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INSTRUCTIONAL PROJECT 1

BY RENAGULI KAHA
SCIENCE/SKY/2ND GRADE
Bloom's Taxonomy
1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different
kinds of thinking.
• Adapted for classroom use as a planning tool.
• Classifies thinking skills into six levels, from
the most basic to the higher order levels of
thinking.
• 1990s- a team lead by Lorin Anderson
(former student of Bloom) revisited the
Taxonomy.
INSTRUCTIONAL OBJECTIVE 1

• Remembering
At the end of the lesson, students will be able to:
*Recognize the day and the night sky.
*Define the objects in the sky like, sun, moon, star, planet, cloud
and airplane through the observation.
INSTRUCTIONAL OBJECTIVE 3

• Applying
At the end of the lesson, students will be able to
create models and diagrams which they use to explore the
relative position and motion of objects in space using simple
materials, such as balls and beads.
INSTRUCTIONAL OBJECTIVE 4

• Analyzing
At the end of the lesson, students will be able to
move from a simple view of land and sky, to one that
recognizes Earth as a sphere in motion within a large
universe.
INSTRUCTIONAL OBJECTIVE 5

• Evaluating
At the end of the lesson, students will be able to
revisit the topics of seasonal cycle, places of the moon
and the apparent motion of stars.
INSTRUCTIONAL OBJECTIVE 6

• Creating
At the end of the lesson, students will be able to observes,
describe and interpret the movement of objects in the sky
and identify pattern and order in these movement.
INFORMATIONAL OBJECTIVE

• Students learn about objects in the day and night of


the sky.
EFFECTIVE TEACHING SKILLS-SELF-EVALUATION REFLECTION.

In my opinion, Instructional technique is most imprortant in the self-evaluation. Because


teachers who come to the classroom with good communication skills help students feel at ease
in their environment. Teachers who are able to use both verbal and non-verbal communication
help students understand what is expected of them and help build their confidence in learning.
body language, positive word reinforcement and appropriate and effective language for
discipline creates a classroom that inspires students to try, without fear that they will be judge
unfairly.
REFERENCES

• https://www.fitnyc.edu/files/pdfs/CET_TL_BloomRevisedTaxonomy_0.pdf
• https://inside.trinity.edu/collaborative/collaborative-grants/course-redesign-
stipends/course-assessment-and-outcomes
• Danielson, C. (2007). Enhancing professional practice:
A framework for teaching (2nd ed.). Alexandria, VA:
• Association for Supervision and Curriculum Development.