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    Activity 1: 1. What Is The Difference Between Bloom's Taxonomy & The Revised Taxonomy?

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    Wincel Ann Go
    This document contains information about Bloom's Taxonomy and the Revised Bloom's Taxonomy. It discusses the key changes between the original and revised versions. The main changes are in terminology, structure, and emphasis. In the revised version, the names of the cognitive levels were changed, such as "Knowledge" being renamed to "Remembering". The order of the top two levels was also swapped, with "Creating" becoming the highest level. Additionally, the revision emphasizes using the taxonomy to align curriculum, instruction, and assessment across different grade levels and subjects. The document then provides an example activity asking students to write learning objectives and test items matching the different cognitive levels for a topic about the provinces in the Bicol region

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    Activity 1: 1. What Is The Difference Between Bloom's Taxonomy & The Revised Taxonomy?

    Uploaded by

    Wincel Ann Go
    281 views3 pages
    This document contains information about Bloom's Taxonomy and the Revised Bloom's Taxonomy. It discusses the key changes between the original and revised versions. The main changes are in terminology, structure, and emphasis. In the revised version, the names of the cognitive levels were changed, such as "Knowledge" being renamed to "Remembering". The order of the top two levels was also swapped, with "Creating" becoming the highest level. Additionally, the revision emphasizes using the taxonomy to align curriculum, instruction, and assessment across different grade levels and subjects. The document then provides an example activity asking students to write learning objectives and test items matching the different cognitive levels for a topic about the provinces in the Bicol region

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    PROF ED 7 ACTS

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    This document contains information about Bloom's Taxonomy and the Revised Bloom's Taxonomy. It discusses the key changes between the original and revised versions. The main changes are in terminology, structure, and emphasis. In the revised version, the names of the cognitive levels were changed, such as "Knowledge" being renamed to "Remembering". The order of the top two levels was also swapped, with "Creating" becoming the highest level. Additionally, the revision emphasizes using the taxonomy to align curriculum, instruction, and assessment across different grade levels and subjects. The document then provides an example activity asking students to write learning objectives and test items matching the different cognitive levels for a topic about the provinces in the Bicol region

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    281 views3 pages

    Activity 1: 1. What Is The Difference Between Bloom's Taxonomy & The Revised Taxonomy?

    Uploaded by

    Wincel Ann Go
    This document contains information about Bloom's Taxonomy and the Revised Bloom's Taxonomy. It discusses the key changes between the original and revised versions. The main changes are in terminology, structure, and emphasis. In the revised version, the names of the cognitive levels were changed, such as "Knowledge" being renamed to "Remembering". The order of the top two levels was also swapped, with "Creating" becoming the highest level. Additionally, the revision emphasizes using the taxonomy to align curriculum, instruction, and assessment across different grade levels and subjects. The document then provides an example activity asking students to write learning objectives and test items matching the different cognitive levels for a topic about the provinces in the Bicol region

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    PROF ED 7

    MARWIN G. SONEJA CLASS SCHEDULE: TTH 7:00-8:30

    ACTIVITY 1:

    1. What is the difference between Bloom’s Taxonomy & the Revised Taxonomy?

    Revised Bloom’s Taxonomy emphasizes students learning outcomes through the use of
    refined terms. The revised taxonomy is a refreshed take on Bloom’s Taxonomy from 1956,
    which examined cognitive skills and learning behavior. Changes to terminology, structure and
    emphasis are a part of the revised approach.

    2. Explain the main changes in the Krathwohl’s 2001 Cognitive Taxonomy.

    The main changes in the Krathwohl’s 2001 Cognitive Taxonomy are terminology,
    structure and emphasis. Changes to terminology, the revised version changes the name of each
    of the six levels. For example, the lowest level of the original, “knowledge” was renamed and
    classified as “remembering”. It is major cognitive process categories were change to indicate
    action because thinking implies active engagements. Knowledge is an outcome or product
    thinking; it is not a form of thinking. Consequently, since the word “knowledge” inaccurately
    describe a category of thinking, it was replaced with the verb “remembering”. Changes to
    structure, the top two levels are essentially swapped from the old to the new version. This
    revised taxonomy moves the “evaluation” stage down a level and the highest element becomes
    “creating”. At the second to the highest level of the revised version, people defend, support,
    justify and evaluate their opinion on this information. And at the highest level, people generate
    new ideas, create a new product, or construct a new point of view. This change was made
    because the taxonomy viewed as a hierarchy reflecting increasing complexity of thinking, and
    creative thinking (creating level) is considered a more complex form of thinking than critical
    thinking (evaluating level). A person can evaluate information without being creative, but
    creative thinking requires some level of evaluation or critical thinking. Changes in emphasis, the
    revision emphasized the use of taxonomy as a tool for alignment of curriculum planning,
    instructional delivery and assessment. Additionally, the revision is aimed at a broader audience.
    The original taxonomy viewed as a tool best applied in the younger grades at school. The revised
    version is more universal and easily applicable at elementary, secondary, as well as adult
    training.
    PROF ED 7
    MARWIN G. SONEJA CLASS SCHEDULE: TTH 7:00-8:30

    ACTIVITY 2:

    Write your own objectives & matched test item from Remembering Level to Creating Level in
    the topic “Different provinces in Bicol Region”

    1. KNOWLEDGE

    IO: At the end of the topic, the students should be able to identify the different provinces in
    Bicol Region.
    TI: What are the different provinces in Bicol Region?

    2. COMPREHENSION

    IO: At the end of the lesson, the students should be able to summarize the history of different
    provinces of Bicol Region.
    TI: Summarize the history of different provinces of Bicol Region.

    3. APPLICATION:

    IO: At the end of the lesson, the students should be able to write the municipality of each
    provinces in Bicol Region.

    TI: Write the municipality of each provinces in Bicol Region.

    4. ANALYSIS:

    IO: At the end of the lesson, the students should be able to classify the tourist spot in different
    provinces in Bicol Region.

    TI: How would you classify the tourist spot of different provinces in Bicol Region?

    5. SYNTHESIS

    IO: At the end of the lesson, the students should be able to compare and contrast the area and
    population of different provinces in Bicol Region.

    TI: What is the comparison of different provinces in Bicol Region?

    6. EVALUATION
    IO: At the end of the lesson, the students should be able to conclude the population of
    different provinces in Bicol Region.
    PROF ED 7
    MARWIN G. SONEJA CLASS SCHEDULE: TTH 7:00-8:30

    TI: What should the researcher conclude on the population of different provinces in Bicol
    region?

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