowledge and specifying logical
consequences.

16.  MATCHING
Involves identifying similarities and differences.
 CLASSIFYING
Refers to organizing knowledge into
meaningful categories.
 ANALYZING ERRORS
Involves identifying factual or logical
errors in knowledge or processing errors in
the execution of knowledge.

17.  GENERALIZING
Involves the construction of new generalizations
based on prior learning.
 SPECIFYING
It relates to
principles involves making
and defending predictions
about what will or might
happen under certain
conditions.

18. LEVEL 4: KNOWLEDGE UTILIZATION
(COGNITIVE SYSTEM)
 At this level, learners use the
knowledge to accomplish a
specific task.
 This level involves the processes
of decision making, problem
solving, experimenting, and
investigating.

19.  DECISION MAKING
Involves selecting among alternatives that initially appear
equal.
 PROBLEM SOLVING
Involves accomplishing a goal for which obstacles or
limiting conditions exist.
 EXPERIMENTING
Involves the generation and testing
of hypotheses about a specific physical or
psychological phenomenon.
 INVESTIGATING
Involves examining a past,
present, or future situation.

20. LEVEL 5:
METACOGNITIVE SYSTEM
Described by researchers and theorists as responsible
for monitoring, evaluating, and regulating the
functioning of all other types of thought.
 SPECIFYING GOALS
Involves setting specific
goals relative to one’s
understanding of or skill
at a specific type of
knowledge and
developing a plan for
accomplishing the goals.

21.  PROCESS MONITORING
Component of the metacognitive system typically
monitors the effectiveness of a procedure being used in a task.
 MONITORING CLARITY
Involves determining the extent to
which an individual is clear about
specific aspects of knowledge
 MONITORING ACCURACY
Involves determining the extent to which
one is correct in terms of one’s
understanding of specific knowledge.

22. LEVEL 6:
SELF-SYSTEM THINKING
Consists of an interrelated arrangement of
attitudes, beliefs, and emotions.
It is the interaction of these attitudes, beliefs,
and emotions that determines both motivation
and attention.
 EXAMINING IMPORTANCE
Involves analyzing the extent
to which one believes that
specific knowledge is
important.

23.  EXAMINING EFFICACY
Involves examining the extent to which individuals
believe they can improve their understanding or competence
relative to a specific type of knowledge.
 EXAMINING EMOTIONAL RESPONSE
Involves identifying what emotions, if any, are
associated with specific knowledge and why those
associations exist.
 EXAMINING MOTIVATION
Improve one’s understanding of or competence
in a specific type of knowledge. overall
motivation is a composite of the other three
aspects of self-system thinking—perceptions of
importance, perceptions of efficacy, and
emotional response.

24. REPORTERS
Zoilo Begasa
BEED 3A
Miaka Balino
BEED 3A

25. REPORTERS
Jona America
BEED 3A
Kim Belmonte
BEED 3A

26. Thank You
For
Listening