To be presented by Group 1
DOMAINS
OF
LEARNING
DIFFERENCES BETWEEN COGNITIVE,
AFFECTIVE AND PSYCHOMOTOR
DOMAIN
GROUP 1
AGCOLICOL, LANZ
GERONIMO, REINASEL
BANZUELA, GIEN RITZ
ISIDRO, IVY MARIZ
BORROMEO, JANLYNERIC
RECTO, CRYSTAL MAE
- Learning by thinking
- Benjamin Bloom
6 AREAS OF COGNITIVE DOMAIN
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
BLOOM'S REVISED TAXONOMY
(NOUNS --> VERBS)
BELIEVE
HEAR
REALIZE
CAPACITY
INTELLIGENCE
RECOGNIZE
COMPREHEND
KNOW
SEE
PERCEIVE
UNDERSTAND
FEEL
THINK
LISTEN
MEMORIZE
EXPERIENCE
Appreciation
for
Capable of
Acquainted
with
Comprehension of
Conscious of
Knowledge of
Familiar with
Adjusted to
Cognizant of
Interest in
Knowledgeable of
Awareness to
Enjoyment of
Interested in
Understanding of
TOPIC : GENOTYPES AND PHENOTYPES
Design their own punnett square and pedigree chart
to trace their inherited traits
Assess the results of the punnett square and pedigree
chart provided.
Distinguish what are the dominant and
recessive genes and traits based on the
punnett square and pedigree chart.
Solve for the probability of the genotypes from the
unresolved punnet square provided.
Explain the use of punnet square
and pedigree chart in relation to
genotypes and phenotypes.
Define genotypes and
phenotypes.
TOPIC : QUADRATIC FUNCTION
Formulate a quadratic equation that can depict an animated
figure of choice using Desmos application.
Select their most preferred way of solving a quadratic
equation.
Analyze x and y vertex in relation to opening of a
parabola.
Solve for the vertex and y values using the
quadratic equation and plot the points that
were solved.
Translate the list of x and y values
State the opening of a parabola based
on the standard form of a quadratic
function provided (y=x^2−7x+2).
TOPIC : FLORANTE AT LAURA
Nakakapagsagawa ng masining na presentasyon sa
pamamagitan ng dula.
Naikukumpara and akda sa iba pang akda na kilala sa
laranggan ng panitkan.
Natutukoy ang mga mahahalagang bahagi ng
binasang awit para makalikha ng balangkas.
Naiuugnay ang mga kaganapan sa akda sa
mga pangyayari sa kasalukuyan.
Natatalakay
ang
mga
panlipunan na nasa akda
isyung
Nailalahad ang mga
pangunahing tauhan ng awit.
AFFECTIVE DOMAIN
To be presented by: Borromeo and Recto
Affective Domain
Learning through stimulation of feelings and emotions
The affective domain is part of a system that was published in 1965 for identifying,
understanding, and addressing how people learn.
Focuses on emotional aspect of the students and on how they will engage in class
based on their feeling, appreciation, interests, motivations towards the topic
presented
Stages of Affective Learning
Students'
openness to
learning
Express one's
feelings as
action based on
stimulation
Understanding the in
depth values
regarding the
perceived information.
Integrating our
beliefs with those of
others and
establishing
relationships.
Behavioral
adjustments are
founded on
comprehension of
values
Affective Taxonomy
Level 1: Receiving
Verbs: to differentiate, to accept, to listen, and to observe.
Science : Genotype and Phenotype
Listen on the the biological relationship of a species concerning their inherited traits from their
ancestors.
Filipino : Florante at Laura
Masigasig na pagkikinig sa diskusyon tungkol sa mahahalagang pangyayari at pagiging masuri sa
kaugnayan nito sa kasalukuyan.
Math : Quadratic Function
Observe how we use directions such as North, East, South, and West in our daily lives.
Level 2: Responding
(Verbs: to comply with, to follow, to commend, to volunteer, to acclaim, discuss)
Science : Genotype and Phenotype
Discuss the differences of Genotype and Phenotype by relating it to other existing variations
found.
Filipino : Florante at Laura
Mahusay na pagbuo ng plano ng mga grupo na tungkol sa pagbibigay ng buod na presentasyon
ukol sa mga importanteng pangyayari sa kwento na ugnay sa kamakailan na isyu.
Math : Quadratic Function
Volunteer to ask follow up questions at the end of the discussion on how the concepts can be
applied in real life.
Level 3: Valuing
(Verbs: to relinquish, to support, to debate)
Science : Genotype and Phenotype
Relinquishing environmental factors that shape our phenotype throughout our lives as a result of the
ongoing interaction between genetics and environment that differentiates us all.
Filipino : Florante at Laura
Kinakailangang maging pamilyar sa mga tungkulin ng bawat karakter sa kwento at kung paano ito
maiuugnay sa naging kalagayan ng mga pilipino sa panahon ng rehimeng espanyol na nakapaloob
sa isang debate.
Math : Quadratic Function
Relinquishing the different misconceptions in the application of Quadratic function in real life
situations
Level 4: Organization
. (Verbs: to facilitate, to theorize, to formulate,to balance, examine)
Science : Genotype and Phenotype
Theorizing the concepts of differentiation about Genotype and Phenotype and debunk each
Filipino : Florante at Laura
Subaybayan ang pag unlad ng kwento sa mga tuntunin ng legal na sistema, pamamahala, at
rebolusyon na angkop sa modernong henerasyon.
Math : Quadratic Function
Facilitate the problem solving and interpretation of data using graph
Level 5: Characterization
(Verbs: to avoid, to resist, to manage, to resolve)
Science : Genotype and Phenotype
Erects with self reliance by conducting an interview about the differents facial feature attributes among 5
people
Filipino : Florante at Laura
Makatuwiran at mahusay na pagpapahayag ng argumento gamit ang sanaysay tungkol sa isang panlipunang
isyu na nakapaloob sa nabasang kwento
Math : Quadratic Function
Follows carefully the concepts discussed by connecting them on real life situations
Summary of
Affective
Taxonomy
Verbs to use: differentiate, accepts,listens,
reponds, volunteer, commends, acclaims,
relinquish, subsidizes, supports, debates,
formulate,
examines,
resolve,
asks,
chooses, describes, follows, gives, holds,
identifies, locates, names, points to,
selects, sits, erects, replies, uses.
Responding
to
phenomena:
Active
participation on the part of the learners.
PSYCHOMOTOR DOMAIN
To be presented by: Agcolicol and Geronimo
COGNITIVE
Learning by Thinking
Created in 1956
AFFECTIVE
Learning by
Stimulation of
Feelings
Created in 1965
PSYCHOMOTOR
Learning by Doing
Created in 1970
Situation:
Ricci wants to play basketball, but he has no background in the sport. But
as soon as he learned to play basketball, his teammate, Terrence, injured
his ankle.
Origination
Adaptation
Complex Overt Response
Mechanism
Guided Response
Naturalization
Articulation
Precision
Set
Manipulation
Perception
Imitation
Elizabeth J. Simpson (1972)
Ravindra H. Dave (1975)
Topic: Genotype or Phenotype
Learning Outcome Statement:
At the of the lesson the students are expected to
1. Detect the observable traits of an offspring based
on the punnett square provided.
Perception
Verbs: chooses, describes, detects, differentiates,
distinguishes, selects
Topic: Genotype or Phenotype
Learning Outcome Statement:
At the of the lesson the students are expected to
2. Proceed with a pedigree chart showing the
dominant and recessive traits of the organism.
Set
Perception
Verbs: begin, displays, shows, reacts, proceeds
Topic: Genotype or Phenotype
Learning Outcome Statement:
At the of the lesson the students are expected to
Guided Response
Set
Perception
3. Trace the inherited traits of the offspring from the
parents from the phenotype illustration provided by
method of spotting.
Verbs: copies, traces, follows, reproduce
Topic: Genotype or Phenotype
Learning Outcome Statement:
Mechanism
Guided Response
Set
Perception
At the of the lesson the students are expected to
4. Manipulate the genetic material of an organism to
come up with the preferred phenotype.
Verbs: assembles, calibrates, constructs,
dismantles, manipulates, measures
Topic: Genotype or Phenotype
Learning Outcome Statement:
Complex Overt Response
Mechanism
Guided Response
Set
Perception
At the of the lesson the students are expected to
5. Assemble the placards containing random
physical traits of an offspring to their corresponding
inheritance percentage column based on the
punnett square results provided.
Verbs: assembles, builds, constructs,
manipulates, measures
Topic: Genotype or Phenotype
Adaptation
Complex Overt Response
Mechanism
Guided Response
Set
Perception
Learning Outcome Statement:
At the of the lesson the students are expected to
6. Reorganize a single punnett square to match with
different genotype and phenotype outcomes.
Verbs: adapts, alters, changes, rearranges,
reorganizes, revises
Origination
Adaptation
Complex Overt Response
Mechanism
Guided Response
Set
Perception
Topic: Genotype or Phenotype
Learning Outcome Statement:
At the of the lesson the students are expected to
7. Make a video presentation that explains the
assigned pedigree chart.
Verbs: arranges, builds, combines, composes,
constructs, creates, design, makes, originates
Complex Overt Response
Make a video presentation
that explains the assigned
pedigree chart.
Mechanism
Manipulate the genetic
material of an organism to
come up with the preferred
phenotype.
Adaptation
Reorganize a single punnett
square to match with different
genotype and phenotype
outcomes.
Guided Response
Trace the inherited traits of the
offspring from the parents from the
phenotype illustration provided by
method of spotting.
Perception
Detect the observable traits of an
offspring based on the punnett
square provided.
Origination
Assemble the placards containing
random physical traits of an offspring
to their corresponding inheritance
percentage column based on the
punnett square results provided.
Set
Proceed with a pedigree chart
showing the dominant and
recessive traits of the
organism.
Aralin: Florante at Laura
Mga Layunin sa Pag-aaral:
Sa dulo ng aralin, ang mga mag-aaral ay
inaasahang
1. Gayahin ang katauhan ni Florante o Laura sa
paraan ng monologo na nagpapakita ng
kanilang paraan ng pag-ibig sa kabila ng mga
pagsubok.
Imitation
Mga pandiwa: kopyahin, sundin, gayahin, ulitin
Aralin: Florante at Laura
Mga Layunin sa Pag-aaral:
Sa dulo ng aralin, ang mga mag-aaral ay
inaasahang
Manipulation
Imitation
2. Bumuo ng isang dula-dulaan na nagpapakita
ng mga mahahalagang pangyayari sa Florante at
Laura.
Mga pandiwa: umangkop, bumuo, pagsamahin,
lumikha, ipasadya, baguhin
Aralin: Florante at Laura
Mga Layunin sa Pag-aaral:
Sa dulo ng aralin, ang mga mag-aaral ay
inaasahang
Precision
Manipulation
Imitation
3. Hasain ang kakayahang mabigkas ang
napiling linya mula sa isang kabanata sa
Florante at Laura na may angkop na intonasyon.
Mga pandiwa: ipakita, hasain
Aralin: Florante at Laura
Mga Layunin sa Pag-aaral:
Manipulation
Precision
Articulation
Naturalization
Sa dulo ng aralin, ang mga mag-aaral ay
inaasahang
4. Gumawa ng isang tula tungkol sa mensahe ng
Florante at Laura na gagamitin para sa pagbuo
ng sabayang pagbigkas.
Mga pandiwa: gumanap, bumuo, gumawa,
magtanghal
Naturalization
Manipulation
Precision
Articulation
Naturalization
Aralin: Florante at Laura
Mga Layunin sa Pag-aaral:
Sa dulo ng aralin, ang mga mag-aaral ay
inaasahang
5. Mangasiwa ng isang dulang musikal na
gaganapin sa isang entablado ng pang-teatro
na tungkol sa Florante at Laura bilang pagkilala
ng mga natatanging literatura ng Pilipinas.
Mga pandiwa: lumikha, magdisenyo, bumuo,
mag-imbento, mangasiwa
Articulation
Gumawa ng isang tula tungkol sa
mensahe ng Florante at Laura na
gagamitin para sa pagbuo ng
sabayang pagbigkas.
Precision
Hasain ang kakayahang mabigkas
ang napiling linya mula sa isang
kabanata sa Florante at Laura na may
angkop na intonasyon.
Imitation
Gayahin ang katauhan ni Florante o
Laura sa paraan ng monologo na
nagpapakita ng kanilang paraan ng pagibig sa kabila ng mga pagsubok.
Naturalization
Mangasiwa ng isang dulang musikal na
gaganapin sa isang entablado ng pang-teatro
na tungkol sa Florante at Laura bilang pagkilala
ng mga natatanging literatura ng Pilipinas.
Manipulation
Bumuo ng isang dula-dulaan na
nagpapakita ng mga mahahalagang
pangyayari sa Florante at Laura.
Topic: Quadratic Function
Learning Outcome:
At the of the lesson the students are expected to
1. Detect where the vertex and axis of symmetry
are located considering the parabola on the
cartesian plane.
Verbs: chooses, describes, detects,
differentiates, distinguishes, selects
Perception
Topic: Quadratic Function
Learning Outcome:
At the of the lesson the students are expected to
Set
Perception
2. Display a pose mimicking the opening of a
parabola, either using two fingers or whole body,
based on the standard forms of a quadratic
function provided.
Verbs: begin, displays, shows, reacts, proceeds
Topic: Quadratic Function
Learning Outcome:
At the of the lesson the students are expected to
Guided Response
Set
Perception
3. Follow the list of x and y values provided to
come up with a similar parabola as the teacher’s
work.
Verbs: copies, traces, follows, reproduce
Topic: Quadratic Function
Learning Outcome:
At the of the lesson the students are expected to
Mechanism
Guided Response
Set
Perception
4. Manipulate the x and y values to form a
parabola opening upward and downward.
Verbs: assembles, calibrates, constructs,
dismantles, manipulates, measures
Topic: Quadratic Function
Learning Outcome:
Complex Overt Response
At the of the lesson the students are expected to
Mechanism
5. Build a basketball court model to illustrate the
2-point and 3-point area that depicts a parabola.
Guided Response
Set
Perception
Verbs: assembles, builds, constructs,
manipulates, measures
Topic: Quadratic Function
Adaptation
Learning Outcome:
Complex Overt Response
At the of the lesson the students are expected to
Mechanism
6. Alter the design of design of a volleyball using
the concept of a parabola in quadratic function.
Guided Response
Set
Perception
Verbs: adapts, alters, reorganizes, revises, varies
Origination
Topic: Quadratic Function
Adaptation
Learning Outcome:
Complex Overt Response
Mechanism
Guided Response
Set
Perception
At the of the lesson the students are expected to
7. Create a mini-catapult that can show a
parabolic path.
Verbs: arranges, builds, combines, composes,
constructs, creates, design, makes, originates
Complex Overt Response
Build a basketball court
model to illustrate the 2point and 3-point area that
depicts a parabola.
Mechanism
Manipulate the x and y
values to form a parabola
opening upward and
downward.
Adaptation
Alter the design of a
volleyball using the concept
of a parabola in quadratic
function.
Guided Response
Follow the list of x and y values
provided to come up with a similar
parabola as the teacher’s work.
Perception
Detect where the vertex and axis
of symmetry are located
considering the parabola on the
cartesian plane.
Origination
Create a mini-catapult that can
show a parabolic path.
Set
Display a pose mimicking the
opening of a parabola, either
using two fingers or whole body,
based on the standard forms of a
quadratic function provided.
Science- Punnett Square
At the end of the lesson, the students are expected to:
1. Explain the use of punnett square;
2. Identify the combination of the crossed match genes in the given
examples;
and
3. Create a drawing of the physical traits of the offspring based on the
result of the punnett square provided.
Filipino - Paggawa ng maikling kwento
sa dulo ng aralin, ang mga mag-aaral ay inaasahang:
1. Nalalaman ang mga bahagi ng maikling kwento
2. at maayos na matukoy ang kaibahan ng maikling kwento sa iba pang
uri ng pagsulat;
3. Bumuo ng isang mapa ng konsepto na naipapakita ang pagkakaugnayugnay ng mga tauhan sa isa’t isa at ang iba pang mga salik ng napiling
maikling kwento
Mathematics - Trigonometric Function
At the end of the lesson, the students are expected to:
1. Identify the different trigonometric functions
2. discuss the applications of trigonometric function in real life;
and
3. Compose a song that contains all the common trigonometry formulas.
English - Parts of Speech
At the end of the lesson, the students are expected to:
1. Construct reflection essay using the appropriate parts of speech in
every phrase.
2 Construct a poem using the differents parts of speech
and ;
3. Assemble the list of words provided into the appropriate column of
parts of speech they represent.
Araling Panlipunan - Buhay at mga Nobela ni Jose Rizal
Sa dulo ng aralin, ang mga mag-aaral ay inaasahang:
1. Mailahad ang mga akda ni Dr. Jose Rizal.
2 Magtipon ng mga importanteng impormasyon sa tungkulin ni rizal
na kaugnay sa mga kamakailan na isyu
and;
3. Gumawa ng grapikong presentasyon ng mga mahahalagang tagpo sa
buhay ni Jose Rizal.
Physical Education - Basketball
At the end of the lesson, the students are expected to:
1. Construct a timeline depicting the history of playing basketball.
2. Establish the different values when playing basketball such as
sportsmanship and the value of teamwork
and;
3. Assemble their own basketball routine.
Thank You!
Do you have any question?
Anderson and Krathwohl Bloom’s taxonomy revised. (n.d.). Retrieved March 14, 2022, from https://quincycollege.edu/wpcontent/uploads/Anderson-and-Krathwohl_Revised-Blooms-Taxonomy.pdf
Bloom beyond bloom - developments in business simulations and Experiential Learning, volume 32, 2005. StuDocu. (n.d.).
Retrieved
March
14,
2022,
from
https://www.studocu.com/row/document/liaquat-university-of-medical-healthsciences/nursing-research-proposals/bloom-beyond-bloom/3833757
Domains
of
learning.
The
Peak
Performance
Center.
(n.d.).
Retrieved
March
14,
2022,
from
https://thepeakperformancecenter.com/educational-learning/learning/process/domains-of-learning/
London School of Management Education. (n.d.). Retrieved March 14, 2022, from https://lsme.ac.uk/blog/the-three-3domains-of-learning
Mcdaniel, R. (1970, June 10). Bloom's taxonomy. Vanderbilt University. Retrieved March 14, 2022, from
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Revised bloom's taxonomy. Center for Excellence in Learning and Teaching. (2022, February 2). Retrieved March 14, 2022,
from https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/
https://www.abmp.com/school_administrators/forum_handouts/2012/Blooms_Taxonomy_The_Affective_Domai
n_Part_Two%20.pdf
affective-learning-_-assessment-of.pdf (wordpress.com)
01_SusanGanoPhilips.pdf (cuhk.edu.hk) (Affective Learning in General Education)
https://serc.carleton.edu/NAGTWorkshops/affective/intro.html
https://thepeakperformancecenter.com/educational-learning/learning/process/domains-of-learning/affectivedomain/
https://www.govst.edu/uploadedFiles/Academics/Services_and_Resources/Writing_Center/WC_Inside_Pages/Ou
tcome%20Verbs.pdf