2. 1.In modern times, machines have saved human
endeavor, however there are limitations. Which
characteristics do human have which the machines
lack?
I. Creativity
II. Flexibility
III. Compassion
IV. Empathy
A.I and II
B.B. II, III, and IV
C.C. III and IV
D.D. I, II, III and IV
3. 2. Which assessment practice/s is/are true of
Education 4.0?
I. Pencil-and-Paper test will no longer be
used.
II. Assessment is limited to authentic methods.
III. The use of authentic outcome-based
assessment is recommended.
A. I, II and III
B. I and III only
C. II and III only
D. I and II only
4. 3.The 2019 pandemic forced the
educational system to make curricular
reforms, so as not to enhance the spread
of the Covid 19 virus. Which approach in
the teaching delivery should be avoided?
A. Remote teaching
B. Flexible learning
C. Blended learning
D. Face-to-face learning
5. 4. What was the major reason for the two additional
years of basic education as the senior high school?
A. In order for the student to mature before going to
college
B. So that the Philippine Education System will
enhance comparability
C. Because making basic education as 12 years is
embedded in the Constitution
D. To reduce the number of students who go to
college
7. Overview
• Bloom’s Taxonomy and higher-order thinking
• See how questioning plays an important role
within the framework (oral language)
8. Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
9. BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
10. Remembering
The learner is able to recall, restate and
remember learned information.
– Recognizing
– Listing
– Describing
– Identifying
– Retrieving
– Naming
– Locating
– Finding
Can you recall information?
11. Remembering continued
• List
• Memorize
• Relate
• Show
• Locate
• Distinguish
• Give example
• Reproduce
• Quote
• Repeat
• Label
• Recall
• Know
• Group
• Read
• Write
• Outline
• Listen
• Group
• Choose
• Recite
• Review
• Quote
• Record
• Match
• Select
• Underline
• Cite
• Sort
Recall or
recognition of
specific
information
Products include:
• Quiz
• Definition
• Fact
• Worksheet
• Test
• Label
• List
• Workbook
• Reproduction
•Vocabulary
13. Remembering: Potential
Activities and Products
• Make a story map showing the main events of
the story.
• Make a time line of your typical day.
• Write a list of keywords you know about….
• What characters were in the story?
• Recite a poem you have learned.
14. Understanding
The learner grasps the meaning of information by
interpreting and translating what has been
learned.
– Interpreting
– Exemplifying
– Summarizing
– Inferring
– Paraphrasing
– Classifying
– Comparing
– Explaining
Can you explain ideas or concepts?
15. Understanding continued
• Restate
• Identify
• Discuss
• Retell
• Research
• Annotate
• Translate
• Give examples of
• Paraphrase
• Reorganize
• Associate
• Describe
• Report
• Recognize
• Review
• Observe
• Outline
• Account for
• Interpret
• Give main
idea
• Estimate
• Define
Understanding
of given
information
Products include:
• Recitation
• Summary
• Collection
• Explanation
• Show and tell
• Example
• Quiz
• List
• Label
• Outline
17. Applying
The learner makes use of information in a context
different from the one in which it was learned.
–Implementing
–Carrying out
–Using
–Executing
Can you use the information in another
familiar situation?
18. Applying continued
• Translate
• Manipulate
• Exhibit
• Illustrate
• Calculate
• Interpret
• Make
• Practice
• Apply
• Operate
• Interview
• Paint
• Change
• Compute
• Sequence
• Show
• Solve
• Collect
• Demonstrate
• Dramatize
• Construct
• Use
• Adapt
• Draw
Using strategies,
concepts, principles
and theories in new
situations
Products include:
• Photograph
• Illustration
• Simulation
• Sculpture
• Demonstration
• Presentation
• Interview
• Performance
• Diary
• Journal
20. Analyzing
The learner breaks learned information into its
parts to best understand that information.
– Comparing
– Organizing
– Deconstructing
– Attributing
– Outlining
– Finding
– Structuring
– Integrating
Can you break information into parts to explore
understandings and relationships?
21. Analyzing continued
• Distinguish
• Question
• Appraise
• Experiment
• Inspect
• Examine
• Probe
• Separate
• Inquire
• Arrange
• Investigate
• Sift
• Research
• Calculate
• Criticize
• Compare
• Contrast
• Survey
• Detect
• Group
• Order
• Sequence
• Test
• Debate
• Analyze
• Diagram
• Relate
• Dissect
• Categorize
• Discriminate
Breaking
information down
into its component
elements
Products include:
• Graph
• Spreadsheet
• Checklist
• Chart
• Outline
• Survey
• Database
• Mobile
• Abstract
• Report
23. Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
– Checking
– Hypothesizing
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring
Can you justify a decision or course of action?
26. Evaluating: Potential Activities
and Products
• Write a letter to the editor.
• Prepare and conduct a debate.
• Prepare a list of criteria to judge…
• Write a persuasive speech arguing for/against…
• Make a booklet about five rules you see as important.
Convince others.
• Form a panel to discuss viewpoints on….
• Write a letter to. ..advising on changes needed.
• Write a half-yearly report.
• Prepare a case to present your view about...
• Evaluate the character’s actions in the story.
27. Creating
The learner creates new ideas and
information using what has been previously
learned.
– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making
Can you generate new products, ideas, or
ways of viewing things?
28. Creating continued
• Compose
• Assemble
• Organize
• Invent
• Compile
• Forecast
• Devise
• Propose
• Construct
• Plan
• Prepare
• Develop
• Originate
• Imagine
• Generate
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.
Products include:
• Film
• Story
• Project
• Plan
• New game
• Song
• Newspaper
• Media product
• Advertisement
• Painting
30. Creating: Potential Activities and
Products
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime
about…
• Design a new monetary system.
• Develop a menu for a new restaurant using a variety of healthy foods.
• Design a record, book or magazine cover for...
• Sell an idea.
• Devise a way to...
• Make up a new language and use it in an example.
• Write a jingle to advertise a new product.
31. Questions for Remembering
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the definition of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
32. Questions for Understanding
• Can you explain why…?
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
33. Questions for Applying
• Do you know of another instance
where…?
• Can you group by characteristics such
as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you
develop a set of instructions about…?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
34. Question for Analyzing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
35. Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will lose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
36. Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would
you deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
38. Factual Knowledge
• The basic elements
students must know
to be acquainted with
a discipline or solve
problems in it.
– Knowledge of
terminology
– Knowledge of specific
details and elements
39. Conceptual Knowledge
• The interrelationships among
the basic elements within a
larger structure that enable
them to function together.
– Knowledge of classifications
and categories
– Knowledge of principles and
generalizations
– Knowledge of theories, models
and structures
40. Procedural Knowledge
• How to do something,
methods of inquiry and
criteria for using skills,
algorithms, techniques and
methods.
– Knowledge of subject-specific skills
and algorithms
– Knowledge of subject-specific
techniques and methods
– Knowledge of criteria for
determining when to use
appropriate procedures
41. Metacognitive Knowledge
• Knowledge of cognition in general as well
as awareness and knowledge or one’s
own cognition.
– Strategic knowledge
– Knowledge about cognitive tasks, including
appropriate contextual and conditional
knowledge
– Self-knowledge
How did I
get that
answer?
