OPENING PRAYER

Lord, we offer to you our class today.

We pray that through your Divine
Guidance, we would learn how to listen
attentively to the inputs of our teacher.
May we appreciate his/her effort in
imparting his/her knowledge to us.
 LEARNING
OUTCOMES
At the end of the lesson, students will be able to:

 Appreciate the importance of Blooms Taxonomy in relation to s

 Identify what are the Domains of Learning.

 Write learning outcomes for health education plan.

 
Taxonomy
Comes from Greek words:

Taxis meaning arrangement or

division and Nomo's meaning law is
the science of classification
according to a pre-determined
system.
 BLOOM’S
TAXONOMY
 is a classification of the different objectives
and skills that educators set for students
(learning objectives).

  Is a set of three hierarchical models used to

classify educational learning objectives into
levels of complexity and specificity.
History of Bloom’s Taxonomy

The taxonomy was proposed

in 1956 by Benjamin
Bloom, an educational
psychologist at the
University of Chicago.
 Goal of Bloom's Taxonomy

•To motivate educators to focus

on all three domains, creating a
more holistic form of
education.
SHARING
TIME!
Learning Domains of Bloom's Taxonomy

3 types of Domain

Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional

areas (Attitude)

Psychomotor: manual or physical skills

(Skills)
Cognitive
Domain
 Involves knowledge and the development of
intellectual skills.

 Performing simple recall tasks to placing previously

learned materials into new context and synthesize
bodies learned information.
6 CATEGORIES OF COGNITIVE DOMAIN
 6 CATEGORIES OF COGNITIVE DOMAIN

1. REMEMBERING

It involves the retrieval,

recognition, and recalling of
information.
2. UNDERSTANDING

It refers to your own interpretation

based on what you read.
3. APPLYING

Refers to the use of

implementation of knowledge
in various situation.
4. ANALYZING

It focuses on breaking down

ideas into parts and relating
these parts to one another.
5. EVALUATING

It refers to making judgements on

the value and validity of ideas and
events.
6. CREATING

It involves combining parts to

form well- designed whole .
*ANALYZING
*EVALUATING
*CREATING

= HIGHER-ORDER THINKING SKILLS

Affectiv
e
Domai
(Krathwohl, Bloom, Masia, 1973)

includes the manner in which we

deal with things emotionally,
such as feelings, values,
enthusiasms, and attitudes.
AFFECTIVE DOMAIN
 5 Categories of Affective Domain

1) RECEIVING

Awareness ,willingness to listen, selected

attention
2)RESPONDING

 Active participation on the

part of the learners. 
 Attends and reacts to a
particular phenomenon.
3.VALUING

 The worth value a person attaches to

a particular object, phenomenon, or
behavior. 
4.ORGANIZATION

 Organizes values into priorities by

contrasting different values, resolving
conflicts between them, and creating
an unique value system.
5. INTERNALIZING VALUES

 Value system that controls their behavior.

   The behavior is pervasive, consistent,

predictable, and most importantly,
characteristic of the learner. 
Psychomotor
Domain
(Simpson, 1972) includes
physical movement,
coordination, and use of the
motor-skill areas.
 Categories for Psychomotor Domain

1. PERCEPTION
The ability to use sensory cues to
guide motor activity.  This ranges
from sensory stimulation, through
cue selection, to translation.
2)SET
Readiness to act. 
It includes mental, physical,
and emotional sets.
3)GUIDED RESPONSE

The early stages in learning a

complex skill that includes
imitation and trial and error.
4)MECHANISM

This is the intermediate stage in

learning a complex skill.
5. COMPLEX OVERT
RESPONSE
This category includes performing
without hesitation, and automatic
performance. 
6)ADAPTATION
Skills are well developed and
the individual can modify
movement patterns to fit
special requirements.
7.ORIGINATION

Creating new movement patterns to

fit a particular situation or specific
problem.