ORIGINAL AND REVISED

TAXONOMY
BLOOM’S ORIGINAL ANDERSON’S REVISED
TAXONOMY TAXONOMY
KNOWLEDGE REMEMBER
COMPREHENSION UNDERSTAND
APPLICATION APPLY
ANALYSIS ANALYZE
SYNTHESIS EVALUATE
EVALUATION CREATE
 THE
KNOWLEDGE
DIMENSION
FACTUAL KNOWLEDGE
Knowledge that is
basic to specific
disciplines.
CONCEPTUAL KNOWLEDGE
Knowledge of classifications,
generalizations, theories,
models or structures
pertinent to a particular
disciplinary are.
PROCEDURAL KNOWLEDGE
Refers to information
knowledge that helps
students to do something
specific to a discipline,
subject, and area of study.
METACOGNITIVE KNOWLEDGE
The awareness of one’s own cognition
and particular cognitive processes
Composed of:
Strategic knowledge
Knowledge about cognitive task,
including appropriate contextual and
conditional knowledge
Self- knowledge
MASTERY LEARNING
Mastery Learning or LR was
initiated in 1963 by John b.
Caroll.
It is fit for both individual
study and group study,
provided that realistic
standards are developed.
Vital Elements of Mastery
Learning
1. Clearly specifying what is to be learned
and how it will be evaluated;
2. Allowing students to learn at their own
pace;
3. Assessing student progress and also
providing appropriate feedback or
remediation;
4. Testing that final learning criteria have
been achieved.
 CHARACTERISTICS OF GOOD
INSTRUCTIONAL OBJECTIVES
1. SPECIFIC
This characteristics
clearly identifies the
knowledge, skill, or
attitude that should be
developed.
2. MEASURABLE
This serves as
reference with which
student performance
will be judged.
3. ATTAINABLE
Objective is
developmentally
appropriate
4. RESULT- ORIENTED
The performance or
product of
instructional activities
should be seen or
observed.
5. TIME- BOUNDED
It can be accomplished
at the end of an
instructional unit.
6. ESSENTIAL
Essential because what
students learn may be
of great help for them in
real-life situations.
7. REALISTIC
The objectives are
practical and
reasonable.
 DETERMINING APPROPRIATE
CONTENT
 Select meaningful learning
objectives and activities.
Select objects that include
some knowledge or skill that is
clearly worth learning, either
in its own right or as a step to
some greater objective.
 Directly address the
importance of each new
topic examined.
Relate the subject matter in
today’s situation and
everyday life occurrences.
 Adopt instruction to students’
knowledge, understanding, and
personal experience.
The content will be more relevant
to students if teachers relate it to
students’ personal experiences
and needs and to prior
knowledge.
 Have students use what they
have previously learned.
Another way to demonstrate
the relevance of the subject
matter is to have students use
what they previously learned.
 Illustrate the subject matter
anecdotes or concrete examples
to show relevance.
Promote personal identification
with the content by relating
experiences or telling anecdotes
illustrating how the content
applies to the lives of particular
individuals.
 CRITERIA FOR
SELECTING AND
ORGANIZING
APPROPRIATE
CONTENT
1. VALIDITY
The content selected
should be verifiable, not
misleading or false.
2. SIGNIFICANCE
Content needs to be constantly
reviewed so that worthwhile
content- basic ideas, information,
principles of the subject- is taught, and
lessons do not become cluttered by
masses of more trivial content now
available through the “information
explosion.”
3. BALANCE
Content should promote
macro and micro knowledge;
students experience the broad
sweep of content, and they
should have the opportunity
to dig deeper.
4. SELF- SUFFICIENCY
The content should help
students learn how to
learn; it should help them
gain maximum sufficiency in
the most economic manner.
5. INTEREST
Content is best learned when
it is interesting to students.
Some progressive educators
urge that students should be
the focus of the teaching and
learning process.
6. UTILITY
Content should be useful or
practical in some
situations outside the
lesson, either to further
other learning or in
everyday experiences.
7. LEARNABILITY
It should be within the
capacity of the
students to learn the
content.
8. FEASIBILITY
Teacher needs to consider
the time needed,
resources, and materials
available, curriculum guides,
state and national tests,
existing legislation, and the
political climate of the
community.
 DETERMINING
APPROPRIATE
INSTRUCTIONAL
APPROACHES AND
METHODS
Using several instructional
approaches throughout the lesson.
After capturing student interest at the
start of a lesson, maintain interest by
using varied approaches, such as
lecture, demonstrations, recitations,
practice and drills, reviews, panels and
debates, group projects, inquiry
approaches, discovery learning and
problem solving etc.
Using game, simulations, or

other fun features.
An instructional game is an
activity in which students
follow prescribes rules
unlike those of reality as they
strive to attain a challenging
goal.