Republic of the Philippines
President Ramon Magsaysay State University
Masinloc Zambales
Telefax: 047-8111683/email address: prmsu.edu.ph
MODULE 11: Implementing A Curriculum Daily in the Classroom
11.1 Revised Bloom’s Taxonomy
1. Which cognitive level in the Revised Bloom's Taxonomy focuses on the ability to generate
new ideas, products, or processes?
The Creating level is the highest in the taxonomy and emphasizes originality and
innovation. It involves tasks like designing, constructing, or composing something new. For example,
students might be asked to write a short story, develop a new game, or design an experiment to solve a
problem.
2. How does "Evaluating" in the Revised Bloom's Taxonomy differ from "Analyzing"?
Evaluating involves making judgments based on specific criteria or standards and often requires
critical thinking skills. For instance, students may be tasked with assessing the credibility of a source or
justifying their stance during a debate. In contrast, analyzing focuses on breaking down information into
its components to identify relationships or underlying structures. An example of analysis could include
students dissecting a scientific process into sequential steps or comparing themes in two literary works.
The primary distinction between the two lies in their purpose: evaluation emphasizes judgment and
decision-making, whereas analysis centers on understanding and deconstruction.
3. Provide an example of a classroom activity that aligns with the "Understanding"
cognitive level of Revised Bloom's Taxonomy.
At the Understanding level, students demonstrate comprehension by interpreting or summarizing
information. An example is asking students to read a poem and paraphrase its meaning or explain the
cause-and-effect relationships in a historical event.
4. Why was "Synthesis" replaced by "Creating" in the Revised Bloom’s Taxonomy?
"Creating" replaced "Synthesis" to highlight the active, generative nature of higher-order
thinking. This change better reflects the process of producing something new or meaningful by combining
elements. For example, instead of merely combining ideas, "Creating" implies innovating or producing a
unique outcome.
5. Arrange these levels in the correct order according to the Revised Bloom’s Taxonomy:
Remembering, Applying, Creating, Understanding, Evaluating, and Analyzing.
The correct order is Remembering, Understanding, Applying, Analyzing, Evaluating,
Creating. This progression moves from lower-order thinking skills (like recalling facts) to higher-order
skills (like critical evaluation and innovation).
11.2 Cone of Learning Experience
1. According to Dale's Cone of Experience, what type of learning experience provides the
highest retention rate?
The type of learning experience provides the highest retention rate is direct purposeful
experiences, such as hands-on activities or real-world applications, provide the highest retention rate of
90%. For instance, students who perform a scientific experiment themselves retain the concepts better
compared to just reading about it.
2. How can a teacher effectively transition from "Abstract" to "Concrete" experiences in
teaching, according to the Cone of Experience?
Teachers can use a scaffolded approach, starting with abstract concepts like verbal descriptions or
theoretical models, then introducing semi-concrete aids like charts or videos, and finally engaging
students in direct experiences such as experiments or fieldwork. For example, a physics lesson on gravity
might begin with theoretical formulas, followed by video demonstrations, and end with students
conducting experiments using pendulums.
3. Explain how multimedia can address various levels of Dale’s Cone of Experience in a
modern classroom setting.
Multimedia combines auditory (narration, music), visual (images, videos), and interactive
elements (simulations, virtual labs). For example, an anatomy class could use an interactive 3D model of
the human body (concrete experience) and supplement it with narrated videos and quizzes to cater to all
learning modalities, ensuring better retention.
11.3 Learning Styles
1. What are the three primary learning styles described in the VAK model?
Visual learners process information best through images, charts, and written instructions.
Auditory learners prefer spoken explanations and discussions.
Kinesthetic learners thrive on hands-on activities and movement-based learning.
2. How can teachers tailor their instructional strategies to suit kinesthetic learners?
Teachers can incorporate activities like role-playing, lab experiments, or building models. For
example, in a math class, kinesthetic learners might use manipulatives to understand geometric shapes.
3. Which learning style is most likely to benefit from group discussions and verbal
instructions?
Auditory learners benefit most as they prefer listening and speaking as their primary modes of
learning. Group discussions allow them to process information through dialogue, while verbal
instructions provide clarity and reinforcement.
4. How do learning styles influence the effectiveness of traditional lecture-based teaching
methods?
Traditional lecture methods primarily cater to auditory learners. Visual learners may struggle
without visual aids like slides or diagrams, and kinesthetic learners might find lectures disengaging due to
a lack of movement or interaction. This highlights the importance of diversifying teaching methods to
accommodate all learners.
5. Provide an example of a differentiated instructional activity that caters to visual,
auditory, and kinesthetic learners simultaneously.
For examples in a lesson on ecosystems:
o Visual learners watch a documentary or view diagrams of food chains.
o Auditory learners listen to a discussion or an audio explanation.
o Kinesthetic learners create a 3D model of an ecosystem using craft materials.
