Page 87 - Class Portfolio2019

UNIT I
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION

Comprehension- Knowing/comprehending what a message means so that you can explain it
to someone else.

Knowledge- Real information learned (defined terms and memorize facts).

CONCLUSION:

 Bloom’s taxonomy gives the first grade nonfiction animal research project structure and
organizes the student’s learning.

 The contract of project completion helps students stay organized and helps take note of
what the student is able to do independently, with a teacher, and with peer.

 The daily feedback from helps the student reflect on what they accomplished, what
worked, what didn’t work, and evaluate their own learning.

References:

 Walberg. H. J. (1984). Improving the productivity of America Schools. Educational
Leadership, 41, 19-27.
 Washburne, C. W. (1992). Educational measurements as a key to individualizing
instruction and promotions. Journal of Educational reaserach, 4, 195-206.
 Wentling, T.L. (1973). Mastery versus non mastery instruction with varying test item
feedback treatments. Journal of Educational Psychology, 65, 50-58.
 Whiting, B. & Render, G.F. (1984). Cognitive and affective outcomes of mastery learning:
A review of 16 semesters. A paper presented at the Annual Meeting of the Northern Rocky
Mountain Education research Association, Jackson, Wyoming, October 1984.

Activity:

1. How can we apply the levels of Bloom Taxonomy in learning process?

2. Does Bloom Taxonomy still exist in in the field of teaching today?

3. What kind of tools you are going to use to assess the students learning process?

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